M.S. Vijay Kumar, MIT

Toru Iiyoshi, Knowledge Media Lab, Carnegie Foundation

Opening Up Education

Educause Webcast Oct 17, 2008

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A Collaborative Publication ProjectA Collaborative Publication Project• “How can we advance teaching and

learning by taking full advantage of open education?”

• A hardcover book + free online distribution with Creative Commons

• 30 chapters by 38 prominent leaders and visionaries (Foreword by John Seely Brown)

• Lessons learned and visions of the future from: OKI, IMS, CNI, Sakai, Moodle, ETUDES, iCampus, VUE, Mellon Foundation, OCW, Connexions, OLI, MERLOT, OpenLearn, SOFIA, Creative Commons, LAMS, Hewlett Foundation, CASTL, VKP, ISSOTL, Open University, Carnegie Foundation, and more The Carnegie Foundation’s Book on

Open Education (Winter 2008, MIT Press)2

The educational value proposition and implications of open education initiatives

The micro and macro factors that would accelerate these initiatives towards having a larger impact on education

The means and mechanism for iteratively and continuously improving the quality of teaching and learning through effective development and sharing of educational innovations and pedagogical knowledge

Opening Up Education: Key Opening Up Education: Key

DimensionsDimensions

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How can we enable and encourage learners and educators to productively participate in open education?

What does open education mean as an agency for change both in formal and informal education?

How can niche learning communities take advantage of open educational tools, resources, and knowledge of practice?

What support needs to be provided?

Understanding and Promoting the Understanding and Promoting the

Impact ofImpact of

Open Education: Big Questions Open Education: Big Questions

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Open Technolog

y

Open Content

Open Knowledge

Opening Up Education: A FrameworkOpening Up Education: A Framework

Section Editor:Owen McGrath

Trent BatsonDavid KahleM. S. Vijay KumarStuart LeeSteve LermanPhil LongClifford LynchChristopher MackieNeeru PahariaEdward Walker

Section Editor:Flora McMartin

Richard BaraniukTom CareyCatherine CasserlyGerard HanleyDiane HarleyAndy LaneAnne MarguliesShigeru MiyagawaMarshall SmithCandace ThilleDavid Wiley

Section Editor:Cheryl Richardson

Randy BassDan BernsteinBarbara CambridgeJames DalzielBernadine Chuck FongRichard GaleMary HuberPat HutchingsToru IiyoshiDiana LaurillardMarilyn LombardiDiana Oblinger

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The iLab Vision

Service Broker

Lab Server

Client

Campus network Internet

University Databases

• Order of magnitude more lab experiences• More lab time to users/researchers• More sophisticated labs available• Communities of scholars created around iLabs sharing educational & research content

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AcceleratingAccelerating Global MovementGlobal Movement

Higher Education

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Professor Richard HallLaTrobe University in Melbourne, Australia, now teaching information systems, beginning

microprocessors, and advanced computer-aided software engineering. OCW saved him “an enormous amount of time and stress.”

“I was delighted by the way the material is so coherently presented. It is truly inspiring to see this level of excellence.”

Making a DifferenceMaking a Difference – Educator – Educator UseUse

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Kunle Adejumo, Engineering student at Ahmadu Bello Universityin Zaria, Nigeria

“Last semester, I had a course in metallurgical engineering. I didn’t have notes, so I went to OCW. I downloaded a course outline on this, and also some review questions, and these helped me gain a deeper understanding of the material.”

Making a DifferenceMaking a Difference – Student – Student UseUse

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OER Value PropositionOER Value Proposition

Open high quality digitized educational content, tools and communities

Available anytime, anywhere for free Localizable and re-mixable Allows for collective improvement and

feedback Alternate way to learn: Alternate way to learn:

Accelerate/deepen learningAccelerate/deepen learning Scaling excellenceScaling excellence

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Opportunities and ChallengesOpportunities and Challengesin Open Knowledge Sharingin Open Knowledge Sharing

Ability of learning technologies to be integrated together into Ability of learning technologies to be integrated together into an educational infrastructure. an educational infrastructure.

Easier sharing of applications and content among institutions Easier sharing of applications and content among institutions that can be a catalyst for cooperative and commercial that can be a catalyst for cooperative and commercial development. development.

Lower long term cost of software ownership, as well as Lower long term cost of software ownership, as well as increased stability and reliability for example through increased stability and reliability for example through replacement/upgrading of single components, rather than replacement/upgrading of single components, rather than entire systems,. entire systems,.

Making tacit and local knowledge of effective teaching and Making tacit and local knowledge of effective teaching and learning visible and useful to others (both globally and locally) . learning visible and useful to others (both globally and locally) .

The commons must serve both as a repository and a seedbed. The commons must serve both as a repository and a seedbed. Open knowledge is not simply about making new pedagogical Open knowledge is not simply about making new pedagogical work available. It is about creating the conditions in which work available. It is about creating the conditions in which ever better ideas and models can come forward.ever better ideas and models can come forward.

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Does open education shed new light on the persistent, hard problems of education with respect to access and quality, and perhaps offer new solutions?

Does it provide a fresh new look at the practice of education, necessitated by that flatness and fortunes expected of the new global dynamics of mobility and emerging economies?

What new pathways does open education offer to improve education as a whole?

Recommendation #1Recommendation #1

Investigate the Transformative Potential and Ecological Transitions

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What fresh perspective on resources and relationships does open education demand?

What would be a good model(s) for building receptivity to open educational resources at many levels through effective professional and leadership development?

How can we help educational institutions allocate resources towards building support necessary capacity for faculty and students in fully utilizing open educational resources?

Change Education’s Culture and Change Education’s Culture and PolicyPolicy

Recommendation #2

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Is Education Ready Is Education Ready for Opening Up Education?for Opening Up Education?

Inertial FramesInertial Frames Scarcity vs. AbundanceScarcity vs. Abundance Pundit-Pupil vs. Peer-PeerPundit-Pupil vs. Peer-Peer Outdated premises (Historical Evolution)Outdated premises (Historical Evolution)

Enabling Structures Enabling Structures Sense MakingSense Making

Ordering the digital disorder Ordering the digital disorder Teacher educationTeacher education Facilitative infrastructure (Technical; Organizational; Facilitative infrastructure (Technical; Organizational;

Financial)Financial) Accountability and AccreditationAccountability and Accreditation

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Programmatic and technical integration

How can we tightly integrate open education efforts with educational program priorities?

Synthesis and synergy

How can we look beyond institutional and other boundaries and connect efforts among many settings, and seek complementarities and productive combinations?

Governance

• How can open education initiatives take advantage of both widely distributed nature and collectivity in leading their efforts?

Make Open Education Solutions Make Open Education Solutions SustainableSustainable

Recommendation #3

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InfluencesInfluences

CollectivityCollectivity Participatory, Collaborative practices for developing

and sharing educational materials Social Software, networks….. Virtual Environments: Second Life. Remix

Design Agency Sustainability

Enablers:Open & Community Source; Creative CommonsOpen Architecture; Interoperability (OKI; eFrameworks.)

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How can we facilitate community inquiry and discourse, making diverse pedagogical know-how visible and transferable in intellectually engaging and rewarding ways?

How can we help educators and educational institutions build their intellectual and technical capacity to create and share quality educational knowledge, and transform “tacit knowledge” into “commonly usable knowledge”?

Make Practice and Make Practice and Knowledge Visible and Knowledge Visible and

ShareableShareable

Recommendation #4

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http://commons.carnegiefoundation.org

All of these are freely available to the public!

Web 2.0Niche CoP, Social learning about T&L

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A Circle of Knowledge Building and Sharing:A Circle of Knowledge Building and Sharing:Promoting the Scholarship of Teaching & Promoting the Scholarship of Teaching &

LearningLearning

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What kind of mechanisms do we need to devise to harvest, accumulate, and distribute locally created educational assets, pedagogical innovations, and wisdom of practice in a way that can be reused effectively in different local contexts? (e.g., “Education Concierge”)

To foster the spawning and sharing of new ideas and models for innovative learning and teaching, what conditions need to be created through the collectivity culture?

How can we create a vast network of educational knowledge-bases that inspires and helps to inform future efforts?

Build the Commons Build the Commons through the Collectivity through the Collectivity

CultureCulture

Recommendation #5

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increase quality of tools and resources;

promote more effective use; and

advance individual and collective (and local and global) knowledge of teaching and learning.

Three Dramatic Improvements in EducationThree Dramatic Improvements in Education

By openly sharing educational tools, resources, and

knowledge, we could:

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Open Education Vision Open Education Vision Elements Elements

Blended Learning Blended Learning – Intelligently combine the physical and the Intelligently combine the physical and the

virtualvirtual– Integrate conventional pedagogy with net-Integrate conventional pedagogy with net-

learning to deliver qualitylearning to deliver quality (relevant) educational opportunities(relevant) educational opportunities

Boundary-less EducationBoundary-less Education Beyond geo-politicalBeyond geo-political Across DisciplinesAcross Disciplines

Thematic EducationThematic Education Research-Education/LearningResearch-Education/Learning

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We are seeing the early emergence of a meta-university—a transcendent, accessible, empowering, dynamic, communally constructed framework of open materials and platforms on which much of higher education worldwide can be constructed or enhanced.” --Charles M. Vest, President Emeritus, MIT, (p. 30). (Vest, C. (2006). Enabling Meta University, EDUCAUSE Review, May/June, (41:3), 18-30, http://www.educause.edu/apps/er/erm06/erm0630.asp)

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MIT Press:

http://mitpress.mit.edu/catalog/item/default.asp?ttype=2&tid=1

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Book Release WebEvent:

http://commons.carnegiefoundation.org/openingupeducation/

Opening Up Education Discussion Forum:

http://commons.carnegiefoundation.org/openingupeducation

Related Online Resources:

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