Comments on: on the three parts of open education http://www.darcynorman.net/2008/09/29/on-the-three-parts-of-open-education/ apparently much happier in person Sun, 08 Nov 2009 01:39:21 -0700 http://wordpress.org/?v=2.8.5 hourly 1 By: » Videos populares online que enseñan a hacer trampas en los exámenes … - Septiembre 30/08 El Blog Boyacense: El sitio de referencia de tod@s l@s boyacenses http://www.darcynorman.net/2008/09/29/on-the-three-parts-of-open-education/#comment-193588 » Videos populares online que enseñan a hacer trampas en los exámenes … - Septiembre 30/08 El Blog Boyacense: El sitio de referencia de tod@s l@s boyacenses Sat, 18 Oct 2008 10:05:40 +0000 http://www.darcynorman.net/?p=2326#comment-193588 [...] Tenemos iniciativas sobre “contenidos abiertos” (Open Course Ware). Tenemos “cursos abiertos”. Como el maestro de conectivismo sobre “evaluación abierta” he escrito antes: se esta probando formas. [L][C] [...] [...] Tenemos iniciativas sobre “contenidos abiertos” (Open Course Ware). Tenemos “cursos abiertos”. Como el maestro de conectivismo sobre “evaluación abierta” he escrito antes: se esta probando formas. [L][C] [...]

]]> By: Joshua Archer http://www.darcynorman.net/2008/09/29/on-the-three-parts-of-open-education/#comment-193529 Joshua Archer Mon, 13 Oct 2008 22:25:24 +0000 http://www.darcynorman.net/?p=2326#comment-193529 Perhaps the open exams themselves are in-person proctored exams - it reduces the access somewhat, but it would be open registration. If MIT were going to give credits, then they should be able to charge a small fee and proctor the exam. Or, as you say, have the software be sufficiently intelligent to generate its own questions. Or thirdly, let the public create and ratify the exam questions themselves, openly. Then, each institution can look at the questions available, and certify the questions for their own institution. Perhaps the open exams themselves are in-person proctored exams – it reduces the access somewhat, but it would be open registration. If MIT were going to give credits, then they should be able to charge a small fee and proctor the exam. Or, as you say, have the software be sufficiently intelligent to generate its own questions. Or thirdly, let the public create and ratify the exam questions themselves, openly. Then, each institution can look at the questions available, and certify the questions for their own institution.

]]> By: Steven Egan http://www.darcynorman.net/2008/09/29/on-the-three-parts-of-open-education/#comment-193528 Steven Egan Mon, 13 Oct 2008 17:41:58 +0000 http://www.darcynorman.net/?p=2326#comment-193528 There is a problem with that model to be dealt with Joshua. When you look at an MMO, you can see the problem. It's when you don't have enough content to give reasonably unpredictable content. With a test for accreditation, it would be important to make the tests actually measure what the person can do, rather than looking up the test online and copying the answers. I have a couple ideas for that. The first is to have new questions replace old questions from time to time. The other is to have a program that generates questions and answers based on the requirements for the test. There is a problem with that model to be dealt with Joshua. When you look at an MMO, you can see the problem. It’s when you don’t have enough content to give reasonably unpredictable content. With a test for accreditation, it would be important to make the tests actually measure what the person can do, rather than looking up the test online and copying the answers.

I have a couple ideas for that. The first is to have new questions replace old questions from time to time. The other is to have a program that generates questions and answers based on the requirements for the test.

]]> By: Joshua Archer http://www.darcynorman.net/2008/09/29/on-the-three-parts-of-open-education/#comment-193494 Joshua Archer Sun, 12 Oct 2008 04:22:38 +0000 http://www.darcynorman.net/?p=2326#comment-193494 What if we don't worry about open accreditation for coursework, but we really have open assessment, so if you can pass the open test at say, MIT, you can get equivalent 'credits' as if from that institution, that would work towards meeting the requirements of a degree from that institution. I mean, at the end of the day, all classes use assessment tools to tell if the knowledge from the course has been transmitted (and yes, there are problems inherent in that model, but those aside), so why not just allow someone to take the final from a course at MIT, and if they pass, they get the credits? Or whatever collection of requirements you set up to judge whether or not a person has gained the required knowledge and experience? Then, a person can choose the best materials from the open selections available, and take the test they wish to pass to gain credits for that institution. It's not like there haven't been historic cases of 'passing through' via taking a test for a course. What if we don’t worry about open accreditation for coursework, but we really have open assessment, so if you can pass the open test at say, MIT, you can get equivalent ‘credits’ as if from that institution, that would work towards meeting the requirements of a degree from that institution. I mean, at the end of the day, all classes use assessment tools to tell if the knowledge from the course has been transmitted (and yes, there are problems inherent in that model, but those aside), so why not just allow someone to take the final from a course at MIT, and if they pass, they get the credits? Or whatever collection of requirements you set up to judge whether or not a person has gained the required knowledge and experience? Then, a person can choose the best materials from the open selections available, and take the test they wish to pass to gain credits for that institution. It’s not like there haven’t been historic cases of ‘passing through’ via taking a test for a course.

]]> By: Higher ed hacks–the other elephant in the room « explorations in the ed tech world http://www.darcynorman.net/2008/09/29/on-the-three-parts-of-open-education/#comment-193362 Higher ed hacks–the other elephant in the room « explorations in the ed tech world Fri, 03 Oct 2008 17:33:20 +0000 http://www.darcynorman.net/?p=2326#comment-193362 [...] do think there is potentially yet another elephant in the room, one that is continually being contested in academic publishing, internet culture, and life in [...] [...] do think there is potentially yet another elephant in the room, one that is continually being contested in academic publishing, internet culture, and life in [...]

]]> By: OpenFiction [ Blog ] » Borderlines http://www.darcynorman.net/2008/09/29/on-the-three-parts-of-open-education/#comment-193348 OpenFiction [ Blog ] » Borderlines Thu, 02 Oct 2008 13:26:53 +0000 http://www.darcynorman.net/?p=2326#comment-193348 [...] grantees meeting last March in Pittsburgh seems to be gaining traction.  D’Arcy Norman shares his version here, and David Wiley’s been on it for some [...] [...] grantees meeting last March in Pittsburgh seems to be gaining traction.  D’Arcy Norman shares his version here, and David Wiley’s been on it for some [...]

]]> By: Higher Ed hacks #1–open models « explorations in the ed tech world http://www.darcynorman.net/2008/09/29/on-the-three-parts-of-open-education/#comment-193338 Higher Ed hacks #1–open models « explorations in the ed tech world Thu, 02 Oct 2008 05:42:40 +0000 http://www.darcynorman.net/?p=2326#comment-193338 [...] to be solved if open learning is going to secure a place in higher education (in agreement with the “elephant in the room” comment from D’arcy here).  And while it’s hardly debateable that learning need not inhabit formal academic [...] [...] to be solved if open learning is going to secure a place in higher education (in agreement with the “elephant in the room” comment from D’arcy here).  And while it’s hardly debateable that learning need not inhabit formal academic [...]

]]> By: Metapizza » Open Accreditation http://www.darcynorman.net/2008/09/29/on-the-three-parts-of-open-education/#comment-193327 Metapizza » Open Accreditation Wed, 01 Oct 2008 05:03:33 +0000 http://www.darcynorman.net/?p=2326#comment-193327 [...] as much as everything else. I’m particularly interested in the idea of open accreditation - seen here from the unique angle of D’Arcy Norman’s bikecast! (Gillian and Ross take note!) … and David Wiley and Tony Hirst seem to have done some [...] [...] as much as everything else. I’m particularly interested in the idea of open accreditation – seen here from the unique angle of D’Arcy Norman’s bikecast! (Gillian and Ross take note!) … and David Wiley and Tony Hirst seem to have done some [...]

]]> By: Mike Caulfield http://www.darcynorman.net/2008/09/29/on-the-three-parts-of-open-education/#comment-193326 Mike Caulfield Tue, 30 Sep 2008 20:41:48 +0000 http://www.darcynorman.net/?p=2326#comment-193326 Loving the bikecast. I'd try it myself, but it'd be all panting. And it'd probably end with me hitting something. The credit question (and the associated accreditation question, that is the question of how people get credit and who decides who can give it to them) was all over Logan last week. In particular Phillip Schmidt and Chris Gieth ran a roundtable on the discussion notes on which can be found <a href="http://wiki.ocwconsortium.org/index.php?title=Reach_and_Impact:_Exploring_Quality,_Community_and_Accreditation" rel="nofollow">here</a>. There's some exciting stuff in the OCW going on with this (crap, I know i sound like I got my car salesman hat on here, but really, I think it is exciting). Roy Lee has put together Taiwan OCW and one part of the 12-school agreement is that OCW courses produced by anyone in the TOCW (Taiwan OCW) can be accepted at other universities. How that's verified or scored or graded is not clear yet. It's likely a independent study or test model. But we'll see. There's a number of things like this going on, and in a sense they are racing against a broader, more Robespierrean revolution that ends up bypassing universities altogether. But what I've learned recently (i think) is that if you are trying to plot the more gradual track the question of credit and accreditation are really tied together in more peculiar ways than I had previously thought. But here, I'll stop babbling, because really the fascinating thing is <a href="http://wiki.ocwconsortium.org/index.php?title=Reach_and_Impact:_Exploring_Quality,_Community_and_Accreditation" rel="nofollow">the roundtable notes</a> which contains a dozen nuggets waiting to be expanded on. <a href="http://bokaap.net/" rel="nofollow">Phillip Schmidt</a>, one of the people who led it, is really great on these issues. Loving the bikecast. I’d try it myself, but it’d be all panting. And it’d probably end with me hitting something.

The credit question (and the associated accreditation question, that is the question of how people get credit and who decides who can give it to them) was all over Logan last week. In particular Phillip Schmidt and Chris Gieth ran a roundtable on the discussion notes on which can be found here.

There’s some exciting stuff in the OCW going on with this (crap, I know i sound like I got my car salesman hat on here, but really, I think it is exciting). Roy Lee has put together Taiwan OCW and one part of the 12-school agreement is that OCW courses produced by anyone in the TOCW (Taiwan OCW) can be accepted at other universities. How that’s verified or scored or graded is not clear yet. It’s likely a independent study or test model. But we’ll see.

There’s a number of things like this going on, and in a sense they are racing against a broader, more Robespierrean revolution that ends up bypassing universities altogether.

But what I’ve learned recently (i think) is that if you are trying to plot the more gradual track the question of credit and accreditation are really tied together in more peculiar ways than I had previously thought.

But here, I’ll stop babbling, because really the fascinating thing is the roundtable notes which contains a dozen nuggets waiting to be expanded on. Phillip Schmidt, one of the people who led it, is really great on these issues.

]]> By: Steven Egan http://www.darcynorman.net/2008/09/29/on-the-three-parts-of-open-education/#comment-193325 Steven Egan Tue, 30 Sep 2008 18:37:05 +0000 http://www.darcynorman.net/?p=2326#comment-193325 I think the best idea I've seen is to create the tools and services the institutions can use and point out to students. In this way the accreditation route is still open and the institutions have their value, yet those who don't need the institutions as much can use the tools and services on their own to achieve. Those achievements are their accreditation. Another part is having something that shows the good content to the public. An idea of mine is to create a forum/wiki for discussion and dissemination. Some great content is out there, we just need to make sure it is shared and stays available. Crashing pages through popularity doesn't help this cause. I think the best idea I’ve seen is to create the tools and services the institutions can use and point out to students. In this way the accreditation route is still open and the institutions have their value, yet those who don’t need the institutions as much can use the tools and services on their own to achieve. Those achievements are their accreditation.

Another part is having something that shows the good content to the public. An idea of mine is to create a forum/wiki for discussion and dissemination. Some great content is out there, we just need to make sure it is shared and stays available. Crashing pages through popularity doesn’t help this cause.

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