These two weeks I’ve been scrutinising different pros and cons concerning openness and education. On one hand copyright and regulation gives the teacher the possibility to earn the credit for the time they’ve spent on setting up all the work. They might also be afraid that their work could be misused or placed in an unfavourable light.
On the other hand, if misused, how to pursue the violators? Probably takes a huge budget. The material of interest also has an up-to-date interest. If the application for license is too complex or takes too long, the data loses its relevancy. Kay O discusses several interesting points of view in the webinar for topic 2,
Sometimes we write an article and the delay is so long. A lot of things have changed. The new findings might make it irrelevant when it’s finally published.
When it comes to education, my first thought was, as a loyal employee, that the natural thing would be to have some extent of regulation, toward the university/educational organizer. Not totally open, because the employer has the right to receive the credit for the work they’ve done, the time, the material and so on. But not totally copyright either: is it ethical to keep important knowledge, which could benefit a lot of people, in order to profit from it? The ethical points could be discussed for a long time, from both sides.
What led me to an epiphany was David Wiley’s short TED talk.
He talked about teaching material that is freely shared. If there is no sharing, there is no education.
Who do you consider to be a successful educator? It’s the people who share most thoroughly with the most students. Instantly, two very skilled lecturers in my university came to my mind. Both of them with huge experience and great knowledge. One of them open, always ready to share his experience and knowledge, to teach students, generous in giving away his material. The other one, also with great skills, excellent lecturer but with no interest in sharing any of his material. He claimed all the time he’s spent of putting his vast and exceptional material together, revising it, must be worth something, preferably that he should have the credit for it in some way. Not willing to share. Guess which one is the most anticipated.

Also I’ve had the opportunity to consider different challenges today regarding sharing online courses and the pedagogy formation. The effect of new media and technology gives us incredible opportunities for openness, education and sharing. Like for instance the MOOC courses. Kahan writes about different types of participant behaviours,
Less than 0.5% of the participants were found to be engaged in the course, but did not achieve a certificate.
There’s a vastly increased capacity to share education. The more open we are, the better the education will be.

Reflections Topic 1

When I first discovered this online course, I was not sure what outcome would be expected of it. I see myself as a person of limited digital experience and not so digitally literate. I have used Skype for private communication. At my department in KI we have a web-based platform for students, but that’s about the only tools I have used. Well, for the exception of Adobe Connect Pro a couple of times, when I participated in an online distance pedagogical course GHPD 2015. This course included several new tools like Google+,  Google drive, Twitter and an own blog. Those are all instruments and aids that were unknown to me. So when I got the scenario for “Topic 1”, I could definitely identify myself with that person.

The next big challenge getting in touch with my PBL group, finding a time for the first webinar and making it all work technically. The first webinar, with all it’s technical problems concerning time schedule, connection, sound and so on was a good example of a range of issues that needs to be considered in the digital world.

The person in the first scenario felt a bit doubtful about separating professional life from professional life. Maybe also about the security of the web-based world? One facilitative factor might be to be more engaged and active on the web. With more experience comes the knowledge of how to share without getting too personal.

In my research for different sources and references I found Doug Belshaw “The essential elements of digital literacies”. I’d like to focus on some interesting points he shares, that made me understand much better how to approach and understand it better. He declares that the way to develop digital literacies is to focus on peoples interests and try to get their intrinsic motivation to get the digital literacies for themselves. He found eight essential elements of digital literacies: cultural, cognitive, constructive, communicative, civic, critical, creative and confident

I found another intriguing referens on the web-site a model that illustrates many interrelated elements that fall under the digital literacy umbrella. According to the author, the competencies for digital literacy can be classified into three main principles: use. understand and create.

Digital Citizenship is “character education” in a networked world, which is an essential part of active citizenship in the 21st century. To nurture digital literacy in the classroom includes the need to:

  • provide students with authentic learning opportunities that are enhanced through technological tools
  • position teachers as facilitators and co-learners, instead of “drill and kill” experts;
  • focus teacher training on how to use technology to enhance learning and meet curricular outcomes; and
  • create reasonable policies and less restrictive filters in schools so that teachers can better help students develop and exercise good judgement

These are some new inputs about the digital world I’ve discovered. I’m intrigued to continue to learn more…