The open education community I run with is filled with the kind of people who think words really matter. For a while now we’ve been debating what to call the things we care about and do: open practices, open resources, open pedagogy, open licensing, open this, open that. Our debate is hot enough to make some people turn away and others dig in. But when words matter this much it signals real tensions in beliefs, priorities, territories and relationships.Read More
A chance encounter led me to want to post about my evolving views on education as essential public infrastructure. Thanks to a tweet by Sara Goldrick-Rab, I was led to an article by someone I’d never read, Corey DeAngelis, Policy Analyst at the Cato Institute: “Is Public Schooling a Public Good? An Analysis of Schooling Externalities”. If I were not already thinking about education as public infrastructure, I probably would have walked away from this article given all its issues (which I’ll end up addressing, like it or not) and the futility of engaging such polemical works. Yet so much sprang out of my reading of DeAngelis and the other works it led me to that I feel compelled to write, if only to set out some thinking on education as public infrastructure to build on later.Read More
I’ve been working with open resources for some time and have recently wanted to make a profound shift in the way I think about open permissions, or “the 5Rs” (Retain, Reuse, Remix, Revise, Redistribute) as they are known. TL;DR: Let’s move away from thinking of the 5Rs as qualities of artifacts and instead think of them as tools we use in the activities of opening knowledge practices.Read More
While every Open Education conference I’ve attended has been fantastic, #OpenEd17 was by far the best yet for me. It wasn’t just that there were great presentations (there were), and it wasn’t just that so many great people were there (they were, tho some were missing), nor was it the way we connected beyond the event (we did) via Virtually Connecting, the remote participation during the How can we destroy the open education movement? session, or what we hope is a way to keep the conversations going annotating together. What made #OpenEd17 so great was the way that the conference, some fortuitous conversations, and my own thinking came together so powerfully in a way they never have before.Read More
Everyone, that’s who.
A central premise of opening knowledge practices (OKP) is that everyone benefits when people augment their literacies, skills, identities and communities with digital practices. I’ll say it again: everyone benefits — not just practicing individuals, but society as a whole. Just like everyone benefits when people learn to read and write.
So OKP is more than yet another call for technology education or job training, it’s a call to open knowledge practices as widely as possible, for people of all ages, in all stages of life or lines of work, whatever their existing literacies, skills, identities and communities.Read More
I’ve become increasingly interested in how I can help empower people to have greater agency in their lives to build a better life for us all through our mutual engagement in acquiring, generating and sharing knowledge, an effort I’m calling “opening knowledge practices” or OKP for short.
Why do I call it “opening knowledge practices”?Read More