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UNESCO/COL/ICDE Chair in OER: Is open online learning sustainable?
- 1. UNESCO/COL/ICDE Chair in OER:Is open online learning sustainable? Rory McGreal Athabasca University
- 2. Some images arefair dealing/fair use
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- 8. Focus • Stimulating uptakeof OER through policy • Building on previous initiatives (eg. OPAL, Olnet) • Through country reports and case studies • Evaluate successful OER communities
- 9. eMundusEuroProject MENON Network BE Leicester U. UK U.La Rioja ES Fundação de Apoio a Universidade de São Paulo - BR U Autonoma Metropolitana MX Open Educational Resources - OER Foundation NZ Athabasca U - CA Universitas Siswa Bangsa IN Moscow U Economics, Statistics & Informatics- RU
- 10. Rory McGreal Canada Fred Mulder Netherlands UNESCO/ICDEChairs in OER Partners Wayne Mackintosh New Zealand 10
- 13. The best wayto predict the future is to invent it now Arthur L. Costa (Creating the Future)
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- 15. The Internet economyhas in five years done what it took the auto industry 100 years to do -- Don Listwin ( VP,Cisco Systems)
- 20. “Not only hasabstract knowledge come to the center of the world’s political economy, but there is also a tendency to produce and trade in symbolic significations rather than concrete products. Today knowledge rather than traditional skill is the main productive force.” - Aronowitz & DiFazio
- 21. “The visible world isno longer a reality and the unseen world is no longer a dream.” - W.B. Yeats Augustus John
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- 27. 3 billion Internetconnexions World population: 7 billion 40% of the world’s population http://www.soil-net.com/album/Places_Objects/slides/Globe%20Planet%20Earth%20NASA.jpg Most access Internet with Mobile devices 2.3 billion have mobile broadband
- 30. Mobile learning 4.5 billionmobile subscriptions 1.5 billion mobile internet users 1/3 only access internet via mobile 90% of world population is covered by cellular More time spent on Internet with Mobile than with desktops
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- 32. OPENNESS Digital convergence: TV Email Electronic book Computer Telephone Radio WWW Fax Clock Camera Handy21 Oxygen project MIT PDA Nokia 5510 Game player
- 33. Let’s get real! •World economy is online • World economy is global • World is mobile Therefore • Students should be online, global & mobile
- 34. 2025 + 98million new students 4 universities per week (30k students) British Council & IDP Australia The Challenge for the 21st Century
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- 37. Traditional University Quality Control? Put a PhDin a classroom
- 38. Tom Russel’s “NO SIGNIFICANTDIFFERENCE’” PHENOMENON • + 500 studies • regardless of the technology or media http://nosignificantdifference.org
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- 40. What technology has donemore to destroy human community than any other? Could it be the portable book? Community or accessibility?
- 41. OER Quality: Number ofLearners 20 or 2 million?
- 42. Virtual Mobility Using ICTto connect students in different countries to activities, courses & programmes
- 43. Virtual Mobility Online learning replacestravel even within cities http://www.virtual-mobility.com/
- 44. “Global competition intelecommunications is an overwhelming and irreversible tide. We can neither go against, alter nor shut out this tide. We will simply be bypassed and rendered irrelevant.” - Singapore government Globe & Mail Aug 6, 1994
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- 47. OER *What? Why? Where?Wow? 47
- 48. Changing OER • Mixing– a new resource • Adaption – multiple contexts • Extraction – remove assets • Localisation – change to suit • Translation - other language • Reuse/Repurpose 48
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- 50. Toys? Sony’s PSP GO Mobilephone CD Shape Gizmondo
- 51. = 2 jiffiesor 200 milliseconds
- 52. Why OER? • DRM(digital rights management) • Digital licenses
- 53. DRM (Digital RightsManagement) You CANNOT • Copy & paste, annotate, highlight • Text to speech • Format change • Move material • Print out • Move geographically • Use after expiry date • Resell
- 54. • DRM restrictsour freedom • Can we not own & control our own property? But our device is our PROPERTY Nielsen.com
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- 58. Digital Licenses •Copy &paste, annotate, highlight • Text to speech or hyperlink • Format change • Move material to another computer • Print out • Move geographically • Use after expiry date • Resell • Prohibited to show your content to others • Must accept that you have NO rights • Owners have NO liability even if product doesn’t work • Owners can “invade” your computer without permission • Collect & use personal data • User has a “privilege” to use the product not own it
- 59. Open ETextbooks •Copy &paste, annotate, highlight √ • Text to speech or hyperlink √ • Format change √ • Move material to other computer √ • Print out √ • Move geographically √ • No expiry date √ • Reuse/Remix/Mash √ •Retain privacy and digital rights √√
- 60. Access Rights? Vendors cancontrol how, when, where, and with what specific brands of technological assistance audiences are able to access content
- 61. • student ownsnothing, can share nothing, save nothing, sell nothing • subscription ends – ALL ends •publishers own student data, notes, highlights • students can’t transfer data Commercial Learning Service or Rent-a-book
- 62. US Version permonth +20 000 movies $ 7.99 +45 000 TV shows $ 7.99 +15 000 000 songs $ 9.99 TOTAL $25.97 ONE Biology text $20.25 -David Wiley
- 63. When you subscribeto content through a digital service, the publisher achieves complete and perfect control over you and your use of their content -- David Wiley Attack on Personal Property
- 65. Openness is the skeletonkey that unlocks every attempt at vendor control and lock in D. Wiley
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- 70. Creating using &sharing OER Col.org
- 71. Fred Mulder PhD inthe study of OER
- 72. Global OER Graduate (School)Network Goals 1 expand the OER research base 2 good quality PhD trajectories 3 universities around the world 4 global learning network 5 free and easy access to the generated knowledge
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- 77. 2008: CCK08 Stephen Downes,George Siemens The First Massive Open Online Course (MOOC) http://ltc.umanitoba.ca/wiki/Connectivism_2008 G. Siemens 77
- 78. 2007: The Wiley Wiki AnOpen Course based in a wiki Participants from around the world contributed to the creation of the course G. Siemens 78
- 79. 2007: Alec Couros SocialMedia and Open Education Open online course sessions with guest experts from around the world G. Siemens 79
- 80. Why is CCK08the First MOOC? It combines open content (Wiley) and open teaching (Couros) But also… http://ltc.umanitoba.ca/wiki/Connectivism_2008 80
- 81. MobiMOOC http://mobimooc.wikispaces.com/ Supporting Mobile LearningTechnology Inge de Waard G. Siemens 81
- 82. AI-Class: Redefining Massive Morethan 100,000 people signed up for pre- registration http://www.ai-class.com/ 82
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- 84. Statement of Accomplishment “. . . You may not use as part of any tuition- based or for-credit certification or program . .“
- 85. • “the realsqueeze exerted by MOOCs may not be on the campus F2F learning format, but rather on the paid- for online formats” Haggard, S. (2013, September). Maturing of the MOOC Vol. Research Paper number 130. Retrieved from www.gov.uk/bis
- 86. 2014 MOOCs: Expectations &Reality • FREE MOOCs only from wealthy institutions • MOOCs are NOT “democratizing” education • MOOC costs: $39K to $325K • Online & hybrid learning is here to stay • MOOCs catalyzed shift supporting Elearning F. Hollands & D. Tirthali
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- 89. • Learners whoaccess OER and acquire knowledge/skills cannot have their learning assessed and accredited • OER Pathways • +30 institutions/orgs on 5 continents
- 90. Anti-MOOC: • Public universities •Open enrollment & OPEN CONTENT • Education 1st not profit • Useful credential
- 91. Mini-MOOC model? • OERfirst lessons • Assessment/accreditation for $50 • Award 1 credit? (3 credits = 1 semester course) • Recruit students to pay fee for final two credits
- 92. •Present systems • areunsustainable • are not scalable •NEED: cost-effective learning systems with quality •MOOCs are part of any solution • How many learners??
- 93. The view froman OERu partner Traditional modelTraditional model OERu model learners Friesen & Murray learners
- 94. Challenge for Credit •Assessment –computerized testing –Multiple-choice & essays – peer assessment? – portfolios – projects
- 95. A sustainable MOOCscenario? • Course price: $650 • Course cost: $600 • Profit: $ 50 • Challenge exam price: $150 • Challenge exam cost: $ 50 • Profit: $100
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- 97. • “Affordability inthe future may be the first requirement not an afterthought.” Whitesides (2011) The race may not be to the swift, but to the cheap
- 98. The restriction ofthe commons by patents, copyright, and databases is not in the interests of society and unduly hampers scientific endeavour.
- 99. “On the partof rich countries there is excessive zeal for protecting knowledge through an unduly rigid assertion of the right to intellectual property . . .” - Pope Benedict XVI
- 100. “On the partof rich countries there is excessive zeal for protecting knowledge through an unduly rigid assertion of the right to intellectual property . . .” - Pope Benedict XVI
- 102. "Let's put allthis hype about change and transformation in perspective. It's underhyped." "There's something coming after us, and I imagine it is something wonderful.” " Danny Hillis, Wired Change
- 104. So, let’s wakeup and smell the coffee