Beyond the Open Educational Resource move – towards Open and Participatory Learning Ecosystems Andreas Meiszner The Open University (UK) / Sociedade Portuguesa de Inovação (PT) FKFT Free Knowledge, Free Technology Education for a free information society First International Conference, Barcelona July 15th to 17th 2008

Agenda Part 1 Introduction: Web 2.0 from an educational perspective Part 2 The case of Free / Libre Open Source Software (FLOSS) Communities Part 3 The Open Educational Resource (OER) movement Part 4 Towards open and participatory learning ecosystems (OPLE) - The NetGeners.Net pilot course

Part 1 Web 2.0 from an educational perspective

Web 2.0 – a message beyond the hype I think we're --in a lot of ways --in a period of the most profound reinvention of ...education and how people need to learn since the invention of literacy. Tim O'Reilly

Web 2.0 – the impact ICT and the web 2.0 ENABLES us to do things different and more efficiently, but they are also significantly CHANGE the way we live and work REQUIRING us to acquire new skills and mindsets

Knowledge sharing & learning as an active creation process in disperse environments Web 2.0 – or so it’s called

What does the future expect from us? Ability of being self-taught & self-learning Having a mental model of how the world works to let you figure out what's important A new "digital divide" between those who know how to think about search and those who don't; those who know where the current hot information is being shared, and those who don't The importance of "doing things," "tinkering,", and "exploratory learning" That "engagement" is not new to Web 2.0, but the opportunity is being democratized by the technology Source: Tim O'Reilly, May 2007 Web 2.0 – what it brings along for our citizens

What does the future expect from us?

Ability of being self-taught & self-learning

Having a mental model of how the world works to let you figure out what's important

A new "digital divide" between those who know how to think about search and those who don't; those who know where the current hot information is being shared, and those who don't

The importance of "doing things," "tinkering,", and "exploratory learning"

That "engagement" is not new to Web 2.0, but the opportunity is being democratized by the technology

Source: Tim O'Reilly, May 2007

Web 2.0 – what it brings along for our citizens

Part 2 The case of Free / Libre Open Source Software (FLOSS) Communities

The diverse FLOSS learning ecosystem Today – The FLOSS Case

The diverse FLOSS learning ecosystem

Content & Support in FLOSS Today – The FLOSS Case

Content & Support in FLOSS

What does the FLOSS case show us? Looking at informal virtual learning environments, like Free / Libre Open Source Software (FLOSS) communities, shows that: Content is not something static but dynamic Learning resources are manifold Users are also active creators Support and learning resources are closely connected Open and transparent structures foster re-use and discourse , but also continuous improvement and evolutionary growth Existence of a wide range of possible activities to engage at around the core product Self-studying and learning from what others did are pre-dominant forms of learning, plus gaining soft skills “on the fly” Today – The FLOSS Case

What does the FLOSS case show us?

Looking at informal virtual learning environments, like Free / Libre Open Source Software (FLOSS) communities, shows that:

Content is not something static but dynamic

Learning resources are manifold

Users are also active creators

Support and learning resources are closely connected

Open and transparent structures foster re-use and discourse , but also continuous improvement and evolutionary growth

Existence of a wide range of possible activities to engage at around the core product

Self-studying and learning from what others did are pre-dominant forms of learning, plus gaining soft skills “on the fly”

A greater range of inputs – not just from the educator, but from all contributors so the collective is the source of knowledge, not one individual A more personalized learning experience – instead of learning objectives that apply to a whole cohort, this approach allows learners to gather the elements of knowledge they require. Greater sharing of knowledge – in (higher) education much of the previous input is lost, whereas here the dialogue, resources, and outputs remain as learning resources. Peer production – active engagement in producing something with a set of peers is a powerful motivational and educational driving force. Real activities – engaging in legitimate activities that are not restricted to an artificial educational setting also provides valuable experience. Peer support – a large support network provided voluntarily by peers in a collaborative manner nearly 24/7. Open learning environmen t – The whole is bigger than the sum of its parts, thus there is the need of providing new educational models and scenarios that are not limited to students formally enrolled at a course. What type of learning environment does FLOSS provides? Today – The FLOSS Case

A greater range of inputs – not just from the educator, but from all contributors so the collective is the source of knowledge, not one individual

A more personalized learning experience – instead of learning objectives that apply to a whole cohort, this approach allows learners to gather the elements of knowledge they require.

Greater sharing of knowledge – in (higher) education much of the previous input is lost, whereas here the dialogue, resources, and outputs remain as learning resources.

Peer production – active engagement in producing something with a set of peers is a powerful motivational and educational driving force.

Real activities – engaging in legitimate activities that are not restricted to an artificial educational setting also provides valuable experience.

Peer support – a large support network provided voluntarily by peers in a collaborative manner nearly 24/7.

Open learning environmen t – The whole is bigger than the sum of its parts, thus there is the need of providing new educational models and scenarios that are not limited to students formally enrolled at a course.

Part 3 The Open Educational Resource (OER) movement A first step towards Free / Open Education!?!

Today – The OER Case, high quality, largely static Teaser & Courses from EXPERTS

Today – OER vs. Web 2.0 & FLOSS OER from a traditional educational understanding Open education resources are little used and still less adapted and repurposed Graham Attwell 2007

Part 1 OER from a modern understanding Open education resources are widely used… … and also re-used and adapted… but maybe not the way we thought off Today – OER vs. Web 2.0 & FLOSS

Today – OER vs. Web 2.0 & FLOSS Static OER vs. dynamic Web 2.0

Today – OER vs. Web 2.0 & FLOSS Re-using revised: How (re-)useful is your learning activity?

Towards OPLE Who designs what, for which reason and to which extend? Traditional OER are build By Professionals In a static manner For formal settings (or similar) Within a given (funded) period Modern/Future OER are build By professionals and passionate user Involving stakeholders from formal and informal education In dynamic ways and Within continuous evolving environments

Traditional OER are build

By Professionals

In a static manner

For formal settings (or similar)

Within a given (funded) period

Modern/Future OER are build

By professionals and passionate user

Involving stakeholders from formal and informal education

In dynamic ways and

Within continuous evolving environments

In which way is the Web 2.0 & FLOSS approach different from the OER movement? Today – OER vs. Web 2.0 & FLOSS At the current OER movement We create repositories , but not learning communities Content is defined and produced in the traditional way Content is static , not manifold and rarely updated Formal students do not directly engage with OER and thus do not engage with external students or free learners Students' / Free learners' learning process and learning outcome does not become part of something (course, learning resource, product, etc)‏ Support and learning resources are not connected We don't really look at motivations and activities to attract free learners to become active contributors

In which way is the Web 2.0 & FLOSS approach different from the OER movement?

At the current OER movement

We create repositories , but not learning communities

Content is defined and produced in the traditional way

Content is static , not manifold and rarely updated

Formal students do not directly engage with OER and thus do not engage with external students or free learners

Students' / Free learners' learning process and learning outcome does not become part of something (course, learning resource, product, etc)‏

Support and learning resources are not connected

We don't really look at motivations and activities to attract free learners to become active contributors

Part 4 Towards open and participatory learning ecosystems (OPLE) – The NetGeners.Net pilot course

Towards OPLE How could a future OPLE model look like?

Existence of a great range of inputs with dynamic content from manifold resources Sharing of knowledge and peer production with users being active creators Personalized learning experience with engagement in personally meaningful activities Real activities with a wide range of possible activities to engage at around the core product (e.g. think about Firefox Add-Ons ) Peer support where s upport and learning resources are closely connected Open learning environment with open and transparent structures that allows users to adapt them and a continuous “evolution” Self-studying and learning from what others did are pre-dominant forms of learning, plus gaining soft skills “on the fly” FLOSS aspects that might be considered: Towards OPLE

Existence of a great range of inputs with dynamic content from manifold resources

Sharing of knowledge and peer production with users being active creators

Personalized learning experience with engagement in personally meaningful activities

Real activities with a wide range of possible activities to engage at around the core product (e.g. think about Firefox Add-Ons )

Peer support where s upport and learning resources are closely connected

Open learning environment with open and transparent structures that allows users to adapt them and a continuous “evolution”

Self-studying and learning from what others did are pre-dominant forms of learning, plus gaining soft skills “on the fly”

Meta-design & Courses as Seeds (also inspired by FLOSS): Making changes must be possible Open to change during use time and involve all stakeholders in the design process during design time and use time Changes must be technically feasible Benefits must be perceived Environments must support tasks that people engage in Low barriers must exist to share changes Systems need to be underdesigned at design time to allow users (“owner of problems”) to create solutions at use time. Taken from dePaula, Fischer, Giaccardi … for details please see: http://wiki.netgeners.net/index.php?title=Rationale Concepts that might be considered: (1/2) Towards OPLE

Meta-design & Courses as Seeds (also inspired by FLOSS):

Making changes must be possible

Open to change during use time and involve all stakeholders in the design process during design time and use time Changes must be technically feasible

Benefits must be perceived

Environments must support tasks that people engage in

Low barriers must exist to share changes

Systems need to be underdesigned at design time to allow users (“owner of problems”) to create solutions at use time.

Taken from dePaula, Fischer, Giaccardi … for details please see: http://wiki.netgeners.net/index.php?title=Rationale

Meta-design & Courses as Seeds (also inspired by FLOSS): Creating a culture of collective inquiry where... Students take an active role in their own learning process that is... Embedded in collaborative activities and... Supported by innovative technologies... With students adapting a mindset that understands that initial plans must not correspond to final outcomes and that they are... Prepared for interpreting unexpected results, and... Where discussions and decisions are captured and therefore... Become artifacts that help future students in their learning process and... Create an environment of current improvement and building upon what others built Taken from dePaula, Fischer, Giaccardi … for details please see: http://wiki.netgeners.net/index.php?title=Rationale Concepts that might be considered: (2/2) Towards OPLE

Meta-design & Courses as Seeds (also inspired by FLOSS):

Creating a culture of collective inquiry where...

Students take an active role in their own learning process that is...

Embedded in collaborative activities and...

Supported by innovative technologies...

With students adapting a mindset that understands that initial plans must not correspond to final outcomes and that they are...

Prepared for interpreting unexpected results, and...

Where discussions and decisions are captured and therefore...

Become artifacts that help future students in their learning process and...

Create an environment of current improvement and building upon what others built

Taken from dePaula, Fischer, Giaccardi … for details please see: http://wiki.netgeners.net/index.php?title=Rationale

Towards OPLE Learn more about this at the Panel Discussion on FLOSS-like approaches in educational settings and also the NetGeners.Net pilot

Thank you for your attention! Contact: [email_address] And finally...be invited to join: The discussion on future Free / Open educational approaches at http://www.netgeners.net/index.php?option=com_content&task=view&id=30&Itemid=2 The 2 nd course round of the NetGeners.Net pilot, starting in September 2008 at www.netgeners.net For further information on the FLOSSCom project see: www.flosscom.net

And finally...be invited to join:

The discussion on future Free / Open educational approaches at http://www.netgeners.net/index.php?option=com_content&task=view&id=30&Itemid=2

The 2 nd course round of the NetGeners.Net pilot, starting in September 2008 at www.netgeners.net

For further information on the FLOSSCom project see: www.flosscom.net