Cite symposium Open Education, Open Educational Resources and MOOCsopen ed, o...CITE
CITERS2014 - Learning without Limits?
http://citers2014.cite.hku.hk/program-overview/keynote-belawati/
13 June 2014 (Friday)
14:00 – 14:50
Keynote 2: Open Education, Open Educational Resources and MOOCs
Speaker: Professor Tian BELAWATI (Rector of Universitas Terbuka, Indonesia and President of the International Council for Open and Distance Education (ICDE))
Chair: Dr. Weiyuan ZHANG (Head of Centre for Cyber Learning, HKU SPACE)
Architecture and Impact of an Open, Online, Remixable, and Multimedia-Rich Al...Ahrash Bissell
I report on learning outcomes reported by various schools and districts piloting a comprehensive, multimedia-based Algebra 1 program, distributed openly on the Internet, developed by the Monterey Institute for Technology and Education. We believe that the new remix approach supported by this course can better serve diverse learner needs.
This presentation is for demonstration purposes only. It is used to show how SlideShare presentations can be embedded in Connexions modules by modifying the Embed HTML snippet provided by SlideShare.
Landscape of the Future: Open Content, Open Knowledge, Open SharingBrandon Muramatsu
OERs are educational resources--textbooks, instructional modules, simulations, multimedia applications--that are freely available for use, reuse, adaptation, and sharing. They are usually released under a Creative Commons or similar license that supports open or nearly open use of the content. OERs expand access to high-quality instructional resources in formal and informal learning environments and can drive innovation to support and enhance teaching. Educators can endorse, adopt, and improve OERs, resulting in instructional materials and resources that embody what the educational community deems most valuable. Learners can access OERs to direct their own learning. The presenters will introduce and review the OER movement, and highlight several OER initiatives--such as MIT's OpenCourseWare project, the Open University's Open Learn, and Open Learning: Bridge to Success.
Presented by Brandon Muramatsu and Jean Runyon at eLearning 2012 in Long Beach, CA.
Cite symposium Open Education, Open Educational Resources and MOOCsopen ed, o...CITE
CITERS2014 - Learning without Limits?
http://citers2014.cite.hku.hk/program-overview/keynote-belawati/
13 June 2014 (Friday)
14:00 – 14:50
Keynote 2: Open Education, Open Educational Resources and MOOCs
Speaker: Professor Tian BELAWATI (Rector of Universitas Terbuka, Indonesia and President of the International Council for Open and Distance Education (ICDE))
Chair: Dr. Weiyuan ZHANG (Head of Centre for Cyber Learning, HKU SPACE)
Architecture and Impact of an Open, Online, Remixable, and Multimedia-Rich Al...Ahrash Bissell
I report on learning outcomes reported by various schools and districts piloting a comprehensive, multimedia-based Algebra 1 program, distributed openly on the Internet, developed by the Monterey Institute for Technology and Education. We believe that the new remix approach supported by this course can better serve diverse learner needs.
This presentation is for demonstration purposes only. It is used to show how SlideShare presentations can be embedded in Connexions modules by modifying the Embed HTML snippet provided by SlideShare.
Landscape of the Future: Open Content, Open Knowledge, Open SharingBrandon Muramatsu
OERs are educational resources--textbooks, instructional modules, simulations, multimedia applications--that are freely available for use, reuse, adaptation, and sharing. They are usually released under a Creative Commons or similar license that supports open or nearly open use of the content. OERs expand access to high-quality instructional resources in formal and informal learning environments and can drive innovation to support and enhance teaching. Educators can endorse, adopt, and improve OERs, resulting in instructional materials and resources that embody what the educational community deems most valuable. Learners can access OERs to direct their own learning. The presenters will introduce and review the OER movement, and highlight several OER initiatives--such as MIT's OpenCourseWare project, the Open University's Open Learn, and Open Learning: Bridge to Success.
Presented by Brandon Muramatsu and Jean Runyon at eLearning 2012 in Long Beach, CA.
Designing for Diversity: Creating Learning Experiences that Travel the GlobeUna Daly
Workshop Title:
Designing for Diversity: Creating Learning Experiences that Can Travel the Globe
This highly interactive workshop will introduce and explore pedagogical, technical and policy-based strategies to design, create and deliver OER/OCW learning experiences that can be used by the broadest range of learners globally. Workshop participants will be exposed to a variety of tools while collaboratively creating educational resources that are amenable to translation across cultures, languages, formats, technical platforms, learning approaches, modes of interaction and sensory modalities.
The one consistent and predictable quality of learners is that they are diverse. Among the many differences, they differ in their expectations, language, learning approaches, priorities, culture, background knowledge, age, abilities, motivations, literacy, habits, learning context, available technology and skills. If the goal is to achieve the largest impact and support learners in reaching their optimum then the most important design criteria is to design OCW/OER for diversity.
There are tools, toolkits and guidelines available to support the creation of engaging, flexible and translatable learning experiences. There are also international research and innovation communities that support the advancement of inclusive design. Participants will be familiarized with both so that strategies introduced during the workshop can be further developed and updated after the workshop.
The workshop will address the full OER/OCW delivery chain from learning experience design, authoring, delivery, review, revision and reuse. Participants will explore a variety of content types including video, simulations, interactive forms, animations, games, electronic textbooks, math/science notation, and collaborative applications. Authoring tools and toolkits explored will range from office applications and OER authoring portals to application development environments. A variety of browsers and delivery platforms on desktops and mobile devices will be covered.
The workshop is intended for educators, policy makers, administrators, OER/OCW developers and technical support staff interested in reaching the broadest range of learners globally.
Developing Culture of Sharing Educational ResourcesCEMCA
Presentation by Dr. Sanjaya Mishra at the Intel Educators Academy on 24 April 2013 organized by the Learning Links Foundation for the National ICT Awardee Teachers
Presentation to the H818 online conference on on 17 Feb 2014. You can see the Q&A and further resources on this presentation at http://cloudworks.ac.uk/cloud/view/8543
You can see the programme for the conference at http://cloudworks.ac.uk/cloudscape/view/2899
Overview of Open Educational Resources (OERs) [faculty presentation] Rick Reo
Audience: [faculty presentation]
Provides a general overview of copyright-copyleft-public domain with respect to media resources and then demonstrates through examples the wealth of open content digital resources available on the web, including some tools to help create, manage, remix and reuse them.
Introduction to Open Educational Resources for New Teachers Michael Paskevicius
Slides presented to new teachers in our Bachelor of Education Program at Vancouver Island University. Provided an overview of the landscape for content creation, fair dealings, public domain, embeddable content, and Creative Commons
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 1Michael Paskevicius
Slides from our first meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
Technology Trends for 2014 and Beyond: What’s Hot, What’s Cool, What’s Coming Up Next
Feel like you can’t keep up with the latest and greatest in tech trends? What do we, as information professionals, need to pay attention to in the world of technology? What can we expect to impact us in the coming months and years? Join us to discuss some of the newest tech trends, get a sneak peek at some things we may encounter soon, and try to make sense of what this could mean for the future of our libraries.
Presented for Alaska Library Association Conference 2014 #akla
Designing for Diversity: Creating Learning Experiences that Travel the GlobeUna Daly
Workshop Title:
Designing for Diversity: Creating Learning Experiences that Can Travel the Globe
This highly interactive workshop will introduce and explore pedagogical, technical and policy-based strategies to design, create and deliver OER/OCW learning experiences that can be used by the broadest range of learners globally. Workshop participants will be exposed to a variety of tools while collaboratively creating educational resources that are amenable to translation across cultures, languages, formats, technical platforms, learning approaches, modes of interaction and sensory modalities.
The one consistent and predictable quality of learners is that they are diverse. Among the many differences, they differ in their expectations, language, learning approaches, priorities, culture, background knowledge, age, abilities, motivations, literacy, habits, learning context, available technology and skills. If the goal is to achieve the largest impact and support learners in reaching their optimum then the most important design criteria is to design OCW/OER for diversity.
There are tools, toolkits and guidelines available to support the creation of engaging, flexible and translatable learning experiences. There are also international research and innovation communities that support the advancement of inclusive design. Participants will be familiarized with both so that strategies introduced during the workshop can be further developed and updated after the workshop.
The workshop will address the full OER/OCW delivery chain from learning experience design, authoring, delivery, review, revision and reuse. Participants will explore a variety of content types including video, simulations, interactive forms, animations, games, electronic textbooks, math/science notation, and collaborative applications. Authoring tools and toolkits explored will range from office applications and OER authoring portals to application development environments. A variety of browsers and delivery platforms on desktops and mobile devices will be covered.
The workshop is intended for educators, policy makers, administrators, OER/OCW developers and technical support staff interested in reaching the broadest range of learners globally.
Developing Culture of Sharing Educational ResourcesCEMCA
Presentation by Dr. Sanjaya Mishra at the Intel Educators Academy on 24 April 2013 organized by the Learning Links Foundation for the National ICT Awardee Teachers
Presentation to the H818 online conference on on 17 Feb 2014. You can see the Q&A and further resources on this presentation at http://cloudworks.ac.uk/cloud/view/8543
You can see the programme for the conference at http://cloudworks.ac.uk/cloudscape/view/2899
Overview of Open Educational Resources (OERs) [faculty presentation] Rick Reo
Audience: [faculty presentation]
Provides a general overview of copyright-copyleft-public domain with respect to media resources and then demonstrates through examples the wealth of open content digital resources available on the web, including some tools to help create, manage, remix and reuse them.
Introduction to Open Educational Resources for New Teachers Michael Paskevicius
Slides presented to new teachers in our Bachelor of Education Program at Vancouver Island University. Provided an overview of the landscape for content creation, fair dealings, public domain, embeddable content, and Creative Commons
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 1Michael Paskevicius
Slides from our first meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
Technology Trends for 2014 and Beyond: What’s Hot, What’s Cool, What’s Coming Up Next
Feel like you can’t keep up with the latest and greatest in tech trends? What do we, as information professionals, need to pay attention to in the world of technology? What can we expect to impact us in the coming months and years? Join us to discuss some of the newest tech trends, get a sneak peek at some things we may encounter soon, and try to make sense of what this could mean for the future of our libraries.
Presented for Alaska Library Association Conference 2014 #akla
The OERu from the inside out and the outside inwitthaus
Presentation given at SAIDE (South African Institution of Distance Education) in Johannesburg, 15 June 2012. The audience included friends of mine from the University of the Witwatersrand and consultants in the fields of adult basic education and training, and so I included an overview of the whole field of OERs before sharing what I had learnt about the OER university through my TOUCANS research.
Presentation overview:
Part 1: OERs... the story so far
Part 2: The OERu from the inside out (views of people working within OERu network institutions)
Part 3: The OERu from the outside in (UK HEI views on the OERu concept)
Please note that this is work in progress and findings are indicative.
"OER: Overview & History". Slides by Melissa Hagemann, presented at the "OER Policy Works!" workshop at Centrum Cyfrowe, on 18th of March 2014 in Warsaw, Poland
ETUG Spring Workshop 2014 - Getting the Mix Right: Implementing Open Educatio...BCcampus
Implementing open education practices is a multidimensional challenge for educators. In this session the presenters share data and findings from their research into the practical challenges of open education practices implementation in higher education. Using the analogy of mixing different audio tracks to produce a harmonious acoustic blend, they discuss the blend of elements that need to be considered and balanced in promoting open educational practices. The presentation is followed by small group discussions to further explore solutions to challenges raised.
Openess: Rethinking the Role of the University in the Internet Era@cristobalcobo
This presentation explores the implications of Open Educational Resources (OER) in higher education.
OER definition: "…digitised materials offered freely and openly for educators, students, and self-learners to use and reuse for teaching, learning, and research. OER includes learning content, software tools to develop, use, and distribute content, and implementation resources such as open licences." (OECD, 2007)
Bridging the missing middle for al_tversionfinal_14_08_2014debbieholley1
Presentation to ALT-C 2014
Taking innovation from concept through to scalable delivery is complex, contested and under-theorised process. This report aims to capture the current major themes underpinning scaling, and apply these to the context of the Learning Layers project. An external review of our early ‘Design Research framework for scaling’ has highlighted that the approach is too linear and may rely too heavily on the diffusion of innovation paradigm originally proposed by Everett Rogers in the 1960s, which is less appropriate for scaling innovations in our project. Rather, we start out from design-based research principles where co-design with the users is producing both theories and practical educational interventions as outcomes of the process. This is a robust and appropriate approach suitable for addressing complex problems in educational practice for which no clear guidelines or solutions are available. We suggest that it is therefore also appropriate for multi-faceted and complex research projects such as Learning Layers.
Trends and issues in open educational resources and massive open online coursesAva Chen
The Internet revolution has facilitated the concept of openness now more than ever. A number of current technologies support the paradigm of modern education in terms of creation, communication, and collaboration. Various open educational learning resources, tools, and pedagogical approaches are used in teaching and learning. Open educational resources (OERs) is one of examples that represent a global phenomenon in an innovation approach that promote unrestricted access as a possible solution for bridging the knowledge divide in higher education. OERs open up opportunities to create, share, and facilitate learning and ethical practice by creating, using, and managing by offering a wider array of educational resources among a greater diversity of global learners. Its trends and movements have become more prominent as not only a phenomenon but as a way of improving the quality of education. OERs alone are not sustainable on their own dimension. It has to combine concepts from different inter-disciplinary areas such as education for sustainable development and business perspectives. Therefore, this seminar focuses on the discussion of current trends, issues, and example of current global practices of OERs and MOOCs.
Open Educational Resources and Repositories: Discussion Breakout SessionSarah Currier
These slides accompanied a breakout discussion session on open educational resources and repositories at the 2009 Intrallect Conference, 25-26 March 2009.
Notes from attending FORCE2019 conference in Edinburgh (October 15-18), covering a range of topics around Research Communications, e-Scholarship, Open Science and Open Access. Links on last slide for full conference programme and presented materials available online.
Open Educational Resources: Experiences of use in a Latin-American contextTecnológico de Monterrey
The movement of Open Educational Resources (OER) is one of the most important trends that are helping education through the Internet worldwide, and it’s a term that is being adopted every day in many educational institutions.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Unit 8 - Information and Communication Technology (Paper I).pdf
Open course design and development: A case study in the Open Educational Resource university
1. Open Course Design and Development:
A Case Study in the Open Educational Resource university
Irwin DeVries, PhD
This work is licensed under a Creative Commons Attribution Share-Alike 4.0 International License
1
Screenshot, OERu website. Licensed under Creative Commons 3.0 BY-SA Unported.
2. What is the OERu?
2
Global partnership of like-minded postsecondary institutions
– not university per se
Committed to free courses and programs based on OERs
Optional support, assessment and credible credentials
through partner institutions
Sponsored by a not-for-profit foundation in New Zealand
(OERu Foundation)
Virtual presence in WikiEducator wiki
4. How does it work?
“Parallel learning universe” (Taylor, 2007)
4
OERu logic high level. Wayne Mackintosh. Licensed under Creative Commons 3.0 BY-SA Unported.
5. The “unbundling” concept
5
Model showing OER or OCW reuse (“any content”). Friesen & Murray (2011). Licensed under Creative
Commons 3.0 BY-SA Unported.
7. Open design and development
7
The generic design process, for instance, the
ADDIE Model incorporating the five processes
of Analysis, Design, Development,
Implementation, and Evaluation as a dynamic
system.
Open collaborative design and development
models associated with the open source
software development model to facilitate rapid
prototyping and continuous feedback and
improvement loops
“Dynamic processes for collaborative
development” (WikiEducator, 2013)
8. Prototype development
8
Focus on small number of prototype courses
for OERu
Our first contribution: ART100 Art Appeciation
and Techniques
Redesigned from existing OERs
Course
from Saylor.com via WA State Board of
Community Colleges Open Course Library
Added own content, activities, assessments, etc.
Is the focus of my research
10. Research questions
10
1.
2.
How has open design and development been
conceptualized and realized in the Open
Educational Resource university (OERu)?
What are the currently visible features of open
design and development as indicated by
practices and products in the OERu prototype
course projects:
• As compared with traditional instructional
design and development; and,
• As compared with open source software
development?
11. Open / traditional instructional design
Aspect
Open Design and Development
Traditional Instructional Design
• Participants
• Volunteer – either individual or
institutional
• Paid, institutionally based
• Makeup of design team
• Volunteers from global
WikiEducator community –
individuals or institutions
• From within one organization
• Roles of design team
members
• Varied, overlapping
• More clearly circumscribed
• Content copyright
• Open licensing with some rights
reserved
• Mostly rights reserved
• Content versions
• Multiple simultaneous
• Single official version
• Intended learners
• Multiple constituencies, many
unknown in advance
• Predefined
• Design processes
• Informal design processes
• Formal design processes
• Authoring environment
• Generally open source software –
e.g. WikiMedia, OpenOffice
• Generally proprietary; e.g. Word,
Photoshop
• Delivery environment
• Multiple options, based on those
used by member institutions
• Usually a single dedicated
platform – e.g. BlackBoard,
11
Moodle
12. “Traditional instructional design”
working description
12
Three elements
Higher education online or distance education course
development
Scientific / planned process (Richey et al., 2011)
“Messiness” (Conole, 2009), iterative cycles of
knowledge building and adaptations to situational
contexts and events (Rowland, 1992)
Public Mural, Liverpool. Photo by Keith Edkins. Licensed under
Creative Commons 2.0 BY-SA Unported.
Ceramic Bowl, Mexico. Photo by Alejandro Linares Garcia. Licensed under
Creative Commons 3.0 BY-SA Unported.
13. Open design and development
13
Related concepts &
historical context
Pastels. Clementina. Licensed under Creative Commons BY-SA 3.0 Unported.
Open educational
resources (OERs)
Learning objects
Sharing of learning
design knowledge
Open source
software
development
14. Open educational resources
14
“Teaching, learning, and research
resources that reside in the public
domain or have been released
under an intellectual property
license that permits their free use
or re-purposing by others.
Open educational resources
include full courses, course
materials, modules, textbooks, str
eaming
videos, tests, software, and any
other tools, materials, or
techniques used to support
access to knowledge”
Atkins, Brown and Hammond
(2007)
The Golden Arches. Photo by Kenny Louie. Lcensed under
Creative Commons 2.0 BY.
15. Open educational resources
15
The 4 R’s of reusability
Reuse
Redistribute
Revise
Remix
(Hilton et al., 2010).
Stucco Gandhara figure. Photo by Michael Wai. Licensed
under Creative Commons 3.0 BY-SA Unported.
16. Learning objects
16
Learning objects
Chunks of learning content that can be
shared and reused
Concept was driven mainly by
technological considerations
Concerns grew about “sequencing”
and need for pedagogy – e.g.,
Activity centred – engage learners in
reflection – allow for practice and
production – personalized – feedback –
different learning approaches
(Watson, 2010)
Fränzi vor geschnitztem Stuhl, by Kirchner. Public
Domain.
17. 17
Sharing of learning design
knowledge
Learning design - examples
What
is (are) learning design(s)?
Structuring
learning sequences (Britain, 2004)
Capturing learning design practice (Conole et
al., 2007)
Representations of how to support learning
(Goodyear, 2005)
Learning design patterns (Rohse & Anderson, 2006)
Sharing
“pedagogical know-how”
only content design knowledge
Tools and collaboration
From
19. Sharing learning design knowledge
19
Quietly listening to the wind in the pines, 1246. Ma Lin. Public Domain.
“Traditionally
design has been an
implicit
process, how do we
shift to a process of
design that is more
explicit and hence
shareable?”
(Conole, 2008)
22. Sharing learning design knowledge
22
Rationalistic tradition of instructional
design models (Richey et al., 2011)
Situated, iterative nature of practice /
instructional design (e.g. Rowland, 1992;
Suchman, 2007)
Reusability: conduit and encapsulation
metaphors (Griffiths and Garcia, 2003)
“In order to achieve a convergence of
meaning, knowledge has to be acquired by doing
and experiencing: becoming a reflective
practitioner” (Brown, Collins & Duguid, 1991)
Sioux quilled tobacco bag. Photo by Pierre Fabre. Public
Domain.
23. Collaborative design in other fields
23
Architecture, expert
systems, telecommunications, engineering
Multiple
points of negotiation and evaluation
(Kvan, 2000)
Explicit sharing of design information using
communication tools (Chiu, 2002)
Design teams need to explore and integrate
differences (Sonnenwald, 1996)
Intentional communication processes are
essential (Hixon, 2008)
24. OSS design and development
24
Based on collaboration and
communities of volunteers
Commitment
to philosophy of
sharing
Personal and professional benefits
Induction processes for newbies
Communication and versioning
systems
Decentralized but with some
leadership
Visible design rules
Masque aux lépreux Bwa. Village de Boni. By
Ji-Ell . Licensed under Creative Commons 3.0
BY-SA Unported.
25. Research design
25
Comparative case study
Scope:
one course developed over a fixed period
of time in OERu
Similar case study in OSS used for comparison:
Freenet (von Krogh et al., 2003)
Highlight “relationships, contrasts and similarities
Extend learning from one case to the other (Khan
& VanWynsberghe, 2008)
26. Research methods
26
In-depth, semi-structured interviews with OERu
developers (Creswell, 2007)
Selected as “key informants”
(Marshall, 1996, Yin, 2009) – ART100 developers in
OERu project
Public email conversations and archives
History of wiki contributions and “talk pages” by
developers
Meeting records
Publicly available sources (contextual)
27. Data analysis
27
Collection of content in ATLAS.ti QDA
Initial coding of content (Soldaña, 2009)
Secondary grouping, multiple iterations
generating themes
Qualitative, narrative portrait (Auerbach and
Silverstein, 2003)
Frequent cross-checks back and forth
Trustworthiness:
Triangulation, overlapping, member
checks, audit trail (Guba,1981; Guba &
Lincoln, 1982; Yin, 2009)
29. Designing for openness
29
Influence of assessment and credit on design
Need to share core expectations about learners
Digital and learning literacies
Tool use – LMS, wiki, blog, ePortfolio,Twitter etc.
Independent and cohort models
Pedagogical design and the challenge of scale
Institutional autonomy over pedagogical designs of
contributed courses learning design design community
within OERu
Scope of learner control
Obtaining local or other support resources
Feedback
30. Designing for openness
30
Institutional flexibility – assessment and
credit, curricular oversight
Designing with OERs
Wiki environment
E.g., source files – marking regimes – LMS – multiple
versions – timetables – assumptions re groupwork –
copyright issues – cultural biases – developing as OERs
Wiki challenges – text conversions, formatting, flat file
structure, wiki syntax, templates
Need for mediating artifacts - There but hard to find
Communication habits, use of appropriate channels
and protocols is essential
Decision histories for later joiners
Shared understandings and approaches
35. A community of volunteers
35
Comparison with OSS: Importance of community
Developer motivations (want to make a contribution)
A community of volunteers (attrition) – needs to grow
Division of labor - developer specializations (multiple roles)
Shared and standardized communication habits (essential for
shared understanding of project) – mediating artifacts
Mentoring
Visible design rules/agreements and history for late joiners
Patterns of persistence
“When code and community do not develop in parallel, the
learning curve can be steep” (O’Mahoney, 2007)
37. Conclusions
37
Turn “unknowns” of designing for openness
into “knowns”
But
maintain as much design flexibility as
possible
Develop core of instructional design expertise
in OERu beyond institutional preferences
Awareness
of mediating artifacts, visible design
rules
Use OERu as catalyst for institutional
innovation
Non-traditional
assessment, credit
38. Conclusions
38
Learn from OSS development experience
Attention to community, recruitment, induction
Appropriate division of labor and specialization
Developer motivations
Incorporate
work into regular responsibilities
Communication systems and protocols
Value of system-wide views and visible design
rules/mediating artifacts
39. Limitations
39
Differences between
Freenet comparator and
OERu cases
Bracketing of other
developments both
within and outside OERu
Limited timespan of
study
Small developer sample
Sagami Temple detail. Photo by 663highland. Licensed
under Creative Commons 3.0 BY-SA Unported.
40. 40
Recommendations for further
research
Partner institutions’ attitudes toward acceptance of
differently structured courses for credit
Recruitment and retention of volunteer developers
outside institutional volunteers
Developer roles and responsibilities
Further integration/use of Web 2.0 tools
Alternative collaborations – e.g. sjprints, hackathons
Design research specific to course design
41. References
Atkins, D., Brown, J., & Hammond, A. (2007). A Review of the Open
Educational Resources (OER) Movement: Achievements, Challenges, and
New Opportunities. Report to the William and Flora Hewlett Foundation
Britain, S. (2004). A Review of Learning Design: Concept, Specification and
Tools. Retrieved from www.jisc.ac.uk/uploaded_documents/ACF1ABB.doc
Hixon, E. (2008). Team-based Online Course Development A Case Study
:
of Collaboration Models. Online Journal of Distance Learning
Administration, 11(4), 1–8. Retrieved from
http://www.westga.edu/~distance/ojdla/ winter114/hixon114.html
Brown, J., Collins, A., & Duguid, P. (1989). Situated Cognition and the
Culture of Learning. Educational Researcher, 18(1), 32–42.
Kvan, T. (2000). Collaborative design: what is it? Automation in
Construction, 9(4), 409–415. doi:10.1016/S0926-5805(99)00025-4
Khan, S., & Samuel VanWysberghe. (2008). Cultivating the Under-Mined:
Cross-Case Analysis as Knowledge Mobilization. Qualitative Social
Research, 9(1). Retrieved from http://www.qualitativeresearch.net/index.php/fqs/ article/view/334/729
Marshall, M. N. (1996). The key informant technique. Family
practice, 13(1), 92–7. Retrieved from
http://www.ncbi.nlm.nih.gov/pubmed/8671109
Conole, Gráinne, Thorpe, M., Weller, M., Wilson, P., Nixon, S., & Grace, P.
(2007). Capturing Practice and Scaffolding Learning Design. Retrieved
March 17, 2011, from http://www.open.ac.uk/openlearn/home.php
Conole, Gráinne. (2008). Using Compendium as a tool to support the design
of learning activities 1, 1–19. Retrieved from
http://e4innovation.com/Papers/Conole_knowledge_cartography.pdf
Conole, Gráinne, & Culver, J. (2009). Cloudworks: Social networking for
learning design. Australasian Journal of Educational Technology, 25(5), 763–
782.
Chiu, M. (2002). An organizational view of design communication in design
collaboration. Design Studies, 23, 187–210.
Cresswell, J. W. (2007). Qualitative research design: Choosing among five
traditions (2nd ed.). Thousand Oaks, CA: SAGE Publications, Inc.
Friesen, N., & Murray, J. (2011). “ Open learning 2.0?” Aligning
student, teacher and content for openness in education. Retrieved February
2, 2012, from http://learningspaces.org/papers/OpenLearning2.0.pdf.
O’Mahony, S. (2007). The governance of open source initiatives: what does
it mean to be community managed? Journal of Management &
Governance, 11, 139–150.
Friesen, N., & Murray, J. (2011). “ Open learning 2.0?” Aligning
student, teacher and content for openness in education. Retrieved February
2, 2012, from http://learningspaces.org/papers/OpenLearning2.0.pdf.
Goodyear, P., & Retalis, S. (2010). Learning, Technology and Design. In
P. Goodyear & S. Retalis (Eds.), Technology enhanced leanring: Design
patterns and pattern languages (pp. 1–27). Rotterdam: Sense Publisher
Guba, E. G., & Lincoln, Y. S. (1982). Epistemological and Methodological
Bases of Naturalistic Inquiry. Educational Communication and
Technology, 30(4), 233–252.
41
Soldaña, J. (2011). Fundamentals of Qualitative Research: Understanding
Qualitative Research. New York, NY: Oxford University Press.
Suchman, L. (2007). Human-machine configurations: Plans and situated
actions. New York, NY: Cambridge University Press.
von Krogh, G., Spaeth, S., & Lakhani, K. R. (2003). Community, joining, and
specialization in open source software innovation: a case study. Research
Policy, 32, 1217–1241. doi:10.1016/S0048-7333(03)00050-7
Watson, J. (2010). A Case Study: Developing Learning Objects with an
Explicit Learning Design. Electronic Journal of e-Learning, 8(1), 41–50.
Retrieved from http://www.ejel.org/issue/download.html?idArticle=159
Yin, R. K. (2009). Case study research (4th ed.). Thousand Oaks, CA: SAGE
Publications, Inc.
Guba, E. G. (1981). ERIC / ECTJ Annual Review Paper: Criteria for
Assessing the Trustworthiness of Naturalistic Inquiries. ECTJ, 29(2), 75–91.
Sonnenwald, D. H. (1996). Communication roles that support collaboration
during the design process. Design Studies, 17(3), 277–301.
Rohse, S., & Anderson, T. (2006). Design patterns for complex learning.
Journal of Learning Design, 1(3), 82–91.
Hilton, J. I., Wiley, D., Stein, J., & Johnson, A. (2010). The four “R”s of
openness and ALMS analysis: Frameworks for open educational resources.
Open Learning: The Journal of Open, Distance and e-Learning, 25(1), 37–44
42. Thank you
Irwin DeVries, PhD
Director, Curriculum Development
Thompson Rivers University, Open Learning
idevries@tru.ca
Demonstration of Reification in Perception. S. Lahar.
Public Domain.
42