[Oer-community] Comments on a comment

Thu Nov 15 10:46:41 MST 2012

 Hi Dr.N.BALASUBRAMANIAN Narayanaswam

I do agree with you and I would like to add that OER is another additional
tool in the hand of the teacher and that without the map the task will more
difficult as an effective tool.

Warm Regards
Jean Yves Fanny
Student at VCILT UOM
Mauritius

On Thu, Nov 15, 2012 at 3:37 PM, Dr.N.BALASUBRAMANIAN Narayanaswamy <
nbalu1954 at yahoo.com> wrote:

>
> 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':
>
>    1. geographical location of where one of the authors works, sleeps,
>    pays their taxes [if applicable], etc)
>    2. open source categories ( e.g. 'free', as in 'beer', etc)
>    3. 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* <http://www.irrodl.org/index.php/irrodl/article/view/1267>*,
> * 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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