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john chalk

on 1 March 2016

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Transcript of Openness

innovation and experimentation
The facilitation of openness
Critical mass
A framework for openness
No amount of creativity in the making of an artefact will compensate for the absence of a framework within which to disseminate it. My Facebook postings (of links to my 2 videos) received brief comments from 3 of my 67 'friends'. Nothing on Twitter or Youtube. This de-motivated me to continue investing the time. If I'd had, say, a teaching forum with students working on intercultural semiotics, I'd have had more of an impact.
Weller, M. (2012 p.8)
openness feeds creativity
There is thus an intricate relationship between creativity and openness, both feeding each other.
Weller, M. (2012, p.9)
The fruits of openness
The tree of
Openness in Education

Creativity can be seen as a product of openness, in that the liberation of forms of expression and low threshold to production encourages
innovation and experimentation. It can also be viewed as a prerequisite for open education, since the sort of default sharing activity that has been stressed as essential for openness to flourish is essentially an act of creativity. Weller, M. (2012, p.9)
OERs and other forms of open content all rely on a sufficient critical mass of content in order to be viable, and this abundance of content only arises if there is sufficient creativity expressed by a wide range of producers. Weller, M. (2012, p.9)
Sharing, and thus openness is the base, the sine qua non, of an online social network, since if no-one shares then you cannot even begin to establish a network. And once it has started, the evidence is that it tends to multiply, so reciprocity becomes a consequence of the network. Therefore, in order to realise many of the benefits of a social network, openness is a pre-requisite, which means that it becomes an effective strategy for working.
Weller, M. (2012, p.
Big OERs are institutionally generated ones that arise from projects such as Open Courseware and OpenLearn. These are usually of high quality, contain explicit teaching aims, are presented in a uniform style and form part of a time-limited, focused project with portal and associated research and data. Weller, M (2012 p.7)
Big OERs
Little OERs are individually produced, low cost resources. They are produced by anyone, not just educators, may not have explicit educational aims, have low production quality and are shared through a range of third party sites and services.
Little OERs
As McAndrew et al found, individual users don't tend to adapt OERs (which in this case refers to big OER). The reasons for this are varied, including technical complexity and motivation. One other reason which the OpenLearn team suggest is that the 'content provided on the site was of high quality and so discouraged alteration'. This is an interesting observation as it seems to indicate that high quality content encourages a somewhat passive acceptance, and maybe discourages creativity in the adopters of that content.
Weller, M. (2012, p.8)
In contrast the low production quality of little OERs has the effect of encouraging further participation. The implicit message in these OERs is that the consumer can become a producer - they are an invitation to participate precisely because of their low quality. Weller, M. (2012, p.8)
This has occurred because successive technologies have built on existing networks, and the web 2.0 explosion in recent years in particular has seen a proliferation of free tools whose basic proposition is to distribute content across the network. While media sharing sites such as YouTube, Flickr and Slideshare are destination sites in their own right, much of their success has been built upon existing networks, particularly that of blogs and social media sites such as Facebook. The ease of sharing has been greatly increased by some data standards including RSS and embed codes which allow users to take content from one site and easily import it into another. Weller M. (2012, p.4)
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