• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Borderless e contents   witfor2012
 

Borderless e contents witfor2012

on

  • 465 views

These slides outline the main issues and challenges related to sustainable e-Content development, storage and deployment.

These slides outline the main issues and challenges related to sustainable e-Content development, storage and deployment.

Statistics

Views

Total Views
465
Views on SlideShare
465
Embed Views
0

Actions

Likes
0
Downloads
3
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Borderless e contents   witfor2012 Borderless e contents witfor2012 Presentation Transcript

    • Borderless e-Contents Prof Alain Senteni, WITFOR Education Commission, Delhi, 17th April 2012 1Monday, April 9, 12
    • Borderless e-Contents eContent history at a glance One size DOES NOT fit all Learning Objects Evaluation criteria Repositories HBMeU case study 2Monday, April 9, 12
    • large scale e-contents history, at a glance (ACEP - 2nd phase) (1st phase) MIT OCW (2001) TTISSA India ty PanAfrican Network li (2005) bi na ai st su 3rd generation [process driven, learning as knowledge creation] d a se c re 2nd generation [content driven, knowledge as a readymade product] in 1st generation [technology driven] 3Monday, April 9, 12
    • 3rd generation [process driven] Knowledge as a dynamic process - Learning as knowledge creation bi lity stai na e-Contents development, su rea sed from a content-driven approach i nc to a process driven one ? 2nd generation [content driven] Knowledge as a product 4Monday, April 9, 12
    • 5Monday, April 9, 12
    • 6Monday, April 9, 12
    • contents pedagogy technology 7Monday, April 9, 12
    • traditional curriculum user-generated WIKIs content Web 2.0 top-down bottom-up transmission participation passive recipients proactive of the teacher’s knowledge knowledge buildersMonday, April 9, 12
    • We want e-contents that will contribute to turn passive learners into proactive knowledge builders passive recipients proactive of the teacher’s knowledge knowledge buildersMonday, April 9, 12
    • high quality poor quality traditional user-generated WIKIs curriculum content Web 2.0 ?????Monday, April 9, 12
    • We want QA and accreditation frameworks that allow to validate user-generated e-contents and integrate them into academic programs. traditional user-generated WIKIs curriculum content Web 2.0Monday, April 9, 12
    • We want a mix of high quality e-contents AND user-generated dynamic contents AND reliable e-learning materials AND engaging activities.Monday, April 9, 12
    • We want e-contents that can be recycled, so that we do not need to re-invent the wheel all the time.Monday, April 9, 12
    • We want blended e-contents, combining traditional perspectives with socio-constructivist ones. (Schneider, 2003)Monday, April 9, 12
    • a p traditional school e g t h g e b r id to 15Monday, April 9, 12
    • learning object ? http://www.uwlax.edu/faculty/kosiak/projects/index.html 16Monday, April 9, 12
    • yes, learning object 6.5 kg 4.1 kg 2 kg 17Monday, April 9, 12
    • from e-contents to learning objects, or how to ... storee categorize retrieve classify ...e-contents reuse 18 Monday, April 9, 12
    • e-Contents as Learning Objects The term Learning Object [LO] was first popularized by Wayne Hodgins in 1994 when he named the CedMA working group "Learning Architectures, APIs and Learning Objects". An LO is “a discrete reusable collection of content used to present and support a single learning objective.” Peter Jacobsen (2002) “Reusable Learning Objects- What does the future hold?” LOs have become the Holy Grail of content creation and aggregation in the field of computer-mediated learning. 19Monday, April 9, 12
    • Why Learning Objects ? interoperable (thanks to standards) reusable (thanks to CC, OER, etc) easy to retrieve (thanks to metadata) Learning objects (LOs) facilitate the (re)-use of educational content online. Internationally accepted specifications and standards make them interoperable and reusable by different applications and in diverse learning environments. Metadata (tags, index) describe them, facilitate search and make them accessible. 20Monday, April 9, 12
    • Evaluation Criteria Pedagogical Quality Content clarity and conciseness, instructional strategies aligned to the learning objectives, appropriate media according to target audience, etc… Ergonomy User-friendliness, motivating, visually attractive, built-in accessibility features, etc.. Interoperability, reusability Technical independence and robustness, metadata schema and tagging procedures, conformance to standards Karin Lundgren-Cayrol, Suzanne Lapointe, Gilbert Paquette, LICEF, TÉLUQ - UQAM 21Monday, April 9, 12
    • open nature ? drill & practice microworlds behaviorist socio-constructivist fully automated affordances individual only individual / collaborative no human interaction needed facilitates human interaction closed set of predefined answers open-ended answersMonday, April 9, 12
    • context free ? “we haven’t resolved the tension between including context for effective instruction and excluding it to ensure maximum reuse of the object.” From “Reusable Learning Objects- What does the future hold?” By Peter Jacobsen, e-learning Magazine, November 1, 2002 http://www.elearningmag.com/elearning/article/articleDetail.jsp?id=5043 23Monday, April 9, 12
    • > > > E ? C L C Y F E- expensive > LI > > long life-cycle e.g. in line with course or program review cycle medium life-cycle e.g. semester short life-cycle e.g. classMonday, April 9, 12
    • Types of Repositories for Learning Resource Private repositories A few metadata, quality is in the usefulness of the repository to author bibliography and productions the participants students personal portfolio course student production showcase larger effort/investment Community repository higher degree of quality insurance, a university department, needs a domain ontology a community of practice (specific classification and relation between resources) a research repository Public repository Protect the consumer totally open (e.g. Creative commons) Protect the IP through CC or a digital limited access or repository rights management (DRM) system.Monday, April 9, 12
    • manufacturing using storing re-using Learning integrating customizing Objects re-purposing Hamdan Bin Mohammed e-University Case Study 26Monday, April 9, 12
    • http://repository.hbmeu.ac.ae/lor/access/searching.do “Le arning objects are THE MAIN course material, not simply additional support for self-study.” re-using 27Monday, April 9, 12
    • Reference documents semester-wise [syllabus, timetable, outcome- LOs’ role assessment maps, etc] similar to digital [Selected LOs + text-books User Generated Contents] Context will be embedded THERE LIFE-CYCLE in line with long course/program short semester review cycleMonday, April 9, 12
    • interactivity low level high level close set of questions, open-ended questions fully automated human interaction tools Equella discussion forums, search engines wikis, blogs, etc 29Monday, April 9, 12
    • 30Monday, April 9, 12
    • OERs Open Educational Resources (OER) are defined as “technology- enabled, open provision of educational resources for consultation,  use  and  adaptation  by  a  community  of  OERs users for non-commercial purposes.” OERs 31Monday, April 9, 12
    • 32Monday, April 9, 12
    • thank you for your attention 33Monday, April 9, 12