This document provides an overview of the EDUC E-107 Spring 2011 course. It includes logistics, expectations for student participation and collaboration, and a schedule of upcoming topics and guest speakers. Students introduced themselves and shared their interests in open education. Upcoming discussions will focus on the history of open education and defining its key aspects. The document outlines Assignment 2 which asks students to define open education and discuss characteristics of 21st century learning.

1. EDUC E-107
Spring 2011
Unless otherwise specified, Copyright 2011, Vijay Kumar and Brandon Muramatsu.
Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 United
States License (creativecommons.org/licenses/by/3.0/us/).
Cite as: Kumar, V. & Muramatsu, B. (2011). Open Education” Practice and Potential.
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2.  Recap
◦ Logistics and expectations, news, glossary, new
student introductions, News
 Review student interests (Assignment 0)
 Continue discussing open education in a
historical context (and Assignment 1)
 Next Week
◦ Assignment 2 and David Wiley
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3.  We’ve designed the course seminar-style
 Participate in the discussions, in class, etc.
 We want this to be an enjoyable experience
◦ Be professional, but keep it light
 One of the aspects of open is the idea of
collaboration and sharing
◦ We’re trying to include your input into each class
◦ We’re going to try and improve what we do during the
course
◦ If you have any suggestions, please share them
◦ To help us improve the experience for everyone,
we’re moving up assignment due dates to Monday
11:59pm
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4.  Nearly finalized
 2 In-Person Guest Speakers
◦ Steve Carson, MIT OpenCourseWare, 2/24
◦ Mike Smith, Public Policy, 3/31
Please consider joining us on 3/31 for Mike Smith
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5.  Success is when you have internalized
open education in a very personal way
 …in what you do on a day-to-day basis
 …in ways you want to make change, in
your job, your organization or the world-at-
large
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6.  Follow OpenEducationNews.org
 Setup Google Alert for “Open Education”,
“Open Education Resources”,
OpenCourseWare
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7.  Historically, universities such as Columbia, Oxford, Yale,
Princeton and Stanford and the Massachusetts Institute
of Technology have defined their value by exclusivity as
much as by excellence. The institutions positioned
themselves as purveyors of an important public good —
a corps of graduates fit to run a nation — but the
classrooms and curriculums that ostensibly transform
talented high-schoolers into cardholding members of the
adult elite have been walled off from the general public.
 “If you take away OCW completely,” said Ira Fuchs,
former vice president at the Andrew W. Mellon
Foundation, of MIT’s celebrated
OpenCourseWare project, “I’m not sure that higher
education would be noticeably different.” In that light,
free online courseware might seem little more than
noblesse oblige of a sort that is, not coincidentally, a
boon to elite universities’ overseas branding and
recruiting efforts.
Source: Kolowich, S. (2011, February 3). “Online Courseware’s Existential Moment.” Retrieved February 3, 2011 from Inside Higher Education website:
http://www.insidehighered.com/news/2011/02/03/book_examines_free_online_course_giveaways_at_elite_american_colleges_and_universities
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8.  OCW => OpenCourseWare
◦ Typically in the style of MIT OCW with published
courses
 OER => Open Educational Resources
◦ Includes more types of resources
 LMS => Learning Management System
◦ Typically technology to support course administration,
and dissemination of materials (they can be much
more but usually aren’t)
◦ Examples: iSites (which hosts the class website),
Blackboard, Moodle, Sakai
 CC => Creative Commons
◦ Set of licenses that permit reuse, also a movement
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9.  Introduce yourselves
◦ What’s your background?
◦ What do you hope to get from the class? Is there
something you are specifically interested in?
◦ What’s one thing interesting thing about yourself
to help us get to know you better?
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11.  Building a new building
 Implications for the publishing industry
 Implications for science and math education
 Access and quality
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12.  “How can I…improve my students’
experience today but to also prepare them
for college?”
 “I hope to…[understand] the concepts and
pedagogical approaches to educational
delivery.”
◦ Guest speakers on designing Open
curriculum, courses and course materials
Source: E107 Students. (2011). Assignment 0 Responses.
Open Education Practice and Potential. Spring 2011. 12

13.  “…help design and improve educational
activities for outreach programs”
 “I hope to…learn about…methods in which I
can apply it to science education.”
 “…teaching practices that can make me
more effective as an educator”
◦ Midterm and final projects are designed to
develop personal action plans
Source: E107 Students. (2011). Assignment 0 Responses.
Open Education Practice and Potential. Spring 2011. 13

14.  “Does Open CourseWare promote learning
for the sake of learning?”
◦ Guest speaker from MIT OCW: Uses of MIT
OCW, and others
 “Will people ever look at these courses as
being at par with formal degrees?”
◦ Guest speaker from P2PU (and others Kaplan,
Scholastic, Nixty)
Source: E107 Students. (2011). Assignment 0 Responses.
Open Education Practice and Potential. Spring 2011. 14

15.  “What [do] people mean when they talk
about the open education ‘movement.’”
◦ Guest speakers from K-12, higher education
and international perspectives
Source: E107 Students. (2011). Assignment 0 Responses.
Open Education Practice and Potential. Spring 2011. 15

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17.  Open Education is not new
◦ Primarily access to education opportunity
◦ “University without walls”, “Universities without
borders”
◦ Not just formal education at traditional colleges
and universities
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18.  Influences (supply side)
◦ The technology enables much: Internet/Web,
communications and networking, digital nature of
content
◦ Open Source Software movement
 Problems/opportunities in education (demand
side)
◦ Old problems still persist: access, opportunity
◦ New problems: demography, domains of study
◦ Changing expectations
◦ Inadequacies of existing practice
 Open education has become central to the
discourse on educational change
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19.  What has changed in…
◦ Technology
◦ Demographics
◦ social norms and expectations
…that gives a different flavor to Open
Education today?
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20. Generation Y Perspectives
Source: ashwinl (Poster) (2008). Generation Y Perspectives. [Slides] Retrieved
from http://www.slideshare.net/ashwinl/nasa-geny-perspectives
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21.  Open Educational Resources Movement
 Creative Commons
 Consortia and National Movements
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22.  Many said that they now think of open
education more broadly
 You identified…
◦ A number of difficult issues with how
organizations approach education and the
enablers and barriers to open education
◦ The competing agendas and issues
 Open education is being seen as
synonymous with online education
 Is open education about the content, or the
experience, or something else?
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23.  What are 3 characteristics of quality in
traditional education settings?
◦ Which of these are different when you think
about open education?
 What are criteria that define Open
Education?
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24.  If you could pick one problem in education
today that open education could help
substantially address, what would it be?
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26.  Assignment 2 is a two-part assignment:
◦ “Open education is…”
 Define open education in the context of your
interests or with respect to a big problem in
education
◦ What are three key characteristics of learning
and learners in the 21st century?
 David Wiley is our guest speaker
◦ http://davidwiley.org/
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