every individual has the means to decide how their knowledge is governed and managed to address their needs

CORRESPONDENCE

Can Education Keep Up with Technology?

most of all, re-establishes education as a force for equity and social mobility — and I think open licensing is a crucial piece of that equation.I’m not content, though, with open licensing being the extent of our vision, and I hope many others feel the same way.

Kant’s basicthoughts on autonomy and the public domain arehighly relevant to challenges concerning modernsociety, particularly to communication in the publicsphere. Trust is but one important topic being dis-cussed here; openness another. Thus, our aim has notonly been to demonstrate how Kant can be produc-tively applied to new technology; in addition, it hasbeen to show how the basic philosophical queriesraised within this context can be fruitfully illuminatedwithin Kant’s conceptual frames.

The distinction between openness in practice and openness in content is significant in cost as well. Creating content requires time, effort, and resources and opens up numerous discussions around intellectual property rights. However, openness in practice requires little additional investment, since it essentially concerns transparency of already planned course activities on the part of the educator.

Openness as Transparent PracticeThe word open is in constant negotiation. When learners step through our open door, they are invited to enter our place of work, to join the research, to join the discussion, and to contribute in the growth of knowledge within a certain field. The openness of the academy refers to openness as a sense of practice.4 Openness of this sort is best seen as transparency of activity.

The Open Revolution Rewriting the rules of the information age

practice

many institutions with CBE programs treat their competencies like a secret family recipe, hoarding them away and keeping them fully copyrighted (apparently without experiencing any cognitive dissonance while they promote the use of OER among their students). This behavior has seriously stymied growth and innovation in CBE in my view.

wasn’t a text in any strict sense,

a content API. Rather than getting the content through an HTML page, we can just get the raw HTML, which can be styled appropriately by whatever LMS CMS that we want to use.

In this broader definition of openness, we need to consider what makes a learner successful and persistent in the timely completion of their academic and career goals.

no one cancontrol how the system will evolve.

Build a platform, or set ofprotocols, so that it can evolve in any number of ways; don’t play god;don’t hardwire any single path of development; don’t build into it amiddle that can meddle with its use. Keep the core simple and let theapplication (or end) develop the complexity

indeed some might think,attacking the very idea of property

hen given to the next generation.

utting into thecommons one’s work product

For this is just how open source software works: with aninspiration, handed over to the public, in an imperfect but promisingform, which a public then can take up on its own and continue towork out. But with a promise, that what they produce with thisproduct leaves this open part open.

heInternet as it was in 1995 was a space that made it very hard to verifywho someone was; that meant it was a space that protected privacyand anonymity. The Internet as it is becoming is a space that willmake it very easy to verify who someone is; commerce likes it thatway; that means it will become a space that doesn’t necessarilyprotect privacy and anonymity.

The code of cyberspace—whether the Internet, or a net within the Internet—defines that space

a certain architecture in the Internet.

governance in thesense I mean.

And after extensive and engaged exchange on theNet, the glitch was undone.

this margin is too small

in the margin of his father’s copy of Diophantus’Arithmetica,he scribbled next to an obscure theorem

We’re also losing the organic and open shape of the web. It’s becoming something much more rigid and more hierarchical.

open annotation.

The university must promote teaching excellence and the use of open learning methods