Student’s Agency in Open Courseware: Perspectives of Students in Taking Responsibility over Open Courseware

Frederik TRUYENKU Leuven

• http://www.youtube.com/watch?gl=DE&feature=youtu.be&v=_TCbMdShWqo

Preparing for the mobile knowledge worker

Knowledge economy

Peters, M. A. (2010). Three Forms of the Knowledge Economy: Learning, Creativity and Openness. British Journal of Educational Studies, 58(1), 67-88.

Learning economy

Bengt-Åke Lundvall

Open knowledge economy

Yochai Benkler

Creative economy

Charles Landry, John Howkins, Richard Florida

The New Creativity

o User-generated contento The Long Tailo Folksonomies, Social Bookmarkingo Syndication, mashupso Crowd Sourcing, hacking

Knowledge views

Traditional view• Knowledge is a

requirement

• Knowledge is a commodity

• Knowledge is an effect

• Knowledge is measured in output

Today• Knowledge as a task

• Knowledge as responsibility

• Knowledge as a resource

• Knowledge as an asset

• Knowledge as a matrix

New visions on Learning

• George Siemens, Stephen Knowles stress the collaborative creation of knowledge in a network (Connectivism)

• Harry Collins highlights the importance of tacit knowledge and interactive expertise

• Importance of informal learning, on-the job learning, LLL

Openness as a motor for change

• Open Source, Open Access and Open Content Give a quality guarantee Enable sustainable knowledge Stimulate knowledge development through

reuse Enlarge the user group and the creation of

meaning

The 4 R's of Openness

o Reuse—The most basic level of openness. People are allowed to use all or part of the work for their own purposes (e.g. download an educational video to watch at a later time).

o Redistribute—People can share the work with others (e.g. email a digital article to a colleague).

o Revise—People can adapt, modify, translate, or change the form the work (e.g. take a book written in English and turn it into a Spanish audio book).

o Remix—People can take two or more existing resources and combine them to create a new resource (e.g. take audio lectures from one course and combine them with slides from another course to create a new derivative work).

David Whiley

Virtual Student Mobility

• To broaden opportunities and widening participation in mobility, virtual mobility is a cost-effective addendum to physical mobility.o Take courses virtually abroado Take a course at home while abroado Follow joint courses virtually offered by university

networks (networked curricula)o “Assembling” a course from different sources /

viewpoints

Scenarios in Open CourseWare for Student Mobility

• Depending on study phaseo Study selectiono Preparationo Actual Study phaseo Life Long Learning

• Personal Learning Environment

• Special Needs

• Globalization of content

Widening Participation

• From participation in education to participation in knowledge development and the creation of meaning

• Reaching out to professional communities

• Connecting with other professional practices

• Bridging Cultures

• Building the Knowledge Society

• Fostering the Creative Class

Widening Transparency

• A course ≠ a Wikipedia article

• Content not the only issue

• A course explains how to learn

• Introduces you to the field and the people involved

• Opens up professional practices to outsiders

Widening Transparency• Open courses should be transparent about their

motives, goals, the pedagogic vision involved, their link to the communities of practice supporting the knowledge domain

Open Courses are Gateways

Practices get public

validationBroader

audience gets access

Reframing Resources

• Open Educational Resources go beyond Learning materials and involve the stakeholder communities and key actors involved in the creation of relevant knowledge

• The ultimate Open Educational Resource is part of the social network that warrants the supply chain, validates the knowledge claims, and makes it sustainable and fosters its growth

Mobility means Empowerment

• Students should be set free of their educators and educational content by:o Having alternativeso Being able to challenge / confronto Being able to contribute / change / adapto Defining their own learning path o Taking control of their curriculumo Integrate the course in their own learning space