Opening Up Education: The Collective Advancement of Education through Open Technology, Open Content, and Open Knowledge

Given the abundance of open education initiatives that aim to make educational assets freely available online, the time seems ripe to explore the potential of open education to transform the economics and ecology of education. Despite the diversity of tools and resources already available -- from well-packaged course materials to simple games, for students, self-learners, faculty, and educational institutions -- we have yet to take full advantage of shared knowledge about how these are being used, what local innovations are emerging, and how to learn from and build on the experiences of others. Opening Up Education argues that we must develop not only the technical capability but also the intellectual capacity for transforming tacit pedagogical knowledge into commonly usable and visible knowledge: by providing incentives for faculty to use (and contribute to) open education goods, and by looking beyond institutional boundaries to connect a variety of settings and open source entrepreneurs.These essays by leaders in open education describe successes, challenges, and opportunities they have found in a range of open education initiatives. They approach -- from both macro and micro perspectives -- the central question of how open education tools, resources, and knowledge can improve the quality of education. The contributors (from leading foundations, academic institutions, associations, and projects) discuss the strategic underpinnings of their efforts first in terms of technology, then content, and finally knowledge. They also address the impact of their projects, and how close they come to achieving a vision of sustainable, transformative educational opportunities that amounts to much more than pervasive technology.Contributors:Richard Baraniuk, Randy Bass, Trent Batson, Dan Bernstein, John Seely Brown, Barbara Cambridge, Tom Carey, Catherine Casserly, James Dalziel, Bernadine Chuck Fong, Richard Gale, Gerard Hanley, Diane Harley, Mary Huber, Pat Hutchings, Toru Iiyoshi, David Kahle, M. S. Vijay Kumar, Andy Lane, Diana Laurillard, Stuart Lee, Steve Lerman, Marilyn Lombardi, Phil Long, Clifford Lynch, Christopher Mackie, Anne Margulies, Owen McGrath, Flora McMartin, Shigeru Miyagawa, Diana Oblinger, Neeru Paharia, Cheryl Richardson, Marshall Smith, Candace Thille, Edward Walker, and David WileyAbout the Editors:Toru Iiyoshi is Senior Scholar and Director of the Knowledge Media Lab at the Carnegie Foundation.M. S. Vijay Kumar is Senior Associate Dean and Director of the Office of Educational Innovation and Technology at MIT

Expression of a fungal laccase fused with a bacterial cellulose-binding module improves the enzymatic saccharification efficiency of lignocellulose biomass in transgenic Arabidopsis thaliana

Delignification is effective for improving the saccharification efficiency of lignocellulosic biomass materials. We previously identified that the expression of a fungal laccase (Lac) fused with a bacterial cellulose-binding module domain (CBD) improved the enzymatic saccharification efficiency of rice plants. In this work, to evaluate the ability of the Lac-CBD fused chimeric enzyme to improve saccharification efficiency in a dicot plant, we introduced the chimeric gene into a dicot model plant, Arabidopsis thaliana. Transgenic plants expressing the Lac-CBD chimeric gene showed normal morphology and growth, and showed a significant increase of enzymatic saccharification efficiency compared to control plants. The transgenic plants with the largest improvement of enzymatic saccharification efficiency also showed an increase of crystalline cellulose in their cell wall fractions. These results indicated that expression of the Lac-CBD chimeric protein in dicotyledonous plants improved the enzymatic saccharification of plant biomass by increasing the crystallinity of cellulose in the cell wall

<Research Papers>Prize as a Group Achievement: Incentivizing Accurate Peer Grading in MOOC

Peer assessment is the most widely applicable method of assessing students' open-ended assignments in MOOC. However, one of the most glaring problems with this type of assessment is lack of credibility of the grades. This study took a novel approach by using prize as an incentive to improve peer grading accuracy among MOOC learners, analyzing peer grading agreement, time spent on grading, and learners' perception of the grades. The results indicated that although the Virtual Prize Group (VPG) mechanism did not have any effect on improving peer grading agreement, it encouraged peer graders to spend more time on the grading activity. Also, most learners expressed their overall satisfaction with their grades and perceived them as fair. Finally, we provide directions for future research on increasing the quality of peer assessment through implementing similar attempts such as the one introduced in this paper