Hi Everyone,
>From my colleague Larry White @ Seneca College in Ontario
....read on...
-------- Original Message -------- Subject: Tapping the Power of Open
Education Date: Mon, 10 Jan 2011 09:52:35 -0500 From: Faculty Focus
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Tapping into the Power of Open Education to Improve Teaching and
Learning<http://www.facultyfocusmail.com/link.cfm?r=662131075&sid=11815182&m=1197350&u=MAGNA_FF&s=http://www.facultyfocus.com/articles/teaching-with-technology-articles/tapping-into-the-power-of-open-education-to-improve-teaching-and-learning/?c=FF&t=F110110a%22%20target=%22_blank>
By John Orlando, PhD
Aristotle was wrong. He thought that knowledge was passed from person to
person like water is transferred between vessels. Aristotle believed in
education through reading great texts and listening to great teachers, with
the knowledge filling the learner’s mind.
[image: Teaching with Technology column]
But we now know that knowledge is not like that at all. The mind is not
filled with knowledge, but rather builds it on the periphery of what it
already knows by connecting it with prior knowledge. Knowledge-building is
an activity, not a passivity. It turns out that Socrates got it right.
Remember the Allegory of the Cave, where people in darkness (a metaphor for
ignorance) come to light (knowledge) by simply being turned toward the sun.
In other words, we are not filled with knowledge, but come to it on our own
when pointed in the right direction.
This is important because higher education followed Aristotle rather than
Socrates. Before the advent of universities, education came through an
apprentice system whereby a person (usually male) learned his trade by
apprenticing with a master. In other words, a person learned by doing, and
in doing steadily gained the skills of his profession.
Higher education came along and pulled the student out of that hands-on
experience in order to sequester him or her in a self-contained university
to gain knowledge. The result, of course, is that students come into their
field ill prepared for the professional environment and need of training in
the real world.
While making our lives easier, technology also has provided a number of new
challenges in the classroom–particularly with regards to cell phones,
laptops and social networking sites. In the 20-Minute Mentor program *Cell
Phones, Laptops and Facebook: What Can I Do about Them?* you’ll get
practical strategies for establishing and enforcing appropriate rules. *Learn
more
»*<http://www.facultyfocusmail.com/link.cfm?r=662131075&sid=11815183&m=1197350&u=MAGNA_FF&s=http://www.facultyfocus.com/20-minute-mentor/cell-phones-laptops-and-facebook-what-can-i-do-about-them/?c=FF&t=F110110-FF>
Etienne Wenge points out that entering a profession requires learning the
communities of practice of that profession—putting on the dressing of the
practitioner in order to see the world as the practitioner sees it. He uses
the example of a wine aficionado who might speak of a particular wine as
having an excellent “nose.” Nobody outside of the profession knows what this
means—it is a perception that is learned through years of immersion on the
practices of the profession. Unfortunately, in moving from the apprentice
model of learning higher education lost the element of communities of
practice.
But the Open Education movement is challenging the dominant educational
paradigm by re-engaging students with the world outside of the classroom.
Since the Learning Management System puts the student into the same closed
box as the physical classroom, the Open Education gurus use social media
systems such as blogs, wikis, Voicethread, YouTube, and others to connect
students to the outside world. For instance, students might post their
written work to a blog in order to gather commentary from fellow students
and professionals in the field.
In one interesting example, Barbara Ganley an American-born student of
Indian heritage who decided to tour India and document her observations in a
blog during the tour. Natives started following her blog and reacting to her
comments, providing an ongoing commentary with the locals about India and
how it appears to an outsider.
This is an exciting time to be a teacher, as social media revolutionizes
education and provides opportunities for learning that are not possible in
the closed education model. Below are some excellent resources that will
give you ideas on how you can harness the power of open education in your
teaching.
As usual, I welcome your comments, criticisms, and cries of outrage in the
comments section of the blog.
*Resources:*
Amazing Stories of Openness: Wonderful compilation of stories documenting
the benefits of openness. Barbara Ganley’s story is among the examples. *Take
a look
»*<http://www.facultyfocusmail.com/link.cfm?r=662131075&sid=11815184&m=1197350&u=MAGNA_FF&s=http://cogdogblog.com/stuff/opened09>
Digital Habitats and Communities of Practice: A Social Aspect of Learning:
Keynote by Etienne Wenger at the Madison Distance Learning Conference in
2010 that explains the communities of practice theory. *View
»*<http://www.facultyfocusmail.com/link.cfm?r=662131075&sid=11815185&m=1197350&u=MAGNA_FF&s=http://mediasite.ics.uwex.edu/mediasite5/Viewer/?peid=08fd5f11580c476ab1da01afe92a7aaa>
Open Education Defined: By one of the big names in the Open Education
movement, Dave Cormier. *Read now »
*<http://www.facultyfocusmail.com/link.cfm?r=662131075&sid=11815186&m=1197350&u=MAGNA_FF&s=http://davecormier.com/edblog/2009/11/24/open-educational-resources-the-implications-for-educational-development-seda/>
Introduction to Open and Networked Learning: Excellent slideshow
introduction to the topic. *View
»*<http://www.facultyfocusmail.com/link.cfm?r=662131075&sid=11815187&m=1197350&u=MAGNA_FF&s=http://www.slideshare.net/courosa/open-networked-learning-for-eci831?from=ss_embed>
*John Orlando, PhD, is the program director for the online Master of Science
in Business Continuity Management and Master of Science in Information
Assurance programs at Norwich University. John develops faculty training in
online education and is available for consulting at jorla...@norwich.edu.*
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Strategies to Help New Faculty Thrive
Most beginning instructors are confident in their knowledge of their subject
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*Order the CD/transcript
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