It’s great to see open education getting press. (More will be coming next week!) At the recent MIT OCW Milestone Event the movement got a lot of praise from Tom Friedman of Flat World fame. Catch the video of Friedman’s keynote talk on OCW over at YouTube.
Just found an interesting article about “social objects” via Stephen Downes. Back when I was writing more actively about learning objects, and the desperate need for us to consider the importance of social interaction in learning, I recommended that the proper way to think about educational content was as a campfire. The campfire does, of course, have important nonsocial functions (like providing heat) just like educational content has important nonsocial functions (like conveying information), but the most important function of both the campfire and educational content is the manner in which it draws people together. A good campfire is a thing around which storytelling, singing, and other social interactions happen. The same is true for the best educational content - it draws people into arguments, explorations, discussions, relationships, and friendships. ...
Steve Carson writes about a recent survey of Japanese attitudes toward open education projects at universities (like OCWs). I have to agree with his selection of a favorite bit from the survey: Q9: What should be the scope of the universities that open up their lecture materials? (Sample size=1,050) Just well-known public and private universities 17.2% As many public universities as possible 14.2% As many private universities as possible 3.4% As many public and private universities as possible 64.8% Other 0.4% Two out of three surveyed felt that as many schools as possible should open access to their courses. I agre with them. =)
A new report out from IMS called Learning Technology Satisfaction & Trends presents data from a survey of US higher education institutions. According to the report, “31% of the respondents were executive administrators. 7% were deans or academic program or department leaders. 50% were information technology or instructional support staff. 11% were faculty.” Several interesting things in this report: First, the two top-rated sources of digital content, including all commercial and other sources, were Google Search and Wikipedia. MIT OCW places fourth. McGraw Hill and all the other proprietary content publishers are “clustered in another tier below the leaders” in terms of user satisfaction (p. 40). As a content management platform, Wikipedia beats out WebCT, Blackboard, and DSpace by an average of almost a full point (on a five point scale). “The strong usage and showing of Wikis indicates that the Web 2.0 phenomenon – use of more collaboration and collaborative authoring – is blazing a path in higher education” (p. 38). On the course management side, Moodle beats out WebCT and Blackboard by a full half point with a third place finish. Apparently eCollege and Angel users are extremely loyal. Sakai isn’t even on the map. From the Top Findings section (p. 8): “Google Search, Apple iPod, and Wikipedia placed in the top ten list for satisfaction, indicating that non-education specific technologies are being perceived, by those ithat incorporate them, as adding value to the educational experience.” That is, their satisfaction scores were so high as to be in the top ten of all products reviewed across all categories. Overall an interesting skim…