IPT 692R: Features design courses at MIT OCW and OLI CMU

In the third week of the course IPT 692R: Introduction to Open Education is necessary to randomly choose five courses from MIT OCW and five courses CMU OLI to analyze the quality of their different designs.

MIT OCW has a long list of courses and I have opted to choose one from each year to compare their evolution.

In this process, some things have surprised me:

• Maintains existing courses 1997 (22.920. A Hands-On Introduction to Nuclear Magnetic Resonance. January (IAP) 1997).
  
• Some courses of the spring of 2006 and 2007 are still tagged as New (HST.583. Functional Magnetic Resonance Imaging: Data Acquisition and Analysis. Fall 2006 / 6.543J. The Lexicon and Its Features. Spring 2007)

In the end, this has been my choice:

• Visualizing Cultures (21F.027J / CMS.874 / 21H.917J / Spring 2008)
• Neural Basis of Learning and Memory (9.03 / Fall 2007)
• Workshop I (CMS.950 / Fall 2005)
• Documenting Culture (21A.337J / CMS.917J / Spring 2004)
• Technologies of Humanism (21L.708 / CMS.910 / Spring 2003)

All courses follow the same format since the beginning of the project so far. Its main features are:

• Model: Cognitivist
• Methodology: Reading and debate. Individual final project.
  
• Materials: Accessible online
• Distribution of task: Weekly.
  
• Interaction: Synchronous (mandatory seminars) and asynchronous (tutoring).
• Job Type: Individual (Students will discuss their projects individually with instructors). Mandatory seminars - readings previously assigned.
• Tutoring: Personalized.
• Assessment: Continuous (learning, skills and attitudes)
• Grading: will be determined as a weighted average learning (final project or final examination) and attitudes (participation, delivery time work, ...), depending on the courses.

As for the CMU OLI, the choice of courses has been much easier because the supply is much lower. These have been chosen:

• Economics
• Logic & Proofs
• Causal and Statistical Reasoning
• French
• Empirical Research Methods
  

Also on this case, the design is the same for all courses. Its main features are:

• Model: Constructivist
• Methodology: e-Learning. Trial and error through the practices and simulations.
• Materials: Free and accessibles online
• Distribution of tasks: Modular.
• Interaction: Synchronous (practices) and asynchronous (mentor).
• Job Type: Individual and group. Various options for facilitating the attendance at practices.
• Tutoring: Accompanying
• Assessment: Continuous (learning, skills and attitudes)
• Grading: Based on the outcome of the evaluation.

Universia coordina la participación de las 1100 universidades que representa en el movimiento OCW

En las Jornadas Internacionales sobre Recursos Educativos en Abierto, celebradas en Madrid, organizadas por Universia y la Universidad Politécnica de Madrid, se ha debatido básicamente sobre la sostenibilidad del movimiento para que pueda crecer de forma que constituya un elemento enriquecedor para las organizaciones y sistemas educativos, en el marco de la diversidad cultural.

El OpenCourseWare (OCW) es uno de los mejores exponentes de este movimiento global que promueve el acceso al conocimiento de forma libre y sin restricciones. Actualmente hay más de 7000 asignaturas publicadas y más de dos millones y medio de usuarios mensuales de todos los lugares del mundo -España es uno de los países más activos, tras Estados Unidos y China que se benefician de esta oferta global de formación.

En el transcurso de las Jornadas, Jaume Pagès, consejero delegado de Universia, además, destacó el compromiso de Universia con el proyecto OCW, coordinando la participación en esta iniciativa de las 1.100 universidades a las que representa, y la traducción de sus materiales a 14 idiomas.

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Más información: Universia

Algunas razones del movimiento de Educación Abierta

La falta de derechos básicos en muchos países, la limitación de este derecho por la falta de recursos económicos, en otros, y, en general, la poca velocidad de las instituciones y gobierno para satisfacer las necesidades reales del momento, ha hecho que los sectores sociales más conscientes de la situación los que se planteen adoptar iniciativas (Open Source, la REA) que conducen al movimiento de Educación Abierta.

En este slidshare incluyo algunas consideraciones al respecto.

Razones para el movimiento de Eduación Abierta

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IPT 692R: The sustainability of the OER depends on teachers and end users

OERS's

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When reading literature proposal this week in the course Introduction to Open Education, and seeing the parallels that are set with free software, I remembered that some years ago, when I first heard talk of free software, I had many doubts.

Eduard I explained the philosophy of the project. He was very clear that knowledge should be shared and that we should make the necessary efforts to make it so. I am encouraged to install on my desktop Mozilla Firefox, Open Office, GIMP, ...

Juanjo told us that there was an emerging business. A product of free access to attracts an sector young and idealistic . In fact, he established his own successful business.

Jordi, however, was one of those talented young people attracted to the change. A graduate in Computer Science, he designed projects exclusively with free software. Among them, an educational project based on Ubuntu, we share and which is licensed under Creative Commons.

Her work is unpaid because they are not confident that a free program could be efficient. But it worked perfectly and in the end, he was hired.

Sustainability

The same can be said of the OER. Sustainability is not dependent on the ability to obtain financing for the project. The sustainability depends on the use they make of them the teachers and the ability to generate confidence in end users.

The globalization has taught us that the knowlege is not vertical. Is the user who decides. In education, users are teachers and students.

The users we can be convinced that what we buy with money is better than we get for free.

Knowledge transfer

The institutions are afraid of losing customers. However, educational resources, alone, can not compete with the knowledge and the experience accumulated by the teacher (professional of the education). Therefore, using the OER's also possible to maintain the prestige.

In traditional education, the transfer of information among students is a daily occurs. However, only a small proportion of teachers often share knowledge on a subject with their colleagues.

The knowledge of the teacher is published in journals that have previously validated the texts, proving its quality and personal prestige.

New Concept

The Web 2.0 offers a new way of understanding things. Åre no longer looking for the author, but the content. Increasingly, you get a reputation for publishing open.

The change is evolving as rapidly as technology. Therefore, in a short time, I think that any of the funding models proposed by Downes and Dholakai may be valid.

To accelerate this change is necessary to promote awareness, more build networks of exchange, more tools to facilitate their development, quality assurance and unify criteria authorship.
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Resources

- Advancing Sustainability of Open Educational Resources (Koohang and Harman)

- On the Sustainability of Open Educational Resource Initiatives in Higher Education) (David Wiley)

- Models for Sustainable Open Educational Resources (Stephen Downes)

Se inicia el IPT 692R: Introduction to Open Education de David Wiley

Ya se ha iniciado el IPT 692R: Introduction to Open Education, un proyecto piloto organizado por el departamento de Psicología Instruccional y Tecnología de la Brigham Young University.

El curso, impartido por David Wiley de forma presencial y on-line y primero de estas características a nivel universitario, ha sido diseñado como un juego de rol multijugador masivo en línea (MMORPG) que supone una combinación de habilidades de instrucción directa combinada con el aprendizaje basado en proyectos de colaboración y resolución de problemas progresivamente más complejos.

A lo largo de seis meses, los alumnos deberemos sintetizar cientos de páginas de literatura específica, realizar entrevistas, y aportar la dosis de creatividad necesaria para producir artefactos significativos de forma individual pero altamente dependientes para todos los equipos creados.