Open wide come inside

open-educationThe Open movement is undoubtedly one of the most significant-yet misrepresented philosophies to underpin C21 education. Promises abound in terms of the open revolution, but is it just another education experiment? The 2008 publication Open Content, and Open Knowledge (MIT press), is one of the few attempts I know of to bring together any coherent understanding on the topic. Edited by Toru Liyoshi, the publication represents a diverse collection of practitioners on apects of ‘Openness’, including Diana Laurrillard, David Wiley,Chris Mackie, James Dalziel and John Seeley Brown. In his introduction Liyoshi states that the “history of education is a narrative of an opening of education”- if so then we have been stalled since industrial times. Everyone has an interpretation of ‘openness’- but most would think only of technical openness associated with the open source movement. But the openning of education content and pedagogical practise is where the real benefit lies. However the OER movement is set against a backdrop  of policy constraint and a culture of teaching and learning which is still in most sectors, a highly territorial enterprise. Contributory and collective teaching cultures are not encouraged- as individuals are still rewarded according to their uniqueness in a competitive marketplace. And there lies one of the dilemnas of C21 learning – individualism & personalisation Vs community and social collaboration.

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About thand

I'm a currently working at NSW Departrment of Education & Training, Connected Classrooms Program, Sydney.
This entry was posted in education, open content, Opensource. Bookmark the permalink.

2 Responses to Open wide come inside

  1. tonysearl says:

    Tim

    “But the openning of education content and pedagogical practise is where the real benefit lies” to me, is the money sentence.

    The tribalism applied to antiquated faculty views of “subjects” is a major hurdle future “educational openness” will have to consider and eventually overcome.

    Your assertion via Liyoshi that education is stalled, mainly due to policy not practioneers, is also one I agree with. Heppell often raises policy constraint as holding back change innovation.

    Unfortunatley Wyndham, albeit tinkered on the edges, is still alive and well in NSW. Until the next generation of educational leaders,raised on what is now ubiquitious to them, those who will dicate policy, maybe change will flow. I hope it happens earlier.

    If Lyndsay Tanner is just starting to hint at an ’09 trial of read/write in Federal spheres, this is strongly indicative of the decade lag the digital gulf has produced. This is the gap that must exponentially narrow if today’s kindy kids are going to graduate with 21st century skills they’ve learnt at school.

    Smaller, flexible learning systems with more policy autonomy are better positioned to respond rapidly to worthwhile innovation, or be leaders themselves. I know I’m searching the digital alternatives out.

    Traditional, usually far larger, centralised systems are at a severe disadvantage in their “policy to embedded practice” lag times. The reasons for this are complex and you touch on some.

    When the fish do not see the water we know we have arrived. Whilst debate remains vivid, we have far to go.

    Must go read your links, I like a good debate. Viva the new electricity.
    Thanks again Tim.

  2. Tim says:

    Thanks Tony- detect a hint of weariness in pushing the agendas. I’m just finishing recommendations on learning tool deployments- will be an interesting test of the NSW waters…

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