[Oer-community] Comments on a comment

Thu Nov 15 04:37:10 MST 2012

Dear Colleagues

Greetings.  I wish to comment on the lines of Helen ie "But I am reminded of a comment made some years ago in the distance learning community, it was this: if technology is the answer what is the question? Following on from this:  if mapping OERs is the answer 
what is the educational problem we are trying to address?" as follows:
Technology cannot supplant the teacher.  But it can only supplement the teacher. Technology is a servant,  teacher is the master. Technology is a tool in the hands of the teacher.  Unless the master knows how to handle the servant, the latter will take over the former.  In the same way, unless the teacher knows how to handle the modern technology, one day orther he will be replaced by the technology.  Hence, I am very sure that we have many things to discuss in the present context.

Best wishes

Dr.N.BALASUBRAMANIAN,

Prof. and Head,

Dept. of Education,

Bharathiar University,

Coimbatore 641 046,

Tamil Nadu,

India.

Ph:914222428210 (Off.)

   914222423757 (Res.)

Mobile:+91 9443703756

--- On Thu, 15/11/12, Roy Williams <Roy.Williams at port.ac.uk> wrote:

From: Roy Williams <Roy.Williams at port.ac.uk>
Subject: Re: [Oer-community] A reflection
To: "oer-community" <oer-community at athabascau.ca>
Date: Thursday, 15 November, 2012, 10:31 AM

Helen, I love the question: "if we know technology is the answer, do we know what the question is?"

Just to throw a pebble into the pool ... 

If we are thinking about mapping, we might think about what we are mapping 'against': 

geographical location of where one of the authors works, sleeps, pays their taxes [if applicable], etc)
open source categories ( e.g. 'free', as in 'beer', etc) 
open learning (open as in flexible, affordances, emergence, etc) 
In the case of option 3, it might be useful to look at an example of 3D mapping of open learning, per se, in the recently published Footprints of Emergence, in IRRODL, where you can pick and choose amongst the affordances, and tagsonomise to taste. 

Roy 

>>> Jane Ross <source21 at telus.net> 14/11/2012 22:19 >>>

Yours is an interesting observation Helen. Amazing the volume of exchange on 
the subject of OER mapping...

Jane Ross, PhD. President
Association for Life-wide Living (ALL) of Alberta
T: 780/672-9315
E: source21 at telus.net

Inspiring creativity for health through our landscape, our communities and 
the arts.

-----Original Message----- 
From: Lentell, Helen M.
Sent: Wednesday, November 14, 2012 2:56 PM
To: oer-community
Subject: Re: [Oer-community] A reflection

Dear Colleagues

Interesting conversation. But I am reminded of a comment made some years ago 
in the distance learning community, it was this: if technology is the answer 
what is the question? Following on from this:  if mapping OERs is the answer 
what is the educational problem we are trying to address?

Best wishes

Helen

Helen Lentell
University Fellow in Distance Learning
Centre for Labour Market Studies
Ken Edwards Building
University Road
Leicester LE1 7RH
UK

helen.lentell at le.ac.uk
________________________________________
From: oer-community-bounces at athabascau.ca 
[oer-community-bounces at athabascau.ca] On Behalf Of Susan D'Antoni 
[susandantoni at gmail.com]
Sent: 14 November 2012 17:10
To: oer-community at athabascau.ca
Subject: [Oer-community] A reflection

Dear Colleagues,

This has been a most energetic start to our discussion of mapping the 
landscape of OER initiatives.  To see this OER community spring into action 
again is such a pleasure after being in contact with many of you since 2005.

And like our colleague, Saul Fisher, I too was at the 2002 meeting at UNESCO 
when the Term Open Educational Resources came into being and like him “find 
the progress in OER over the decade "beyond my wildest hopes".

Maps are "powerful representations for creating, representing and 
visualizing open knowledge” (Ale Okada) but no, there has been no decision 
taken anywhere that we will create an OER world map (Sandra Schosn concern).

In the discussion so far, there have been a number of points made about the 
potential benefits of a visual map of the OER landscape – such as –

*   serve as a gateway
*   make more initiatives visible beyond the well-known ones
*   identify initiatives operating in different languages
*   help find OER
*   identify the OER community
*   foster new collaboration and cooperative efforts

But there have been some concerns expressed – such as –

*   it is a big task so it needs to be a simple map
*   it needs to be self sustaining
*   It is tempting to collect too much data
*   it needs to be carefully structured and organized
*   we need to define or classify initiatives

The point about sustainability and the need to keep it simple are good 
points to bear in mind.  I had the privilege (because I was not trained as a 
statistician) of working at Statistics Canada, a fine statistical agency.  I 
learned a lot, but one thing that stuck with me was the extremely high cost 
of collecting information and the importance of “essential” data, not "nice 
to have".  It truly is a temptation to want more and morre information.  But 
if we aimed to describe the global OER landscape, then the amount of 
information to begin building an OER world map might best be what we 
consider absolutely essential.  Discipline!

Let’s keep the two lists of pros and concerns in mind as we continue this 
train of discussion.  Then let's move on to considering what essential 
information might be for an initial mapping exercise.

Lovely conversation,

Susan

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