Open Source, Open Courseware, and Java

While open source software and open course websites are two different  things, they do share a common element: the question of how free versions of proprietary profit-generating products might impact the market and the value of said products.
Open source software is software that has the code available for other programmers to add to it, modify it, and so on. The programming code is “free and available to anyone to do just about anything with it,” (Simonson, Smaldino, Albright & Zvacek 2012, p. 141). In working for training companies who created their own proprietary CMS software, the impact of open source software was a serious concern. The idea of competing with a product that was free was daunting.

Open course websites, on the other hand, do not compete directly with Distance Education. The “open courseware” (Simonson et al. 2012. p.141) idea is simply the publication of course materials by higher education institutions. The primary reason this is not a competition  is that using these materials does not lead to a degree. Simonson et al. define distance education as, among other things, offered by an institution for earning a degree (pp. 32-35). With this definition, open course websites provide self-study materials, not distance education.

Let’s take a look at a course available via an open course program.

“Introduction to Programming in Java” is a “Course” available through the MIT Open Courseware project. Here is the link:
http://ocw.mit.edu/courses/electrical-engineering-and-computer-science/6-092-introduction-to-programming-in-java-january-iap-2010/index.htm

The course does seem to be pre-planned. If I were an undergrad student and was considering taking this course, I would feel confident the instructor is prepared. The principles follow a sequence of increasing difficulty—a sound instructional strategy in learning-related sequencing according to Morrison, Ross, Kalman & Kemp (2011 p. 137). The course materials do not, however, bear any hint of being designed for a distance learning environment. I have every reason to believe that “spontaneous and somewhat unstructured conversations” (Harris & Sandor 2007) will take place in the live class sessions for this course.
As on online course, I would have to say with respect that it doesn’t measure up. While the traditional face-to-face version of this course has the elements needed to create a Community of Inquiry (CoI), there is no provision for such simply by downloading the materials. This is a set of sound materials for self-study, which does have value—but there is no instructor or social presence.
The assignments that are part of the course material do offer active learning experiences. Students have ample opportunity to create programs and see the results.

References


Harris, N. & Sandor, M. (2007). Developing online discussion forums as student centered peer e-learning environments. In ICT: Providing choices for learners and learning. Proceedings ascilite Singapore 2007. Retrieved from: http://www.ascilite.org.au/conferences/singapore07/procs/harris.pdf

Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2011). Designing Effective Instruction. Hoboken, N.J. John Wiley & Sons.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.