Let's assume that we want to begin to build an Open Educative System here in the United States - in Menlo Park, California, for example. What steps would we take to get started?


It's now 2014 and a lot has been written about the sharing economy. For example, here's an article about sharing privately generated electricity.

I'm impressed with the logic in this article. My field is education. I'm wondering if a P2P education platform could supplement and reduce peak load on our public schools without destroying them. If this interests you, please talk to me at www.openeducativesystems.wikispaces.com/implementation





One contributor to this site has suggested we begin by creating an online questionnaire to be used by Counselors to help Learners figure out what learning goals they want to aim at and what Educative Experiences will lead to those goals. So, here's a place for us to design that questionnaire.

I (Liza) suggest that we refer back to the puzzle page. The puzzle image includes piece #6, Parent and Student Counselors, and piece #7, Records and Data. We'll want the questionnaire to correlate with each learner's database of educative experiences, placements, and certifications. We'll also need to know the learner's geographic location so that the counselor can recommend easy-to-reach Face-to-Face resources as well as Open Portal resources. We'll need to be able to plug the learner data into a catalog of learning resources so that the Counselor (or the parent or the independent learner) can match his or her mastered skills and learning styles with those of the course, seminar, workshop or other experience.

It would be helpful if a few top notch relational database geeks would chime in here and provide some basic design criteria. This is not my area of expertise. In the meantime, let's just jump in with some ideas

If one is going to create an open educational system a method of identifying and informing ourselves for whom such a project might be most interesting and/or useful. Currently the literature seems primarily oriented toward justifying acquiring more or deeper knowledge by the incremental describing the additional income it will allow the student to earn. This is probably because most studies are done businesses and while reporting the incremental gain to the employee they do not report the incremental to the business which is almost certainly greater than the tiny 8% IBM mentions.