The document discusses the key to sustainable and effective open education through a top-down, holistic approach that exploits digital technology. It advocates for coordination across all levels of education from primary to higher using technology to support lifelong learning. This would require radical education reform through a mixture of top-down strategic direction and bottom-up local implementation. Open education practices like open content, teaching, and learning design can help create an innovative education system by openly sharing resources and pedagogical ideas.
Powerpoint on sustainable_and_effective_open_education
1. The key to sustainable and
effective open education
• Education not a commercial enterprise
• Delicate relationship- mutual trust-
parenthood
• Contract has to be redressed
• Education system capable of great trust-
authority
• Formal education
• Understanding of world and society in
community
2. • Contract between state and education
system trust
• Education system prepares citizens nation
needs
• Role of state pay formal education
• Sustain a learning society
• Exploit digital technology
• Shift to progressive hollistic innovation
3. • Main objective address to powerful drivers
• Role of education leaders
• Responsibility of strategic approach
• Reform education to technology-based
• First time introduce top-down holistic
approach
• Co-ordination of all sectors of education
4. • Ideal education primary secondary higher
• Life long learn work-based home-based
formal learning
• Technology to support learner
• Needs guide to make transition
• Top-down impossible by government
• Responsibility to public sector agencies
5. • Exploit top-down
• Radical reform highly productive
• Large scale reform risky
• Funding hardware software and network
• Local decision makers
• Local ownership of acquisition
6. • Success of top-down government
• Approach low-risk widespread access
• No prospect of big technology failure
• Fragmented and non strategic
• No radical reform can be achieved
• Top-down drivers unaffected
7. • Radical reform through open education
approach
• Open education supports directly people
• Practice changed
• Proper integration technology teachers
and lecturers
• Objectives of teaching
• Teachers use technology own
pedagogical ambition
8. • Need to create education leaders
• Learning organization capable of adaptive
learning
• Collaboration of professional
• Experiment and build better system
• Mixture of top-down and bottom-up
• Knowledge and understanding technology
enhanced learning
9. • Accelerate faster learning community
• Rending knowledge explicit and adaptive
• Reflects – articulates-shares new
knowledge
• Teaching becomes problematized
• Innovative professional-taking research as
models
• Teachers are rigorously same as
research
10. • Open teaching new concept
• Educators freely openly share best-
teaching practice
• Approach helps teaching in community
• Adopt new challenges in education
• Exploit technology in the process
• Importance of open education and open
technology
11. • Open content
• Adopt and adapt other’s technology-based
innovation
• Open knowledge capture disseminate
pedagogic ideas
• Hence writing and publishing papers
• Key to change and progress
• Use open education to create innovative
forces
12. • Education leaders can use
• Digital technology to transform education
top-down
• Bottom- up approach unknown
• Creates dynamic system and fun
• Open education
• Provides education tools and ressources
13. • Offer a kind of toy-box for teachers
• Interest in digital world
• Technology provides opportunities for
individuals
• To communicate and create or both
• PowerPoint online games blogs and wikis
14. • Experiment of SOURCE
• Interactive learning products
• Valuable initiation into thinking new ideas
• Generic learning design project feasible
• Learning objects repositories contents
‘assets’
• Test content
15. • Teach community “cultivate” open
teaching approach
• Use of digital technology
• Build and develop kind of knowledge
• Collective understanding
• Kind of pedagogies and learning design
• Achieve specific learning outcome
16. • Customization of generic form
• Learning design can be generalized
• Capture pedagogic design
• Migrate across discipline areas
17. • New research project
• Design for learning capture and
disseminate
• Proven pedagogical innovations
• Show that lecturers can take control
• Pedagogic design and development
• Exchange best ideas
18. • Hence building on each other’s work
• User oriented planner learning activity
design
• Building pedagogical analysis advice and
guidance
• Existing learning activity authoring system
• Support lectures in designing and building
• Good interactive learning design (LAMS)
19. • Linking to existing learning patterns
• Learning objects to build on
• Eliciting on experimental approach
• Flexible ensures students learning objects
• Collaborate consult existing materials
• LAMS capture disseminate lectures
proven pedagogic design
20. • Good approach to consider 4 conditions
• Build communitarian approach of teaching
• Disseminate through LAMS website
• Project phase- if it works
• Robust sustainable means to accelerate
• Large engagement vision of open
education and open teaching