<< Chapter < Page Chapter >> Page >
Summary of James Dalziel contribution to the "OSS and OER in Education Series." Dalziel uses his experiences with LAMS (Learning Activity Management System) to tie together some thoughts about pedagogy, technology and open source software. LAMS is an open source Learning Design system. It provides tools to author, run, and manage Learning Designs (also known as digital lesson plans). The LAMS Community supports sharing of Learning Designs as open educational resources.

Summary - learning design and open source teaching

“Learning Design and Open Source Teaching,” the sixth installment of the Impact of Open Source Software Series, was posted on May 16, 2007, by James Dalziel, Director of the Macquarie E-Learning Centre Of Excellence (MELCOE) and prime mover behind LAMS . Thanks James!

James’ posting was organized into two related sections. The first provided some definition for Learning Design as treated in his posting, and the second pointed to the potential of “Open Source Teaching.” James’ treatment of Learning Design suggests that Learning Design seeks to describe learning processes along with content, which takes the form of sequences of activities. Although the activities could be of a mixed online and offline nature, much dialog around Learning Design is focused on the technology to automatically run activity sequences. James then points to the potential benefits of Learning Design in terms of collaborative and social learning and activity sequence sharing, which leads into the second section on Open Source Teaching.

James starts the second section of his posting with,

If Learning Designs capture the heart of the education process, then could we, by analogy, call them the “source code” of teaching? And if teachers then share their Learning Designs with each other under open content licenses, then does this represent the birth of open source teaching?

He then makes a reference to an article that fleshes out the concept, and quickly dives into the important topic of licensing, particularly around the Non-Commercial (NC) restriction, which had been treated in some previous postings in “FLOSS, OER, Equality and Digital Inclusion” and “WikiEducator: Memoirs, myths, misrepresentations and the magic.”

Comments

The comments for this posting were extensive and centered on the themes of a) licensing and sharing Learning Designs and b) the nature of Learning Design and the relatively slow uptake of Learning Design in the United States. The comments, questions, and responses in the posting where quite detailed and deserve to be read in their original form. The sub-texts within the comments included:

  • Concerns about the appropriation and commercialization of Learning Designs, which was discussed in terms of protections offered through the creative comments licensing agreements.
  • Questions about the most effective ways of licensing that will best serve the public good promise of OSS, OER and “Open Source Teaching,” which was discussed in terms of the trade-off between the NC restriction and the willingness among academics to contribute open resources.
  • Assertions and considerations about the impact that the NC restriction has on the freedom culture.
  • Questions about the uptake of Learning Design in the United States, which resulted in the refinement of what James refers to as Learning Design, and some thoughts about why Learning Design might be less enthusiastically embraced in the United States than elsewhere.
  • Questions about collaborative authoring of Learning Designs and the potential to realize some of the benefits of Commons-Based Peer Production (CBPP).

Thanks again to James, Simon, Wayne, and all of the other folks who have been reading along. Our next posting will be by Dr. Farideh Mashayekh (Bazargan), who serves as a Strategic Consultant in Educational Planning&Pedagogy with Pedagogy.ir

Questions & Answers

A golfer on a fairway is 70 m away from the green, which sits below the level of the fairway by 20 m. If the golfer hits the ball at an angle of 40° with an initial speed of 20 m/s, how close to the green does she come?
Aislinn Reply
cm
tijani
what is titration
John Reply
what is physics
Siyaka Reply
A mouse of mass 200 g falls 100 m down a vertical mine shaft and lands at the bottom with a speed of 8.0 m/s. During its fall, how much work is done on the mouse by air resistance
Jude Reply
Can you compute that for me. Ty
Jude
what is the dimension formula of energy?
David Reply
what is viscosity?
David
what is inorganic
emma Reply
what is chemistry
Youesf Reply
what is inorganic
emma
Chemistry is a branch of science that deals with the study of matter,it composition,it structure and the changes it undergoes
Adjei
please, I'm a physics student and I need help in physics
Adjanou
chemistry could also be understood like the sexual attraction/repulsion of the male and female elements. the reaction varies depending on the energy differences of each given gender. + masculine -female.
Pedro
A ball is thrown straight up.it passes a 2.0m high window 7.50 m off the ground on it path up and takes 1.30 s to go past the window.what was the ball initial velocity
Krampah Reply
2. A sled plus passenger with total mass 50 kg is pulled 20 m across the snow (0.20) at constant velocity by a force directed 25° above the horizontal. Calculate (a) the work of the applied force, (b) the work of friction, and (c) the total work.
Sahid Reply
you have been hired as an espert witness in a court case involving an automobile accident. the accident involved car A of mass 1500kg which crashed into stationary car B of mass 1100kg. the driver of car A applied his brakes 15 m before he skidded and crashed into car B. after the collision, car A s
Samuel Reply
can someone explain to me, an ignorant high school student, why the trend of the graph doesn't follow the fact that the higher frequency a sound wave is, the more power it is, hence, making me think the phons output would follow this general trend?
Joseph Reply
Nevermind i just realied that the graph is the phons output for a person with normal hearing and not just the phons output of the sound waves power, I should read the entire thing next time
Joseph
Follow up question, does anyone know where I can find a graph that accuretly depicts the actual relative "power" output of sound over its frequency instead of just humans hearing
Joseph
"Generation of electrical energy from sound energy | IEEE Conference Publication | IEEE Xplore" ***ieeexplore.ieee.org/document/7150687?reload=true
Ryan
what's motion
Maurice Reply
what are the types of wave
Maurice
answer
Magreth
progressive wave
Magreth
hello friend how are you
Muhammad Reply
fine, how about you?
Mohammed
hi
Mujahid
A string is 3.00 m long with a mass of 5.00 g. The string is held taut with a tension of 500.00 N applied to the string. A pulse is sent down the string. How long does it take the pulse to travel the 3.00 m of the string?
yasuo Reply
Who can show me the full solution in this problem?
Reofrir Reply
Got questions? Join the online conversation and get instant answers!
Jobilize.com Reply

Get Jobilize Job Search Mobile App in your pocket Now!

Get it on Google Play Download on the App Store Now




Source:  OpenStax, The impact of open source software on education. OpenStax CNX. Mar 30, 2009 Download for free at http://cnx.org/content/col10431/1.7
Google Play and the Google Play logo are trademarks of Google Inc.

Notification Switch

Would you like to follow the 'The impact of open source software on education' conversation and receive update notifications?

Ask