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This was truly inspiring!
I felt my head spin with thoughts about what to do,
what to find.
There is such a resource in using and then being able to spend more time with the students !

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Watch the recorded webinar with Teresa MacKinnon

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Watch the recorded webinar with Teresa MacKinnon

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In my opinion, people misunderstand when there are innovations.  They consider the innovation as a substitution for the whole. For example, I am developing an ICT support system for thesis supervision. The system includes an online platform to facilitate student and supervisor. I found that many supervisors think the proposed tool as a substitute for supervisors.

I believe that this is a common issue and we face this problem when we are trying use OER. Teachers may think OER is going to substitute the traditional teaching. They don’t see it as an additional resource.

I see, OER is an additional resource and can be used for self-regulated learning and also as an extra resource for formal education.

The challenge is changing the Mind-set.
Ranil

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Very interesting and informative presentation, Alastair! I have no experience of MOOCs myself but gather, from the very large numbers of students that many MOOCs seem to have, that they often cater for general/generic needs, or beginner-level content. Is this so? Would it be worthwhile creating a MOOC with more specialized content? /Tore PBL 1

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Thank you for an interesting and informative topic! In my opinion its a very sympathetic development trend to open up knowledge resources to almost everyone. Though, one must not think that everyone is able to take part in all that learning. You will probably need a great deal of digital literacy  to do so.

Or what do you think?

Bettina / group 6

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How about getting access to all the information available?

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How about getting access to all the information available?

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Thank you very much for the interesting presentation, Alastair. One of the things that came up in my mind when listening, was the question of how we make sure all this information is not only available, but also findable: I mean, there is a massive amount of information available, but how do people know it's there and how to find it? I really like the lists with links you gave us, but not everyone is participating in this course. With more information becoming available, it will get more important to also pay attention to findability of information when adding something.
(by Maaike Damen)

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"Knowledge not shared is knowledge wasted"

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"Knowledge not shared is knowledge wasted"

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I have a colleague (Ola Olén) who has added this quote to his e-mail signature. It's so true.
Does anyone know who first said it? /Anna-Karin Bonamy

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Very interesting presentation Alastair.
I think a fair amount about the financial aspects of MOOCs and openness. To run a university, such as the KI, or to involve physicians in teaching, requires time and resources. Each country solves this issue differently, but I wonder a bit about financing and funding of MOOCs. What funding sources are out there to finance MOOCs and other open resources?

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I have never participated in a MOOC. Open access is sounds great but how credible is it? And what sort of credits does one get or proof of having completed a course?

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Collaboration vs intellectual property theft - it occurs, how will referencing and academic policies need to change to be inclusive of open learning technologies?

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Collaboration vs intellectual property theft - it occurs, how will referencing and academic policies need to change to be inclusive of open learning technologies?

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A reflection from the very interesting session about openness.

If eduction is open for everybody there might be a risk that people might believe that they have gained some knowledge in a specific area, let´s say medicine, and believe that they are able/capable to examine and treat patients. How can we assure that the great mass of people will have the insight and understand their level of knowledge and not harm themselves or others? I think this could be a great challenge in the future. Already today people are googling for information believing everthing they read on the net.

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Making learning and teaching visible (Johan Geertsema)

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Making learning and teaching visible (Johan Geertsema)

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The imperative to share--and sharing of course need not involve the internet--is crucial if we want to spread good practice and achieve institutional growth. As Alastair says, cultural change is key. He is right that for too long, we have thought of teaching as a private matter that is limited to the classroom.

However, there are potentially real drawbacks to 'going public' and thereby opening oneself up to scrutiny by others (in the way we do for research). This can be very challenging to academics who are already under a lot of pressure with the demand to meet research and increasingly teaching metrics (compare UK TEF etc.). How do we mitigate this issue? How can technology help allay this anxiety? To what extent can the imperative towards openness itself become such a source of anxiety?

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Thanks Alistair for an informative session on "openness".  If materials placed on OER can be adopted or re-designed for others' purposes, would it be feasible to trace the impact/effectiveness of the materials in other contexts?

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What benefits can be derived from Moocs by an educational institutions?

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Just click below to view

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After you have watched Alastair's recorded presentation, please write any questions or thoughts in this space. These will be addressed in the webinar we will have on this topic 9 March 2017 15.00 - 16.00

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A selection of quality reports and initiatives