Vijay Kumar

Sakai 2009Cambridge, MA, July 8, 2009

Learning OUTedOpen Ubiquitous

Transformational

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Michigan• CHEF Framework• CourseTools• WorkTools

Indiana• Navigo Assessment• Eden Workflow• OneStart• Oncourse

MIT• Stellar

Stanford• CourseWork• Assessment

OKI• OSIDs

uPortal

SAKAI 2.0 Release• Tool Portability Profile• Framework• Services-based Portal

SAKAI Tools• Complete CMS• Assessment• Workflow• Research Tools• Authoring Tools

Primary SAKAI ActivityRefining SAKAI Framework,

Tuning and conforming additional toolsIntensive community building/training

Activity: Ongoing implementation work at local institution…

Jan 04 July 04 May 05 Dec 05

Activity: Maintenance &

Transition from aproject to

a communitySAKAI 1.0 Release• Tool Portability Profile• Framework• Services-based Portal• Refined OSIDs & implementations

SAKAI Tools• Complete CMS• Assessment

Primary SAKAI ActivityArchitecting for JSR-168 Portlets,

Refactoring “best of” features for toolsConforming tools to Tool Portability Profile

"Best of"

Sakai Core ProjectOpen Systems

Refactoring

AcceleratingAccelerating Global Global MovementMovement

Higher Education

K-12K-12

Journals, Books, Videos, Data, Journals, Books, Videos, Data, GamesGames……

OER as Key StrategyOER as Key Strategy for Educational Advancement for Educational Advancement

Commonwealth of LearningCommonwealth of Learning International Council for Distance Education International Council for Distance Education

(ICDE)(ICDE) EADTUEADTU

UNESCOUNESCO WCHEWCHE Open SuiteOpen Suite

Open Textbook InitiativesOpen Textbook Initiatives+ India+ India

Part of the Discourse on Part of the Discourse on Educational ChangeEducational Change

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A Collaborative Publication ProjectA Collaborative Publication Project

• “How can we advance teaching and learning by taking full advantage of open education?”

• A hardcover book + free online distribution with Creative Commons

• 30 chapters by 38 prominent leaders and visionaries (Foreword by John Seely Brown)

• Lessons learned and visions of the future from: OKI, IMS, CNI, Sakai, Moodle, ETUDES, iCampus, VUE, Mellon Foundation, OCW, Connexions, OLI, MERLOT, OpenLearn, SOFIA, Creative Commons, LAMS, Hewlett Foundation, CASTL, VKP, ISSOTL, Open University, Carnegie Foundation, and more The Carnegie Foundation’s Book on

Open Education (Winter 2008, MIT Press)7

Open Technolo

gy

Open Content

Open Knowledge

Opening Up Education: A FrameworkOpening Up Education: A Framework

Section Editor:Owen McGrath

Trent BatsonSteve EhrmannDavid KahleM. S. Vijay KumarStuart LeePhil LongClifford LynchChristopher MackieNeeru PahariaEdward Walker

Section Editor:Flora McMartin

Richard BaraniukTom CareyCatherine CasserlyGerard HanleyDiane HarleyAndy LaneSteve LermanAnne MarguliesShigeru MiyagawaMarshall SmithCandace ThilleDavid Wiley

Section Editor:Cheryl Richardson

Randy BassDan BernsteinBarbara CambridgeJames DalzielBernadine Chuck FongRichard GaleMary HuberPat HutchingsToru IiyoshiDiana LaurillardMarilyn LombardiDiana Oblinger

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What does open education mean as an agency for change both in formal and informal education?

The educational value proposition and implications of open education initiatives

The factors that would propel these initiatives towards having a larger impact on education.

Opening Up Education: Key Opening Up Education: Key

DimensionsDimensions

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Value Proposition and ReadinessValue Proposition and Readiness

Value Proposition (Value Proposition (Transformative Potential)Transformative Potential) Shed new light on the Shed new light on the Persistent, hard problems Persistent, hard problems of of

education? - education? - Iron Triangle of Iron Triangle of Access,Access, Quality and Cost Quality and Cost (Sir (Sir John Daniel)John Daniel)

Does it allow Does it allow New Aspirations?New Aspirations? New solutionsNew solutions New lookNew look look at the practice of education look at the practice of education Fresh perspective on resources and relationships?Fresh perspective on resources and relationships?

ReadinessReadiness What factors would help Open initiatives  have a larger impact What factors would help Open initiatives  have a larger impact

on education?on education? How can we tightly integrate open education efforts with How can we tightly integrate open education efforts with

educational program prioritieseducational program priorities

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Professor Richard HallLaTrobe University in Melbourne, Australia, now teaching information systems, beginning

microprocessors, and advanced computer-aided software engineering. OCW saved him “an enormous amount of time and stress.”

“I was delighted by the way the material is so coherently presented. It is truly inspiring to see this level of excellence.”

Making a DifferenceMaking a Difference – Educator – Educator UseUse

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Kunle Adejumo, Engineering student at Ahmadu Bello Universityin Zaria, Nigeria

“Last semester, I had a course in metallurgical engineering. I didn’t have notes, so I went to OCW. I downloaded a course outline on this, and also some review questions, and these helped me gain a deeper understanding of the material.”

Making a DifferenceMaking a Difference – Student – Student UseUse

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Accelerated Learning – OLI Accelerated Learning – OLI Challenges Conventional Challenges Conventional

WisdomWisdom

India National Knowledge India National Knowledge Commission Advancing Commission Advancing

Access and QualityAccess and Quality

RecommendationsRecommendations Increasing capabilities of Increasing capabilities of Open Educational Resources, Open Educational Resources,

Networks and Digital TechnologiesNetworks and Digital Technologies offer unprecedented offer unprecedented opportunities to:opportunities to:

Serve the knowledge needs of diverse communitiesServe the knowledge needs of diverse communities Amplify interaction among students and teachersAmplify interaction among students and teachers Introduce innovative and interactive educational Introduce innovative and interactive educational

experiencesexperiences

Capacity Building for EducationCapacity Building for Education Develop ecology for sustainable transformation of education in Develop ecology for sustainable transformation of education in

India.India.

NKC Recommendations for NKC Recommendations for OEROER

Launch a national e-content and curriculum initiative Leverage global open educational resources movement Support the production of quality content by a select set

of Indian institutions. Initiate development of online programmes for science

and engineering laboratories – simulations Establish 50-100 laboratories (iLAB)

Undertake a large scale e-Curriculum development effort directed toward adaptation and adoption support.

Open Education Vision Open Education Vision ElementsElements

Blended LearningBlended Learning Intelligently combine the physical and the virtualIntelligently combine the physical and the virtual Integrate conventional pedagogy with net-learning to Integrate conventional pedagogy with net-learning to

deliver quality (relevant) educational opportunities deliver quality (relevant) educational opportunities Intelligent combinations of formal and non-formalIntelligent combinations of formal and non-formal

Boundary-less EducationBoundary-less Education Beyond Geo-politicalBeyond Geo-political: :

Research-TeachingResearch-Teaching Disciplines -- Thematic and World Problem basedDisciplines -- Thematic and World Problem based

Energy; STEMEnergy; STEM Teacher-Learner; Expert-NoviceTeacher-Learner; Expert-Novice Off-Campus-On CampusOff-Campus-On Campus Living-LearningLiving-Learning Seamless Life Long LearningSeamless Life Long Learning

iLabs at MIT iLabs at MIT

Microelectronics device characterization (EECS, deployed 1998)

Shake table (Civil Eng., deployed 2004)

Dynamic signal analyzer (EECS, deployed 2004)

Polymer crystallization (Chem. E., deployed 2003)

Heat exchanger (Chem. E., deployed 2001)

The iLab Vision

Service Broker

Lab Server

Client

Campus network Internet

University Databases

• Order of magnitude more lab experiences• More lab time to users/researchers• More sophisticated labs available• Communities of scholars created around iLabs sharing educational & research content

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iLabs ElsewhereiLabs Elsewhere

University of QueenslandUniversity of Queensland

DUT (China) iLabs- Several in EEDUT (China) iLabs- Several in EE

OthersOthers

iLabs ConsortiumiLabs Consortium

electromotor system elevator systemtriple-tank system

MIT Visualizing CulturesMIT Visualizing Cultures

MIT Visualizing CulturesMIT Visualizing Cultures Leveraging Image Content Leveraging Image Content

Outcomes — MIT faculty case study

Professor Karen Willcox, MIT Dept. of Aeronautics & Astronautics

Teaches required aero/astro course to MIT juniors

› Surprised to find many MIT students were lessproficient in relevant math than she expected

› “For example, even though I reliedheavily on material from [Differential Equations],I had no idea how it was being taught -- or whatwas being taught.”

› Now refers students to relevant OCW course sites,with problem sets, as a “flashback” to what maththey need to understand for her course

› “Down the line, I’d like to bring more of the technology into the classroom, so that while I was giving a lecture, I could give them a flashback to something they had seen in a previous course… This will create better linkages, and to fully integrate the learning experience.”

Spoken Lecture BrowserSpoken Lecture BrowserDeeper learning and Leveraged Deeper learning and Leveraged

Resources Resources

OE Value PropositionOE Value PropositionMicro and Macro Transformative Micro and Macro Transformative

InfluenceInfluence

Open high quality digitized educational content, tools and communities

Available anytime, anywhere (for free/at cost?) Localizable and re-mixable Allows for collective improvement and feedback Alternate way to learn: Accelerate/deepen Alternate way to learn: Accelerate/deepen

learninglearning Supports Innovative Practice ( Teaching as Supports Innovative Practice ( Teaching as

Research)Research) Alters the economics of educational deliveryAlters the economics of educational delivery Scaling excellenceScaling excellence

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Readiness for Opening Up Education- I?Readiness for Opening Up Education- I? Content: Finding; Getting; UsingContent: Finding; Getting; Using

““Water Water Everywhere, Nor Any Drop to Drink”Water Water Everywhere, Nor Any Drop to Drink”- - Rhyme of the Ancient Mariner(ColeridgeRhyme of the Ancient Mariner(Coleridge

Content is King but Context Rules Content is King but Context Rules Disaggregation; DifferentiationDisaggregation; Differentiation

Ordering the digital disorder (Ordering the digital disorder ((Baring(Baring .NE. .NE. Sharing )Sharing ) Tacit KnowledgeTacit Knowledge

KEEP/Knowledge CommonsKEEP/Knowledge Commons

Technology and Design Technology and Design Impact Impact ChoiceChoice and Participation and Participation Unintended innovation at the edgeUnintended innovation at the edge

Design for Agency (Kahle); The Gates are Shut Design for Agency (Kahle); The Gates are Shut ( Stuart Lee) ( Stuart Lee)

OKI ambitionOKI ambition

In Search of Useful Open ResourcesIn Search of Useful Open Resources

OCW Finder :: OCW Finder :: ocwfinder.org Search and browse across OCWsSearch and browse across OCWs OCW Consortium also has a search at OCW Consortium also has a search at

www.ocwconsortium.org/use/use-dynamic.html

OER Recommender :: OER Recommender :: oerrecommender.org ““Related” resources from selected collectionsRelated” resources from selected collections Plug-in for FirefoxPlug-in for Firefox

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http://commons.carnegiefoundation.org

All of these are freely available to the public!

Web 2.0Niche CoP, Social learning about T&L

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Architecture for Choice , Portability and Architecture for Choice , Portability and SustainabilitySustainability

Enterprise Applications - MonolithicEnterprise Applications - Monolithic

Enterprise Applications - Enterprise Applications - FactoredFactored

Ease of Application Ease of Application Portability and Portability and

Infrastructure TransitionInfrastructure Transition

Many AppsMany Apps

Many RepositoriesMany Repositories

Readiness for Opening Up Education – IIReadiness for Opening Up Education – IIOrganizational Cultural factors Organizational Cultural factors

Institutional Inertial Frames and Institutional Inertial Frames and InvariantsInvariants Scarcity vs. AbundanceScarcity vs. Abundance

Reliance on Situated Learning;Reliance on Situated Learning; Push Teaching Vs Demand Pull LearningPush Teaching Vs Demand Pull Learning

Sense MakingSense Making Ordering the digital disorder Ordering the digital disorder Pedagogical Shifts Pedagogical Shifts

Individual learning -> collaborative, social learningIndividual learning -> collaborative, social learning Co-development of knowledge with learnersCo-development of knowledge with learners

Accountability and AccreditationAccountability and Accreditation Massification implications for Quality and PreparationMassification implications for Quality and Preparation DistributedDistributed Open Knowledge and Learning Open Knowledge and Learning

Investigate the Transformative Potential and ecological transitions

Systemic Consideration of Programs. Practices and Priorities

Re-contextualize Invariants

Build receptivity and support for the use of open educational resources at many levels.

Resources towards building support and capacity for faculty and students; Effective Professional and leadership development

Make Practice and Knowledge Visible and Shareable.

Make Open Education Solutions Sustainable.

Programmatic and technical integration

Synthesis and synergy

Governance to take advantage of both widely distributed nature and collectivity in leading their efforts?

 

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Recommendations

““What is the problem to which What is the problem to which headlamp washer-wipers are the headlamp washer-wipers are the

solution?”solution?”Neil Postman. Educom Conference Neil Postman. Educom Conference

19921992 Quality Learning ResourcesQuality Learning Resources Transformations in FormTransformations in Form

Traditional Traditional Blended Blended Transformations in FunctionTransformations in Function

Knowing Knowing Affecting and Changing Affecting and Changing A Pedagogy of AbundanceA Pedagogy of Abundance

Connected; Continuous; CollectiveConnected; Continuous; Collective Sustainable Ecology: A Circle of Sustainable Ecology: A Circle of

Knowledge Building and SharingKnowledge Building and Sharing

Elements of the Ecology

Open Content

Open Tools

Open Open ArchitectureArchitecture

Open Open StandardsStandards

Open Open SystemsSystems

(+ Open Mind)(+ Open Mind)

Open Open EducationEducation

We are seeing the early emergence of a meta-university—a transcendent, accessible, empowering, dynamic, communally constructed framework of open materials and platforms on which much of higher education worldwide can be constructed or enhanced.” --Charles M. Ves t, President Emeritus, MIT, (p. 30). (Vest, C. (2006). Enabling Meta University, EDUCAUSE Review, May/June, (41:3), 18-30, http://www.educause.edu/apps/er/erm06/erm0630.asp)

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If We Don’t If We Don’t See You in the Future…See You in the Future……..…..

……....We Will See You in the PastureWe Will See You in the Pasture