Opening Up Education: The Collective Advancement of Education through Open Technology, Open Content, and Open Knowledge is a timely and relevant collection of articles about the need to, and ways to, integrate formal and informal learning. The book has been released on the web, in its entirety, under a Creative Commons license. Although the book focuses on “openness” in a general sense, there is a strong emphasis on the impact and role of information and communication technologies (ICTs) in facilitating the open environments and processes that affect today’s learners.
Given the emphasis on the impact of ICTs on learning and education, some may question the relevance of this book for educators in parts of the world where access to ICTs is limited, if it exists at all. In fact, I think it may be even more relevant for educators in those parts of the world because the authors approach education from a very non-traditional point of view. We have learned that development of education is most successful when it conforms to the needs and expectations of those whom it is meant to serve. The approaches covered in this book do just that by looking at the ways that learners learn in their daily lives and what formal educational institutions can do to support those activities.
In his foreword titled “Creating a Culture of Learning”, John Seely Brown covers a wide range of topics, as do the articles included in the book. His case for open approaches to education hinges on what is to be expected given the book’s title, free-flowing information, learners’ engagement in communities of practice and the socially constructed nature of knowledge. He also highlights some interesting novel issues that should be of concern to the modern educator. One is the concept of “immersion”:
“Immersion comes from being surrounded by others talking and interacting with us and is furthered [sic] facilitated by our deep desire to interact, be understood and express our needs.”
(pg. xiii)
As we see more and more deeply engaging activities supported by ICTs, such as role-playing games, this is a very interesting and relevant point.
Another interesting, and somewhat provocative, point that Seely Brown makes is that, “… no one pedagogical or technical approach is the answer to ensuring that students are engaged and prepared.” (pg. xiv). The alternative is then a shift of focus to the ways that individuals learn in various informal and formal settings, or what is referred to in a broad sense as “learningscapes”.
I don’t know why Seely Brown chooses to use the term “learningscapes” (and elsewhere “learning landscape”). I don’t think this term captures the emphasis on processes which, nonetheless, I think is his main point. His concept of “learning ecologies” would have made much more sense here.
Lastly, Seely Brown tells a very thought provoking story of his exchanges with an associate provost of the University of Michigan. He suggested that, despite offical enrollment of approx. 40,000 students, UM teaches approx. 250,000 students each year because of students’ involvement in widespread social networks.
I think the Finnish systemic approach to education is illustrative of at least some of what the authors of the articles in this book are talking about. See for example:
Interesting video about how ICT is integrated in the Finnish classroom
Robert B. Kozma’s very informative paper on ICT & education in Finland, Singapore and Egypt (note how Singapore is following Finland’s lead)
