Topic 2 – Open Learning – Sharing and Openness
Expected and unexpected effects with sharing
– good or bad?
Before this topic 2 at #ONL171, I knew the exist of open educational resources and Massive Open Online Courses (MOOCs).
Now I have realized it’s complicated to start an open course or a MOOC at a university.
- As a teacher you need permission from the administration/department and it depends on the current view if there are threats or benefits.
- It takes a lot of time an effort to plan and create an online open course. Will the university put hours to that whitout knowing if they get something back?
- There are fees and certificate costs for platforms.
Possible abilitys is
- teacher development and development of courses branding and marketing – the open courses attract can more students to formal courses.
- They can get student from geographical a spread.
- The university contributes to a ´learning society
My context, as a teacher and ICT-educater, is primary school to high school in Sweden. Not higher education – until just recently. I have attended formal courses at the university – and now also an open course.
The Swedish teachers “extended colleague society” at the web
In this ICT-evolution has sharing among Swedish teachers in Primary school to high school completely exploded. (And I’m sure it’s not only in Sweden). Digital infrastructure, social media and free digital tools made it possible.
Teachers get in touch with other teachers and start discussions at social media. The material and discussions is maybe not packed and structured as a course. It can be YouTube-channels and blogs with downloadmaterials backed up with Facebook groups, Twitter and Pinterest. Sometimes sharing teachers have CC-licensed their material, sometimes not.
Sharing has for many teachers became a way to learn och develop their pedagogical thoughts and practice. In Sweden we talk about “the extended colleague society” at the web.
Has sharing been good or bad? How much impact do the “the extended colleague society” have at the pedagogical development in schools? Depends schooldevelopment and improved results only at develop programs from the local school departments and national school department?
The administrations of schools have so far not set any limits for sharing. It´s good branding and can attract other the teachers to work at the school. But sharing also give other effects.
Some sharing teachers are so good to marketing them self trough social media and get many followers. Soon will book publishers and conference organizers get in touch with them and new career is possibly, part time or fulltime. Their name is already well known and the publisher save marketing money. Then, when teachers get published the publishers want them to remove the material from the webb. Is this sideeffect good or bad?
The value of certifacates without credits?
What is the value of formal credits from a university and a certificate from an open course without credits? Well, in the concurrence about an advertised vacancy formal credits make a big different. But I think a certificate without credits, together with the formal grades,
give the employee signals that it’s a ‘learning person’, that it’s a person who wants to learn things. For the teacher itself, it can be that useful knowledge at the work you have at the moment.
Do you want to start an open course?