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Hi Jon,

I wish, I wish, I wish . . . I had the time to respond to your thoughts with the same depth and insight as you have presented them.

But I wanted to tell you how valuable these ideas are to me and my research in Nepal. After reading your post I find myself asking: “What is Nepal?” With over 92 languages (and therefore cultures) in the country and less than half the population speaking the national language of Nepali; what binds this country together? If not literacy, then what?

If Nepal were a new country then one might consider it simply a political alliance of a peoples caught between the two giants of China and India. This in fact may be a factor but Nepal is an ancient country and the people display a pride in their extreme diversity and literacies.

You have me thinking at such a fundamental level which I believe is extremely important as we make progress with the Open University of Nepal (OUN). Higher education most certainly depends on literacy as a necessary component.

In terms of the OUN, how should we define literacy? Can it be applied universally in Nepal? Are there common denominators throughout the region that I have as yet to identify?

Your proposed definition of literacy as the prerequisite set of technological skills needed for participation in a culture.  And, of course, we are all members of many cultures. There are other things that matter in a culture apart from technological skills, such as (for example) a playful spirit, honesty, caring for others, good judgement, curiosity, ethical sensibility, as well as an ability to interpret, synthesize, classify, analyze, remix, create and seek within the cultural context, has me contemplating the ‘remix’ Nepali citizens must apply and understand to function within their own small cultural community and the larger Nepali culture.

This is important! For my own work and the OUN initiative.

Thank you!

Susan

I have to admit that I like Coursera, and for the course I'm currently in the professor gives us the option of purchasing a PDF file of his book for $4.99. I can live with that. Of course, if 300,000 students buy the book at $4.99, he will be a rich man.

There's money in them thar MOOCs!

Food for thought though. This doesn't seem at all unethical to me because participation in the course is entirely voluntary and, even if you do choose to participate, it is up to you whether you take up the offer to buy the book or not. Moreover, your future career probably doesn't depend on passing it. It's also an acceptable price, even though it would be better if it were free. One of the real big benefits of MOOCs, perhaps their defining characteristic, is that people do them because they want to learn, not because they want credentials. Dropping out is at least as easy as dropping in, which means learners are in control, not teachers. The problem with doing this in a paid-for university course is that, in all likelihood, you have a captive audience, that needs your course for more than just the knowledge it provides, that has already invested substantially in it and its prerequisites, that you will assess, providing credentials that really matter. Moreover, you've also got a wealth of hierarchies, structures, rules and norms on your side that place you in a distinctively unequal relationship that goes far beyond simply being the one that knows something and that knows how to teach it. It's a very different power relationship. MOOCs from Coursera look like university courses and talk like university courses but, as I've mentioned once or twice before, they're not the same animal at all.

Interesting post, Jon. It reminded me of Mike Caulfield’s post on eLiterate, describing Jon Udell’s idea that innovation occurs via collaboration between suppliers and the lead users (i.e. the tinkerers) of their products. Udell’s research challenged the long held belief that suppliers research and develop innovation. Caulfield argues that “what smart companies do, for the most part, is not ‘innovate' but find what 'lead users' are hacking together and figure out how to make that simpler for the general population to tap into.”
 
Web 2.0 tools can help crowd-source this general process. Diigo, for example, has an “Improve Diigo” page wherein users request features and vote on features they’d like built. Diigo then reviews and accepts or rejects popular requests. Granted there's a difference between asking for a feature and hacking one together, but one of those approved requests was for access to an API, meaning Diigo is now much easier to tinker with.
 
The interplay between design & evolution is also exhibited when startups pivot. I was chasing a rabbit, trying to see if anyone had ever used GitHub for courses, and came across an article on a company called CourseFork aiming to do just that. Despite that article only being a year old, by the time I got to the company's web site I found they had pivoted to offering an online course in python. Even those who set out to design one thing can end up tinkering.
- Jeff Pinto

Thanks Jeff. I like that.

Sad that CourseFork flipped, though wouldn't it be nice if someone had forked it before that happened :-) Actually, I do notice that it has a github repository that appears to contain the code for various things, including a link with no code in it for forkable.org (that appears down right now). Github for education would be neat though, of course, Github itself could be used that way as it is. I see oerpub is making use of it and there's a brief snippet at https://www.youtube.com/watch?v=hLLpO1Wsje8 which looks pretty hopeful too.

Jon

At last, somenoe who knows where to find the beef
- Kameryn

Wham bam thank you, ma'am, my quitoesns are answered!
- Jennah