The Second Europeen eMOOC Stakeholder Summit 2014 i Lausanne 10-12 Februari 2014

 

Den andra Europeiska eMOOC Stakeholder Summit 2014, hölls den 10-12 Februari 2014 i Lausanne, som ligger vid stranden av den vackra Lac Léman, Schweiz. Värd för konferensen var École Polytechnique Fédérale de Lausanne (EPFL)och P.A.U. Education. Konferensens syfte var att ge en möjlighet att samla europeiska aktörer som är inblandade i de storskaliga öppna nätkurserna, MOOCs, från beslutsfattare till praktiker till forskare. Konferensen syftade också till att utveckla synergier mellan europeiska universitet kring teman som bedömning, MOOC ackreditering, plattformar, interoperabilitet och gemensamma forskningsinitiativ. Konferensen är en uppföljning av MOOC Summit 2013.  En tredje konferens planeras 2015 i Mons , Belgien .


Konferensen hölls i den spektakulära Rolex  Learning Centre byggnaden.

 

The Rolex Learning Center byggt på Campus EPFL Ecole Polytechnique Fédérale de Lausanne,  med design av den internationllt  berömda japanska arkitetoniska  stilen SANAA, är ett laboratorium för lärande och ett bibliotek med över 500,000 volymer. Det är också en internationell kultursamlingsplats för EPEL och är öppen både för studenter och allmänheten. Utbredd över drygt 20 000 kvadratmeter, ger det möjlighet för  nätverkande, service, bibliotek och informationssökande, sociala utrymmen för studier och gemenskap, restauranger, kafeér och även med en fantastisk utemiljö.The Rolex Learning Center är i högsta grad och på alla sätt en innovativ byggnad med varsamma sluttningar och terasser, böljande runt en  rad av  uteplatser, med nästan osynligt stöd för sina komplexa böjda tak, för vilket krävs helt nya konstruktionsmetoder.

“The Rolex Learning Center,” Patrick Aebischer, President of EPFL, said, “exemplifies our university as a place where traditional boundaries between disciplines are broken down, where mathematicians and engineers meet with neuroscientists and microtechnicians to envision new technologies that improve lives. We invite the public into this space to convey the message that working in science is working for the advancement of society.”"

Konferensen varade i två och en halv dag. Enligt uppgift deltog 450 delegater, även med deltagare från länder utanför Europa var representerade.  Konferensen inleddes med en Master klass om vad MOOCs är och inte är, samt pedagogiska aspekter på MOOCs. I programmet annonserades hela konferensinnehållet som;

• What is a MOOC?
• How does it work?
• Why offer a MOOC?
• What is the MOOC-hype about?
• Are there downsides?
• Which players and business models are around?
• How to plan, produce and run a MOOC?

Fyra spår var genomgående under konferensdagarna:

• erfarenheter med MOOCs 
• forskning om MOOCs.  
• policy frågor och 
• affärsmodeller för MOOCs

För att få en känsla och smak av konferensens gemytliga atmosfär.och för att få djupare uppfattning om av vad som diskuterades på konferensen hänvisas till konferensens hemsida och proceedings, eller att söka i Twitterflödet på  # emoocs201. I pauserna kunde man ta del av pågående MOOC projekt och utställningar, tex som här,en interaktiv yta för samverkan


 
 


Bland key notes kan nämnas:

 

 

Xavier Prats Monné, Deputy Director-General for Education and Culture, European Commission. What is the offer for MOOC development in the new Erasmus Programme.

Simon Nelson, CEO at Futurelearn ltd. On FutureLearn.

Patrick Aebischer, President of EPFL, 20 MOOCs later- what have we learned ?

Juan Pelegrín, Principal Administrator at the "Inclusion, Skills and Youth" Unit, DG CONNECT, European Commission. H2020 Technologies and human learning. Taking learning technologies forward.

Fred Mulder, UNESCO Chair in OER at OUNL / Leader OpenupEd MOOCs initiative EADTU. MOOCs in the European OpeningUp Education Context.

Frank Buytendijk, Research VP, Information Innovation, Gartner. The Business of big data.

Carolina Jeux, CEO at Telefónica Learning Services. Telefonica visions, lessons learned in Spain and LAtin America.

Debra Humphris, Vice Provost Education. MOOCs an alternative perspective.

I samband med konferensens  öppnande argumenterade konferens ordförande Pierre Dillenbourg att vi bör inte ställa frågan "what can MOOCs do" men däremot snarare "what should MOOCs do".
 

Konferensen var mycket intressant på många sätt. Xavier Prats - Monne, biträdande generaldirektör för utbildning och kultur, Europeiska kommissionen , Belgien argumenterade för att utbildning genomgår en enastående omfattande utveckling.  Kännetecknande för denna  utveckling är att vi är i en situation där det inte finns några traditioner och att vi inte vet hur det påverkar eller kommer att påverka ( högre ) utbildning . Han noterade att man sagt så tidigare också, men den här gången ÄR det annorlunda . MOOC visar oss dessutom betydelsen och inflytandet av IKT, MIK (Media och kommunikation) och den ökade digitaliseringen, samt dess konsekvenser för utbildning. Universitetens roll kommer att förändras då kunskap numera sprids i komplexa nätverk, och universiteten förlorar sittcertifieringsmonopol. 

Andrew Ng en av grundarna, tillsammans med Daphne Koller, av Coursera  menade att  den nuvarande utbildningsmodellen är föråldrad. Att de flesta av oss tar fyra års högskoleutbildning och sedan jobbar i 40 år, oftast inom samma område, är bakåtsträvande. Vanligt idag är istället att många byter inriktning i 7 års cykler. MOOCs ger möjlighet till livslångt lärande, vilket bekräftas av det faktum att många av dem som genomför en MOOC redan har en examen. MOOCs ger  också möjlighet till innovation. Ng menade att Courseras certifikat börjar bli efterfrågade på arbetsmarknaden och att arbetsgivarna numera rekommenderar MOOC kurser.  Fler och fler berättelser om hur MOOCs förändrat människors liv och arbetsvillkor börjar också dyka upp. Ett  exempel presenterades på konferensen av Arnab Banik, Coursera, från Bangladesh. Idag styrs utbildning mer av erbjudande än av efterfrågan.  Utvecklingen och utbredningen av MOOCs innebär naturligtvis inte att högskoleutbildning dör, men däremot innebär det att affärsmodellerna för högre utbildning förändras och måste så göras. Liknande exempel vittnar musik branchen om  sedan länge, och även inom TV ses den utvecklingen, tex Netflix. 
Det talas mycket om den klart låga genomströmningen i MOOCs, siffrorna varierar från 1 % till 35 %. Men vid närmare granskning är de som registrerar sig för signatur spår / certificat upp till 90 %. MOOCs har kritiserats för brist på " personlig touch ". Detta har nu uppmärksammats av  plattformskoncernerna genom att  studiecirklar etableras och co-lokaliserade meet -ups arrangeras  runt om i världen. I samband med dessa, används också synkron bildskärm, vilket gör deltagande möjligt även för dem som av olika skäl inte kan vara fysiskt närvarande. Quizzar integreras också i ökad omfattning i videoinspelningarna. Detta utmanar den traditionella tegel och murbruk tänkande inom utbildningen och den linjärt strömlinjeformade kursmoduldesignen som idag är vanligast. Konferensen uppmärksammade också frågan om upphovsrätt. edX tex äger inget utan de har bara tillåtelse att distribuera materialet. De uppmuntrar de som publicera innehåll på deras plattform att publicera innehållet med CC-licens, men de betonar att det är leverantören som bestämmer. 

Alla de stora MOOC plattformsgivarna var så klart på plats, som Coursera , edX, FutureLearn (UK), Iversity (Tyskland) och det spanska MiríadaX. De deltog både som keynote, på paneldebatter, samt i partnermöten, vilket även var en del i programmet, med speciell tid avsatt härför. Däremellan förekom förstås även informella möten.  Tilläggas kan att Coursera även var sponsor, tillsammans med bla OpenUpEd och P.A.U. Education.


Hela den norska MOOC kommittén, MOOC Utvalget  deltog i konferensen för få "the state of the art" och att få inspiration till den slutrapport som ska lämnas in i juni 2014.Mer om MOOC utvalgets erfarenheter från konferensen kan läsas på June Breiviks blog Tanker.



.  







June Breivik, MOOC Utvalget och Andrew Ng, Coursera. Foto Ebba Ossiannilsson

Två talare deltog från Sverige Professor Jan - Olov Höög, dekanus för utbildning, Karolinska Institutet och Dr. Ebba Ossiannilsson, Lunds universitet. De talade båda på policy spåret.
Jan - Olov Höög medverkade under temat "joining the MOOCs conversation: partnerships, Networks and Alliances from a multi-level governance perspective. Ebba Ossiannilsson medverkade under temat accreditation policies, certification and quality assurance in MOOCs.
 
Mitt inlägg inleddes med:
"Quality is in the Eyes  of the be lover What does personalization really mean when it comes to quality"

EU kommissionens initiativ för att främja innovation och digital kompetens inom utbildningen Opening up Education utgjorde så bakgrund till inlägget nämligen  den genomgripande innebörden av att öppna upp utbildning 

... opening up means bringing the digital revolution into education. Digital technologies allow all individuals to learn, anywhere, anytime, through any device, with the support of anyone.

För att öppna upp betonas också i initiativet att högre utbildning ska/bör:

• review their organisational strategies

• exploit the potential of Massive Open Online Courses (MOOCs)

• stimulate innovative learning practices such as blended learning

• equip teachers with high digital competences

• equip learners with digital skills

• think about how to validate and recognise learner’s achievements in online education

• make high quality Open Education Resources  (OER) visible and accessible

OpenUpEd, utvecklat av EADTU i samarbete med EU och Opening Up, och dess kvalitets features diskuterades därefter:

Öppenhet för individerna

Digital öppenhet

Individcentrerad

Självständigt lärande

Media supportat lärande

Kvalitet i fokus

Diversitet

 

Därefter diskuterades EFQUEL MOOC Quality projektet och de sju områden som behöver för beaktas för kvalitetsbedömning och kvalitetsutveckling för MOOCs:  

• Massive target group (storskalighet, obestämda  heterogena grupper)
• Mixing groups (heterogena grupper)
• Learning across contexts (lärande i olika kontexter)
• Support self-organization (självreglerat lärande)
• Declare whats in it (innehåll och struktur deklaration)
• Peer to peer pedagogy (kamrat pedagogik)
• MOOCs support choice based learning (stödjer individualiserat och självbestämt lärande)

 

Avslutningsvis i inlägget diskuterades:

"•Quality indicators and methods to describe, measure and evaluate quality for open education, OER and MOOCs

•New and innovative quality models, methodologies, standards and approaches for e-learning and open education

•Required competences by institutions as well as by learners for designing, practicing and improving open learning with high quality

•Methodologies for and experience of recognition of open learning in formal education and training

•Certification of e-learning and open education in institutions, programs and courses Integrated innovation and quality approaches

•Global aspects of high-quality Open Education"

MOOCs kan dra nytta av 30 års forskning inom distansutbildning och minst 10 års forskning om nätbaserat lärande. Några avslutande intressanta observationer från konferensen:

MOOCs för företags- och yrkesutbildning
 För närvarande har MOOCs främst utvecklats för högre utbildning och vidareutbildning. Det är dock av stort intresse även för företags-och yrkesutbildningsmarknaden. Flera initiativ utvecklar MOOCs för företagskunder (COOCs) och yrkesutbildning (VOOC) t.ex. kundutbildning. Öppna  frågor som diskuterades var: Kan MOOCs användas för att lära fysiska färdigheter , till exempel yrkes skicklighet , sport? Om företagen gör sina egna tester och träning , vad universiteten fortfarande behövs för?
 MOOC användare
Det är mestadels deltagaer från västvärlden och likasåmestadels personer som redan har en högre utbildningsnivå (master eller högre). MOOC kan ses som en form av vidareutbildning (men inte grundutbildning). Ses MOOCs i utvecklingsländer som en form av kulturell kolonialism eller en demokratisering av utbildning? Hur kan MOOCs främja nya former av pedagogik istället för att vara glorifierade video föreläsningar?Innovation
MOOCsÄr xMOOCs faktiskt olika från befintliga eLearning plattformar (förutom de större antalet användare)? [Siemens och Downes ' cMOOCs differentierade sig genom sin connectivist pedagogik , men hur xMOOCs ?] . Förslag: Gå bortom universitetet - terminen som default modell - > Trend mot kortare kurser (eftersom människor inte har mycket tid) .Konferenspresentationerna erbjöd en uppsjö av nya termer: SPOC, SOOCs och BOOCs (små och stora öppna online- kurser (Är en MOOC med färre deltagare fortfarande en MOOC), COOCs, (MOOCs för företagens utbildning), VOOCs (MOOCs för yrkesutbildning), pMOOCs ? (projektbaserade MOOCS), DOCC (öppen samarbets kurs, baserat på speciellt tema), etc. etc.listan kan göras väldigt lång.Bedömning  
Hur kan framgång mätas i MOOCs ? Ett exempel från Proversity (UK): För att förbereda arbetssökande med jobb specifika kunskaper, sökande tar en MOOC och går sedan igenom en bedömning där de har att tillämpa kunskaperna i jobbspecifika scenarier. Om de gav bra resultat, går de vidare till en online anställningsintervju processen. Peer review vs inbördes utvärdering.Certifiering / Ackreditering 
Det behövs nya former av certifiering och accreditering. Spelifiering av utbildning och utdelande av sk. märken. För närvarande krditerar få universitet eller arbetsgivare MOOCs, men vissa tillåter att komplettera med campus kurser för att få poäng. Vissa (få) arbetsgivare erkänner MOOC certifikat på CV. Trenden går mot certifiering av MOOCs av professionella organisationer (snarare än universitet).

Avhopp
xMOOC företag (som EDX och Courser ) erbjuder " premium track "-modeller , där deltagarna betalar en avgift i förväg för att få tillgång till den slutliga examen och få ett certifikat. Användare i premiumspåret har en genoförandegrad på upp till 70 % (vilket är mycket högre än vanliga MOOC deltagande). Ökningen kan förklaras med ekonomisk motivation för att få valuta för pengarna och ett urval där endast motiverade deltagare är villiga att betala.

   

Images and videos från konferensen kan ses här!

Proceedings

Avslutningsvis kan sägas att MOOCs har tänt en eld som inte så snart slocknar!

OCL4Ed

Access to education is a fundamental human right and UNESCO considers this essential to exercising the other human right  The course Open Licencing for Educators ODL4Ed  is contributing to the inevitable outcome in the future where open education will be taken for granted by all education institutions. The course run by the OERu, and facilitated by the Commonwealth of Learning Chairs in OER Waine Macintosh and  Rory McGreal, and myself, from Lund University in Sweden has had very, very many participants from all over the world. Thanks  a lot for joining and your activelty participtation and your lively discussions throughout the weeks.



Today many education institutions, sadly to say,  restrict access to learning by locking content behind all rights reserved copyright. In today's world where the cost of replicating digital information is near zero combined with the affordance that the cost of developing high quality courses collaboratively using open educational resources is far cheaper than doing this alone, we have unprecedented opportunities to promote the sustainability of education futures for all.

The 2 weeks MOOC on Open Licencing for Educators OCL4Ed  is approaching its end today, or rather its beginning, a start of a maybe a new journesy for many of us,  or another phase and awareness around this wonderful world towards open education, accessible for everyone, at anytime and everywhere.2 weeks MOOC on Open Licencing for Educators OCL4Ed


The course has had the following themes:

• Orientatiion

• Why open matters (2parts)

• Copyrights, your rigt to copy

•  Creative Commons, unplugged

• The right licence

The course has had discussions through blogs, tweets, FB, and other social media. Many of the participants gave evidens to lack of awareness of copyright and  the use and rights of creative commons. What is often discussed in higher education at least is plagiarism, but not very often about CC. In one way CC is very easy, it is just to decide your self , which kind of openness you prefer and there are useful guidelines step by step hpw to do. Of course some case are more tricky, for example when research results are presented. The  overall answer would be, awarness and soundness, of course in some case restrictions even with CC will be the best, but with CC you always decide yourself, and that is teh real clue!


More on CC, listening to Lawrence Lessig, who is a political activist and professor at the Harvard Law School. His most recent book, Republic Lost, argues that the economic realities of modern elections have created an inescapable structural corruption where politicians spend so much time fundraising they cannot help but be influenced by the funders of their campaigns. He recently marched across New Hampshire to bring attention to this issue.

OCL4Ed 2014

Access to education is a fundamental human right and UNESCO considers this essential to exercising the other human rights. The micro Open Online Course (mOOC) on open content licensing (OCL4Ed) is contributing to the inevitable outcome in the future where open education will be taken for granted by all education institutions.   Be part of the open content licensing and make a difference.


Creative Commons/Flickr

The OCL4Ed introduces the concepts of open education, copyright and Creative Commons is a contribution from the OER university collaboration and the UNESCO-COL OER Chair network in widening knowledge and capacity development in support of the global open education movement. The course is freely available for anyone with an interest in open education with options to earn certificates of participation or formal assessment for tertiary academic credit. The course guide provides and overview of the course and assessment options available for participants.



Open content licensing for educators is a free micro Open Online Course (mOOC) designed for educators who want to learn more about open education resources, copyright, and creative commons licenses. This course will help you to:

• Reflect on the practice of sharing knowledge in education and the permissions educators consider fair and reasonable;
• Define what constitutes an open education resource (OER);
• Explain how international copyright functions in a digital world;
• Distinguish the types of Creative Commons licenses and explain how they support open education approaches;
• Acquire the prerequisite knowledge required by educators to legally remix open education materials and help institutions to take informed decisions about open content licenses;
• Use social media technologies to support your learning;
• Connect with educators around the world to share thoughts and experiences in relation to copyright, OER and Creative Commons.

 
It has been a great pleasure to be among the facilitators together with  Professor Wayne Mackintosh, founder of OER University,  and UNESCO/Commonwealth of Learning Chairholder in Open Educational Resources and Professor Rory McGreal, also UNESCO/Commonwealth of Learning Chairholder in Open Educational Resources. He is a professor in the Centre for Distance Education at Athabasca University– Canada’s Open University based in Alberta, Canada.

 

The course has gathered participants from all over the world and it has been great to follow all the work discussed, blogging nad commented in different ways in the OCL4Ed course during those weeks. Thanks a lot for very interesting discussions, in blogs, tweets, etc. Thanks for sharing knowledge, experiences, thaugts etc.


Sharing is caring, caring is sharing!
Best Ebba

Rhizomatic Learning - The community is the curriculum, week 4

Weeke 4 Are books making us stupied

The challenges for this week in the very interesting course on rhizome learning, the community is the curricula:

• Are books making us stupid? 
• Have they always? 
• What has the medium of print done to learning? 
• What are the implications of this objective distance? 
• How does it impact what we believe is valid in our society both inside learning and outside of it? 

I will argue that any kind of media has its benefits and limitations
The nice thing with social media is that it easy to be connected, it is easy to be on track, it is easy to be in a community, it is an often gente and generous athmosphere, everyone is willing to share and to be part.

Of course some limitations are that it can be barriers for those who are not digital skilled or not very socia. Being not very social is not just due for socail media, and on Internet of course
There can be limitations that everything is so fast with social media, you los sometimes time for reflections, further consideration, and second thoughts

With books and printed material there are benefits in some ways, it is solid in one way, but on the other had as soon as a book is printed, it is old, and imagine it takes appro 1 year or even more to publish, print etc. This is teh same with Journal articles, with the review system etc. On the other hand they are more sustainable

The printed word is solid, it cant easy be changes, the oral word can be changes in teh same time it is said

As the saying is

Carve praise in stone, write criticism in sand

Rhizomatic Learning - The community is the curriculum- Week 3

This week is about how to embrace uncertainty in learning




I  will argue that the more you are wondering about, and the more  curious you are and try to discover, the more you learn. Learning is not about questions and answers, nor about right and wrong. Learning is rhizomatic, serendepedy and uncertain. You don´t really know where you end up, but you need to know your goals and your own directions, The way forward is however not just straight on...

As Cormier is emphasizing in this videoclip it is very much about

• Orient
• Declare
• Network
• Cluster
• Focus

If you learn those five steps you might learn most everything, and I agree that those five steps facilitate uncertain learning. You have to embrace uncertainity, and find ways which are reachable. It i also important to give up power approaches, you have different approaches and can share,

Rhizomatic Learning - The community is the curriculum Week2

Rhizomatic Learning - The community is the curriculum

During this week we had to reflect on indepencence ans freedom, and how to "force" independence .

A challenge which is delicate, however, for me it is very much similar as to raise children, but in an educational settting and formal learning how can you do it then.

I liked very much Daves start of this week:

"I’m hosting a party, not trying to tell you what or how to think"
and further 

"The most important part of your choice is figuring out what is going to fit into your life better. The more you figure out what you’re taking this course for, where you will be when you check in to see what people are doing – the better chance of you having a fruitful experience."
 
We are some 300 people in the course in the course so far and we are invited, promoted, encourage to work at diferent places with our reflections, like:
at the P2P site
at the course siteP2P   the course site
Even  on:
Facebook Rhizo14
Twitter #rhizo14, I also use my own #EbbaOssian @EbbaOssian

Google+

Blogs, I use my own http://e4qualityinnovationandlearning.blogspot.se/

Dave has the nice approach to say about Course objectives
"Just kidding. There aren’t any. You can have personal objectives. You can have group objectives. But I’m not creating objectives for anyone."

and also:

"What you should do in a given week?
Try to forget everything you know about ‘traditional education’ and imagine that you are going to camp for 6 weeks. "

cc openedu

I really reflect on the idea with learning and education as a camp, people are coing for different reasons, people have different goals. I will try this  approach fpor my next course
 I do like the serendepity way of learning

Rhizomatic Learning - The community is the curriculum

One of the two MOOCs I have reg for and started now in the beginning of 2014 is

Rhizomatic Learning - The community is the curriculum,  P2P University. 

Course leader is Dave Cormier, who also coined the word MOOC.

I realy love this course and its title. Rhizomatic Learning- the  community is teh curriculum
and as  Dave says: "Doing this course I've put together a blog post to give you a sense of 'where' the course is happening and what you might like to do as part of it."  In the info about the course it starts with "Your unguided tour of Rhizo14". I really just live the approach.
Rhizomatic learning is a story of how we can learn in a world of abundance – abundance of perspective, of information and of connection. A paper/location based learning model forces us to make decisions, in advance, about what it is important for students to learn. This was a practical reality – if we were going to have content available for a course, it needed to be prepared in advance. In order to prepare the content in advance, we needed to prepare the objectives in advance. And, given that we know what everyone is supposed to learn, we might as well check and see if they all did and compare them against each other.
What happens if we let that go? What happens when we approach a learning experience and we don’t know what we are going to learn? Where each student can learn something a little bit different – together? If we decide that important learning is more like being a parent, or being a cook, and less like knowing all the counties in England in 1450? What if we decided to trust the idea that people can come together to learn given the availability of an abundance of perspective, of information and of connection?


I  really love and I am really dedicated to the rhizome way of thinking and learníng, In my dissertation on Benchmarking in higher edcuation- lessons learned from interantional projects, I argued for a rhizome model of quality enhancement, actually I have the rhizome theory as a frame of reference in my research.

 the work by Gilles Deleuze and Félix Guattari

Gilles Deleuze and Félix Guattari use the term "rhizome" and "rhizomatic" to describe theory and research that allows for multiple, non-hierarchical entry and exit points in data representation and interpretation. In A Thousand Plateaus, they oppose it to an arborescent conception of knowledge, which works with dualist categories and binary choices. A rhizome works with planar and trans-species connections, while an arborescent model works with vertical and linear connections.

As a model for culture, the rhizome resists the organizational structure of the root-tree system which charts causality along chronological lines and looks for the original source of 'things' and looks towards the pinnacle or conclusion of those 'things.' A rhizome, on the other hand, is characterized by 'ceaselessly established connections between semiotic chains, organizations of power, and circumstances relative to the arts, sciences, and social struggles.' Rather than narrativize history and culture, the rhizome presents history and culture as a map or wide array of attractions and influences with no specific origin or genesis, for a 'rhizome has no beginning or end; it is always in the middle, between things, interbeing, intermezzo.' The planar movement of the rhizome resists chronology and organization, instead favoring a nomadic system of growth and propagation.
"In this model, culture spreads like the surface of a body of water, spreading towards available spaces or trickling downwards towards new spaces through fissures and gaps, eroding what is in its way. The surface can be interrupted and moved, but these disturbances leave no trace, as the water is charged with pressure and potential to always seek its equilibrium, and thereby establish smooth space.


Deleuze and Guattari introduce six principles:

• 1 and 2: Principles of connection and heterogeneity: any point of a rhizome can be connected to any other, and must be
• 3. Principle of multiplicity: only when the multiple is effectively treated as a substantive, "multiplicity" that it ceases to have any relation to the One
• 4. Principle of asignifying rupture: a rhizome may be broken, but it will start up again on one of its old lines, or on new lines
• 5 and 6: Principle of cartography and decalcomania: a rhizome is not amenable to any structural or generative model; it is a "map and not a tracing"

 

The very first task in this course is to reflect on

Use cheating as a weapon. How can you use the idea of cheating as a tool to take apart the structures that you work in? What does it say about learning? About power? About how you see teaching?

This is  really a challenge as such. Knowledge has always build on what others are doing of course one has  to give recognition to teh one/s who create thíng, but is it always easy to know who was teh firsst one, A lot of knowledge is so called common knowledge, and as such always has benn known.  By cheating you can learn a lot as well, you just have to know how  you can use it and what it means.  It is strange there as alway been some strange opinion that knowledge ahs to do with power. Some know more than others, and as such have "higher" status.
It would be nice, if an assignment in HE should say to students , cheat as much as you can, and tehn discuss waht we can learn about it. ONe thing for sure, is how to deal with Creative Commons, Copyright,  referrie rules, acknoledgement etc . Could be a nice starting point

I think with a rhizome mindset, sharing is caring, and caring is sharing. Together we gain knowledge and experiences and learn to network

 #rhizo14

@EbbaOssian


 

Happy New Year 2014

Soon 2013 is coming to its end and soon we will write 2014!
What will 2014 bring to us, and what kind of questions will we deal with  concerning learning and educuation in 2014.

 With the wisdom of hindsight we all know that  2012 was the year of MOOCs. Many of us in the edcuational sector also learned that during 2013, something happened with the general awareness of the consequences of incraesed digitalization and learning online. Suddenly it wasn that suspicious to talk about e-elearning, flipped classroom, Open Edcuational Resources (OER), creative commons, MOOCs etc. Almost every international and, in some countries, also national, conference with self-respect had MOOCs and OER in their conference themes. Even many Universities in the world, so even in Sweden started to at least investigate the possibilities to offer MOOCs. In  Europe already376 are offered, and the European MOOCs Scoreboard was launched. Euroepe offer now almost half of the MOOCs offers from the states. Many promising blog posts, research, initiatives was also launched during  2013. Ine very good summary of teh MOOC development is the BIC Research Paper 130 The Maturing of MOOC. 

The European Commission launched also the intitiative on Opening up Education' to boost innovation and digital skills in schools and universities.
First it was of interest that they really emphasizes OPENNESS, with stating that "Opening up education means bringing the digital revolution into education. Digital technologies allow all individuals to learn, anywhere, anytime, through any device, with the support of anyone" Furthermore they stated some recommendations:

review their organisational strategies

exploit the potential of Massive Open Online Courses (MOOCs)

stimulate innovative learning practices such as blended learning

equip teachers with high digital competences

equip learners with digital skills

think about how to validate and recognise learner’s achievements in online education

make high quality Open Education Resources  (OER) visible and accessible

During the year OpenupEd by EADTU was launched, a uality label for MOOCs  and the promising MOOC quality project by EFQUEL was carried out.

Learning Analytics have also been very much discussed during the year.

Even other abbreviatiosn as MOOC has been seen on the horizon , like just to mention some:

MOOCC, MOOPS, MOORC, mOOC, SOOC, BOOC, ROOC, DOOC. Although one of the hottest and latest is SPOCs

The 24 September 2013 Harward Univdersity launched their SPOCs

"Keep up, keep up. If you've only just caught on to the concept of online university courses called Moocs, then you're in danger of falling behind again.

Harvard, one of the world's most influential universities, is moving on to Spocs - which stands for small private online courses. Nothing to do with Star Trek and sombre Vulcans, but plenty to do with ambitions "to boldly go"."

So for 2014 I will like to see how we can learn from the hypes in 2012 and 2013 and really focus on RETHINKING education and its somewhat unfashion pedagagy, infrastructure, linear learning offers and to really keep up with all possibilities the digital evolution has brought to us. Society is today rather far ahead, thanks to teh digital agenda. Let us bring the digital agenda into education as well. Let us discuss and think learning instead of technology and tools. Let us try to bring a more rhizomatic perspective and  approach to learning

Let us for 2014 work on  the consistencies of all those open initiatives!
All of us can do something to make a difference for 2014!
At least this will be mine promise for the new year to come
What is yours?