EDUC E-107 Spring 2011

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Unless otherwise specified, Copyright 2011, Vijay Kumar and Brandon Muramatsu. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 United States License (creativecommons.org/licenses/by/3.0/us/). Cite as: Kumar, V. & Muramatsu, B. (2011). Open Education” Practice and Potential.

  Login to Elluminate!

  EDUC E-107 Elluminate Session   https://sas.elluminate.com/m.jnlp?

sid=2007009&password=M.D9EF85A78C5461586E2B16D3693E4E

  If you’re having problems with Elluminate, email Brandon at mura@mit.edu

  Other technical problems?   Call (617) 998-8571

Mondays through Fridays, 5 pm to midnight

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  Open education builds upon the best traditions of educational innovation and the open source movement. It is a field that foresees remarkable transformations in institutions and teaching and learning at all levels. It examines the various dimensions of open education from traditional to contemporary. It explores the micro impacts impacts at the course, curriculum, and program levels as well as the macro impacts, those at the university and national educational policy levels. Finally, the course examines the remarkable transformative potential of open education on individuals and institutions.

Course Website: Education E-107

http://isites.harvard.edu/icb/icb.do?keyword=k77233

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  Explore, together, what Open Education is, and what it could be… ◦  Through presentations, conversations, readings and

assignments   By the end of the course… ◦  You should have a good understanding of how the

Open Education field has evolved and is evolving ◦  Implications for educational change ◦  And how you personally can participate in effecting

Open Education in your job, at your institution and in your life.

  Have fun and enjoy the discussions!

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Brandon Muramatsu mura@mit.edu

M.S. Vijay Kumar vkumar@mit.edu

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  Chronicle of Higher Education

“Online learning enthusiasts could get a windfall of federal money under a $2-billion grant program that the Obama Administration described on Thursday. But how big the windfall will be—if it comes at all—remains unclear.

One thing is for sure: The four-year program, designed to expand job training at community colleges, signals a major endorsement of the movement to freely share learning materials on the Internet. … And it demands open access to everything: “All online and technology-enabled courses must permit free public use and distribution, including the ability to re-use course modules, via an online repository for learning materials to be established by the federal government.”

Source: Parry, M. (2011, January 22). “$2-Billion Federal Program Could Be ‘Windfall’ for Open Online Learning.” Retrieved January 26, 2011 from The Chronicle of Higher Education website: http://chronicle.com/blogs/wiredcampus/2-billion-federal-program-could-be-windfall-for-open-online-learning/29167

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  Newsweek “Washington’s Open Course Library is the largest state-funded effort in the nation to make core college course materials available on the Web for $30 or less per class. Financed with $750,000 from the state of Washington and a matching grant from the Bill & Melinda Gates Foundation, the goal isn’t just to reduce student costs, says program architect Cable Green. It’s also to create engaging, interactive learning materials that will help improve course completion rates. By the time the project is completed in 2012, digitized textbook equivalents for some 81 high-enrollment classes will be available online for the more than 400,000 students enrolled in Washington’s network of community and technical colleges.”

Source: Hamilton, A. (2011, January 25). “Who Needs Textbooks? How Washington State is redesigning textbooks for the digital age.” Retrieved January 26, 2011 from Newsweek website: http://education.newsweek.com/2011/01/25/who-needs-textbooks.print.html

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  Welcome   Logistics ◦  Getting up and running with Elluminate ◦  Course expectations ◦  Getting to know each other and our interests

  Understanding open education in a historical context

  Understanding the macro significance of open education

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  Is everyone logged into Elluminate?   Hopefully everyone has a microphone and

has configured it… ◦  If you can’t login, or don’t have a microphone,

email Brandon at mura@mit.edu

  <Obligatory shuffling as everyone gets things to work>

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  We’ve designed the course seminar-style ◦  We want to have engaging discussions with the

class ◦  We value your input on the class and the

directions we take, we’ve invited guest speakers but are flexible in the topics we cover

  We want this to be an enjoyable experience ◦  Be professional, but keep it light

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  Participation ◦  This course is based on a high degree of

participation, both from online and local students ◦  We appreciate it when you take the initiative to

lead discussions, pose questions, etc. ◦  Participate via Elluminate   Student Elluminate monitor: Each session we’ll

have a student assigned to monitor the Elluminate chat and help moderate the discussion

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  Class Sessions ◦  2 hours in length ◦  Download and review slides   Posted no later than 3pm Eastern on day of class

(except for the first week) ◦  Be ready to start at 5:30pm Eastern   We’ll be logging in as early as 5pm Eastern ◦  Most classes will have…   30 minutes of wrap-up discussions and assignment from

the previous week, and introduction to the current week   60 minutes of presentation and questions and answers

with the speaker(s)   30 minutes of continued discussions and going over the

assignment due the following week

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  Communications ◦  Please follow professional practices (netiquette) ◦  Email and the course website will be our primary

methods of communication ◦  We’ll try to respond to emails within 48 hours,

usually sooner   Vijay Kumar, vkumar@mit.edu   Brandon Muramatsu, mura@mit.edu

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  Readings ◦  We expect you to do the readings before each

class session   Guest speakers ◦  We’ve asked a number of our colleagues to

serve as guest speakers ◦  Readings will help prepare you for the guest

speakers ◦  Please ask questions, our guest speakers are

experts and leaders in open education

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  Assignments ◦  Assignments will be due by midnight Eastern

Time on the Tuesday before class via the drop-box on the course website’s Assignments page ◦  We’ll accept late assignments, follow the

instructions on the course website ◦  Please include your name and email address on

each assignment, and include your lastname in the filename

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  Midterm and Final Projects ◦  Action plan for how you can implement Open

Education in your coursework, teaching and outreach activities, or at your organization

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  Student profiles ◦  If you’re comfortable sharing, please upload a

photo to your profile ◦  Instructions to update your profile are at:

http://isites.harvard.edu/icb/icb.do?keyword=course_isites_help&pageid=icb.page147823

  Sharing student work ◦  Discussion of sharing your work with your

classmates

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  Offline discussion ◦  What are your thoughts? ◦  Forum? ◦  Blog post and comments?

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  25% Class Participation   25% Assignments   20% Midterm Project   30% Final Project

◦  No final exam, but a final project presentation

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  Introduce yourselves ◦  What’s your background? ◦  What do you hope to get from the class? Is there

something you are specifically interested in? ◦  What’s one thing interesting thing about yourself

to help us get to know you better?

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  “I’d also like to know what people mean when they talk about the open education “movement.” Is it really an idea that is taking hold in many higher learning institutions and is here to stay? Or is it an idea that seems promising now, but will end up going nowhere? What institutions besides universities are offering open education? Who is their target audience?”

◦  Guest speakers from K-12, higher education and international perspectives

28 Source: E107 Students. (2011). Assignment 0 Responses.

Open Education Practice and Potential. Spring 2011.

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  Open Education is not new ◦  Primarily access to education opportunity ◦  “University without walls”, “Universities without

borders” ◦  Not just formal education at traditional colleges

and universities

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  Discussion

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  Largely influenced by open source software movement and its implications for not just education opportunity…but also quality

  Implications for profound change about how we think about education

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  Discussion

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  “Open” is now central to discourse of educational change… ◦  NGLC, and U.S. vocational education

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  What are the key concepts or learnings from the readings? ◦  (I.e., how did this literature help with the

understanding what Open Education is/ What its value is/could be.?)

  Is there anything you vehemently agree or disagree with?

  Provide an example from your vantage point and experience that supports your assertions.

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