Volume 47, Number 6 November–December 2007

Volume 47, Number 6

November¨CDecember 2007

FIVE TECHNOLOGIES FOR EDUCATIONAL CHANGE

Systems Thinking

Systems Design

Quality Science

Change Management

Instructional Technology

Now available from Educational

Technology Publications is a major

new volume dealing with the essential

components of educational renewal:

Five Technologies for Educational

Change: Systems Thinking, Systems

Design, Quality Science, Change

Management, Instructional Technology.

The book is authored by David F.

Salisbury of the Sutherland Institute

and formerly with the Center for

Educational Technology at Florida

State University.

? Please forward one copy of Five Technologies for Educational

Intended for both educators and

those deeply concerned with change

in public education, as well as for

educational technology and systems

experts, the message of this book is

that significant and lasting educational

change can come about only via the

utilization of all five technologies

noted in the book¡¯s subtitle.

? Payment enclosed.

? Master Card or ? Visa purchase:

The book sets forth the view that all

five components must work together, within a systemic framework, to

bring about desired change in the

schools.

ORDER FORM

EDUCATIONAL TECHNOLOGY PUBLICATIONS

700 Palisade Avenue

Englewood Cliffs, NJ 07632-0564

Change: Systems Thinking, Systems Design, Quality Science,

Change Management, Instructional Technology, by David F.

Salisbury, at $37.95.

Card number:_______________________________________________________

Expiration date:______________________________________________________

Name of individual listed on the card:____________________________________

Signature:___________________________________________________________

Note: Credit card orders may be placed via telephone, toll-free in the USA and Canada:

1-800-952-BOOK; or may be faxed worldwide to: 201-871-4009.

Name______________________________________________________

Address_____________________________________________________

City________________________________________________________

State or Country________________________Zip___________________

Each technology (the author explains

why each should be seen as a true

technology) is examined in a separate

chapter, followed by a ¡°Tools¡± chapter

in which the author provides examples of practical tools used to apply

each technology in the schools.

All of the concepts described by

the author are illustrated with graphic examples of the five technologies

in action in real settings, along with

the tools available right now to help

implement the technologies in our

schools and other centers of

learning.

CONTENTS

Special Issue on Opening Educational Resources

3

Introduction to Special Issue

Judy Breck

5

Towards a Global Learning Commons: ccLearn

Ahrash Bissell and James Boyle

10

The Infrastructure of Open Educational Resources

Marshall S. Smith and Phoenix M. Wang

14

The Economics of Open Educational Resources

Catherine M. Casserly

19

Connexions: An Open Educational

Resource for the 21st Century

C. Sidney Burrus

23

The OpenCourseWare Model:

High-Impact Open Educational Content

Stephen Carson

26

Open Content in Open Context

Sarah Whitcher Kansa and Eric C. Kansa

32

OOPS! A Miracle Created by Confucius

Agnes Chang and Lucifer (Luc) Chu

35

The Other End of the Telescope: Opening Educational

Resources in a South African University

Eve Gray

38

The Virtual University Becomes a Reality

Paul G. West

41

Open Educational Resources:

A Bridge to Education in the Developing World

Mike Pereira

43

Mobile Web 2.0, Microlearning,

Intertwingularity, and Mobile Widgets

Ajit Jaokar

44

When Educational Resources Are Open

Judy Breck

Regular Features

Volume XLVII

Number 6

51

Q & A with Ed Tech Leaders: Interview with Margaret Riel

Susan M. Fulgham, Michael F. Shaughnessy,

and Trudy LeDoux

56

Edgar Dale: A Significant Contributor to the

Field of Educational Technology

Sang Joon Lee and Thomas C. Reeves

60

Topics for Debate: Learning Management

in Historical Perspective

Alexander J. Romiszowski

62

Learning Trails: Traversing the European

Ed Tech Scene¨CReading Text and Tech

Kevin Walker

64

New Issues, New Answers:

To Engage, Engage With

Marc Prensky

November¨CDecember 2007

About This Issue

A special issue

on opening

educational

resources; plus

regular features

(201) 871¨C4007; Fax: (201) 871¨C4009; to order:

(800) 952¨CBOOK toll-free in the United States

and Canada.

Educational Technology (ISSN: 0013¨C1962) is

Copyright ? 2007 by Educational Technology

Publications, Inc., 700 Palisade Avenue,

Englewood Cliffs, New Jersey 07632¨C0564. All

rights reserved. No part of this magazine may be

reproduced or transmitted, in any form or by any

means, electronic or mechanical, including

photocopying, recording, or by any information

storage and retrieval system, without permission

in writing from the Editor and Publisher,

Lawrence Lipsitz.

Periodicals postage paid at Englewood, New

Jersey, and at additional mailing offices.

POSTMASTER: Send address changes to

Educational Technology Publications, Inc., 700

Palisade Avenue, Englewood Cliffs, New Jersey

07632¨C0564. USPS: 168¨C920.

Available by subscription only, one year for

$159.00 in the United States, $179.00

elsewhere; three-year subscription, $419.00 and

$469.00. Single issues are $30.00 each. Back

volumes are $179.00 each (available from

1964¨C2006).

The periodical title ¡°Educational Technology¡± is a

trademark registered in the U.S. Patent Office.

Readers are invited to submit articles and

Reader Comments for possible publication.

Address all material to Lawrence Lipsitz, Editor,

Educational Technology Magazine, Educational

Technology Publications, 700 Palisade Avenue,

Englewood Cliffs, New Jersey 07632¨C0564 (Fax:

201¨C871¨C4009; E-mail: EdTecPubs@;

World Wide Web: etp).

Published bi-monthly at 700 Palisade Avenue,

Englewood Cliffs, New Jersey 07632¨C0564;

Educational Technology is indexed in the Current

Index to Journals in Education and in Education

Index.

Zane L. Berge, University of Maryland; Charles

Blaschke, Education Turnkey Systems; Robert K.

Branson, Florida State University; Ward M. Cates,

Lehigh University; Clifton Chadwick, the British

University in Dubai; Richard E. Clark, University of

Southern California; Betty Collis, University of Twente,

The Netherlands; Christopher Dede, Harvard

University; Rodney S. Earle, Brigham Young

University; Peg Ertmer, Purdue University; Diane M.

Gayeski, Ithaca College; Andrew S. Gibbons, Brigham

Young University; Steven Hackbarth, New York City

Public Schools; Wallace Hannum, University of North

Carolina; Denis Hlynka, University of Manitoba,

Canada; Paul Hood, WestEd; David Hung, National

Institute of Education, Singapore; David H. Jonassen,

University of Missouri; Roger Kaufman, Florida State

University; Greg Kearsley, Consultant; Badrul H.

Khan, ; Cleborne D. Maddux,

University of Nevada; Gary Marchionini, University of

North Carolina; Barbara L. Martin, University of

Central Florida; Richard E. Mayer, University of

California; Hilary McLellan, Consultant; M. David

Merrill, Brigham Young University; William D. Milheim,

Penn State University; Thomas C. Reeves, University

of Georgia; Charles M. Reigeluth, Indiana University;

Alexander J. Romiszowski, Syracuse University; Ellen

Rose, University of New Brunswick, Canada; Allison

Rossett, San Diego State University; Gordon

Rowland, Ithaca College; James D. Russell, Purdue

University; Marlene Scardamalia, University of

Toronto, Canada; J. Michael Spector, Florida State

University; Rand J. Spiro, Michigan State University;

Dean R. Spitzer, IBM; Robert D. Tennyson, University

of Minnesota; Drew Tiene, Kent State University;

Guglielmo Trentin, Institute for Educational

Technology, Italy; Jeroen J. G. van Merri?nboer,

Open University of The Netherlands; Barry Willis,

University of Idaho; Brent G. Wilson, University of

Colorado.

Introduction to

Special Issue on

Opening Educational

Resources

Judy Breck

Guest Editor

Is Open Educational Resources (OER) just another

pedagogical theory for learning experts to debate? Or

another techie thing to come along for educators to

play with? Not really. Opening educational resources is

an action that will cause education to move to a new

place. That new place will fundamentally shape learning into the foreseeable future.

The opening of educational resources puts them into

a new functional venue that is being called Web 2.0.

Wikipedia states: Web 2.0 is a term often applied to a

perceived ongoing transition of the World Wide Web

from a collection of websites to a full-fledged computing platform serving web applications to end users.

Ultimately Web 2.0 services are expected to replace

desktop computing applications for many purposes.*

My closing article in this issue provides some glimpses

of how education resources will be affected by moving

on to the Web 2.0 platform¡ªwhen they get there.

Ten years ago, when some of us began opening

educational resources into the growing Internet, we did

so believing education would benefit from online

access to learning materials. We were not intending to

move education into a new virtual world, nor aware of

any such possibility. By 1999, visionaries at Rice

University were conceptualizing open educational

object sharing in the project that became Connexions.

Soon after the expanding virtual venue entered the new

century, MIT was the first major educational institution

to commit to large-scale opening of its courseware into

the Internet. The articles that follow include one from

each of those major pioneers and some of the experience of other OER projects both in the United States

and around the world. These articles describe key

progress and explore issues that have arisen around

OER through the first decade of the online opportunity

it represents for learning.

*Wikipedia; .

Education policy-makers, who include most of the

readership of this magazine, can help in small ways

and large ones to open educational resources. I hope

what you read here will instruct and inspire you to

become an OER advocate and implementor, as are all

of us who have written this issue; we did so with you in

mind.

Is OER a Disruptive

Educational Technology?

The first article is written by Duke law professor and

Creative Commons Board of Directors board member

James Boyle, who spearheads ccLearn, and Ahrash

Bissell, the ccLearn Executive Director. As the opening

of educational resources moves ahead, the new

ccLearn will endeavor to offer Creative Commons

licensing principles to copyright and creativity protection for materials related to education. As Bissell and

Boyle describe in their introductory article, education

did not emerge over the past decade as one of the

innovative leaders of the new online environment.

Education still stands pretty much outside of Web 2.0.

The other two big-picture articles were written for

this special issue of Educational Technology by the

open educational resources leaders from The William

and Flora Hewlett Foundation. The Hewlett Foundation

is an instrumental funder of OER, and the three authors

are leading experts on the history, issues, and vision for

the opening of educational resources that we explore in

these articles.

Marshall (Mike) Smith and Phoenix Wang look at

key dimensions of a needed flexible, extendable

infrastructure that will make it possible for educational

resources to be opened into an evolving World Wide

Web. They look at technical, legal/cultural/social/

political, and research dimensions or components¡ª

and discuss possible directions for development.

The discussion by Catherine Casserly is far-reaching

and insightful, by someone who knows as much about

the OER experience as anyone. She addresses squarely

whether OER is a disruptive educational technology

innovation, or is compatible with traditional norms of

education.

OER Project Descriptions

Following the general OER discussions are three articles by authors who describe the experience of early,

established, outstanding examples of open educational

resources.

Present since the creation in 1999 of Connexions, C.

Sidney Burrus has been a faculty member at Rice

University for forty years, where he has been

engineering department chair and dean. His article

describes Connexions OER, where the content is

organized in small modules, open to use and reuse in

creative ways consistent with modern pedagogy, and

EDUCATIONAL TECHNOLOGY/November¨CDecember 2007

3

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download