#oersymposium2014 S4K Prof. Iiyoshi

Toru Iiyoshi, Ph.D.

Director & ProfessorCenter for the Promotion of Excellence in Higher Education

(CPEHE)Kyoto University

Spurring Open Educational Innovation for the

Sustainable Advancement of Learning and Teaching

2nd Regional Symposium on Open Educational Resources, Wawasan Open University, Penang, June 26, 2014

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“The rocket worked perfectly except for landing on the wrong planet.”

-Wernher von Braun

Where do we want to go with innovation?

Biographical Film (1960)

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With the proliferation of open education (including OER),

what do you think will happen to the number of:

1.Students

2.Universities

3.Courses

4. Instructors

Kick-Off Questions

The same educational innovation could lead us to different futures of higher education...

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Open Education As Educational Innovation

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文明文化教育教育

Educational Civilization Educational Culture

Educational Innovation

Open Education As Educational Innovation

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8.01 Physics I: Classical Mechanics (“Circus Physics”)

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From a traditional lecture course to student-centered collaborative learning

TEAL (Technology Enable Active Learning)

The Gallery of Teaching and Learning - KEEP Case Studies: Transferring Knowledge and Experience

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Educational Innovation Is Not Built in A Day!

At M.I.T., Large Lectures Are Going the Way of the Blackboard - NYTimes.com

MIT TechTV – Perspectives of TEAL

MIT TechTV – Perspectives of TEAL

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MOOC 8.01x = Best Remix of 8.01 + 8.01T

Educational innovation cannot be built in a day!

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A Collaborative Publication Project

“How can we advance teaching and learning by taking full advantage of open education?”

A hardcover book + free online distribution with Creative Commons

30 chapters by 38 prominent leaders and visionaries (Foreword by John Seely Brown)

Lessons learned and visions of the future from: OKI, IMS, CNI, Sakai, Moodle, ETUDES, iCampus, VUE, Mellon Foundation, OCW, Connexions, OLI, MERLOT, OpenLearn, SOFIA, Creative Commons, LAMS, Hewlett Foundation, CASTL, VKP, ISSOTL, Open University, Educause, Carnegie Foundation, and more

Carnegie Foundation’s Book onOpen Education (August 2008, MIT Press)http://mitpress.mit.edu

Search: “opening up education”13

Identify the educational value proposition and implications of open education initiatives

Help illuminate the micro and macro factors that would move these initiatives from their current stage to their “golden” state

Explore, as a community of practice and reflection, how we can effectively share educational innovations, pedagogical experience, and knowledge to continuously improve the quality of education

Opening Up Education:A Collaborative Publication Project

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Open Technology

Open Content

Open Knowledge

Open Education: Three Components

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and more...

Open Content

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MIT OpenCourseWare

Provide free, searchable, access to MIT’s course materials for educators, students, and self-learners around the world.

Over 2,000 courses (including graduate courses) in 2010

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These are also great educational materials for learning EGAP

(English for Academic Purposes)

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OCW-Based Academic English Listening Skills Builder

(By courtesy of Profs. Akira Tajino & Sachi Takahashi @ Kyoto U.)19

Global OpenCourseWare Consortium

Over 250 universities and projects around the world have already joined OCWC.

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E → O → C: Where Are We?

E-decade: 1990‘se-Commerce, e-Business, e-Publishing, e-Learning Gopher (1991), WWW (1991), Mosaic (1993), XML (1996), WebCT & Blackboard (1997), etc.

O-decade: 2000’sOpensource, Open System, Open Standards, Open Access, Open Education, Open Research, Open InnovationWEB 2.0, Wikipedia, YouTube, Blogs, OpenCourseWare, iTunes U, etc.

“Liberation Technology” (J. M. Unsworth, 2004)

C-decade: 2010’sCollaboration, Collectivity, Communities, Commons, Cloud ComputingSocial Networking Service (SNS), Twitter, Social Learning, Meta University, MOOCs

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Open Practice

Open Technology

Open Content

Open Knowledge

Open Education: Three Components+1

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MOOC Wars? Coursera vs. edX

“Battle Royale” by

“Teaching Star” Professors?

A Big Shift Happening?

Organizations (Universities)

Individuals (Professors)

Should OER also include Human Resources? (from yesterday’s discussion)23

World-Wide Rapid Spread of MOOC (for What?)

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Open Badges

Certificates

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8 Things You Should Know About MOOCs1. The overwhelming majority of MOOC students are male

2. MOOCs attract students who already have college degrees

3. The median age of MOOC participants is 24

4. One-third of MOOC participants are from North America

5. Nearly half of registrants never engage with any of the content

6. European view the most course content

7. Students with a doctorate viewed more course material

8. Serial students are the most engaged

(J. Newman & S. Oh, 2014)On Chronicle of Higher Education

So What???26

6-Week MOOC

14-Week MOOC 4-Week MOOC

Evolution or De-evolution of Education?

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(Andy Warhol, 1962)

Or, Campbell’s Soup Cans?

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KyotoUx001Chemistry of Life

by Prof. Motonari Uesugi

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What assessment and evaluation methods need to

be developed and employed to measure various

aspects of creativity meaningfully?

Prof. Uesugi DOES NOT like

multiple-choice questions!

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The best student will be considered as a strong candidate for the MEXT (Ministry of Education) fellowship.

Top five students will be invited to the Kyoto University’s campus to experience the campus life (including participating in Prof. Uesugi’s and other classes).

Best TA Award will be granted to some select students who have helped other students voluntarily.

KyotoUx 001: Three Special Rewards for Learners

(Announced at the press conference on Nov. 1, 2013)

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PakistanMalaysia

Vietnam

Yaemen

U.S.A.

Phillipine

Latvia

Peru

England

Nigeria

Serbia

Canada41

Reflections, Ideas and Thoughts

Ownership of learning

Teaching -> Learning -> Teaching

Peer Instruction vs. Peer Assessment

Reborn technology-enabled teachers/students

Diversity & multiple perspectives (e.g.“criss-crossed landscape”)

Anatomy of teaching and learning

Learning how to learn to solve new problems

Collective capability vs. individual capability (prisoner’s dilemma, halo effect?)

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Making MOOCs Reusable with CC

Building upon the OER & OpenCourseWare tradition and assets!

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Teacher-Student Relationship

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What is the 21st Century Education?

http://www.youtube.com/watch?v=Ax5cNlutAys

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What is the 21st Century education about?creativitycultural awarenessproblem solvinginnovationcivic engagementcommunicationproductivity

collaborationaccountabilityexplorationinitiativeresponsibilityleadership

Today, teachers must beinnovatorsmentorsentrepreneursmotivatorsilluminatorscatalysts

, and learners must beteachersresearcherssynthesizersinnovatorsexplorers ?

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Having Students Create MOOCs

(10:11am, June 26, 2014)

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MOOC Creation for Everybody! (just like )

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Rise of Massive Student Teaching Online

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OpenStudy: A Global Community of Learners

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(Tim Brown, IDEO)

Multiple Perspectives & Communication Skills

DomainExpertise

& SkillsOpen

Education55

Seamless Integration of Working and Learning in

the Openly Networked Society

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Structural change of higher education system:

Pipeline → Network (knowledge & people)

RE-EXAMINING:

the notion of “The University as a physical space”

the entity of “The University as a business organization”

“college/university faculty” as a profession

the roles of “faculty (as teachers) vs. students (as learners)”

the traditional view of “higher education = degrees”

the traditional view of “society vs. higher education”

Paradigm Shift in Higher Education

How can OER play out innovativelyin this rapidly changing HE landscape?

Data & Learning Analytics

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What kind of mechanisms do we need to devise to harvest, accumulate, and distribute locally created educational assets, pedagogical innovations, and wisdom of practice in a way that can be reused effectively in different local contexts? (e.g., “Education Concierge”)

To foster the spawning and sharing of new ideas and models for innovative learning and teaching, what conditions need to be created through the collectivity culture?

How can we create a vast network of educational knowledge-bases that inspires and helps to inform future efforts?

Build the Commons through the Collectivity Culture

Opening Up Education: Recommendation #5

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Scholarship of Teaching and Learning

• Making teaching practice visible and public

• Solicit it critical review

• Learn from and build on each other’s work

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Cultural & Institutional Change is Needed

Practice Good Better Best

Community Communal Collaborative Competitive

Value Product Process Product

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Practice Good Better Best

Community Communal Collaborative Competitive

Value Product Process Product

Cultural & Institutional Change is Needed

BEST is the worst enemy of BETTER...

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Level 1: Course Content Exchange

Level 2: Course Content Collaboration

Level 3: Course Content Co-Innovation

Level 4: Knowledge Co-Creation

Level 5: Collaborative Learning Connection

Towards Collaborative Knowledge Production:Opening Up the Universities

- Tapscott, D. & Williams, A.G. (2010). Innovating the 21st-Century University, EDUCAUSE Review.

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Sharing Empirical Knowledge Is Not Easy!

Knowledge usually entails a knower. Where people treat information as independent and more-or-less self sufficient, they seem more inclined to associate knowledge with someone.

Given this personal attachment, knowledge appears harder to detach

than information. It is hard to pick up and hard to transfer (you might expect, for example, someone to send you or point you to the information they have, but not to the knowledge they have).

One reason knowledge may be so hard to give and receive is that knowledge seems to require more by way of assimilation. Knowledge is something we digest rather than merely hold. It entails the knower's understanding and some degree of commitment.

- Brown, J.S. & Duguid, P. (2000)

Open

Knowledge

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Pedagogical Knowledge

Content Knowledge

Pedagogical Content Knowledge

Dimensions of Teaching and Learning Knowledge

(Lee S. Shulman)

Tacit Knowledge Explicit Knowledge

Local Knowledge Global Knowledge

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Pedagogies

Knowledge of T&L is COMPLEX

Learners

Instructors

EducationalResources

EducationalTools

Aptitude-Treatment Interaction (ATI)

Task, Trait, and Treatment Interaction (TTTI）

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Asses

smen

tDat

a

Student Work Examples

Key

Findings

Course

Syllabus

Project Report

To examine, select and organize teaching and learning objects and transform them into visually appealing and intellectually engaging knowledge representation is a daunting task.

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How can we facilitate community inquiry and discourse, making diverse pedagogical know-how visible and transferable in intellectually engaging and rewarding ways?

How can we help educators and educational institutions build their intellectual and technical capacity to create and share quality educational knowledge, and transform “tacit knowledge” into “commonly usable knowledge”?

Make Practice and Knowledge Visible and Shareable

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Instructors Instructors

Learners Learners

Triple-Play of Knowledge Sharing in Open Education

OpenTechnology

OpenContent

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OpenTechnology

OpenContent


Learners Learners

Practical knowledge of creating & using tools & resources


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OpenTechnology

Open Content


Learners Learners

Practical knowledge of using & improving

tools & resources

Neuroscience for Kids

http://faculty.washington.edu/chudler/neurok.html

Eric H. Chudler, Ph.D., University of Washington, Seattle, WA

E-mail: [email protected]

Motivation

Neuroscience is a rapidly changing

field and access to educational

material about the brain and

nervous system is limited.

Neuroscience for Kids is a resource

that provides students and

teachers with interactive on-line material and

hands-on, off-line activities for learning about the

anatomy and physiology of the nervous system.

Background

Neuroscience for Kids has been

developed for students and

teachers at all levels, although

most of the material is designed

for middle school students and teachers. The site is

intended to be used as a supplement to class

instruction. Students and teachers explore at their

own pace as they learn about many neuroscience

topics including brain structure and function,

neurological disorders, the senses and drug effects.

Impact of Use on Teaching and

Learning

To evaluate the effectiveness of

Neuroscience for Kids on student

attitudes toward science and

neuroscience content knowledge,

the entire web site was distributed

via CD to 52 teachers (approximately 3,794 middle

school students) across the country. Each teacher

was provided with a maximum of 5 CDs per class.

Student content knowledge of neuroscience

concepts improved after use of the resource, but

student attitudes toward science remained

unchanged.

Learning Activities

Neuroscience for Kids is available

24 hours a day, 7 days a week. It

can be used at school, home or the

library...anywhere with access to

the Internet. The resource can be used to:

Research- users can find basic information about

neuroanatomy, neurophysiology, the senses, sleep,

mental and neurological illness, the effect of drugs

on the brain, neuroscience methods, blood supply,

language, and more.

Experiment and Interact- users can view on-line

activities and demonstrations (e.g., visual illusions),

locate ideas for science fair projects and ask

neuroscientists questions.

Explore- all pages include extensive links to other

resources on the WWW.

Play- on-line and off-line games, demonstrations

and quizzes permit users to learn in an entertaining

environment. Students and teachers can also send

free postcards by e-mail or request a monthly,

electronic newsletter.

Print- worksheets, bookmarks, coloring books,

puzzles, stationery, greeting cards, games, quizzes

can be printed and used off-line.

Plan- teachers have access to lesson plans and

materials that can be used inside or outside of

class.

Ask-a group of scientists in the Neuroscientist

Network is ready to answer your questions about

the nervous system.

Tips for Teaching

Students and teachers can work

through the Neuroscience for Kids

material at their own pace. If

visitors are interested in basic

information about the functions of

the brain, they can begin with the

link to "Explore the Nervous System." To reinforce

concepts related to neuroanatomy and

neurophysiology, students and teachers can select

from many hands-on activities in "Experiments and

Activities." Links to other Internet web sites and

resources for further exploration about the nervous

system are also provided. Visitors can sign up to

receive the monthly, electronic "Neuroscience for

Kids Newsletter."

Explore the Nervous System

Experiments and Activities

Neuroscience for Kids Newsletter

Reflections

Neuroscience for Kids is a

collaborative effort between

neuroscientists and K-12

educators. Neuroscientists bring the

content knowledge to the project

while educators are aware of the

best practices that make learning enjoyable. It is

through this type of partnership that exemplary

Internet resources can be developed for students

and teachers.

This electronic portfolio was created using the KML Snapshot Tool™, a part of the KEEP Toolkit™,developed at the Knowledge Media Lab of The Carnegie Foundation for the Advancement of Teaching.

Terms of Use - Privacy Policy


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OpenTechnology

OpenContent


Learners Learners

Practical knowledge of using tools &

resources


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Learners Learners


OpenKnowledge

Practical knowledge of using tools and resources

Practical knowledge of creating & using tools &

resourcesPractical knowledge of using

& improving tools & resources





Motivation










Background












Learning












unchanged.

Learning Activities










language, and more.

















class.



the nervous system.

Tips for Teaching















Kids Newsletter."




Reflections










and teachers.



Spinning a Circle of Opening Up, Evolving, and Deepening

Teaching and Learning

OpenTechnology

OpenContent

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A Circle of Knowledge Building and Sharing(Iiyoshi & Richardson, 2008)

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by Carnegie Foundation’s Knowledge Media Lab (1999-2008)74

Transforming Introductory Physics Courses:From a Large Lecture Classroom to a Student-Centered Active Learning Space

John W. Belcher, Peter Dourmashkin, David Litster, and Judy Yehudit Dori

Massachusetts Institute of Technology Department of Physics

MIT Center for Educational Computing Initiatives

Studio Physics is a new format for freshman physics education at MIT that is designed to help students develop much better intuition about, and conceptual models of, physicalphenomena. The format is centered on an active learning approach - that is, a highly collaborative, hands-on environment, with extensive use of networked laptops and desktopexperiments.

What is the focus of your investigation?

The motivation for moving to a different mode of

teaching introductory physics courses was threefold.

First, the traditional lecture and recitation format

for teaching the mechanics and electromagnetism

courses at MIT has traditionally had a 40-50%

attendance rate, even with good lecturers, and a

10% or higher failure rate. Second, a range of

educational innovations in teaching freshman

physics has demonstrated that any pedagogy using

interactive-engagement methods results in higher

learning gains than the traditional lecture format.

Finally, unlike many educational institutions in the

US and around the world, the mainline introductory

physics courses at MIT have not included a

laboratory component for over three decades.

Experiments were something we felt were crucial

for understanding, and something we were anxious

to re-introduce.

The objective of the TEAL project is to transform

the way physics is taught to large physics classes at

MIT in order to decrease failure rates and increase

students conceptual understanding, as well as

maintaining their quantitative problem solving skills.

Visualization technology can be used to support

meaningful learning by enabling the presentation of

spatial and dynamic images, which portray

relationships between complex concepts. This is

especially important in electromagnetism, where the

concepts are hard to grasp and visualize.

Supported by the d'Arbeloff Fund for Excellence in

Education

Also supported by the MIT/Microsoft iCampus Alliance

Physics 8.02T course web site

What resources / references have you found

helpful?

"Studio Physics" loosely denotes a format instituted

in 1994 at Rensselaer Polytechnic Institute by

Professor Jack Wilson. This pedagogy has been

modified and elaborated on at a number of other

universities, notably in North Carolina State

University's Scale-Up program, under Professor

Robert Beichner. Our approach is most similar to

the NCSU Program.

The Scale-Up Project at NCSU

Fig. 1 Undergraduate physics students in the d但rbeloff

Studio Classroom.

What was your approach and what tools were

constructed to facilitate the students'

understanding of the subject matter?

The TEAL project is centered on an active learning

approach, aimed at helping students visualize,

develop better ntuition about, and conceptual

models of electromagnetic phenomena. Taught in a

specially designed classroom with extensive use of

networked laptops, this collaborative, hands-on

approach merges lectures, recitations, and desktop

laboratory experience in a media-rich environment.

In the TEAL classroom, nine students sit together at

round tables (Fig. 1), with a total of thirteen tables.

Five hours of class per week is broken into two,

two-hour sessions and a one-hour problem-solving

session led by graduate student teaching assistants.

The students are exposed to a mixture of

presentations, desktop experiments, web-based

assignments, and collaborative exercises. The

desktop experiments and computer-aided analysis

of experimental data provide the students with

direct experience of various electromagnetic

phenomena.

TEAL also incorporates advanced two- and three

dimensional visualizations, that employ Java

applets, ShockWave visualizations, and 3ds max

animations to allow students to gain insight into the

way in which fields transmit forces by watching how

the motion of objects evolve in time in response to

those forces. The animations allow the students to

intuitively relate the forces transmitted by

electromagnetic fields to more tangible forces.

As an example of one of our visualizations, Figure 2

shows the output of an applet that allows students

to explore visually the structor of vector fields. The

vector field in this case has an x-component give by

sin(y*y) and a y-component given by cos(x*x).

Fig. 2 David Rush's entry for the Weird Fields Contest

Spring 2004 Weird Fields Contest As Reported In

Wired.Com

What results have emerged?

The TEAL Project has had a robust assessment and

evaluation effort underway since its inception. This

effort is led by Professor Judy Yehudit Dori, a

faculty member in the Department of Education in

Technology and Science at the Technion. We use a

variety of assessment techniques, including the

traditional in-class exams, focus groups,

questionnaires, and pre and post testing. Our pre

and post tests consists of 20 multiple choice

questions covering basic concepts in

electromagnetism. Some of these questions are

taken from standardized tests that have been

developed and used at other institutions, and some

of these questions were developed at MIT.

Figure 3 shows the results of the pre and post

testing for Spring 2003 8.02. The results are given

for three categories of student scores: High,

Intermediate, and Low. This separation allows us to

gauge the effectiveness of instruction across the

range of student backgrounds; the separation is

made using the student score on the pre-test. The

difference between the pre and post scores is a

measure of the effectiveness of instruction.

To summarize those results, the learning gains in

TEAL Spring 2003 by standard measures are about

twice those in the traditional lecture/recitation

format across the entire range of student

backgrounds. In particular, we compared our results

in TEAL to the standard MIT lecture/recitaiton

format taught in Spring 2002. The fact that

interactive-engagement teaching methods produce

about twice the average normalized learning gains

when compared to traditional instruction replicates

the results of many studies obtained at other

universities, including Harvard.

More about TEAL and its assessment and evaluation

Fig. 3 Comparison of student scores on pre/post tests

for Spring 2003



MIT OpenCourseWare MERLOT

Effectively share the pedagogical content knowledge and experience in creating and using educational resources and make it useful to others

Carnegie MellonOpen Learning Initiative





Motivation










Background












Learning












unchanged.

Learning Activities










language, and more.

















class.



the nervous system.

Tips for Teaching















Kids Newsletter."




Reflections










and teachers.



Open Content

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by MIT’s Office of Educational Innovation and Technology (2008-)76

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MOST: Mutual Online System for Teaching & Learning

Available for All the Universities and Faculty Members in Japanhttps://most-keep.jp（by CPEHE@Kyoto U）

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Sharing Effective Practice in Course & Curriculum Improvement79

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Open Technology

Open Content

Open Knowledge

Towards Systemic Advancement of Educationand Sppuring Educational Innovation

By openly sharing educational tools, resources and practical knowledge of effective teaching and learning, we can anticipate three dramatic improvements over time:

1. Increased quality of tools and resources

2. More effective use of them

3. Greater individual and collective pedagogical knowledge

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What kind of mechanisms do we need to devise to harvest, accumulate, and distribute locally created educational assets, pedagogical innovations, and wisdom of practice in a way that can be reused effectively in different local contexts? (e.g., “Education Concierge”)

To foster the spawning and sharing of new ideas and models for innovative learning and teaching, what conditions need to be created through the collectivity culture?

How can we create a vast network of educational knowledge-bases that inspires and helps to inform future efforts?

Build the Commons through the Collectivity Culture

Slide PDF available for download at: http://goo.gl/jOwtBw

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