Topic 2
First day. I was charing the session.
first Discussion on openess, what do we mean by this?
the discussion turns to open courses, which apparently is not an option among any of our universities.
Verily and Tiina suggest differ websites for open courses
then the focus turn to open resources
then a central question: will courses remain the same or are we going more and more towards sharing the material as lectures and then the contact with students will be more for flipped classroom?
limits:
– how students should distinguish what is a good or bad source?
our role of teachers will still be or providing the structure and guide them in navigating into the openess,
Topic number 2 concerns open learning.
we first discuss widely what do we mean by open learning and teaching and come up with some relevant questions such as (from my notes):
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what does it mean “level of openess”? open to just our own students or even to other students, other institutions
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on open learning. collecting badges and show on your CV
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creative commons. great idea but who gives the stamp? apparently nobody validate. Could this be the question?
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open sources software are often better than closed sources software
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Possibility of exploring the new role of teacher which may use open resources.
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ex. linked-in learning, MIT courses
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but do we really want to be open?
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advantage: in place interactions.
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two aspects: use open material but also shall we produce open material?
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question: how the use of material from open learning affect our teaching? and how learning change?
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from lecturer to facilitator
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what does it require from leadership? how can it be organized?
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what can we – teachers – do with the time spared (by using already existing material) in our teaching?
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what value do I produce to students? how to evaluate this value? what pitfalls?
then in the last two sessions we get into the pragmatic work of finalizing an output. we decide to work on a padlet where we bring different possible open resources and cluster them into main areas. It works pretty fine. we are quite a pro-active group.
In this round of topic I am now more familiar with the type of work that we are doing. The fish model, right? to brainstorm and then to act.
In this I get I bit frustrated that the aim is a bit on the product and therefore the achievement of something rather more than deepening the topic.
The deepening seems to be left to the individual part conducted on this blog.
For instance, a couple questions come to my mind.
– concerning open learning. The question can be what is the material (open courses) that is fund on the net? Couldn’t that be a process of legitimizing certain kinds of knowledge compared to others? What could be the interest of a teacher to publish her/his own courses? what does it mean in terms of knowledge produced?
Longhini J, De Colle B, Rossettini G, Palese A. What knowledge is available on massive open online courses in nursing and academic healthcare sciences education? A rapid review. Nurse Educ Today. 2021 Apr;99:104812. doi: 10.1016/j.nedt.2021.104812. Epub 2021 Feb 9. PMID: 33610051.
– On open knowledge. A matter of equity, diversity. It is a fact that certain disciplines, continents and languages are excluded from open knowledge that universities and research communities create.
Montgomery, L., Neylon, C., Wilson, K., Huang, C.-K. (Karl) ., Hosking, R., Ozaygen, A. and Handcock, R., 2020. Who Puts the ‘Open’ in Open Knowledge?. Cultural Science Journal, 12(1), pp.13–22. DOI: http://doi.org/10.5334/csci.136
– one concept that catch my attention is the idea from disposable to renewable assignments. The idea is that until now the only goal of an assignment is just the examination itself. The idea of rewable assignment suggest that assignment may also have a certain utility (for example contributing to online encyclopedia), this should also be something motivating for the student.
Toward Renewable Assessments
– a side subject is open access. I realize that Sweden (and likely other scandinavian countries are strongly “for” it. in Italia the topic is still facing a lot of resistance in the academia.
