Fourth and last session at the Open EdTech Summit. Conclusions, in the shape of “plus” and “idealistic” ideas, are presented.
Personalization of the Learning Process
- Two kinds of personalization: what is taught, and how is it taught.
- Concerns about converging processes (e.g. Bologna), acreditation and control frameworks, etc.
- Build new models instead of change current ones, by trying to make obsolete the latter. Find spaces of subversion.
- One space for subversion is assessment, trying to make ends meet with freedom of choice.
- Extreme importance of capacity building, letting the student to localize their own decisions.
- Automated personalization as suggestions, not as compulsory roads to follow, and led by the teacher, not by the technology.
- Microcredits as the smallest unbundled parts of a larger course, so they can be “rebundled” into other courses according to needs and competences to be acquired.
- Opennes a requisite for tailoring and personalization, enabling cost reduction, remixing itself, etc.
- Collaboration is enhanced (if not just enabled) by openness, but personalization can play havoc on social activities: beware.
Learning Content Development and Delivery
- Content as infrastructure, thus OER has to go beyond content and enter into meaning creation.
- Content is not static: it has a source but evolves multi-directionally.
- New roles shaped by the new landscape: teachers and institutions become guides, enablers, capacity builders.
- Cultural shift: from the notion of controlling knowledge towards an open environment.
- Superiority of open content for reuse and reproduction, but as it is not static, the concept of preservation is at stake and needs redefinition.
- OERs should provide context-sensitive output formats: open distribution.
- Open quality assurance: not only open content creators, but also curators.
- Rethink copyright and fair use.
Future Technologies at the Service of Learning
- We need open, interoperable tools and services, no more corporate driven, pre-packaged, specific tools.
- The World is an LMS: knowledge is anywhere and we have to know how to find and retrieve it.
- Access is a right: free broadband (or really affordable), free content.
- Technology has to enhance the joy of learning (not make it a nightmare).
- The success of FLOSS communities should be replicated in OER.
- New assessment models that capture the personalization of learning. The community might be able to accredit the learner.
- Content will come to the learner in a personalized way.
- Usability: make the interface invisible.
- Help (and give credit to) the process of the teachers’ using technology and acquiring digital capabilities.
- Education has to radically change according to the disruption that the Internet represents.
Learning: Everyone, Everywhere and Anytime
- uLearning: ubiquitous learning as the new model.
- Long life learning requires adaptability of the system.
- Knowledge does not go out of date, just becomes more complex.
- Connections more important than the nodes.
- Self organized learning, through mash-up curricula, user generated content, communities of practice and learners, within personal learning environments.
- Ubiquitous and persistent classrooms for continuous (and informal) learning.
- Universal recognition of levels and certificates.
- Accrediting institutions internationally.
- Context and progress aware of digital scaffolding.
- Recognition of prior and experiential learning.
- Limit the cultural imperialism of technology and learning design: one size does not fit all
- Free access for all
- Encourage respect and understanding through learning.
Open Ed Tech (2008)
If you need to cite this article in a formal way (i.e. for bibliographical purposes) I dare suggest:
Peña-López, I. (2008) “Open EdTech Summit (IV). Conclusions” In ICTlogy,
#62, November 2008. Barcelona: ICTlogy.
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