Presentation by Narend Baijnath, CEO, Council of Higher Education, South Africa, at the 2019 European Distance Learning Week's fifth-day webinar on "The journey to social justice and openness in ODL" - 15 November 2019
Recording of the discussion is available: https://eden-online.adobeconnect.com/pqnnhlmaq3ho/ & https://www.youtube.com/watch?v=tK_tCGMUL-8
11_04_2019 EDUCON eMadrid special session on "What can you do with educationa...eMadrid network
Authors: Carlos Delgado Kloos, Carlos Alario Hoyos, Pedro J. Muñoz Merino, María Blanca Ibáñez, Iria Estévez Ayres y Raquel M. Crespo García / Universidad Carlos III de Madrid (UC3M)
11_04_2019 EDUCON eMadrid special session on "Do MOOCs sustain the UNESCO's q...eMadrid network
Author: Edmundo Tovar (1), Bernardo Tabuenca (1), Ahmed Alzaghoul (1), Nelson Piedra (3), Carlos Delgado Kloos (4), Jim Sluss (5), Russ Meier (6), África López Rey (2), Elena Ruiz (2), Félix García Loro (2), Elio Sancristóbal (2), Miguel Rodríguez Artacho (2), Sergio Martín (2), Manuel Castro (2). UPM (1), UNED (2), UTPL (3), UC3M (4), UO (5) y MSoE (6)
Presentation by Narend Baijnath, CEO, Council of Higher Education, South Africa, at the 2019 European Distance Learning Week's fifth-day webinar on "The journey to social justice and openness in ODL" - 15 November 2019
Recording of the discussion is available: https://eden-online.adobeconnect.com/pqnnhlmaq3ho/ & https://www.youtube.com/watch?v=tK_tCGMUL-8
11_04_2019 EDUCON eMadrid special session on "What can you do with educationa...eMadrid network
Authors: Carlos Delgado Kloos, Carlos Alario Hoyos, Pedro J. Muñoz Merino, María Blanca Ibáñez, Iria Estévez Ayres y Raquel M. Crespo García / Universidad Carlos III de Madrid (UC3M)
11_04_2019 EDUCON eMadrid special session on "Do MOOCs sustain the UNESCO's q...eMadrid network
Author: Edmundo Tovar (1), Bernardo Tabuenca (1), Ahmed Alzaghoul (1), Nelson Piedra (3), Carlos Delgado Kloos (4), Jim Sluss (5), Russ Meier (6), África López Rey (2), Elena Ruiz (2), Félix García Loro (2), Elio Sancristóbal (2), Miguel Rodríguez Artacho (2), Sergio Martín (2), Manuel Castro (2). UPM (1), UNED (2), UTPL (3), UC3M (4), UO (5) y MSoE (6)
This presentation was delivered by Stephanie Cossom, Senior Policy Advisor, for the Deprartment for Business, Innovation and Skills (BIS) during the plenary session for the 'My Story' Erasmus+ 2015 conference. The event was held in Edinburgh on 22 September 2015.
This presentation was delivered by Bernard Naudts, Senior Expert, Directorate General for Education and Culture, European Commission. The event was held in Edinburgh on 22 September 2015.
This conference was hosted by the Centre for Post 14 Research and Innovation on the 08 November 2011. It focused on young people in London and the challenging, for some potentially hostile, environment in which they find themselves. It looked at what can be done and what is being done as London demonstrates, yet again, its resilience.
The conference provided a platform for a dialogue taken forward both by the Institute of Education and by London Councils, as policy makers and practitioners come together to develop a strategy, in London, to rescue young people from the crisis that many of them now face.
University of the Arts London (UAL) has led the field in open education & digital literacies activities & projects in arts subjects over the past eight years, mostly through external or part funded projects[i]. However awareness of open educational resources (OER), Open Educational Practice (OEP) and digital making remain under the radar, outside mainstream pedagogic practice. Staff and students lack confidence, skills and awareness or can criticality engage and challenge practices such as self-archiving, online identities, online presence[ii], digital making and physical computing.
This paper aims to explore the widening gap between formal pedagogic practices (institutional) and the informal emergent digital domains and practices (Grassroots) within arts learning & teaching.
How do we reconcile these differences?
Chris will share the experiences and challenges of the digital learning, teaching and enhancement work at CCW (Camberwell, Chelsea, and Wimbledon Colleges of Arts) in the development of formal digital learning and teaching practices along side the emergent informal grassroots learning practices.
Taken from the youth workshop held at the Erasmus+ UK 'My Story' Annual Conference 2015. Originally presented by Fumie Izaki and Simon Chambers, joint leads for youth at the Erasmus+ UK National Agency.
The theme for this presentation is inclusion and diversity, and how Erasmus+ can benefit young people with fewer opportunities. It includes a presentation from a beneficiary with experience of inclusion and diversity in Erasmus+ youth projects, highlighting the challenges and how these can be overcome.
The latest EU programme for higher education, Erasmus+, exhibits some new and innovative features designed to ensure Europe’s competitiveness in the years ahead. Here we provide an insider’s guide to what’s changed in this fundamental new EU programme. This is an extract from the 2014 spring issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
This presentation is aimed at encouraging individuals and organisations to consider the meaning of career, the fast changing context at a European, national and regional level. It focuses on the need for improved career learning for young people, families and teachers.
Here are five popular universities of Dubai with important information on each one of them. Read on to find out how and why Dubai is turning into a favorite with students who wish to pursue future-friendly education.
Online open education and social justice: progress for regional, multi-lingua...Sarah Lambert
Sharing some key results and outcomes of PhD study into open education as social justice, recently summarised in a book chapter. If you can't get to the Melbourne or the Galway OER19 presentation (URL below) here are the slides with plenty of information and all the references.
https://oer19.oerconf.org/sessions/online-open-education-and-social-justice-progress-for-regional-multi-lingual-and-female-learners-o-033/
Six critical dimensions for widening online participation: a conceptual modelSarah Lambert
A live webinar presentation for the OER0 conference, which ended up being fully online due to COVID19. Delivered 1/4/20 See http://tinyurl.com/ODLmodel for the related online conversation and feedback.
This presentation was delivered by Stephanie Cossom, Senior Policy Advisor, for the Deprartment for Business, Innovation and Skills (BIS) during the plenary session for the 'My Story' Erasmus+ 2015 conference. The event was held in Edinburgh on 22 September 2015.
This presentation was delivered by Bernard Naudts, Senior Expert, Directorate General for Education and Culture, European Commission. The event was held in Edinburgh on 22 September 2015.
This conference was hosted by the Centre for Post 14 Research and Innovation on the 08 November 2011. It focused on young people in London and the challenging, for some potentially hostile, environment in which they find themselves. It looked at what can be done and what is being done as London demonstrates, yet again, its resilience.
The conference provided a platform for a dialogue taken forward both by the Institute of Education and by London Councils, as policy makers and practitioners come together to develop a strategy, in London, to rescue young people from the crisis that many of them now face.
University of the Arts London (UAL) has led the field in open education & digital literacies activities & projects in arts subjects over the past eight years, mostly through external or part funded projects[i]. However awareness of open educational resources (OER), Open Educational Practice (OEP) and digital making remain under the radar, outside mainstream pedagogic practice. Staff and students lack confidence, skills and awareness or can criticality engage and challenge practices such as self-archiving, online identities, online presence[ii], digital making and physical computing.
This paper aims to explore the widening gap between formal pedagogic practices (institutional) and the informal emergent digital domains and practices (Grassroots) within arts learning & teaching.
How do we reconcile these differences?
Chris will share the experiences and challenges of the digital learning, teaching and enhancement work at CCW (Camberwell, Chelsea, and Wimbledon Colleges of Arts) in the development of formal digital learning and teaching practices along side the emergent informal grassroots learning practices.
Taken from the youth workshop held at the Erasmus+ UK 'My Story' Annual Conference 2015. Originally presented by Fumie Izaki and Simon Chambers, joint leads for youth at the Erasmus+ UK National Agency.
The theme for this presentation is inclusion and diversity, and how Erasmus+ can benefit young people with fewer opportunities. It includes a presentation from a beneficiary with experience of inclusion and diversity in Erasmus+ youth projects, highlighting the challenges and how these can be overcome.
The latest EU programme for higher education, Erasmus+, exhibits some new and innovative features designed to ensure Europe’s competitiveness in the years ahead. Here we provide an insider’s guide to what’s changed in this fundamental new EU programme. This is an extract from the 2014 spring issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
This presentation is aimed at encouraging individuals and organisations to consider the meaning of career, the fast changing context at a European, national and regional level. It focuses on the need for improved career learning for young people, families and teachers.
Here are five popular universities of Dubai with important information on each one of them. Read on to find out how and why Dubai is turning into a favorite with students who wish to pursue future-friendly education.
Online open education and social justice: progress for regional, multi-lingua...Sarah Lambert
Sharing some key results and outcomes of PhD study into open education as social justice, recently summarised in a book chapter. If you can't get to the Melbourne or the Galway OER19 presentation (URL below) here are the slides with plenty of information and all the references.
https://oer19.oerconf.org/sessions/online-open-education-and-social-justice-progress-for-regional-multi-lingual-and-female-learners-o-033/
Six critical dimensions for widening online participation: a conceptual modelSarah Lambert
A live webinar presentation for the OER0 conference, which ended up being fully online due to COVID19. Delivered 1/4/20 See http://tinyurl.com/ODLmodel for the related online conversation and feedback.
This report documents the state of the art concerning the Cloud in education in partner countries across Europe. It describes policy perspectives, agencies and organisations promoting the Cloud in education, initiatives, projects and developments in different countries, it offers a list of relevant events and activities taking place in Europe, as well as key publications related to the project’s scope. The report indicates that the Cloud is developing rapidly in business but in many countries education has not recognised the advantages offered.
Keynote held at the International ICDE-MESI conference "Connecting the World through Open, Distance and e-Learning" in Moscow, Russia, 25 September 2014. The conference had about 200 participants from about 40 countries.
Systematic Review And Environmental Scan On Adaptive Technology And OER On St...Tanya Joosten
FEATURED SESSION
Systematic Review And Environmental Scan On Adaptive Technology And OER On Student Success
Date: Wednesday, November 18th
Time: 8:30 AM to 9:15 AM
Conference Session: Concurrent Session 1
Session Modality: Virtual
Lead Presenter: Tanya Joosten (National Research Center for Distance Education and Technological Advancements (DETA) and the University of Wisconsin-Milwaukee)
Co-presenters: Justin Dellinger (University of Texas at Arlington), Kate Lee-McCarthy (The Online Learning Consortium (OLC))
Track: Research, Evaluation, and Learning Analytics
Location: Zoom Room 1
Session Duration: 45min
Brief Abstract:
Come join the Every Learner Everywhere network partners, National Research Center for Distance Education and Technological Advancements (DETA), the Online Learning Consortium (OLC), and dLRN discuss process, findings and recommendations from an empirical research study completed in adaptive technology and OER. Incredibly popular digital tools in online learning, how much do we know about their impact on students? Learn about a step we’ve taken to organize research in response to the various Every Learner Everywhere studies, and better understand where the field needs to go for future development of these technologies for future alignment with research and student success.
Education & technology in an age of covid 19 2BilalArshed1
Many educational reformers have long held out hope that computers and other information and computer technologies (ICTs) can play crucial and integral roles in bringing about long-needed changes to education systems. Indeed, many see the introduction of ICTs in schools as a sort of Trojan horse,
The potential of #MOOC for learning at scale in the Global South. Diana Lauri...eraser Juan José Calderón
The potential of #MOOC for learning at scale in the Global South. Diana Laurillard y Eileen Kennedy. Centre for Global Higher Education working paper series. @ResearchCGHE
The Future of Learning Technology in UK Higher Education
At Microsoft it’s essential that we understand how we can support
innovative individuals, businesses and organisations to shape the future – and there is no more important area for innovation than Higher Education.
Introduction
Learning delivery in Higher Education Institutions (HEIs) is
being reshaped before our eyes, thanks in part to advances
in technology and the new pedagogical theories facilitated by
that technology.
In order to understand more about the ever-evolving
relationship between technology and learning, we spent time
speaking with six of the UK’s leading learning technologists
working within HEIs.
In a series of interviews exploring current practice, changing
needs and key trends, we were able to establish how digital
devices are being used in universities and how cutting-edge
technology can continue to compliment a sector experiencing
fresh emphasis on collaboration, creation and innovation.
Massive Open Online Courses (MOOCs) are a hot spot for international education at the moment, getting quite a lot of attention – in some cases even nervous attention – from a variety of stakeholders. Where did they come from and what exactly is all the fuss about? This is an extract from the 2013 spring issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
Student support for regional online enabling studentsSarah Lambert
Australian case study and part of my PhD into open education as social justice. Looks at the students and their supports in a large regional online enabling program.
Hits and Misses: highlights from a global systematic review of literature int...Sarah Lambert
Presentation for The Inclusive Education Summit (TIES) Geelong 27 November 2018. Includes conceptual model - Six Critical Dimensions for Equitable Open Online education, and application to cases of multi-lingual learning.
This is an original arrangment of music for community choirs. It's in 3 part harmony, and relatively easy. I am happy to share this score with non-for-profit community choirs. I have disabled download but i am happy to email you a copy if you let me know when and where you would be singing it. I just like to know how far and wide my songs go... Email to slambert@uow.edu.au
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Francesca Gottschalk - How can education support child empowerment.pptx
Open education: on the road to social justice
1. Deakin University CRICOS Provider Code: 00113B
Sarah Lambert - 15 November 2019
CRADLE
Centre for Research in Assessment and Digital Learning
Open Education on
the road to Social
Justice
European Distance Learning Week
Organised by European Distance and E-learning Network
https://www.eden-online.org/
2. Deakin University CRICOS Provider Code: 00113B
The Cape Town Open
Education Declaration
Technology moving so
fast! Lets see what
happens!
Broaden – OER to
course
UNESCO OER
announcement and
definition
“by and for the
developing world”
Critical turn in open education – some timelines
2
2002 2007 2012
Paris OER
Declaration
“social justice
please”
Critical turn
Slow down, rethink,
take stock.
Increasing global
inequalities
Social justice please!
2019-2020
3. Deakin University CRICOS Provider Code: 00113B
The Cape Town Open
Education Declaration
Technology moving so
fast! Lets see what
happens!
Broaden – OER to
course
MOOC mayhem.
Promises and over-
optimism.
Education for all.
World peace.
UNESCO OER
announcement and
definition
“by and for the
developing world”
Critical turn in open education – some timelines
3
2002 2007 2012
Paris OER
Declaration
“social justice
please”
Indian MOOC
platform
Chinese MOOC
platform
MOOCs for
development
Localisation, blended
support.
Critical turn
Slow down, rethink,
take stock.
Increasing global
inequalities
Social justice please!
Corporate
appropriation,
“Open-washing”
“by us for us”
2019-2020
$#@!?
4. Deakin University CRICOS Provider Code: 00113B
A red herring.
“Regime of truth”
(Penny-Jane Burke).
Before: openness as
emancipation
4
5. Deakin University CRICOS Provider Code: 00113B
c34K MOOCs made 2014-18*
X
$100K per MOOC**
=
$3.4Billion (3,400M)
Outcome: invest in the
already educated and
relatively privileged
5
*Class Central website ** $38,980 to $325,330 per MOOC (Hollands & Tirthali, 2014)
$#@!?
6. Deakin University CRICOS Provider Code: 00113B
The previous ‘regime of truth’ was
about the power of ‘openness’
but to place one’s hope in an
undefined ‘openness’ is
as futile as Freire’s
raw hope.
Raw hope
6
“The hoped-for is not attained by
dint of raw hoping. Just to hope is to
hope in vain.”
Paolo Freire
Pedagogy of Hope (1994)
7. Deakin University CRICOS Provider Code: 00113B
The previous ‘regime of truth’ was
about the power of ‘openness’
but to place one’s hope in an
undefined ‘openness’ is
as futile as Freire’s
raw hope.
Raw hope
7
HOPE ACTION
CHANGE
Deliberate design: justice for those experiencing injustice
8. Deakin University CRICOS Provider Code: 00113B
Redistributive (economic),
recognitive (social, identity) and
representational (political)
justice to address social and
educational histories of
exclusion.
Now:
open education as
social justice
8
New definition from theory.
Lambert, S. R. (2018). Changing our
(Dis)Course: A Distinctive Social
Justice Aligned Definition of Open
Education. Journal of Learning for
Development, 5(3), 225–244.
9. Deakin University CRICOS Provider Code: 00113B
9
With
gratitude to
Maha Bali
for
translation
and sharing
10. Deakin University CRICOS Provider Code: 00113B
Lambert (2020) Do MOOCs contribute to
student equity and social inclusion? A
systematic review 2014-18
Computers and Education (gold open access)
Hope needs evidence
10
11. Deakin University CRICOS Provider Code: 00113B
MOOCs for widening participation of socio-economically
disadvantaged learners a reality 2014-18
11
12. Deakin University CRICOS Provider Code: 00113B
Highlights
12
• 46 studies, 22 evaluated: reaching 449,403 learners, with 320,7263
pieces of learner data, and 28, 198 survey results.
• 87.5% of the 22 programs largely met their equity/inclusion aims
• Open and proprietary technologies used, often integrated with class-
room based technologies and extra learner supports.
• Benefits for enrolled learners (student equity) and also community
members (social inclusion).
• Issue: Improved research needed to track the progress of under-
represented learners in open courses including women in STEM.
13. Deakin University CRICOS Provider Code: 00113B
Design from scratch with particular learners
and their needs in mind (recognitive justice).
Design with representatives of the learner
community (representational justice.)
Don’t re-use (colonial)
13
14. Deakin University CRICOS Provider Code: 00113B
recognitive justice
representational justice
Community partners
14
Additional free
learner support
(redistributive justice)
15. Next: “Six critical dimensions of open, online education”
JIME Open
Education as Social
Justice Special
Edition
#OER20 London
Paper in review: new conceptual model for widening
participation in online learning
16. Deakin University CRICOS Provider Code: 00113B
Sarah.Lambert@deakin.edu.au
Diversity and Inclusion, Deakin University
Thank you!
16
Editor's Notes
Critical turn in open education.
Recently –in response to a question from esteemed European researcher Araz Bozkurt about what needs updating in open education - I said that I think there has been a critical turn in open education (1), and that ideas of social justice and decolonization for student and social benefit have refreshed what we mean when we talk about ‘democratization of knowledge’ in open education. Because for a good while there, “democratization of knowledge’ was primarily thought about in terms of putting free stuff online for everybody. And in particular, of putting free high status university stuff online for the rest of us who were missing out. I used to think that too. I even put some free Australian higher education stuff online for everybody at one time. But actually my colleagues and I were working in a regional university with strong links to the community and so we instinctually did something a bit different to the big brand MOOCs. Maybe I might return to that later if there’s time.
My recent research has been into open courses and open content. So I will focus my examples in that area today.
Reference: Lambert, S. R. [@SarahLambertOz]. (2019, September 15). I think there has been a critical turn in open education this is very productive - I think theories of social justice and post-colonialism have refreshed what it is to have “democratisation” of knowledge @sumingkhoo @tanbob @agherdien @Czernie @CherylHW @. [Twitter]. Retrieved from https://twitter.com/SarahLambertOz/status/1173106864764010496
Critical turn in open education.
Discourse (the stories we tell ourselves and each other about what is true and what is important) changed over time.
This is a snippet from the timeline of selected texts taken from my definitions paper; https://jl4d.org/index.php/ejl4d/article/view/290/334
In a nutshell, there was social justice discourse as important in the 2002 and 2012 Declarations, but those sections of the texts were rarely cited. We (English speaking universities with aspirations to make a contribution to widening educational participation) got a bit excited about the potential of free courses and resources to educate the disadvantaged in the world. We rarely thought about the educationally excluded on our doorsteps. Like the major under-representation of women in STEM courses and careers. Like the regionally and remote located learners with vastly reduced educational options on their doorsteps. Like the working parents trying to get out from under crushing shift-work jobs schedules.
Critical turn in open education.
Discourse (the stories we tell ourselves and each other about what is true and what is important) changed over time.
This is a snippet from the timeline of selected texts taken from my definitions paper; https://jl4d.org/index.php/ejl4d/article/view/290/334
In a nutshell, there was social justice discourse as important in the 2002 and 2012 Declarations, but those sections of the texts were rarely cited. We (English speaking universities with aspirations to make a contribution to widening educational participation) got a bit excited about the potential of free courses and resources to educate the disadvantaged in the world. We rarely thought about the educationally excluded on our doorsteps. Like the major under-representation of women in STEM courses and careers. Like the regionally and remote located learners with vastly reduced educational options on their doorsteps. Like the working parents trying to get out from under crushing shift-work jobs schedules.
Burke, P. J. (2012). The Right to Higher Education: Beyond Widening Participation. London and New York: Routledge.
Hollands, F. M., & Tirthali, D. (2014). Resource Requirements and Costs of Developing and Delivering MOOCs. International Review of Research in Open and Distance Learning, 15(5). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1901/3069
The full Freire quote:
“The hoped-for is not attained by dint of raw hoping. Just to hope is to hope in vain.” Without a minimum of hope, we cannot so much as start the struggle. But without the struggle, hope…. dissipates, loses its bearings and turns into hopelessness…a tragic despair
(Freire, 1994, p.2).”
Freire, P. (1994). Pedagogy of Hope. London and New York: Bloomsbury Publishing.
The full Freire quote:
“The hoped-for is not attained by dint of raw hoping. Just to hope is to hope in vain.” Without a minimum of hope, we cannot so much as start the struggle. But without the struggle, hope…. dissipates, loses its bearings and turns into hopelessness…a tragic despair
(Freire, 1994, p.2).”
So MOOCs not dead – according to the Class Central website that tracks new MOOCs, there continue to be hundreds of organisations signing up to provide them each month. And not only are they not dead – their original intention to widen participation in education is being achieved by many hopeful organisations and educators who are using deliberate design and support to reach under-served audiences. I therefore argue that we should look at them with fresh eyes and re-invest in them as legitimate community partnership and outreach opportunities.
I’m being a bit provocative here. Of course, not all re-use is colonial. Although it sure is a risk! So think carefully before promoting the re-use potential of your work.
Of course it can be great to re-use other educator’s materials if it saves you time. But the evidence of re-using collections of materials on a topic en masse saving course development costs AND that translating into lower student fees has not materialised. It’s hard to find evidence of re-use as a lever for emancipation of learners. When it happens, its modification across relatively similar contexts – open textbooks adapting from the US to the Canadian context. Digital tools to create from scratch are cheaper and easier than a decade ago. I think re-use is a part of the quality and localisaton conversation though. Noting that often what we re-use is the idea, the pedagogy, the assignment. Not the materials.
At the moment I am leading a national scoping study into the potential of open textbooks as social justice in the Australian context. I’m four weeks in. My earliest observation about the context for textbook use at my own institution and the response to the cost problem for students and cultural imperialism of the content of books from north America – it seems we are just as likely to ditch the textbook altogether. We are creating rich online learning and starting to design “Cloud First” for both distance and campus learners. So – voila. The textbook cost has gone from $150 to zero. Not by re-using another book. But by ditching it outright. And again – very provisionally having not yet done the full consultation and online survey nationally – but consultation at my institution suggests using OER texts as free supplementary materials might be very beneficial for students who like one cohesive text rather than multiple learning objects. We shall see. It is early days for this research.