The article On the role of openness in education: A historical reconstruction provides the reader a journey into the progression of open education. The authors focused on European events in history on the progression from public lectures, to self education societies, and moving forward into much more organized institutions such as open universities and  to the use of Massive Open Online Courses (MOOC’s). Many of our school districts in British Columbia have a department that supports distance education through printed modules, online course work, and models where blended learning takes place. Some of my peers in the course use a blended learning model through distance education where there is a 40% face to face component, and a 60% component where students work at home through online website links and inventive online videos. 

 

The various ways one can interact through the use of hardware and software platforms in either synchronous or asynchronous communication can feel limitless, and the progress with new technology entering our lives has changed how one can learn new skill sets. My teenage daughter learns how to apply make-up through Youtube tutorials. In some cases she can watch a live feed and text the presenter questions that can be responded to in a public online forum with other viewers. 

 

Martin Weller, in his article Twenty Years of Edtech takes a look at the more recent progression of educational technology. His article provoked the most discussion with our peers with the following statement:

“Clearly, a rapid and fundamental shift in higher education practice has taken place, driven by technology adoption. Yet at the same time, nothing much has changed, and many ed-tech developments have failed to have significant impact.” 

 

Technology is used in the classroom in a variety of ways, but yet we still have classrooms that overall haven’t changed in structure since my parents attended school. Teachers may use a smartboard, have a document camera, or integrate students the use of computers and the internet to complete research, but such examples are substitutions from using encyclopedias or using an overhead projector with markers.  One can argue as a generalization that the fundamentals of how teachers deliver curriculum may not have significantly changed. A computer science teacher in our course from School District 91 suggests a large paradigm shift needs to happen before significant changes occur. An example of such a model can be found at the Pacific School of Innovation and Inquiry, where students use an inquiry based model to meet the B.C. Ministry of Education guidelines. The notion of a student following their own path of their design can enable learners to be more invested and creative in their goals. Jeff Hopkins, the founder and principal educator of the school, set the school in a way where students choose what they want to learn for the day, who they want to collaborate with, and where they would like to learn such as various on site school locations or off school site locations.

 

Another identifier in questioning our ability as educators in delivering curriculum is the overall use of textbooks. Textbooks are static, they don’t change, and the cost of replacing textbooks every few years tends to limit their replacement in publicly funded institutions. Suggestions in making changes in using e-books with open licenses that allow modification, and the supportive technology for students to access material digitally are questions that arise on how we expend resources. Potentially, the ability to share resources unhindered with free license between teacher colleagues may be around the corner. I was impressed upon hearing of a platform called Share Ed BC that has the potential for educators throughout B.C.  to share, create, and modify resources in an online professional learning community. 

 

There are changes occuring, but as Weller pointed out you may need to have lots of patience. I am looking forward to being part of those changes.