The Downes Prize 2016
Every year at this time I award the Downes Prize to the most-read post of those I've posted some time in the previous 365 days. This year that means any one of 1288 total posts from hundreds of authors around the world. The award is intended to be an objective measure, not based on popularity contests, campaigns, or any other such thing, but reflective of actual interest in the item on the part of OLDaily readers..
Without further ado,
This year's Downes Prize is awarded to:
Michael Caulfield, for New Directions in Open Education published in Hapgood, Oct 10, 2016
In 2016 we stopped talking about the technology for a bit and started talking about the implications of it. It was a good conversation to have. It relates to many of the themes of the year - the commercialization of MOOCs, the rise of fake news, life and living in the cloud, and the the meaning of learning and our place in it. Caulfield's article, a keynote given at Metropolitan State’s TLTS conference in Denver, CO., touches all of these things and more.
In the process, Caulfield delivers an incisive look not only at the future of open learning, but also of the nature and objectives of open learning itself. Open learning is not just the redistribution of a Yale lesson or a Stanford MOOC. But why not? It's based in "the human core of open," he explains. It's based in the students' individual needs for belonging, relevance, and diversity of experience. Replaying an open lecture doesn't contribute to these: in fact, in some ways, it undermines them. Through concepts such as loosely coupled classrooms and choral explanations, Caulfield positions open educational resources not only as enabling access to learning, but also enabling a new pedagogy.
This is a genuine and deep contribution to the field, well-recognized by readers of OLDaily, and hence, recognized with this year's Downes Prize.
In 2015, the Downes Prize was awarded to Alaa A. AlDahdouh, António J. Osório and Susana Caires for Understanding knowledge network, learning and connectivism published in theInternational Journal of Instructional Technology and Distance Learning.
In 2013, the Downes Prize was awarded to Tony Bates for Discussing design models for hybrid/blended learning and the impact on the campus
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