Dimitriadis Et Al Ascilite 7 Dec

821 views
794 views

Published on

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
821
On SlideShare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
9
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • What is Olnet? – open learning network – is a 3 year initiative backed by The William and Flora Hewlett Foundation. With $3m of funding it is a partnership between the OU and Carnegie Mellon University building on the experience that they have gained in developing and researching Open Educational Resources (OER). The Hewlett foundation that has invested more than $90m in establishing OER wants to find out more about benefits – what is the evidence? How should people learn with them? What issues does the community still need to solve? OLnet will develop a networked community of researchers and practitioners – offering them support, events and a chance to contribute evidence and questions. OER acts as a unifying theme that will generate sub-issues that need to be considered. Projects will carry out different streams of research looking at such things as design, collaborative learning and the developing world. Funded fellowships will bring in external expertise and offer a programme of exchanges and support for research ideas.
  • Dimitriadis Et Al Ascilite 7 Dec

    1. 1. Y. Dimitriadis, P. McAndrew, G. Conole & E. Makriyannis Ascilite 2009, Auckland 7 th December 2009
    2. 2. <ul><li>The problem: Rich array of tools and free resources, but lack of uptake </li></ul><ul><li>A potential solution: “Open Design” </li></ul><ul><li>Building on existing work </li></ul><ul><ul><li>Learning Design: The OU Learning Design Initiative (OULDI) </li></ul></ul><ul><ul><li>Open Educational Resources: The OLnet initiative </li></ul></ul><ul><ul><li>Pedagogical patterns : Collaborative Pattern Language </li></ul></ul><ul><li>Putting them all together: Repurposing a Spanish OER </li></ul><ul><li>Open Design in action – findings from a series of workshops </li></ul>
    3. 3. <ul><li>Common reactions: </li></ul><ul><ul><li>“ I haven’t got time ” </li></ul></ul><ul><ul><li>“ My research is more important” </li></ul></ul><ul><ul><li>“ What’s in it for me ?” </li></ul></ul><ul><ul><li>“ Where is my reward ?” </li></ul></ul><ul><ul><li>“ I don’t have the skills to do this” </li></ul></ul><ul><ul><li>“ I don’t believe in this, it won’t work” </li></ul></ul><ul><li>Common resistance strategies: </li></ul><ul><ul><li>I’ll say yes (and do nothing ) </li></ul></ul><ul><ul><li>Undermine the initiative </li></ul></ul><ul><ul><li>Undermine the person involved </li></ul></ul><ul><ul><li>Do it badly </li></ul></ul><ul><li>Classic mistakes : </li></ul><ul><ul><li>Emphasis on the technologies , not the people and processes </li></ul></ul><ul><ul><li>Funding for technology developments but not use and support </li></ul></ul>OER Little reuse Array of technologies Not fully exploited
    4. 4. How can we design learning activities that make effective use of technology and that are pedagogical informed? <ul><li>How can we </li></ul><ul><ul><li>Guide the design process? </li></ul></ul><ul><ul><li>Distil best practice and represent designs? </li></ul></ul><ul><ul><li>Harness the potential of OER ? </li></ul></ul><ul><ul><li>Facilitate dialogue around designs </li></ul></ul>
    5. 5. Learning design Open Educational Resources Pedagogical patterns Formalising design Range of representations Dialogue around designs Free resources Inherent designs Student view Abstracted best practice Solutions to a problem Language as related problems
    6. 6. <ul><li>A methodology for enabling teachers/designers to make more informed decisions in how they go about designing, which is pedagogically informed and makes effective use of appropriate resources and technologies </li></ul><ul><ul><li>Covers design of resource and individual learning activities up to whole curriculum level </li></ul></ul><ul><ul><li>Helps make the design process more explicit and shareable </li></ul></ul><ul><ul><li>Includes resource, tools and activities </li></ul></ul>
    7. 7. Design methods: schema & patterns Tools: Visualisation & guidance Events: Cloudworks: sharing & discussing
    8. 8. <ul><li>Seeing curriculum differently </li></ul><ul><ul><li>Not content-focused </li></ul></ul><ul><ul><li>Alternatives to simple text-based descriptions </li></ul></ul><ul><ul><li>Different views to foreground different aspects </li></ul></ul><ul><ul><li>Recognising design at different levels – from activity to whole course </li></ul></ul><ul><ul><li>Visual – tables & diagrams, descriptive & metaphorical </li></ul></ul>
    9. 9. <ul><li>Visualising the design process </li></ul><ul><li>Helps to make it more explicit </li></ul><ul><li>The method is an important as the tool </li></ul><ul><li>CompendiumLD tool – specialised design icons and in-built help, good for mapping activities </li></ul>
    10. 10. <ul><li>Task swimline view </li></ul><ul><ul><li>Roles – student, tutor, </li></ul></ul><ul><ul><li>Tasks – read, discuss, </li></ul></ul><ul><ul><li>Tools and resources </li></ul></ul><ul><ul><li>Outputs </li></ul></ul><ul><li>Advantages </li></ul><ul><ul><li>Makes design explicit </li></ul></ul><ul><ul><li>Maps out design </li></ul></ul><ul><ul><li>Sharable with others </li></ul></ul><ul><ul><li>Good at activity level </li></ul></ul>Learning activity Output Learning outcome Resource Role End of activity Task Tool
    11. 11. <ul><li>Derived from Alexander’s work </li></ul><ul><li>Structured case studies of good practice </li></ul><ul><ul><li>Capture experience </li></ul></ul><ul><ul><li>A set of solutions associated with recurring problems </li></ul></ul><ul><ul><li>Examples and visual representations that help a better understanding for their use in a new context </li></ul></ul><ul><li>Structured format </li></ul><ul><ul><li>Introduction </li></ul></ul><ul><ul><li>Context </li></ul></ul><ul><ul><li>Problem headline </li></ul></ul><ul><ul><li>Solution </li></ul></ul><ul><ul><li>Metaphorical picture </li></ul></ul><ul><ul><li>Similar patterns </li></ul></ul><ul><li>Aggregated into languages </li></ul>
    12. 12. <ul><li>Have developed a CSCL pattern language for collaborative learning </li></ul><ul><li>Patterns include: </li></ul><ul><ul><li>Jigsaw </li></ul></ul><ul><ul><li>Think-pair-share </li></ul></ul><ul><ul><li>Pyramid </li></ul></ul><ul><li>WebCollage tool </li></ul>
    13. 13. <ul><li>Basic definition </li></ul><ul><ul><li>The open provision of educational resources, enabled by information and communication technologies, for consultation, use and adaptation by a community of users for non-commercial purposes (UNESCO 2002) </li></ul></ul><ul><li>Broader definition </li></ul><ul><ul><li>Learning resources </li></ul></ul><ul><ul><li>Courseware, content modules, learning objects, learner support & assessment tools, online learning communities </li></ul></ul><ul><ul><li>Resources to support teachers </li></ul></ul><ul><ul><li>Tools for teachers and support materials to enable them to create, adapt and use OER; training materials for teachers </li></ul></ul><ul><ul><li>Resources to assure the quality of education and educational practices (UNESCO 2004) </li></ul></ul>
    14. 14. Network Research Fellowships <ul><li>From producing open resources to use of open resources </li></ul><ul><li>Build capacity </li></ul><ul><li>Find evidence </li></ul><ul><li>Refine the issues </li></ul>
    15. 15. Theoretical perspective: socio-cultural Evidence base (Interviews, surveys, observation, web stats, expert panels, focus groups) Development (Resources, methods, tools, session types, interventions) Trialing (Workshops & conferences, project partners)
    16. 16. <ul><li>Socio-cultural: mediating artefacts (MA) </li></ul><ul><li>Range of educational mediating artefacts: help find resources, to design a learning activity </li></ul><ul><li>New technologies: greater range of MA and new ways to connect and communicate </li></ul><ul><li>A socio-cultural approach: helps articulate the MA and look at the context of use – rules, community, division of labour, as well as look over time at the evolving system as user-practice changes and co-evolves with the technologies </li></ul>
    17. 17. Can we develop new innovative mediating artefacts? How can we make the design more explicit and sharable ? Designer Design Has an inherent Learning activity or OER Creates Mediating artefacts <ul><li>Mediating artefacts </li></ul><ul><li>Content: OER repositories like Openlearn </li></ul><ul><li>Methods: Pedagogical patterns </li></ul><ul><li>Visualisation: CompendiumLD, Cmap etc. </li></ul><ul><li>Sharing: Cloudworks site </li></ul>User – can now repurpose
    18. 20. Designer OER Design Creates Deposits Deposits Learner A OER Design Learner B Tutor Chooses Uses Quiz + beginners route Uses Quiz + advanced route Repurposes & deposits
    19. 21. Process design Prior designs & resources New designs Visualisation (CompendiumLD) Sharing (Cloudworks) Content (OER repositories, etc) Methods (Pedagogical Patterns) New OER & designs
    20. 22. <ul><li>Objectives </li></ul><ul><ul><li>Awareness of resources to support the design of OERs </li></ul></ul><ul><ul><li>Exploration of the value of pedagogical patterns and learning design </li></ul></ul><ul><ul><li>Introduction to Open Educational Resources, Pedagogical Patterns and Learning Design </li></ul></ul><ul><li>Format </li></ul><ul><ul><li>Thinking about design </li></ul></ul><ul><ul><li>Using visualisation to represent design </li></ul></ul><ul><ul><li>Representing an OER as a visual design </li></ul></ul><ul><ul><li>Make the OER more collaborative </li></ul></ul><ul><ul><li>Evaluation and reflection </li></ul></ul>
    21. 23. <ul><li>Activity </li></ul><ul><ul><li>Think of a resource you created </li></ul></ul><ul><ul><li>Describe its inherent design </li></ul></ul><ul><ul><li>Share with neighbour </li></ul></ul><ul><ul><li>Discuss with the wider group </li></ul></ul><ul><li>Findings </li></ul><ul><ul><li>Variety of design representations </li></ul></ul><ul><ul><li>Poor understanding of how to design </li></ul></ul><ul><ul><li>Different personal preferences </li></ul></ul><ul><ul><li>Design implicit, difficult to represent </li></ul></ul><ul><ul><li>Different representations highlights different aspects of the design </li></ul></ul><ul><ul><li>Value of visual representations </li></ul></ul>Think-pair-share pedagogical pattern
    22. 24. <ul><li>Introduction to the Task swimline representation </li></ul><ul><li>Exploration of a paper-based visual design </li></ul><ul><li>Demonstration of the CompendiumLD Tool for visualisating designs </li></ul>
    23. 25. <ul><li>Explore the introduction to social work practice OER (K113) </li></ul><ul><li>Represent the design of the OER visually using the CompendiumLD notation </li></ul><ul><li>Comparing the design representations </li></ul><ul><ul><li>Extract: http://titan.tel.uva.es/wikis/yannis/images/2/29/K113-map1.jpg </li></ul></ul><ul><ul><li>Extract: http://titan.tel.uva.es/wikis/yannis/images/0/06/K113-map2.jpg </li></ul></ul><ul><li>Explore the collaborative pedagogical patterns </li></ul><ul><li>Use the patterns to make an aspect of the OER more collaborative </li></ul>
    24. 26. <ul><li>Understanding the value of representing designs </li></ul><ul><li>Using representations effectively in the design process </li></ul><ul><li>Communicating designs with others </li></ul><ul><li>Interpreting other people’s representations </li></ul>
    25. 27. <ul><li>Patterns enabled them to think about combination of patterns to enrich the content </li></ul><ul><li>Added value in use of design patterns by novices to acquire design skills and domain knowledge </li></ul><ul><li>Design patterns acted as building blocks, providing users with a better understanding, adapting resources to context, making information accessible in multiple schemas and providing interoperable elements enabling different interpretations and patterns to be applied. </li></ul>
    26. 28. <ul><li>Many people involved but want to thank in particular: </li></ul><ul><ul><li>Yannis Demitriadis – Olnet visiting professor </li></ul></ul><ul><ul><li>Patrick McAndrew - Director of OLnet </li></ul></ul><ul><ul><li>Elpida Makriyannis – Olnet researcher </li></ul></ul><ul><ul><li>Andrew Brasher – CompendiumLD developer </li></ul></ul><ul><li>Funders </li></ul><ul><ul><li>The William and Flora Hewlett foundation, the JISC, the Open University for strategic funding </li></ul></ul>
    27. 29. <ul><li>References </li></ul><ul><ul><li>Conole, G., and McAndrew, P. (2010), A new approach to supporting the design and use of OER: Harnessing the power of web 2.0, M. Edner and M. Schiefner (eds), Looking toward the future of technology enhanced education: ubiquitous learning and the digital nature. </li></ul></ul><ul><ul><li>Conole, G., McAndrew, P. and Dimitriadis, Y. (submitted), ‘The role of CSCL pedagogical patterns as mediating artefacts for repurposing Open Educational Resources’, in F. Pozzi and D. Persico (Eds), Techniques for Fostering Collaboration in Online Learning Communities: Theoretical and Practical </li></ul></ul><ul><li>Sites </li></ul><ul><ul><li>Olnet: http://olnet.org </li></ul></ul><ul><ul><li>OULDI: http://ouldi.open.ac.uk </li></ul></ul><ul><ul><li>Cloudworks: http://cloudworks.ac.uk </li></ul></ul><ul><ul><li>CompendiumLD: http://compendiumld.open.ac.uk </li></ul></ul>

    ×