1. Keynote: Mary Lou Forward: Executive Director, OpenCourseWare Consortium

Mary Lou Forward is Executive Director for the OpenCourseWare Consortium. providing leadership for...

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Giota Alevizou
23 July 2010

Mary Lou Forward is Executive Director for the OpenCourseWare Consortium. providing leadership for the organization’s efforts to support OpenCourseWare use and development globally. Prior to joining the Consortium, she served as Dean of African Studies for SIT Study Abroad. In that role, she provided academic and strategic leadership for 29 programs across the African continent, leading SIT’s incorporation of technology and distance learning in international programming and developing innovative opportunities to collaborate across countries and between diverse student groups.

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Materials re a reflection of the education provided at the institution and author: AQ through the backing of the institutional communities and ‘ownership’. OCWC materials carries the quality stamp of the institutions that sponsor the courses.

 Current role of OCW

-       collaboration

-       student support

-       faculty development

Current OCW: bridge between secondary and higher education

FUTURE: workforce development

            Upadating skills

            Retraining sectors that are downsizing or becoming dated

            Pathways to short courses

            Public education

Curricular mapping on a grander scale (national, regional, global) http://twitpic.com/27thnw

            Enhancement of self-learner tools

Increased faculty engagement and global knowledge generation through Examine critical issue (Water, migration, GW)

Cultural understanding and critical diplomacy

OER help understand not only the content, but the context

 

ISSUES: certification; US body: OCW is well suited to professional level certification

 Case studies

  • African virtual university
    • Shift from importing content to creating to making resources that are relevant for the particular cultures
    • How to enable local collaborations and the fostering of networks
    • Teacher education project
    • Korean context: high investment in private tutoring and socio-economic divides in university entering processes; huge levels of private tuition to ensure kids get into university. Govt recognised growing socio-economic gap.
      • ACE project and OER k-12 investment
      • Ulsan university
      • Advocacy for OER production
  • Brazil
    • Supportive of open access, but not on education
    • Bring the two together
    • Create networks of support (in education, parliament (largest consumer of ER in the country)
    • OER sites, and congressional hearings on OER (8 July 2010)
      • Legal incentive for people producing OER
  • OER in MANOR, Texas
    • Slow economic growth
    • Growing, but small population
    • Mix of long-time residents and new commuters (clashes and cultural mix)
      • Social networking and OER to retrain workforce
      • Governance and urban planning OCW
      • Partnerships with local business
  • Policy guidelines for entire regions in the US; OER a promise in cultural change
  • Wikiwijs
  • JOCW; parternships with industry

Requirements:

  • Leadership
  • Consistent and sustained participation
  • Awareness raising
  • Impact studies: convince people why this is important
  • Need to develop library of case studies
  • Develop of library o f OER case studies for everyone to access
  • Promote and disseminate impact
  • Continue OER advocacy
  • Make sure that there is greater usability and reusability
    • The value is not who develops the materials, but how they impact students’ learner
    • Discoverability: and classification metatdata

Giota Alevizou
09:51 on 23 July 2010

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Giota Alevizou
9:56am 23 July 2010


Mary Lou: Infrastructural challenges can be addressed with building OER centres and mobile devices; Is this something like India telecentres?

Giota Alevizou
10:00am 23 July 2010


Q. distinctions between learning materials and courseware

Q. Is there a risk of being 'education on the cheap'?

ML: that's not so bad always, if it increases accessibility; community colleges already exist, but it icreases accessibility in a wider scale; cost effectiveness for professional development

Scott Leslie
10:04am 23 July 2010


Nice summary Giota. Unsurprisingly to me, this talk continued to promote a model of openness and education that seems to perpetuate a naive view of the learners role in learning, and the role of content in reifying existing relations. And then it wonders why it has to do things like "sell" the content to people, or (after the fact) challenge the rewards structures to encourage participation. Well, because those were the pieces you needed to address in the first place, but we keep trying to get in the back door without confronting the hard problems.

Giota Alevizou
10:05am 23 July 2010


Q-A: Ranking and peer review raises incentives (see Also Connexions' Lenses); accredditation, QA and faculty commitees may participate.

Reflection: how do you promote this kind of incentives, when development and career aspirations of faculty are primarily based on research outputs? Is it a new divide between teaching and research universities?

Giota Alevizou
10:10am 23 July 2010


Scott, I liked your comment on rosiness...and the case of Pearson taking a £326 m stake into the Brazilian education

I think it's another case of 'preaching to the converted'... It's all about professors and resources, that oddly fit still in a very rigid  definition of education. How about informal learning? and informal learners?

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