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Alevizou et al Oer10 Presentation

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  • Credit: Mediation: Flickr @ hyperscholar
  • The educator
  • )
  • Transcript

    • 1. Conceptualizing collaborative participation and engagement in OER communities OER10 Conference Dr Panagiota Alevizou Dr Tina Wilison Dr Patrick McAndrew Contact: p.alevizou@open.ac.uk Institute of Educational Techonlogy, Open University www.olnet.org
    • 2. Learning Situations Learning by design: OER as Genres
    • 3. OER typologies, & communities
    • 4. Open education: resources and communities
      • Digitised materials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research (OECD/ CERI, 2007)
        • The open provision of educational resources , enabled by ICTs, for consultation, use and adaptation by a community of users for non-commercial purposes (Unesco, 2002)
        • key tenet of open education is that education can be improved by making educational assets visible and accessible and by harnessing the collective wisdom of a community of practice and reflection” (Iiyosh and Kumar, 2008: 10)
    • 5. Expanded from Marguliers’ (2005) conceptual mapping of OERs ( see also OECD, 2007, Conole and Weller, 2008) Implementation bodies inter-governmental organisations, consortia, translation bodies, policy and funding institutions
    • 6. Olnet Research: Case Studies Insights from interviews with stakeholders, user perspectives More info: http://olnet.org/node/103
    • 7. Categories of OERs
      • Institutional : education
      • Drivers : legacy, marketing, experimentation, outreach
      • Community & learning media : reference, self-improvement
      • Networks of improvement and peer support; Increased Access, large small operation
      • Blurred boundaries
      • Tensions : awareness and granularity, Quality, Accreditation, Mentorship
      • Sustainability, volunteerism
      • Participatory expertise and literacies
      Scale of operation large small Provider Community Institution Expanded from OECD, 2007: 46
    • 8. Community/connectedness
      • Collaboration in development
      • Stakeholders (internal or external)
      • Expanding diversity and building cross-institutional collaborations, knowledge transfer and exchange
      • Social engagement around open access content/OER
      • Faculty, Tutors & learners
      • Disciplinary/subject engagement & exposure
      • Experimental pedagogies & engagement in learning
      • De-schooling society?
    • 9. Collaborations
    • 10. Collaborations
      • Changing Mindsets
        • […] OER Africa acts as a mediator for changing the mentality of an old educational system that was top down and authoritative
        • (Interview: CN: OER Africa)
      • Knowledge exchange & student engagement
        • MIT OCW & MIT Science and Tech initiative & MINSKY programmes (engagement with content)
        • TESSA
        • ‘ Connect scholars and practitioners within a bounded discipline or professional community. Cultural bias is addressed when different type(s) of knowledge are exchanged transparently in the platform’ (Interview: CN on OER Africa & U Michigan Public Health: tropical diseases unit)
        • Crowdsourcing
        • Cultural and ed. institutions (Wikimedia foundation)
      Community support services
        • We focus on existing CoP to facilitate support in online engagement and evaluation of content and in particular learning situations (Interview: RF, Wikieducator)
    • 11.  
    • 12. Communities of improvement
      • Dialogue on pedagogical wrappers
      • Build OER content in service of existing educational problems…(i.e. teaching practice)…this is the content I used with my students, these are the challenges I faced and these are the LO I achieved or didn’t, can someone help me improve my practice? (Interview: JW, Wikimedia)
      • If you can form these network-improvement communities so that they can help teachers in their practice, and generate evidence of what works…and if the success rates are higher, then I get empowred and tell my peers and they tell their peers and so we begin the viral effect (Interview: KC, Carnegie)
      • Teaching & learning innovations
      • Exposure, Reflection, Reputation
        • ‘ about 1/3 of faculty tell us that publishing courseware openly has improved both their standing in the field and their teaching ’ (Interv: SC: MIT OCW)
        • ‘ Teachers tells us that they improve their practices and enjoy notoriety by publishing openly (Interv.Connexions)
      • Collaborative pedagogies & engagement in peer learning
        • Ad hoc learning communities organising Wikiversity resources specifically to meet their learning goals
        • Capture the leisure power – the wisdom of the crowds, the passion of people interested in content domains (KC, Carnegie)
    • 13.  
    • 14. Audience in OER Social learners Prod-users
    • 15. use inscriptions in OER Engagement Prod-use Remix
    • 16. content tools objects
    • 17. User augmented content
    • 18. Work in progress
    • 19. Genre describes content , form and communicative purpose . It describes not only the form of the written artifact itself—“novel,” “lab report” “memo” ‘lecture notes’, ‘quizzes’—but also the demands of a particular rhetorical situation. Genres are kinds of texts, but also, kinds of social actions within a particular community (Flower 1994; Miller 1984, Bereiter and Scardamilia, 2002).
    • 20. Genre model
      • Interaction of genre context and action (Devitt, 2004: 30)
      • Genre can address the circuit of cultural production of, and engagement with, OER
      • Genres and situations are intertwined; they act on each other and, paradoxically, each emerges from the other
      • A recognition of other genres co-implicated (or intersubjective, co-constitutive) in any other genre
    • 21. Concluding remarks
      • OER is the dictionary of our time; the platform to share a common language and build knowledge. We need to look at the political implications of the choices we make around OER development: the content, the learning the innovation trajectories, the communities (DC, U of PEI, OpenEd Community)
    • 22. credits
      • Education/collaboration: @psd http://www.flickr.com/photos/psd/1805374441/
      • Mediation: Flickr @ hyperscholar
      • My Communities @Steven w: flickr http://www.flickr.com/photos/stevenwarburton/3209461104/
      • Learning @Blunight 72*: flickr www.flickr.com/photos/blunight72/164070593/
    • 23. Thank you

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