preparing the ne(x)t generation: lessons learnt from free/libre open source software
DESCRIPTION
Andreas Meiszner, Rüdiger Glott and Sulayman K.Sowe gave a presentation at the 4th International Barcelona Conference on Higher Education, March 31 - April 2, 2008. The presentation and underlying paper focused on “Preparing the Ne(x)t Generation: Lessons learnt from Free/Libre Open Source Software”. Both are also available at the www.FLOSSCom.net download area. This forth edition of the GUNI Conference explored the role of higher education in order to contribute to human and social development in the context of globalization. The Global University Network for Innovation (GUNI) is a global network made up of over 120 members from the five continents. These members include the UNESCO Chairs in higher education, higher education institutions, research centers and networks related to higher education. GUNI was set up in 1999 by UNESCO, the United Nations University (UNU) and the Technical University of Catalonia (UPC).TRANSCRIPT
Preparing the Ne(x)t Generation:
Lessons learnt from Free/Libre Open Source Software
Why free and open are pre-conditions and not options for higher education!
Andreas Meiszner, Rüdiger Glott, Sulayman K. Sowe
4th International Barcelona Conference on Higher Education: new challenges and emerging roles for human and social development
Barcelona, April 2008
Learning as a finished and delivered product to be Learning as a finished and delivered product to be consumed consumed
The Past
Learning as an active creation process Learning as an active creation process in disperse environmentsin disperse environments
The Future
The diverse FLOSS learning ecosystemThe diverse FLOSS learning ecosystem
Today – The FLOSS Case
What does the FLOSS case show us?What does the FLOSS case show us?
Looking at informal virtual learning environments, like Free / Libre Open Source Software (FLOSS) communities, shows that:
Content is not something static but dynamicLearning resources are manifoldUsers are also active creatorsSupport and learning resources are closely connected Open and transparent structures foster re-use and discourse, but
also continuous improvement and evolutionary growthExistence of a wide range of possible activities to engage at around
the core productSelf-studying and learning from what others did are pre-dominant
forms of learning, plus gaining soft skills “on the fly”
Today – The FLOSS Case
Content & Support in FLOSSContent & Support in FLOSS
Today – The FLOSS Case
A greater range of inputs – not just from the educator, but from all contributors so the collective is the source of knowledge, not one individual
A more personalized learning experience – instead of learning objectives that apply to a whole cohort, this approach allows learners to gather the elements of knowledge they require.
Greater sharing of knowledge – in (higher) education much of the previous input is lost, whereas here the dialogue, resources, and outputs remain as learning resources.
Peer production – active engagement in producing something with a set of peers is a powerful motivational and educational driving force.
Real activities – engaging in legitimate activities that are not restricted to anartificial educational setting also provides valuable experience.
Peer support – a large support network provided voluntarily by peers in a collaborative manner nearly 24/7.
Open learning environment – The whole is bigger than the sum of its parts, thus there is the need of providing new educational models and scenarios that are not limited to students formally enrolled at a course.
What type of learning environment does FLOSS provides?What type of learning environment does FLOSS provides?
Today – The FLOSS Case
Today – Traditional HE
A myriad of closed systemsA myriad of closed systems
Today – The OER Case, high quality, largely static
Teaser & Courses from expertsTeaser & Courses from experts
Today – OER vs. Web 2.0
Static OER vs. dynamic Web 2.0Static OER vs. dynamic Web 2.0
The Future – Towards OPLE
Because the whole is bigger than the sum of its parts!Because the whole is bigger than the sum of its parts!
The Future – Towards OPLE
Open IssuesOpen Issues
Assessment of learner & certification – who assesses whom and what?
Quality assurance – is P2P sufficient?Underlying business models – Learning for free and class support
and certification against fees?Cultural restrains – educational sector & societyMotivation for free learners to engage – what are the motivational
factors corresponding to the FLOSS case and the participatory web at large
The NetGeners.Net Pilot Course
Towards Open Participatory Learning Systems Towards Open Participatory Learning Systems –– a Pilot Coursea Pilot Course
Thank you for your attention!
Andreas Meiszner: [email protected]
Rüdiger Glott: [email protected]
Sulayman K. Sowe: [email protected]
Further information:
•The FLOSSCom project - www.flosscom.net
Outcomes:
•1. Report on the learning environment of Free / Libre Open Source
(FLOSS) communities
•2. Report on the effectiveness of a FLOSS-like learning community in
formal educational settings
•The NetGeners.Net pilot course – www.netgeners.net