Dimitriadis Et Al Ascilite 7 Dec

Y. Dimitriadis, P. McAndrew, G. Conole & E. Makriyannis Ascilite 2009, Auckland 7 th December 2009

The problem: Rich array of tools and free resources, but lack of uptake
A potential solution: “Open Design”
Building on existing work
Learning Design: The OU Learning Design Initiative (OULDI)
Open Educational Resources: The OLnet initiative
Pedagogical patterns : Collaborative Pattern Language
Putting them all together: Repurposing a Spanish OER
Open Design in action – findings from a series of workshops

Common reactions:
“ I haven’t got time ”
“ My research is more important”
“ What’s in it for me ?”
“ Where is my reward ?”
“ I don’t have the skills to do this”
“ I don’t believe in this, it won’t work”
Common resistance strategies:
I’ll say yes (and do nothing )
Undermine the initiative
Undermine the person involved
Do it badly
Classic mistakes :
Emphasis on the technologies , not the people and processes
Funding for technology developments but not use and support
OER Little reuse Array of technologies Not fully exploited

How can we design learning activities that make effective use of technology and that are pedagogical informed?
How can we
Guide the design process?
Distil best practice and represent designs?
Harness the potential of OER ?
Facilitate dialogue around designs

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

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
Covers design of resource and individual learning activities up to whole curriculum level
Helps make the design process more explicit and shareable
Includes resource, tools and activities

Design methods: schema & patterns Tools: Visualisation & guidance Events: Cloudworks: sharing & discussing

Seeing curriculum differently
Not content-focused
Alternatives to simple text-based descriptions
Different views to foreground different aspects
Recognising design at different levels – from activity to whole course
Visual – tables & diagrams, descriptive & metaphorical

Visualising the design process
Helps to make it more explicit
The method is an important as the tool
CompendiumLD tool – specialised design icons and in-built help, good for mapping activities

Task swimline view
Roles – student, tutor,
Tasks – read, discuss,
Tools and resources
Outputs
Advantages
Makes design explicit
Maps out design
Sharable with others
Good at activity level
Learning activity Output Learning outcome Resource Role End of activity Task Tool

Derived from Alexander’s work
Structured case studies of good practice
Capture experience
A set of solutions associated with recurring problems
Examples and visual representations that help a better understanding for their use in a new context
Structured format
Introduction
Context
Problem headline
Solution
Metaphorical picture
Similar patterns
Aggregated into languages

Have developed a CSCL pattern language for collaborative learning
Patterns include:
Jigsaw
Think-pair-share
Pyramid
WebCollage tool

Basic definition
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)
Broader definition
Learning resources
Courseware, content modules, learning objects, learner support & assessment tools, online learning communities
Resources to support teachers
Tools for teachers and support materials to enable them to create, adapt and use OER; training materials for teachers
Resources to assure the quality of education and educational practices (UNESCO 2004)

Network Research Fellowships
From producing open resources to use of open resources
Build capacity
Find evidence
Refine the issues

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)

Socio-cultural: mediating artefacts (MA)
Range of educational mediating artefacts: help find resources, to design a learning activity
New technologies: greater range of MA and new ways to connect and communicate
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

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
Mediating artefacts
Content: OER repositories like Openlearn
Methods: Pedagogical patterns
Visualisation: CompendiumLD, Cmap etc.
Sharing: Cloudworks site
User – can now repurpose

Designer OER Design Creates Deposits Deposits Learner A OER Design Learner B Tutor Chooses Uses Quiz + beginners route Uses Quiz + advanced route Repurposes & deposits

Process design Prior designs & resources New designs Visualisation (CompendiumLD) Sharing (Cloudworks) Content (OER repositories, etc) Methods (Pedagogical Patterns) New OER & designs

Objectives
Awareness of resources to support the design of OERs
Exploration of the value of pedagogical patterns and learning design
Introduction to Open Educational Resources, Pedagogical Patterns and Learning Design
Format
Thinking about design
Using visualisation to represent design
Representing an OER as a visual design
Make the OER more collaborative
Evaluation and reflection

Activity
Think of a resource you created
Describe its inherent design
Share with neighbour
Discuss with the wider group
Findings
Variety of design representations
Poor understanding of how to design
Different personal preferences
Design implicit, difficult to represent
Different representations highlights different aspects of the design
Value of visual representations
Think-pair-share pedagogical pattern

Introduction to the Task swimline representation
Exploration of a paper-based visual design
Demonstration of the CompendiumLD Tool for visualisating designs

Explore the introduction to social work practice OER (K113)
Represent the design of the OER visually using the CompendiumLD notation
Comparing the design representations
Extract: http://titan.tel.uva.es/wikis/yannis/images/2/29/K113-map1.jpg
Extract: http://titan.tel.uva.es/wikis/yannis/images/0/06/K113-map2.jpg
Explore the collaborative pedagogical patterns
Use the patterns to make an aspect of the OER more collaborative

Understanding the value of representing designs
Using representations effectively in the design process
Communicating designs with others
Interpreting other people’s representations

Patterns enabled them to think about combination of patterns to enrich the content
Added value in use of design patterns by novices to acquire design skills and domain knowledge
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.

Many people involved but want to thank in particular:
Yannis Demitriadis – Olnet visiting professor
Patrick McAndrew - Director of OLnet
Elpida Makriyannis – Olnet researcher
Andrew Brasher – CompendiumLD developer
Funders
The William and Flora Hewlett foundation, the JISC, the Open University for strategic funding

References
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.
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
Sites
Olnet: http://olnet.org
OULDI: http://ouldi.open.ac.uk
Cloudworks: http://cloudworks.ac.uk
CompendiumLD: http://compendiumld.open.ac.uk

Dimitriadis Et Al Ascilite 7 Dec

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