[iDC] iCollege

[Stian Håklev]

I would argue that the kinds of material I have gotten access to as a result
of the OER movement (and various other movements, like the open access
movement) is much more rich and varied (I am watching sociology lectures
from Virtual University of Pakistan about the impact of Islamic educators on
sociology! never got that in school in Norway!) than I would get in a normal
university. Rather than focusing on very expensively produced common
materials for the whole country, I think we'll see an incredible range of
materials by individuals, organizations and institutions... Of course,
selecting and evaluating is going to be a challenge - a teacher can play a
role here, as can training in critical thinking, media literacy, etc. (And
of course various social tools, done carefully and thoughtfully).

Stian

On Mon, Jun 21, 2010 at 8:56 AM, Simon Biggs <s.biggs at eca.ac.uk> wrote:

> There is an issue here. Reducing teaching costs by replicating standard
> course materials risks producing a narrow normalised curriculum. An
> important part of the of the educational process is the input of individual
> tutors and lecturers who contribute material, experience and knowledge that
> derives not only from textbooks but also their own research. Knowledge is
> not just (or even primarily) kept in books. It is a property of
> communities.
> Universities are, at their best, such communities.
>
> Best
>
> Simon
>
>
> Simon Biggs
> s.biggs at eca.ac.uk  simon at littlepig.org.uk
> Skype: simonbiggsuk
> http://www.littlepig.org.uk/
>
> Research Professor  edinburgh college of art
> http://www.eca.ac.uk/
> Creative Interdisciplinary Research into CoLlaborative Environments
> http://www.eca.ac.uk/circle/
> Electronic Literature as a Model of Creativity and Innovation in Practice
> http://www.elmcip.net/
> Centre for Film, Performance and Media Arts
> http://www.ed.ac.uk/schools-departments/film-performance-media-arts
>
>
> > From: George Siemens <gsiemens at gmail.com>
> > Date: Sun, 20 Jun 2010 10:15:47 -0600
> > To: Trebor Scholz <scholzt at newschool.edu>
> > Cc: <idc at mailman.thing.net>
> > Subject: Re: [iDC] iCollege
> >
> > Hi Trebor:
> >
> > "Quality online courses are in fact neither cheap nor easy to teach but
> > such nuance does not fit into the shtick of the Republican governor."
> >
> > If online courses largely duplicate face-to-face courses, then yes, they
> are
> > neither cheap nor easy to teach. However, content duplication online has
> > very little of the expense of creating a second copy of a physical text.
> The
> > social dimensions of online learning are more difficult to scale, but a
> fair
> > bit of progress can be made if we let go of the assumptions that:
> >
> > a) structure = learning (either in content organization or planned
> learning
> > activities/outcomes/evaluation)
> > b) The educator is the central node in the learning experience
> >
> > In the CCK08/09 course that Stephen mentioned in his post, we devote
> > considerable time to discussing the changed power relationship between
> > educator and learner in an open online course compared with traditional
> > courses. It's important to mess around with what learners can now do (in
> > terms of social interaction and content exploration) that educators used
> to
> > do *for them.*..and how "technology" can do for learners what learners
> used
> > to have to do themselves (i.e. aggregation, patterning, content
> discovery).
> >
> > George
> > _______________________________________________
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