The following is a critique of the current research on Open Source Software (OSS) and Open Education Resources (OER). It was written as one of the formative assessments for the ELPCG1 unit of the Graduate Diploma in Secondary Teaching. I have presented it here as written, but I may change the format at a later date.
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Open Source Software (OSS) and the Open Education Revolution
Open Source Software (OSS) is any computer program that is released under the OSI license that allows the free creation, modification and distribution of the software (OSI Definition). Many of the software packages available are tailored for educational purposes, either to supplement instruction or in learning management. Open Education Resources (OER) is an educational philosophy based on similar principles to OSS. It allows the creation and distribution of academic material without the restrictions imposed by traditional publishers (Hylen 2007).
Currently OSS is used is used in schools, mainly in the networks and servers that support a school’s IT environment. This is slowly changing, and there have been case studies (Open Source Schools) in Europe where schools have successfully implemented OSS into their desktop computing environments. As this is an emerging field in education, there are not many published academic studies on the influence of OSS and OSR on education. What research exists, generally focuses on either technical aspects (OSS) or on the philosophy of open education (OER), usually in the context of tertiary education.
The principles of OSS and OER can be related to the constructivist’s (Snowman Ch10) approach to pedagogy. This promotes the construction of knowledge by the student, and encourages collaboration and community engagement. These two principles lie at the heart of the ‘Open’ movement. OSS and OER are now the technology tools to support this philosophy and allow us to implement it in secondary schools.
The Advantages of the OSS & OER Philosophy in High Schools
One of the main advantages of OER is the collaboration of knowledge from a community of peers. When a problem is presented to the community, there are many people who construct their own solution and then share this. It is common for these solutions to be similar and/or complementary. Gurrel et al. describe the advantages of problem-based pedagogy in their 2010 paper. In open education, there is a pedagogical focus on teachers as facilitators, self-directed learning and critical thinking. Together these motivate the student’s life-long learning (Kolesnikova p5).
This focus mirrors the constructivist approach to education (Snowman p341) that scaffolds construction of knowledge when a student is presented with a new problem, encourages the collaboration of the solutions, and then compares this to current knowledge. The student then has ownership over their own learning and is theoretically motivated to extend this learning to other areas of their life.
The provision of OER to high schools also supports the idea that knowledge is a dynamic identity (Barnjuk & Burris p30), an idea that is opposed by the traditional use of textbooks in schools. While they do have their place, textbooks are a static information source that requires schools to purchase new copies every few years when the content is updated. OSS supports the provision of OER materials with up-to-date information, visual materials and interactive technology activities that support the latest pedagogies (ibid p31), without the high financial costs usually associated with textbook use.
Disadvantages of OSS & OER in Schools
While access to the latest information is seen as an advantage of the OER model, the authenticity of the available information is of concern. How do we know that the information is correct? Take an example like Wikipedia, where the information is collaboratively constructed and is technically ‘peer-reviewed’. How do we know whether these peers have the educational or industrial knowledge required to understand and evaluate the issues fully (Baranjuck & Burrell)? A classroom environment can take advantage of this by teaching students to evaluate their own information from their own knowledge, and consequently developing research skills that will allow them to find other sources of information that will either support or contradict the initial source.
If the previous scenario is presented at the initial stages of learning (e.g. at the start of a subject), there is a risk that students will focus wholly on the acquisition of background knowledge and will not use higher level skills (Gurrell et al.). It is preferable to guide the students’ learning toward the required outcome and encouraging students to use visual cues (e.g. mind-mapping) to express their own research process.
When implementing OSS tools in a classroom, there is a divide between the software that most students are using at home, and that used in the school. While these differences may only be superficial, they can cause a significant psychological block to the software’s use. This can be overcome by using software that has an obvious connection to the teaching outcomes and is used to demonstrate these outcomes to the students. For example, a OSS word processing package should be presented for the characteristics it brings to the classroom, and not as a replacement for the commercial package.
Future Uses of OSS & OER
Open Source Software (OSS) and Open Education Resources (OER) are the technological tools to further support the constructivist approach to education. They should allow teachers to guide learning, construct knowledge and motivate and engage students in their own life-long learning. These tools should be used in schools to supplement traditional instruction and resources, to increase access to resources and the community of learners and to encourage the development of the higher order critical and analysis skills.
Uptake of OSS and OER is currently greatest in the academic, tertiary education sector, as a way of delivering content without the restriction of geographical, social or temporal restrictions of traditional education (Kolesnikova p5). In the future, these tools will have a greater application to secondary schools where the lower cost and constructivist approach are a significant advantage. Currently, there is a lack of academic research into this area of open education, specifically what effect it has on remote and lower socio-economic areas of the community. The quantity of academic research should increase as the advantages of open education are revealed to a wider audience, and the authenticity of the information produced is recognised within academia.
By using OSS & OER, teachers are reinforcing the concepts of self-constructed knowledge and encouraging our students to develop the problem solving and research skills required to process the vast amounts of digital information. In doing this we are giving them the tools they need to engage as digital citizens of the future.
References
Baranjuk, R. G., & Burrus, C. S. (2008) “Global Warming Toward Open Educational Resources.:, Communications of the ACM, Vol.51 Iss.9, p.30-32
Churchill, R., Ferguson, P., Godhino, S., Johnson, N.F., Keddie, A., Letts, W., Mackay, J., McGill, M., Moss, J., Nagel, M.C., Nicholson, P. and Vicl, M. (2011) Teaching. Making a Difference, John Wiley & Sons, Australia
Gurell, S., Yu-Chun, K. & Walker, Andrew (2010) “The Pedagogical Enhancement of Open Education: An Examination of Problem-Based Learning.”, International Review of Research in Open & Distance Learning, Vol.11,Iss.3, p.95-105
Hylén, Jan (2007). Giving Knowledge for Free: The Emergence of Open Educational Resources. Paris, France: OECD Publishing. p.30. retrieved from http://www.sourceoecd.org/education/9789264031746
Kolesnikova, I. A. (2010) “The Prospects, Challenges, and Risks of Open Education”, Russian Education & Society, Vol.52 Iss.6, p.3-20
Open Source Schools, Case Studies, retrieved from http://opensourceschools.org.uk/book/export/html/21
Snowman, J. …[et al.] (2009). Constructivist learning theory, problem solving and transfer (Ch. 10). In Psychology applied to teaching (1st Australian ed.)(pp. 334-371). John Wiley & Sons Australia.
The Open Source Initiative (2011) The Open Source Definition, retrieved from http://opensource.org/docs/osd
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