The Wikiwijs program enables all teachers in the Netherlands education system (primary, secondary and higher education) to search, find, create, develop and share all forms of multimedia learning materials.
Robert Schuwer's insight:
Interview with me about Wikiwijs, its aims and current state.
An analysis of the hype-curve of MOOC and some expectations about the influence MOOCs can have in the future as a change agent for HE, with or without MOOCs (depending if MOOCs will be able to accomplish the expectations):
- De-emphasis of traditional classroom lecture
- Teacher no more the authorative center of the learning process (imho: there will still be situations where this is both effective as efficient, e.g. under time-pressure teaching large number of students)
- The credit hour will not be the measure for rigor and achievement
A common criticism of the current wave of more or less open courses is that there is a high drop-out rate with sometimes only 10-20% of students completing the course. In the traditional education system this is seen as a sign of abject failure but should we apply the same principles in judging the impact of open education? Does it really matter who completes the course or not since the motivation for studying via MOOCs and suchlike is not to gain academic credits but simply to learn. If only part of the MOOC is relevant to your current interests you will study that part and then move on. This is not a case of dropping out but more like dipping into a good book to read the parts that interest you.
"The 25 contributors to this book bring an impressive level and breadth of expertise, innovation and dedication to researching, developing and advocating for OER. Through a combination of quantitative studies and qualitative analyses, they provide valuable, instructive information and insights from throughout Asia. Open Educational Resources: An Asian Perspective demonstrates that OER development is thriving in Asia — in different economies, amongst different types of stakeholders and with varied approaches to open licensing"
The insights from Anderson, and the questions posed about these insights by Elberse, can help us understand and anticipate the changes in the market for digital higher ed content. What, for example...
Robert Schuwer's insight:
Applying the theory of the long tail to educational digital content. It appeasr that the bulk of content is still in the head. This raises questions like:
- What is the necessary variety of digital educational content?
- What are the factors that might influence the demand for a more diverse range of content in higher education?
- Do we have a preference for “hits” in higher education?
Three aspects seem important hereby: - Quality (Re)assurance. - Consistent and Coherent Curriculum. To what extent must the content be consistent with the curriculum within the institution and other institutions? - Production Quality.
An Open Course in which you learn how to find, adapt and develop OER, license them with a Creative Commons license and share the result as an OER. The course is set up as a series of five "pursuits". For recognition, badges can be earned (using the Mozilla Badge Infrastructure).