Notes on McAndrew «Open Education Research: From the practical to the theoretical – Week 2

First thing strikes me from the paper is a very naive? notion that “The recent growth in interest in OER has several drivers, ideological, political and economic, none of which in itself explains how learning will be supported or help us to develop effective models and learning design:” while the main example is OpenLearn, an institution build thanks to the OU platform who is a serious driving force in Open, Distance and education for more than 50 years…

The dialogue pases to the relationship between informal or formal learning and their uses of the content, and the spaces they share… I think this subjects should be treated separately as the drivers of such notions are at the crux of the motivation for learners that have a big impact on the educational experience.

Open Educational Practices:

It challenges the «validity of existing institutional systems.» and OER will change educational practices according to the WSIS…

With this idea in mind, OER can be used to develop specific education within other educational interests, for example, a car manufacturer can easily develop its own curricula…, the main challenge, I think is the political / economical leadership towards the education of people…

Assessment seems to be a main problem, also at the heart of a political/societal view on the role of education, «Lack of viable assessment model is a central issue for a number of OER providers who operate outside (or parallel to) traditional educational institutional boundries»

He highlights attempts on this direction however only scratches the surface of it

Infrastructure:

The points on infrastructure denotes that it is at the base of sustainability, big or small is only at the base of starting point understanding technology as a great equalizer… However…

In terms of research, he highlights the problems of stable tools and data to be researched, mostly I believe it is because the open and UN-synchronized nature of each development and need, with plenty tools interacting to create learning experiences.

When I read «In some ways, progress made in the OER world can be seen to have resulted from turning a blind eye to deeper questions about the impact of OER on institutional structures.» I was struck by the idea that by passing fixed positions on copyright or assessment with a hint of moral flexibility, some overarching problems on education seems to make progress and develop better education…

Pedagogy behind could also be tricky as OER covers a wide range, in a way I think the pedagogical advances on OER should be managed with a Rhizome pedagogy behind to allow flexibility as well as deep sense of progress with tailor made solutions for each OER.

Research on this area should not be cuantitaive but qualitative in nature, each OER is a narrative construction that targets specific problems.