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Saturday, March 21, 2009

Who takes care of the "Culture Inc."?

I would like to share a posting relating to an article that I read from another Ning-group. It was about why sustainable education is an enemy to the edu-capitalism or edu-imperialism, if we are not too far away from the ed-utopia?

The article originated from a student’s question posted on May 8, 2008 Chronicle titled "Invest in People, Not Buildings.” Here it goes:

“Everywhere I hear the sound of dump trucks. It’s my fourth year at the University of Virginia, and they haven’t stopped building since I got here. A new commerce school, a new theater. If UVA is any example of the state of public education in general, we need to evaluate our priorities before another brick gets bought.”

Later in October 3, 2008 Chronicle has another article about the 375-Billion Dollar Question: Why Does College Cost So Much? In the October 20, a faculty member Mr. Orr, put it in a tangible way in his article “Meditation on Building”-

“It is estimated that the construction, maintenance, and operation of buildings in the United States consumes close to 40 percent of the country’s raw materials and energy and is responsible for about 33 percent of our CO2 emissions, 25 percent of our wood use, and 16 percent of our water use. In 1990, 70 percent of the 2.5 million metric tons of non-fuel materials that moved through the economy were used in construction.”

Fine, these inquiries were from the typical "resourceful" 4-year universities. Though the size of a textbook in our 2-year colleges can never be comparable to that of an edu-building, to what extent the open textbook project is a potential omen to the "Culture Inc."?

A couple of my recent blog postings on social networks ( The info of Dr. Kanter's nomination to the Dept of Edu was attached here)

Several Innovate-blog postings regarding the open e-university reminded my recent CCCOER (The Community College Consortium for Open Educational Resources) networking. It is a joint effort by the League for Innovation in the Community College and many other community colleges and university partners to develop and use open educational resources (OER) and in particular, open textbooks for community college courses, since the demographic features of our students (tech colleges) are much different from those of the typical 4-year universities/colleges in terms of, SES in particular. Welcome to participate in this joint effort of OER movement.

The following is the open textbook site.
http://oerconsortium.org/discipline-specific

The CCCOER is a grand scale of collaborative work-in-progress project. There are still many issues opened up for input, such as the models of collaborations, time, energy, usage criteria, altruism/compensation, intellectual property right, as well as other emerging issues.

Hope you can help provide information, experience and advice.

(For more details, see the It Takes a Consortium to Support Open Textbooks article in the January/February 2009 issue of Educause Review magazine).

A couple of open journal sites were posted here as well
http://www.doaj.org/doaj?func=subject&cpid=130
Open Journals
http://innovateonline.info/


The other one is about technology resistence:

One of my network groups opened a forum for discussing the technology resistence. There are many real life experiences and observations from relevant stakeholders.
I also added a piece of info to the discussion:

Pajo and Wallace (2001) categorized barriers to info tech resistence from personal barrier, attitudinal barriers, and organizational perspectives. Berge Muilenberg, and van Hangegh (2001) also indentify 64 barriers to the adoption of technology.

According to Rogers’ Diffusion of Innovation, the various adopter categories form the shape a of bell curve. Innovators who readily adopt, are making up 2.5 %; early adopters, about 13%; early majority, 34%; later majority, 34%; and laggards 16%. He identified attributes to the resistance as: the relative advantage to adopters, compatibility to the adopters’ values, offering better ways to do things, the degree of complexity of the technology, triability before adoption; and the observable benefits.

If Roger’s theory is not too far away from reality, then we look at current 3.2 million educational employees scattering in the differently edu-systems: 2.5 % of innovators who are ready to adopt are about 80,000 individuals spreading over numerous PK to 16+ educational institutions, and the later adopters as well as laggards will be 1.6 million.



The following exciting message was excerpted from Inside Higher Ed, April 2.

As a faculty member of the 2-year college communities, I see the significance of this event if Dr. Kanter is nominated and take on this important role in the Dept of Edu at Washington D.C.

"President Obama and Education Secretary Arne Duncan will nominate Chancellor Martha J. Kanter of Foothill-De Anza Community College District , as U.S. under secretary of education, which is the second- or third-highest ranking position in the Education Department. The nomination was made official Wednesday evening, hours after Duncan, apparently prematurely, let slip news of the nomination during a speech to a meeting of Ohio college presidents convened by U.S. Sen. Sherrod Brown.

If confirmed, Kanter would be the first community college official to reach such a high rank within the U.S. Education Department. Community college officials have headed the agency's vocational education branch, and Diane Auer Jones, assistant secretary for postsecondary education in 2007, had been a two-year college faculty member and administrator. But the idea of having a community college leader in such a high profile position elated officials in the sector. The under secretary oversees policies, programs, and activities related to postsecondary education, vocational and adult education, and federal student aid.Colleagues describe Kanter as a hard worker and an inclusive leader, and particularly cite her interest in and passion for using technology to make educational resources freely available, spearheading the Community College Consortium for Open Educational Resources and the Community College Open Textbook Project. "
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