I’m currently working on an open content course – the learner proposes the learning activities, the evidence they will gather and how they will demonstrate that they have met the agreed learning outcomes. It is pretty interesting stuff and opens up huge opportunities for experimenting on learning and education. To help in keeping students on track in the course, we are looking at developing a couple of sets of process-based digital badges and this is an early sketch of the possible structure of the badges.
Tag Archives: open learning
There’s an interesting series of blogs from Nesta and 100%Open on a joint project on supporting open innovation in charities which can be found here. The main common points emerging for charities to further develop, although these could be applicable for any organisation, are:
Breaking down internal siloes
Focusing innovation investment on core business concerns such as increasing giving
Taking well managed risks and not being afraid to be seen to ‘fail’
Developing a culture that embraces testing of ‘imperfect’ ideas as a way of developing ones that will work
Again, the emphasis is placed on organisational learning through testing, iteration and “failing fast”.
1. I get ‘open’, I really do…but why should I share anything when the enemy down the road gives fuck all? 2. I would, but that would mean asking other members of staff for their packs,… and the…
An interesting post on the challenges of implementing openness in education in terms of the networks and discourses mobilised as barriers to ‘spontaneous sharing’. The post is focused on open learning resources rather than open scholarship including research. A radical and spontaneous openness may generate a radical reform of education, a ‘de-schooling’ of tertiary ‘education’. But the implications for existing institutions are not really addressed. If resources are open and available, are tertiary education institutions really the best places and spaces to use these resources? Could a plethora of alternative learning providers and alternative delivery models emerge (no bad thing) and if so, what might the purpose of educational institutions be in such an ecosystem?
See on postmodeblog.wordpress.com
I find the approach of badging to be very interesting – another lighter form of credit accumulation – but will be interested to see how effective they’ll be seen to be beyond accrediting skills and extending to vague and wicked problems (nonroutine interactive skills? see slide 28)?
But in terms of skills and the demonstration of actual competence (competence as having done rather than competence as having the potential, possibly, to do …), I think the open badges approach is a really good one (would have been really great when I was working in community media).
My talk was followed by Amy Woodgate talking about the University of Edinburgh‘s experience with MOOCs. There is a detailed report on the University’s first round of MOOCs available here. What surprised me, was the extent of the treatment of MOOCs as Open Education Resources and the positive way the University was supporting other universities in using MOOC content for their own degree programme, other organisations in using MOOC resources for workplace learning and even schools using the MOOCs for classroom teaching. All in all, an inspiring talk and discussion.