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Web-based dissemination


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Presentation at S-TEAM Conference: Firing up for the Future, 24 February 2012, Santiago de Compostela.

Presentation at S-TEAM Conference: Firing up for the Future, 24 February 2012, Santiago de Compostela.

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  • 1. Web-based disseminationS-TEAM Conference: Firing up for the FutureMart Laanpere, Hans PõldojaTallinn University
  • 2. cbaThis work is licensed under the Creative CommonsAttribution-ShareAlike 3.0 Unported License. To view a copyof this license, visit or send a letter to Creative Commons, 444 CastroStreet, Suite 900, Mountain View, California, 94041, USA.
  • 3. Open EducationalResources: why and how
  • 4. “At least 50% of science teachers inthe participating countries will haveheard about S-TEAM and will beable to access relevant material...”
  • 5. Is access enough?
  • 6. The four ‘R’s of openness
  • 7. ReuseThe most basic level of openness. Peopleare allowed to freely use all or part of theunaltered, verbatim work (e.g. downloadan educational video to watch at a latertime). (Hilton et al, 2010)
  • 8. RedistributePeople can share copies of the work withothers (e.g. email an article to acolleague). (Hilton et al, 2010)
  • 9. RevisePeople can adapt, modify, translate, orchange the form of the work (e.g. take abook written in English and turn it into aSpanish audio-book). (Hilton et al, 2010)
  • 10. RemixPeople can take two or more existingresources and combine them to create anew resource (e.g. take audio lecturesfrom one course and combine them withslides from another course to create anew derivative work). (Hilton et al, 2010)
  • 11. Examples of OER’s
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  • 18. Task 1: discussionHow well do S-team mini-Moodles comply with 4‘R’s of openness? Should we try to improve it? If yes,then how? • Reuse • Redistribute • Revise • Remix
  • 19. Intellectual propertyfor authors of digital learning resources
  • 20. What is protected by copyright?• Literary works• Musical works, including any accompanying words• Dramatic works, including any accompanying music• Pantomimes and choreographic works• Pictorial, graphic and sculptural works• Motion pictures and other audiovisual works• Sound recordings• Architectural works• Computer software
  • 21. What is not under copyright?• Works that have not been fixed in a tangible form of expression (not written or recorded)• Facts• Ideas, principles and concepts• Works for which copyright has expired
  • 22. Duration of copyright• Copyright protection starts from the time the work is created in a fixed form• Copyright protection lasts authors’ lifetime and 70 years after death
  • 23. Economic rights• Reproduction• Distribution• Rental• Broadcasting• Public performance• ...
  • 24. Moral rights• Attribution• Anonymous or pseudonymous publishing• Integrity of the work• Withdrawal• ...
  • 25. LimitationsEU Copyright Directive lists a number of limitations thatcan be applied by the member states, including: • Reproductions by public libraries, educational institutions or archives for non-commercial use; • Use for illustration for teaching or scientific research, to the extent justified by the non-commercial purpose; • Communication of works to the public within the premises of public libraries, educational institutions, museums or archives
  • 26. Problems in the context of digital learning resources• What extent of educational reuse is justified by the non-commercial purpose?• Translation and modification of the work requires agreement from the author
  • 27. Open Content Licences
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  • 29. Creative Commons licenses• Attribution (CC BY)• Attribution-Share Alike (CC BY-SA)• Attribution-NoDerivs (CC BY-ND)• Attribution-Noncommercial (CC BY-NC)• Attribution-Noncommercial-Share Alike (CC BY-NC-SA)• Attribution-Noncommercial-NoDerivs (CC BY-NC-ND)
  • 30. License conditions Attribution — You must attribute the work in theb manner specified by the author or licensor Share Alike — If you alter, transform, or build upona this work, you may distribute the resulting work only under the same or similar license to this one Noncommercial — You may not use this work forn commercial purposes No Derivative Works — You may not alter,d transform, or build upon this work
  • 31. Rights Share — to copy, distribute and transmits the workr Remix — to adapt the work
  • 32. Three “Layers” of licenses (Creative Commons, 2012)
  • 33. How to recognize CC licensed works?
  • 34. Marking licenses• If no license information is included with the work, then users must assume that all rights are reserved• Title of the license, icon and link are added to openly licensed content
  • 35. Creative Commons icons
  • 36. Task 2.1• Let us identify potential copyright issues in mini- Moodles
  • 37. Creative Commons licensed content
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  • 41. Task 2.2• Select suitable Creative Commons license for mini-Moodles. Justify your selection.
  • 42. Start Here Does the resource No include third-party Yes works? How are the third-Choose BY- BY or BY-SA party worksSA license licensed? All rights reserved Choose BY-NC-SA or BY-NC or BY-NC-SA license incompatible licenses Replace third-party Replaced with BY-NC works with CC- and BY-NC-SA content licensed content under compatible licenses Replaced with BY and BY-SA content
  • 43. Adding action to mini- Moodles
  • 44. Teach the way you preach• Have you ever attended a lecture-based training about active learning methods?• Inquiry-based science teacher education should involve inquiry-based learning tasks• Bereiter & Scardamalia: learning in “belief mode” vs “design mode”• Current status of mini-Moodles: repository of static resources, only in “belief mode”
  • 45. LeMill design• Participatory design sessions with teachers resulted with requests to add methods, tools and communities on top of the digital learning resources• Collections: a sequence of resources + methods + tools• Teaching and learning stories: narrative accounts on first-hand experience of using this collection
  • 46. Learning performances• Connecting learning objectives/outcomes with learning tasks• Action verbs: design, develop, explain, compare, choose, justify…• Task progression: from real-life examples to scaffolded practice, eventually to independent practice• Real-life tasks: authentic, anchored in familiar context, often do not have a single correct solution
  • 47. Merrill:  the  first  principles  of  learning
  • 48. Ac4vity-­‐centered  instruc4onal  designWhole  task:  a  specific  instance  of  a  real-­‐world  task  ,  includes  3  components:    • Input:  the  givens  of  the  task• Goals:  the  product  that  results  from  task• Solu,on:  ac4vi4es  that  tranform  givens  to  goal,   includes  illustra4on  of  problem-­‐solving (Merill)
  • 49. Example• Mini-Moodle: Using computers for inquiry• Learning task: find, annotate and share with your project group at least 3 Web references on building 3 different types of simple wind turbines• Solution/example: screen video on searching for sources about Savonius turbine with Google Scholar, annotating and sharing with Bibsonomy
  • 50. Task 3• Select one of the S-team mini-Moodles and create a learning task in accordance to the content of this module
  • 51. The S-Team project has received funding from the European Communitys Seventh Framework Programme [FP7/2007- e 2013] under grant agreement n 234870. g Report October 2010 Deliverable 10a S-TEAM WP 10 Repo Digital Learning Re ort esources(Laanpere et al, 2010)
  • 52. References• Creative Commons (2012). About The Licenses. licenses/• Hilton, J., III, 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.• Laanpere, M., Põldoja, H., Sousa, S., & Tammets, P. (2010). S-TEAM WP 10 Report: Digital Learning Resources (No. 10a). Retrieved from https://
  • 53. Photos• Slide 1: Hans Põldoja• Slide 28: Hamed Saber,• Slide 29: epSos .de,
  • 54. Thank You!Mart Laanpere Hans Põ @hanspoldoja