Open EdTech Summit (IV). Conclusions

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.
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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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