OER, Higher Ed, and the Commons

After spending the past year studying both the economics of a commons, as well as the history and evolution of higher education, it's long past time to say something about what I've figured out.  This is the first post along those lines and I hope it's not the last. What follows here is a light … Continue reading OER, Higher Ed, and the Commons

Road to a Commons of Our Own: Background

Note this is most of the abstract for today's presentation at OER18 in Bristol, UK entitled "Commons of Our Own".  I've embedded the slides for the presentation at the end. Disclaimer:  This is the advance abstract written months before I created the slides.  We'll see what I actually say today.  I'm kind of curious about … Continue reading Road to a Commons of Our Own: Background

OER, CARE, Stewardship, and the Commons

  Lisa Petrides, Douglas Levin, and C. Edward Watson recently released the CARE Framework, but apparently some people, David Wiley in particular, don't care for the framework.  Stephen Downes has already I think responded in two brief posts here and here. Stephen's posts are brief and I think pretty spot-on. Nonetheless, I'll soldier on and try to … Continue reading OER, CARE, Stewardship, and the Commons

A Personal Note on Ostrom, Open Learning, and Me

As usual, I have way too many balls in the air and way too many ideas happening at once.  It's exciting but every silver lining has a touch of grey. (hat tip , Robert Hunter). I continue wearing my multiple hats as part of the school's Open Learn Lab. I still have no title, although … Continue reading A Personal Note on Ostrom, Open Learning, and Me

Commons of Our Own

A college degree is more than the sum of its courses. The learning that takes place in the classroom has always been only a part of a good college education. Without opportunities to share, create, and connect, lectures, testing, and courses become shallow learning, boxes for students to check. The most impactful learning experiences connect the classroom to experiences and authentic assignments rooted in the real world.  Historically, this is why campus life and indeed the physical campus itself has always been so important. The campus, and life on the campus, has provided the liminal space and the linkage between classroom and real world. The campus is truly a place of ambient learning. With the growth of the digital world and online learning, the campus as learning space is sorely missed. The LMS only creates a classroom experience, not the ambient learning of the campus. By building off a domains of one's own program, Lansing Community College is addressing this gap by creating OpenLCC, a scholarly Commons of Our Own.