Pelc 2010 ugc final

Open and user-generated content: strategies to address quality and copyright issues in Higher Education Thomas Kretschmer & Thomas Fischer Institute for Innovation in Learning (ILI/FIM) Friedrich-Alexander University of Erlangen-Nuremberg (GERMANY)

Background
„ CONtent Creation Excellence through Dialogue in Education“ – CONCEDE
Quality of User Generated Content in HE
„ Open Educational Quality Initiative“ – OPAL
Quality of Open Educational Resources in HE

Introduction
“… because quality is no objective characteristics of a learning resource or a service, but is constituted as a specific characteristic of a context which – in turn - is made up through the relation of the personal, organisational, social and structural interaction of the stakeholders involved.” Ehlers (2010)

Explosion of User Generated Content Time person of the year 2008

Changing faces of e-Learning From Distribution… … to Collaboration and Reflection Transmissive Learning Expansive Learning Learning Management Systems Materials online Presentation Information E-Portfolios Weblogs Communication Collaboration WiKis Communities

Definition UGC
User-generated content ( UGC ) (…) refers to various kinds of media content, publicly available, that are produced by end-users. (Wikipedia)
OECD (2008):
Publication and sharing: be it on a publicly accessible website, a collaborative project work, or on a page on a social networking site accessible to a selected group of people
Creative effort: often also has a collaborative element to it, as is the case with websites which users can edit collaboratively. Yet the minimum amount of creative effort is hard to define and depends on the context.
Creation outside professional contexts: but possibility of feedback into organisational settings . It often does not have an institutional or a commercial market context. Motivating factors include: connecting with peers, achieving a certain level of fame, notoriety, or prestige, and the desire to express oneself.

Examples UGC
Discussion boards
Blogs/Micro-blogging
Wikis
Social networking sites
News Sites
Memories
Mobile Photos & Videos
Customer review sites
Experience or photo sharing sites
Any other website that offers the opportunity for the consumer to share their knowledge and familiarity with a product or experience

Definition OER
„ OER are digitised materials offered freely and openly for educators, students and self-learners to use and re-use for teaching, learning and research“ (OECD 2008)
includes:
Learning content
Tools
Implementation resources

Scope of OER Margulies (2005 )

To summarise:
UGC may be an educational resource …or not
UGC may be an OER …or not
Both can be learning objects

Universities and UGC
Inhibiting factors to the introduction of UGC into HE:
Lack of time, skills and reward system for teachers and still a significant share of learners
Reluctance of many teachers to use or create UGC, since they challenge the concept of “authority”
Ensuring quality of UGC is sometimes perceived as an additional burden instead of a key asset for learning experiences’ enrichment and knowledge management
Measuring quality of collaborative UGC is not easy due to the difficulty of seizing individual contributions
The use of UGC for learning is often considered a supplement to traditional pedagogic strategies instead of vehicle of pedagogic and organisational innovation.
insufficient involvement of stakeholders, policy makers and users in the dialogue on quality into higher education

What is the object of quality assessment in the production of UGC and learning 2.0 approaches ? (QMPP, 2009)
Activity, behaviour, communication
Social interaction and networks; process of communication; activity, behaviour, communication
Process of learning
Process more important than outcomes; control of activities
Structure of learning objects
User satisfaction; standardization; tagging

What are methods and instruments to assess/develop quality in the production of UGC and learning 2.0 approaches? (QMPP, 2009)
Self assessment
Empowerment of learners; supporting system; tools & guidelines
Peer reviews, external assessment and collaborative dialogue
Polls, surveys; wisdom of the crowds
Challenges and problems
Absence of standards; „garbage-in-garbage-out“-problem

Peers‘ / learners‘ side Peer creation Peer validation Editing Updating Enriching Benchmarking Peer reviews Peer reflections Peer learning Enabling processes Enabling tools Enabling policies Enabling policies

Methods of quality development for eLearning 2.0 (Ehlers 2009) Teachers Evaluations aimed at target group Peers, learning communities Social recommendation Teachers Assessment of e-portfolios Learners with the help of/ feedback by teachers Self-evaluation Quality assessment by Methods of quality development

Copyright / licensing
Traditional approach
OER: by definition not possible
UGC:
Limitation of creativity
Problem to define contribution of individuals in collaborative outputs
Creative-Commons-alike approaches
OER: by definition included
UGC:
Increased reputation
One problem disappears (there are enough left)

The CONCEDE quality framework (www.concede.cc) Quality Procedures of LEARNERS (discussed through peer reviews, comments and rating) INSTITUTIONAL Quality Procedures (primarily represented by teachers) Dialogue & Negotiation

The vision
Open Educational Practices (OEP) are defined as practices which support the (re)use and production of high quality OER through institutional policies, promote innovative pedagogical models, and respect and empower learners as co-producers on their lifelong learning path

Thank you for your attention!!
[email_address]
www.fim.uni-erlangen.de
www.efquel.org
Skype: kre.fim
SecondLife: Hildegard Morpork
Follow-up at the:
EFQUEL Innovation Forum
Sept. 8-10, Lisbon (Portugal)

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Pelc 2010 ugc final

by European Foundation for Quality in E-Learning on Sep 28, 2010

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