A well needed week to catch up and analyze what we have done. Our previous topic was handed in less than a week ago, this time we used a padlet as the tool for our contribution.
Our last topic “Open learning – sharing and openness” started by a scenario that we all read individually. When I first read the scenario my first thought was, how do we define “open”. Do we mean open for everyone all over the world? Our do we mean open for application for everyone. Would the course be free of charge or would the “students” need to pay fees?
Other questions also popped up in my head, if the courses would be open for anyone… how would we then finance the costs associated with running it?
Anyway during our meeting we came up with really a lot of ideas of subject we could select. One that I thought really interesting was how our roles as teachers would evolve in a future where we can use more and more ready-material from open courses. For instance if there are really good lectures recorded in a subject that we could use. That would save us a lot of time, and what could we do with the saved time to assist the students in their learning? Maybe our role will gradually shift into being facilitators coaching the students in their learning instead of being the traditional teacher?
Kirsty
Meanings, interpretations, implications. They keep coming up. The question of defining ‘open’ is particularly tricky. It seems that one always has to explicitly state a number of additional constraints. Open Access, and even Open Educational Resources (when curated) come with these constraints, but beyond that… I’ve just looked at Topic 3 and my immediate reaction is one of definitions!
Lazarus Fotoh
When I first thought of the word “open” it seemed quite easy to define. But as we progressed in my PBL group in delineating what it really meant, I found the term to be complex and hard to delineate.