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Redefining the value of openness in Higher Education (and beyond):
Transcript of Redefining the value of openness in Higher Education (and beyond):
Zero Marginal Cost
Openness need to expand beyond the content centered discussion
Growth on OER
We over estimate the impact of the short term technology and underestimate...
9 trends to keep in mind
"The world is one big data problem."
(Andrew McAfee, MIT Sloan)
“Without big data, you are blind and deaf in the middle of a freeway” –
Monthly, 1billion people
consume 6 billion hours of video.
Every minute 100hrs are uploaded.
Geographic distribution of Coursera Meetups, June 2012-May 2014
BULGER, M., BRIGHT, J., COBO, C. “The face-to-face component of virtual learning: cross-regional learning experience of MOOCs in industrial and developing regions”.
(a “real” component of the virtual learning experience)
Source: Socially generated big data, drawn from “meetup.com”
Dataset of over 4,000 MOOC events (+140 countries)
Motivations behind creation of offline communities
Ho, A. et al. (2014) HarvardX and MITx: The First Year of Open Online Courses Fall 2012-Summer 2013 (HarvardX and MITx Working Paper No. 1),
74% of all who obtained a certificate
(bachelor’s degree or above)
3% participants from developing countries (UN)
"At the centre of the onion is a
small core of fully committed students who work through the whole course
, and, where available, take an end-of-course assessment or examination" (Bates,1984).
MOOCs and their similar results with educational broadcasting 30 years ago.
"If you substituted ‘MOOC’ for ‘educational television’, the results would be almost identical"
Bates, A. (1984) Broadcasting in Education: An Evaluation. London: Constable
Meeting up face to face to enhance social and professional connections
Face to face contacts fill a gap enriching the MOOC learning experience
The OLPC idea is released to the world.
[World Summit on the Information Society, 2005]
30 years of research meta-analyses: Students learn best when they use ICT in pairs -working alone is less effective-.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.
Hilton, J. W. (2010, January 11). The 4 R's of Openness and the ALMS Analysis: Frameworks for Open Educational Resources.
OCW 2001 > multi-mooc landscape 2020
Skinner, B. F. (1960). Teaching machines. The Review of Economics and Statistics, 189-191.
Openness need to go beyond the content-centered focus
Remove the prefix 'e-'
(of e-learning) or the "digital" (of "digital skills") and move into 'social' (learning, endorsement, constructed…)
OER as an opportunity for trans-disciplinary learning.
If its acknowledge the ubiquitous learning; then work need to be done in the recognition of informal learning
Move form the idea of university as an information aggregator into a digital curation community
Hybrid is the way to go (mixed environments - contexts add value)
Multi-contextual learning means learning to translate skills
low-cost, low-power, joyful, and self-empowered learning
too big to know
the social learning platform is changing
The Higher Education Achievement Report (The Higher Education Academy)
Oxford Internet Institute
Moving into Context and not Content
"Give me a child and I'll shape him into anything." ― B.F. Skinner.
why not into context-based contents
"The danger with the information revolution is that we will overestimate the short term implications, and underestimate the long term impact" (Gates)
To what extent xMOOC offer only a content-centered approach?
Open Education in the broad sense is more open than ever and the challenge is to rethink the role of HE in this new context
"Radio university" will carry a wealth of authoritative information and scientific knowledge to hundreds of town halls, …offering a higher education to thousands of men a women"
key changes in HE
simultaneous transmissions extending the range of long-distance comm.
Data are like criminals; you can make them confess, but that doesn't mean that you will get the information you want (Rigobon)
OER > OEP
is the learning')
high level of dropouts
reinforce the distinction between the
British Library uploaded 1M pictures in Public Domain on Flickr
increase in number but also in quality
self-directed capacity building
self directed - self determined learning
peers support networks of learning
sense of initiative - entrepreneurial - heutagogy
from content production to co produce informal
and non-formal opportunities for learning
and concurrent learning pathways (badges,
between f2f and online in
social interactions is
, the same should happen between
Openness should not be confused with the marginal cost of educational resources.
is how digital technologies
the normative assumptions that we make about
If we continue
content like an ubiquitous infrastructure
, use & share
and build on.
“Education is the most powerful weapon which you can use to change the world.”
: How can we move from a
pedagogy of abundance
into a pedagogy that
supports communities of individuals
in their learning?
(Kop, el al, 2011)
certification for participation,
learning for credit
If something is #free, then you're probably the product that is being traded
from atoms into bites
from atoms into bites
experts to amateurs
organization to networks
discipline > trans-discipline
and tools for
Do you consider disruptive
sharing contents online?
Harold Whittles hears for the first time ever after a doctor places an earpiece in his left ear
from elite to mass and universal
"The biggest rise in tertiary education ever seen – a 160% increase in global enrollment from 1990 to 2009 – is testament to unprecedented demand for education as students seek to prepare themselves for nonmanual work".
(Gordon Brown, UN, 2014)
Projections suggest that enrolled in tertiary education will peak at 263 million in 2025. Accommodating the additional 98 million students would require more than four major universities (30K students) to open every week for the next fifteen years.
This is how we disruption looks like...
So, Is Now The Time To '
generate new forms of critique and of creating different kinds of alternatives
' for HE?
Open education: A study in disruption van Mourik Broekman, P. , Hall, G. , Byfield, T. , Hides, S. and Worthington, S.
Published version deposited in CURVE November 2014
(Mourik Broekman, Hall, Byfield, Hides, and Worthington, 2014)
“Meetup for a brainstorming idea-sharing or
. Plan to discuss the course and work through the exercises…”
[1015642, California, USA]
Long-Playing Records in the 1930s and 40s
TV Teachers From 1938
is not disruptive
The opposite of "open" isn't "closed". The opposite of "open" is "broken". — John Wilbanks .
Redefining the value of openness in Higher Education (and beyond)
and its implications
search engines as gatekeepers
J.Daniel (Commonwealth of Learning)