The collaboration of organic and synthetic: Towards to a hybrid learning ecology

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Reflections on Week 6: #OpenEdMOOC

Image Credit: ApolitikNow
Frankly, there is not much to say about the final chapter "the next battle for openness". However, I am a believer that as long as used for good intentions, algorithms can be helpful in any educational processes. In essence, we, humankind, are the creator of these algorithms and it would not be very logical to blame these algorithms. You can follow Zeynep Tufekci's tweets regarding the use of algorithms in many areas, she really has a critical perspective.
A final remark, the use of data-driven systems will increase our dependency on some platforms which conflict with the nature of open education. A possible solution to bypass that limitation can be more investment on Open Source Softwares and bind new alliances. In sum, I believe that the collaboration of organic and synthetic powers are inevitable and we are moving forward to a hybrid learning ecology.

The collaboration of organic and synthetic: Towards to a hybrid learning ecology

Format ImagePosted on by ARAS

Reflections on Week 6: #OpenEdMOOC



Image Credit: ApolitikNow

Frankly, there is not much to say about the final chapter "the next battle for openness". However, I am a believer that as long as used for good intentions, algorithms can be helpful in any educational processes. In essence, we, humankind, are the creator of these algorithms and it would not be very logical to blame these algorithms. You can follow Zeynep Tufekci's tweets regarding the use of algorithms in many areas, she really has a critical perspective.

A final remark, the use of data-driven systems will increase our dependency on some platforms which conflict with the nature of open education. A possible solution to bypass that limitation can be more investment on Open Source Softwares and bind new alliances. In sum, I believe that the collaboration of organic and synthetic powers are inevitable and we are moving forward to a hybrid learning ecology.


What research says on OERs?

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Reflections on Week 5: #OpenEdMOOC

Based on discussions on week 5, I carried out a quick research by benefiting from text mining and social network analysis to see the patterns on OER research.
The research corpus consists of 499 scientific publications that are indexed in Scopus and have "OER" or "Open Educational Resources" in their title.
Based on 1039 keywords, I analyzed keywords with occurrences of a minimum 3, which ended up 96 keywords.
The initial findings indicated that OER is simply an issue of higher education, it is a practice of some expected approaches such as open education, open and distance learning, distance learning, e-learning and blended learning. Interestingly, F2F learning wasn't covered much in the research. Quality assurance is a topic to be explored, and culture seems to be one of the barriers (as discussed in earlier weeks). Among the 5Rs, "reuse" seems to be most preferred "R".
Now, I feel encouraged to explore more the research on OERs? I hope I will find someone to collaborate, I will create some time to explore more and then write on this topic ;)

Connectivism is open pedagogy

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Reflections on Week 4: #OpenEdMOOC

Discussions are going on about what the connectivism is... Is it a theory, a model, or an approach? Well, I do not care about how to name it, my experiences say that, whether you like it or not, connectivism exists if you traverse among the networks and learn from networks.
Here is a recent review on "Knowing Knowledge" a book by Siemens which addresses many issues including connectivism.
There won't be much to say, but a declaration by a node  (that is me ;) ) in the vast network of open spaces. There is open pedagogy and connectivism starts right over here...
Peace ;)

sharing is loving, loving is sharing

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Reflections on Week 3: #OpenEdMOOC


Reading Ken Bauer's blog, Licenses: Data, Code, Practices, the image he used inspired me to write a few lines on sharing. 

Credit: TalkingPlant

We already talk about 5Rs, copyright and creative commons. What about original motive to share? Beyond many positive purposes covered in #OpenEdMOOC, I believe that sharing is loving. We should share to love ourselves, others, nature, world, souls, and the learning ecosystem we breathe in....

When we were kids, we loved sharing cos it was an intrinsic, naturally inherited motive. As we grow up, we learned to keep, hide, confine, lock and put those precious in "boxes". Thus, to be human, to be pure and innocent, to go back to origins when only loved everything, we should share with love...

Credit: Binny V A

What about copyleft?

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Reflections on Week 2: #OpenEdMOOC


R1: I was thinking about David Wiley's metaphor on copyright. Wiley Says: "If you walked out into the woods, cut down trees, built a log cabin with your own hands-- that would belong to you because you had created it. You would own it." Now, I wonder, how would be the case for "copyleft"?





R2: Interestingly, I have just heard about the case of "MickeyMouse" and how every 20 years, new copyright permissions are granted. So, as long as the content has a considerable economic value, can we forget about copyright?



Open matters cos’

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Reflections on Week 1: #OpenEdMOOC

Open matters cos'...

Why educators advocate and disseminate the idea of openness? Cos, learning is joy and love that happens in an open ecology. To sustain learning ecology, we should provide open resources that can be harnessed by learners who demand and pursuit knowledge.

To me, opennesss is beyond copyright issues. Not only OER but those who own the knowledge should be open. Besides, knowledge is a common good of the humankind; and as humans, we shouldn't confine the knowledge in a closed box, rather we should welcome who sincerely demands it.

As a final word, do not forget that to love and to be loved requires being open. Even if you don't believe in the opportunities that come with open practices, be open for the sake of the love!!!