Laurillard, again

Opening Teaching:

The Key to Sustainable and

Effective Open Education

 

 

Wherever we look, around the globe or in our own backyards, we can see

that more and better education is needed. But the scale of the problem cannot be

tackled through our traditional technologies for teaching. When you measure

student numbers in billions, staff-student ratios of 1:30 make no impact at all. So

the problem of scale is challenging”

Laurillard is here talking about the various programs, in Europe and the US, but also more on a global level, that have committed us to targets with regard to increasing the penetration of education. To attain our targets, the number of educatords will need to rise hugely, and rapidly, and in a marketplace of billions, it seems conventional methpds won’t cut it.

This speaks to my sense of a cMOOC for edtech in a resource poor environemnt. And it occurs to me, as an aside, that I have to specify what I mean by resource poor. I mean low in funbding, locations, conventional resources, but high in participant motivation, learning strategies, and resourcefulness. A cMOOC relies on it#s participants resources, and costs little to set up.

The argument is

that we need technology to achieve the educational reform we dream of, but that

we have to do it through the teaching community. An essential part of the open

education movement will be “open teaching.” The teaching community will need

learning-design tools and environments that will enable them to develop the new

pedagogies afforded by digital technologies, use the open education resources

becoming available, and achieve high quality teaching on the large scale.”

 

Many teachers and lecturers have embraced technology to assist their own

pedagogic ambitions for their students, but most have not. The powerful drivers of

their behaviour as professionals do not drive them towards use of technology—

assessment methods, inspection criteria, promotion criteria, and funding flows

continue to be directed towards traditional teaching—and yet these are the

determinants of classroom practice”

In addition, here, Laurillard arguies thAt bottom up processes – where decisions and funding have been devolved to small, localised projects, have been successful drivers for TLE, but their very natire means that they will not alter the top down drivers (assessment, qa, funding, curriculum) and will not generate ;larger change. They are small, fragmented, and don;t have a unified policy and curriculum thrust. ,My MOOC idea fits firmly in the localised, small, bottom up category. Better to explicity accept and project this, with acknowledgement of the limitations.

 

We also have

to prepare for what this means for teachers and lecturers, and how they could drive

system change “bottom-up.””

 

In engaging educators in a bottom up process, this is part of what we need to engage with. If there is a need for TLE, and a desire and need for that to be directed and supported in a top dpown fashion, it also needs the bottom up pressure, and direction from teachers engaged in this way.

 

Teaching must become

problematised, innovative and professional, taking research as its model. If lecturers

were to conduct the process of teaching as rigorously as they conduct their

research, then they would expect 1) support for some personal development in how

to teach, 2) the means to build on the work of others to design their approach, 3)

the means to experiment and reflect on what the results imply for their design and

their understanding, and 4) the means to articulate and disseminate their

contribution.”

 

This is OPEN TEACHING. And bears a similarity to networked learning amongst a COP of educators. Is it an idea to build this in explicitly, as an idea, and practice. James Dalziel, 2005, also calls it Open Source Teaching.

Dalziel, J. (2005). LAMS community launch [electronic version].

LAMS Foundation News, 6. Retrieved month

day, year, from

http://www.lamsfoundation.org/news/#6 

 

This is related top, but distinct fromk my aims, but the relation is enough ti note. a cMOOC relies on few resourdces to achieve a broad reach. It’s a use of technology so that the efforts of a few can be shared by, and engaged with, by many.

Advertisements
This entry was posted in Uncategorized. Bookmark the permalink.

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s