Mark McGuire - "Open Strategies in Higher Education: Opportunities and Challenges"

Open
Strategies in
Higher Education:
Opportunities &
Challenges CC-BY
DEANZ 11-13 April 2012 http://goo.gl/VfEjm
Mark McGuire, Applied Sciences, U of Otago
Blog: http://markmcguire.net Twitter: @mark_mcguire
Photo by gotanew1 (CC-BY-NC-SA)
http://www.flickr.com/photos/8500230@N03/3592656319 CC-BY (unless otherwise stated) http://goo.gl/c8M84

OR

“I sing the body
electric”
Walt Whitman, from "Leaves of Grass", 1867. (http://goo.gl/uiEFW)

1. Open and “Open Courses”

“[T]he Open Scholar is
someone who makes their intellectual
projects and processes digitally visible
and who invites and encourages ongoing
criticism of their work and secondary
uses of any or all parts of it — at any
stage of its development”.
Gideon Burton, Academic Evolution Blog
(by way of Terry Anderson) http://www.academicevolution.com/2009/08/the-open-scholar.html

Martin Weller.
“The Digital Scholar”, 2011.
http://goo.gl/gaI9v
Accessed 12 April 2012

http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html Accessed 9 April, 2012

https://www.ai-class.com/ Accessed 9 April, 2012

http://www.youtube.com/watch?v=SkneoNrfadk
Accessed 9 April, 2012

http://www.udacity.com/

http://www.udacity.com/us

http://www.wired.com/wiredscience/2012/03/ff_aiclass/all/1

UDACITY.com
“Behind every Udacity class will be a
production team, not unlike a film crew. The
professor will become an actor-producer.
Which makes Thrun the studio head”.
“In 50 years, he says, there will be only 10
institutions in the world delivering higher
education and Udacity has a shot at being one
of them”.
Steven Leckart: “The Stanford Education Experiment Could Change Higher
Learning Forever” (WIRED 20 March, 2012)
http://www.wired.com/wiredscience/2012/03/ff_aiclass/all/1 Accessed 11 April 2012

https://www.coursera.org/ Accessed 9 April, 2012

http://www.insidehighered.com/news/2012/03/07/stanford-professors-spin-company-support-free-online-courses Accessed 12 April 2012

http://techcrunch.com/2012/04/03/minerva-gets-25m-from-benchmark/

Public? Private? For-Profit? Non-Profit?

“It’s the (mixed)
economy, stupid”

Teaching and Learning Paradigms
Locus, Mode, Temporality, Structure, Objective

PUSH
teacher, broadcast, synchronous, hierarchical, knowledge

PULL
resource, download, asynchronous, nodal, individual learning

SHARE
site, co-create, continuous, networked, knowledge network

http://www.youtube.com/watch?v=eW3gMGqcZQc Accessed 12 April 2012
Also see: Change MOOC 11 - an introduction and an invitation
http://www.youtube.com/watch?v=eW3gMGqcZQc

http://change.mooc.ca/ Accessed 12 April, 2012

Change11 Course Facilitators
(http://goo.gl/WXipB Accessed 12 April 2012)

Stephen Downes
http://www.downes.ca
Stephen Downes is a senior researcher for Canada's National Research Council and a leading
proponent of the use of online media and services in education. As the author of the widely-read
OLDaily online newsletter, Downes has earned international recognition for his leading-edge
work in the field of online learning.

George Siemens
http://www.elearnspace.org www.elearnspace.org/about.htm
George Siemens is an internationally known writer, speaker, and researcher on learning,
networks, technology and organizational effectiveness in digital environments. He is the author
of Knowing Knowledge, an exploration of how the context and characteristics of knowledge have
changed and what it means to organizations today, and the recently released Handbook of
Emerging Technologies for Learning. Siemens is currently a researcher and strategist with the
Technology Enhanced Knowledge Research Institute at Athabasca University.

Dave Cormier
http://www.davecormier.com
Dave Cormier is an independent educational researcher and thinker, an online community
manager and the Manager of web communications and innovations at the University of Prince
Edward Island. He has published on open education, the rhizomatic model of education, and
practical classroom uses of virtual worlds.

http://change.mooc.ca/threads.htm Accessed 12 April, 2012

http://www.scoop.it/t/connectivism

http://curation.masternewmedia.org/

http://connectedlearning.tv/infographic/ (CC-BY)

The notion of connectedness:
“It's about expertise that's widely
distributed in our society and culture, and
the fact that anybody can help somebody
else get better at something.”
Mimi Ito, Cultural Anthropologist, Digital Media Learning
Research Hub (University of California, Irvine)
http://www.itofisher.com/mito/

“The product of learning
is not knowledge, the
product of learning is a
transformed learner.”
– Stephen Downes
http://www.downes.ca/

Institutional? Personal? Formal? Informal?

“It’s life, Jim but
not as we know it”
+ Just-in-time learning
+ Resources help when-and-where-needed
+ Thinking, fast and slow
+ Drive-by-assignments
+ Collapsing sites, practices, identities

Bora: “We’re what we are”
“ we don’t need no leaders to follow blind
we don’t need no heroes to copy / paste
i object!
we’re on a wrong way
i reject!
plastic sincerity
we can break new own grounds, mature own fruits
we can break new own grounds, that fit our needs
http://www.lyricsmania.com/were_what_we_are_lyrics_bora.html Accessed 12 April 2012 ”

http://ds106.us/ Accessed 12 April, 2012

Change11 Live Presentation by Jon Dron 24 Nov 2011 (Hard Soft Technologies)

Industries, organizations, and other non-physical, non-
tangible “purposed systems” can be considered as
technologies .
Whereas one technology might be “adopted” by another
technology this process does not work for institutional
systems, which are comprised of a collection or “body” of
technologies.
The process that takes place when one body of technology
comes into contact with a different body of technology is
more like an encounter than an adaptation. The result can
be a parting of the ways, or a transformation that leads to a
new combination of technologies.
W. Brian Arthur
“The Nature of Technology: What It Is and How It Evolves”, 2009. http://goo.gl/b9MG9

The dominant perspectives on technology give priority to
either the social or the technology side of the equation, and
they share what Orlokowski calls an “ontology of
separateness”. She argues for a “relational ontology” that
focuses on the assemblages, associations, and networks of
humans and technologies that occur through
“entanglements in practice”.

W. J. Orlokowski
“The sociomateriality of organisational life:
considering technology in management research” (2009) http://goo.gl/Acm4k

As Arthur C. Clarke says, “[a]ny sufficiently advanced technology
is indistinguishable from magic.”*
The real magic is not the technology, but itsinvisibility.
All technologies become invisible
through repeated use- until they fail.
Then, we are reminded of the magic,
the seeming impossibility of how it
works, and the fact that it can stop
working. The distortion of a cellphone
call, a frozen video frame, and the
crackle of aradiotransmission are all
wake-up calls.
*Arthur C. Clarke
http://en.wikipedia.org/wiki/Clarke's_three_laws Accessed 12 April 2012
Also see: Kindle screen failure reveals repressed memory of earlier technology
http://goo.gl/bWXzK

The biggest elephants
in the room are the ones we
are riding – the technologies
(systems, structures,
practices) that we have
internalized and rendered
invisible.

#MyProfessionalDevelopment
Learning to ignore the
elephants in the room, and
perfecting the increasingly
elaborate art of dancing
around elephant shit.

“We shape our technologies,
and afterwards our
technologies shape us”
– Winston Churchill (remixed) http://goo.gl/91TRm Accessed 11 April 2012

http://www.ted.com/talks/sir_ken_robinson_bring_on_the_revolution.html Accessed 12 April 2012

http://www.otago.ac.nz/humanresources/policies/internetusage.php Accessed 12 April 2012

http://www.otago.ac.nz/administration/policies/otago003330.html

http://video.filestube.com/key/Electricity+[From+Billy+Elliot]
Site blocked at University of Otago
Accessed off campus 10 April 2012

http://www.youtube.com/watch?v=ShNMmtRcB8gfeature=player_embedded

New Zealand Education Act 1989
http://www.legislation.govt.nz/act/public/1989/0080/latest/DLM183668.html

New Zealand Education Act 1989 Accessed 11 April 2012 http://www.legislation.govt.nz/act/public/1989/0080/latest/DLM183668.html

It’s not the tool, it’s the
technique. It’s not the fish,
it’s the pond. It’s not the
dancers, it’s the dance.

Photo by by thumeco (CC-BY-NC-SA)
http://goo.gl/Ngc41

Federation Square, Melbourne (2001,
Lab Architecture Studio + Bates Smart)
Photo by Mark McGuire (CC-BY)

Royal Ontario Museum (2007, Studio Daniel
Libeskind) Photo by Eric Mutrie (CC-BY)
http://goo.gl/Lqbkm

Jewish Museum, Berlin (2001, Studio Daniel
Libeskind) Photo by Guenter Schneider
(CC-BY) http://goo.gl/lZr4P

Tony Bates: “Transforming teaching and learning through technology management”
Change11 MOOC Live Session 16 October, 2011
Bates, A. W. T., Sangra, A. (2011). Managing Technology in Higher Education: Strategies for Transforming Teaching and Learning: Jossey-Bass.

Question: Why do most
university logos have a
shield? Who are they
protecting themselves from?

http://goo.gl/tAmCg Accessed 11 April, 2012

It’s not about the future of the book,
it’s about the future of reading.
It’s not about the future of
universities, it’s about the future of
higher education.
It’s not about the future of
technologies, it’s about what we
want to do in the future.

Police Pepper Spraying
Occupy UC Davis students

University academics occupy a
privileged position in society.
In terms of education, we are
part of the 1%.
We have the right, and
the responsibility, to
act in the best interest
of the 99%.

Imagine that the classroom is surrounded by
permeable screens rather than opaque walls with
restricted points of entry. These screens are constructed from course
descriptions, aims and objectives, schedules, and assessment criteria that
serve as the perimeter that defines and contains a course of study. The screens
are flexible and moveable. Imagine that this structure sits in the middle of a
public space dotted with other permeable structures. Inside each of them,
problems are posed and questions are raised. People work together under the
guidance of an expert investigator to find solutions to problems and answers to
questions. They call upon others beyond the screen as required, and they
access information that passes freely into and out of the structure and between
structures and other spaces. They venture out to consult with other experts and
to gather new information, which they bring back to the group. People outside
the structure can overhear some of their discussions and can peer through
small openings to watch some of the activities. An archive of their work, which
is created as part of the process of investigation, serves as a shared history
that anyone can use and build upon.
From SHIFTING GEAR: Transforming Our Communities of Learning, Report #1 from the CALT
Thinktank on ICT, University of Otago, May 2009

https://blogs.otago.ac.nz/openotago/ Accessed 12 April 2012

Collaborative,
Conversational
Networks

SPACE is created
through the act of
communication.
Co n v e r s a t i o n
creates shared
space. OPEN
conversation
creates PUBLIC SPACE.

Innovation is not about
changing how we do what we
do; innovation is about
changing our mind about
what we need to do, and then
creating technologies that will
enable us to do it.

Can institutions of higher
education transform themselves
from within?
Can elephants learn to dance?
It depends on how well we are
able to ride them.
First, we have to ask ourselves:
“who are they (we) dancing for?”

Mark McGuire - "Open Strategies in Higher Education: Opportunities and Challenges"

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Mark McGuire - "Open Strategies in Higher Education: Opportunities and Challenges"