Week3&4 Sprint2:OER
Question Scenario: I have been just been commissioned to create an Artist’s Toolkitthat is a comprehensive open educational resource (OER). I’ve been advised that I should avoid making assumptions about the learners that will use this Toolkit. I’ve been advised that I should avoid making assumptions about the learners that will use this Toolkit.
When the third week of the topic was over, I answered the problem scenario again, regarding the solution of the problem scenario.
In class, my group and I read up on the concept of OER and came across the Open Education Toolkit for the first time, but I decided that it was not new and seemed to have permeated many countries or educational approaches. It is not only a manifestation of rapid technological development, but also an open public educational resource that provides opportunities and platforms where more people can learn. Let’s say here that a course from the University of Edinburgh is made available on the platform as a public educational resource, free of charge to anyone interested in the course, i.e. anyone can access the course via the online platform (no geographical restrictions). I think this is a great way to promote education to the masses – education is not just for the few, but for everyone who loves to learn. I think this is in line with the educational thinking of Confucius, a famous ancient Chinese educationalist, who said that there is no difference between teaching and learning. (Confucius was a man who, in recruiting students, treated all people equally, regardless of their status, wealth, intelligence, diligence or nationality)
Therefore, I believe that the emergence of free and open resources is a reflection of the continuous cultural progress of society.
To address the problem scenario: I need to create an artist’s toolkit, but I have limited funds, so to get the job done I can make the most of free open educational resources to populate my toolkit. Through my discussions with the Basho team members, we thought that we could approach the problem in the following ways.
1. Have a city light design program for all students, no matter they are this department or not.
Gathering online resources : lectures, reading resources, tools, applications.
3. Open workshops , art studios for art practice and provide professional training.
4. Start from any angle of the city, such as transportation, architecture, history, food… so that students without an art background can participate in the city. So that students without art background can participate.
5. Switch to an online course.
We think these are all great ways to use the free OER package, but of course, I think an online platform is one of the best ways to address educational issues.
This brings me to connect with the experience of visiting the sculpture studio at Edinburgh University in week four, where we engaged with free OER through a hands-on experience, which I think was a great way to perceive art and engage with it. Reflections on this event have been written about in a separate blog.
The adoption of Open Educational Resources (OER) can, on the one hand, increase access to and quality of higher education, but on the other hand it raises concerns among universities and researchers about its economic sustainability. This is mainly because, unlike traditional online learning, in an OER-based approach learners do not have to pay to access learning resources, but the institution bears the costs of producing, maintaining and disseminating the OER. In this case, it is the point where one can think beyond the content, i.e. how to run him up.