EdTech Classroom Conference 2008The 4th Annual EdTech Conference, University of California, San Bernardino8.00am-3.00pm, November 1st, 2008YourSpace :) Social and Collaborative Networks for Educators : EdTech Classroom Conference 2008The 4th Annual EdTech Conference, University of California, San Bernardino8.00am-3.00pm, November 1st, 2008YourSpace :) Social and Collaborative Networks for Educators OPENNESS & OPEN EDUCATION:
NEW ARCHITECTURES FOR COLLABORATION AND PARTICIPATION
Michael A Peters
University of Illinois at Urbana-Champaign
Structure of Presentation : Structure of Presentation 1. The promise of Open Education
2. Open Cultures/Open Education
3. The Paradigm of Open Education
4. The History of Educational ‘Openness’
5. Global ‘Power/Knowledge’ Systems
6. Steps to Collaboration
7. Social media and PLCs
The Promise of Open Education : The Promise of Open Education ‘Open Education’ represents a change of philosophy and ethos inherent in new social media and Web 2.0 technologies.
It rests on a wider set of interrelated and complex social & technological changes that
transforms learning
new learning values
openness
an ethic of participation
peer-to-peer collaboration
commons-based production
Web 2.0 Technologies : Web 2.0 Technologies New architectures of participation and collaboration
Social media-social networking
Wiki-collaborations
Wisdom of the crowd
Web as platform
Web 2.0 Mass Customization : Web 2.0 Mass Customization Economics of file-sharing
Mass customization
Personalization of services
Co-production of goods
You as co-designer
Customer integrated into value creation process
Growing Interconnectedness : Growing Interconnectedness
Philosophy of Open Education : Philosophy of Open Education Open Education that builds on the nested and evolving convergences of open source, open access and open science, and also emblematic of a set of still wider political and economic changes that ushers in ‘social production’ as an aspect of the global digital economy
‘Open Education’ indicates a broader cultural shift away from traditional sources of knowledge and passive pedagogies
to a philosophy of use, reuse and creative modification based on different logics of learning enabled through new social media where symbolic analysis becomes a habitual and daily creative activity
Knowledge as Global Public Good : Knowledge as Global Public Good knowledge is non-rivalrous
the stock of knowledge is not depleted by use and in this sense knowledge is not consumable; sharing with others, use, reuse and modification may indeed add rather than deplete value;
knowledge is barely excludable
it is difficult to exclude users and to force them to become buyers; it is difficult, if not impossible, to restrict distribution of goods that can be reproduced with no or little cost;
knowledge is not transparent
knowledge requires some experience of it before one discovers whether it is worthwhile, relevant or suited to a particular purpose.
knowledge at the ideation or immaterial stage considered as pure ideas operates expansively to defy the law of scarcity.
Weightlessness of Digital Goods : Weightlessness of Digital Goods Digital information goods approximate pure thought
Information goods especially in digital forms can be copied cheaply so there is little or no cost in adding new users.
Information and knowledge goods typically have an experiential and participatory element that increasingly requires the active co-production of the reader/writer, listener, and viewer.
Digital information goods can be transported, broadcast or shared at low cost which may approach free transmission across bulk communication networks.
Since digital information can be copied exactly and easily shared, it is never consumed
‘Information wants to be free’ : ‘Information wants to be free’ Information is an activity.
‘Information is a verb, not a noun; it is experienced not possessed; it has to move; it is conveyed but propagation, not distribution’.
Information is a life form.
‘Information wants to be free; it replicates into the cracks of possibility; it wants to change; it is perishable’.
Information is a relationship.
- John Perry Barlow
Wider Cultural ChangesWriter’s strike in Hollywood : Wider Cultural ChangesWriter’s strike in Hollywood ‘Cheap production technology, no-barrier-to-entry distribution, and a Niagara of “product” (65,000 new videos are uploaded on YouTube daily) mean the entire Hollywood story-development complex is now in a daily competition with do-it-yourself writers. Hollywood product itself is remade, reduced to clips, bites, fractals, and mixes. Sitting through an entire feature film more and more feels like an unreasonable commitment. (We use DVRs to fast-forward, to pause, to hold for some other time—anything not to have to watch something from beginning to end.) The narrative is disposable.’
--Michael Wolff
Open Cultures/Open Education : Open Cultures/Open Education Emerging Knowledge Ecologies
MIT adopts OpenCourseWare (2001)
Budapest OA statement; NIH; ERC.
The Ithaca Report, University Publishing In A Digital Age (2007)
Harvard mandates open archiving (Feb 14, 2008)
Changes in Production/Consumption of Learning Resources : Changes in Production/Consumption of Learning Resources changes in creation, production and consumption of scholarly resources --‘creation of new formats made possible by digital technologies, ultimately allowing scholars to work in deeply integrated electronic research and publishing environments that will enable real-time dissemination, collaboration, dynamically-updated content, and usage of new media’ (p. 4).
‘alternative distribution models (institutional repositories, pre-print servers, open access journals) have also arisen with the aim to broaden access, reduce costs, and enable open sharing of content’ (p. 4)
Ithaka Report, 2007
Open Century? : Open Century? The present decade can be called the ‘open’ decade (open source, open systems, open standards, open archives, open everything) just as the 1990s were called the ‘electronic’ decade (e-text, e-learning, e-commerce, e-governance)
--Materu, 2004.
Defining Open Education : Defining Open Education ‘the open provision of educational resources, enabled by information and communication technologies, for consultation, use and adaptation by a community of users for noncommercial purposes’
--UNESCO, 2002
The New Paradigm of Open Education : The New Paradigm of Open Education US Committee for Economic Development
Open Standards, Open Source, and Open Innovation: Harnessing the Benefits of Openness (April 2006)
The Digital Economy and Economic Growth (2001)
Digital Economy: Promoting Competition, Innovation, and Opportunity (2001)
Promoting Innovation and Economic Growth: The Special Problem of Digital Intellectual Property (2004)
‘Open innovation’ : ‘Open innovation’ new collaborative models of open innovation, originating outside the firm, that results in an ‘architecture of participation’
Open Education – Three Reports : Open Education – Three Reports Giving Knowledge for Free: The Emergence Of Open Educational Resources (OECD, 2007)
Open Educational Practices and Resources (OLCOS, 2007)
A Review of the Open Educational Resources (OER) Movement: Achievements, Challenges, and New Opportunities (2007)
Giving Knowledge for Free (OECD, 2007) : Giving Knowledge for Free (OECD, 2007) ‘An apparently extraordinary trend is emerging. Although learning resources are often considered as key intellectual property in a competitive higher education world, more and more institutions and individuals are sharing digital learning resources over the Internet openly and without cost, as open educational resources (OER)’. (p. 9).
OECD, 2007 : OECD, 2007 Learning content: Full courses, courseware, content modules, learning objects, collections and journals.
• Tools: Software to support the development, use, reuse and delivery of learning content, including searching and organisation of content, content and learning management systems, content development tools, and online learning communities.
• Implementation resources: Intellectual property licences to promote open publishing of materials, design principles of best practice and localise content.
Open Educational Practices and Resources (OLCOS, 2007) : Open Educational Practices and Resources (OLCOS, 2007) ‘OLCOS emphasizes that it is crucial to also promote innovation and change in educational practices. In particular, OLCOS warns that delivering OER to the still dominant model of teacher centred knowledge transfer will have little effect on equipping teachers, students and workers with the competences, knowledge and skills to participate successfully in the knowledge economy and society.’
‘Competences for the knowledge society’ : ‘Competences for the knowledge society’ ‘priority must be given to open educational practices that involve students in active, constructive engagement with content, tools and services in the learning process, and promote learners’ self-management, creativity and working in teams’ (p. 37)
Skills of ‘digital competence’ : Skills of ‘digital competence’ Ability to search, collect and process (create, organise, distinguish relevant from irrelevant, subjective from objective, real from virtual) electronic information, data and concepts and to use them in a systematic way;
Ability to use appropriate aids (presentations, graphs, charts, maps) to produce, present or understand complex information;
Ability to access and search a website and to use internet-based services such as discussion fora and e-mail;
Ability to use ICT to support critical thinking, creativity and innovation in different contexts at home, leisure and work (p. 39).
The History of ‘Openness’ in Education : The History of ‘Openness’ in Education From the Open Classroom to OCW
The Open Classroom
Open Schooling
The Open University
Open Courseware
Open Education
OpenCourseware : OpenCourseware MIT OpenCourseWare has reached 35 million people and another 14 million in translation
OpenCourseWare Consortium ‘is a collaboration of more than 100 higher education institutions and associated organizations from around the world creating a broad and deep body of open educational content using a shared model.’
The Cape Town Open Education Declaration : The Cape Town Open Education Declaration ‘We are on the cusp of a global revolution in teaching and learning. Educators worldwide are developing a vast pool of educational resources on the Internet, open and free for all to use. These educators are creating a world where each and every person on earth can access and contribute to the sum of all human knowledge. They are also planting the seeds of a new pedagogy where educators and learners create, shape and evolve knowledge together, deepening their skills and understanding as they go.’
Global ‘Power/Knowledge’ Systems : Global ‘Power/Knowledge’ Systems Openness seems also to suggest
political transparency
an ethic of participation
collaboration through social media
norms of open inquiry
democracy itself as both the basis of
- the logic of inquiry
- the creation of value
- the dissemination of its results
Steps Towards Collaboration : Steps Towards Collaboration Discussion groups – distributed resources (pre 1990)
World Wide Web (1990)
The Internet bubble: electronic commerce and dot com
Open source & Creative Commons
New Search Engines (Google)
Peer to peer (P2P)
Web 2.0.
Rich site summary (RSS) and blogs
Wikis & Wikipedia
Folksonomies
New Models for scientific collaboration: Science Commons
Virtual communities
Crowdsourcing
Second Life
The way to the Semantic Web
Source; New learning network paradigms
Pew Internet & American Life Project 2007 : Pew Internet & American Life Project 2007 Teens and Social Media: The use of social media gains a greater foothold in teen life as they embrace the conversational nature of interactive online media
Some 93% of USA teens (12-17) use the internet &
more of them than ever are treating it as a venue for social interaction – share creations, tell stories, and interact with others.
64% of online teens 12-17 have participated in a wide range of content-creating activities on the internet – up form 57% in 2004.
Social media gained a greater foothold since 2004 : Social media gained a greater foothold since 2004 39% of online teens share their own artistic creations online e.g. artwork, photos, stories, or videos, (33% in 2004)
33% create or work on webpages or blogs for others, including those for groups they belong to, friends, or school assignments, (unchanged from 32% in 2004)
28% have created their own online journal or blog (19% in 2004)
27% maintain their own personal webpage (22% in 2004)
26% remix content they find online into their own creations (19% in 2004)
Participatory Learning Cultures (PLCs) : Participatory Learning Cultures (PLCs) “a culture with relatively low barriers to artistic expression and civic engagement, strong support for creating and haring one’s creations, and some type of informal membership whereby what is known by the most experienced in is passed along to novices”
Jenkins, H (2006) “Confronting the Challenges of Participatory Culture: Media Education for the 21st Century (part one), www.henryjenkins.org/2006/10/confronting_the_challenges_of.html
Forms of PLCs : Forms of PLCs affiliations –informal & formal memberships built around various forms of media – e.g. SNS, message boards, gaming communities
expressions – producing transformative forms of creative expression – e.g. mash-ups & fan fiction
collaborative problem solving – e.g. working in teams to contribute to a knowledge base using a wiki
circulations – changing the distribution and flow of media through tools such as – blogging & podcasting
Social networking & knowledge economy : Social networking & knowledge economy social networking sites - used more heavily by girls, particularly older girls; half visit their account site every day
main motivation was communication; 84% post messages on their friends' profiles, 82% send private messages, 76% post comments and a third 'poke' people.
blogging teens were more likely to come from low-income and single parent households & suburbs; 61% are older teens
more US teens have a computer than a phone (72% cf. 63%)
blogs and social networks are central to the lives of US teenagers
Reinforces the influence of social networks in determining business models and in responding to the demands of their users in their role as the R&D of the internet.
Evolving World of Social Media : Evolving World of Social Media