Open Education and the Role of ICTMart Laanpere, head of the Centre for Educational Technology, Tallinn University
What is open education?
The role of ICT in open education ① Open content:     Open Educational Resources ② Open practices:     Open & Flexible L...
1.1. Content before computers                   CurriculumSchool subjects                 Textbook                    Cont...
1.2. Learning objects The concept of “educational software” did not work (lockdown) Learning objects: re-usable and sear...
1.3. Learning Object Repositories Problems:    teachers (re)create millions of digital learning resources every     year...
1.4. Legal aspects: intellectual property Technology makes it easy to steal content Textbook publishers are protecting t...
1.5. Open Educational Resources Ideological movement: David Wiley, George Siemens, Stephen   Downes, Graham Attwell Inti...
1.6. Content: conclusions Towards the school of tomorrow, school without   textbooks? Learning resource as an output of ...
2.1. Open & Flexible Learning1880   Correspondence studies      Mail1920   Distance education     Radio1960           Open...
2.2. CSCL: Content is not important    Project-Based Learning: www.espnet.eu    European Schoolnet’s eTwinning:      www...
2.3. Informal learning with ICT Communities of practice (J.Lave & E.Wenger): situated   learning, learning as cultural im...
2.4. Open courses Wikiversity.org: Wiki-university MOOC: Massive Open Online Courses, see   change.mooc.ca Agora course...
2.5. Outcome-based education Accreditation of prior learning and experience Competencies: measurable learning outcomes ...
2.6. Practices: conclusions Towards convergence of on-distance and on-   campus learning? Towards convergence of informa...
3.1. Digital Learning Environments    The first generation of educational software:      content-driven, vendor-lock, pla...
3.2. Open Learning Environments  3D-worlds: Second Life, OpenSim  E-portfolio: collection of evidences of one’s    compe...
3.3. Learning Environments: conclusions      Towards digital learning ecosystems?      Highly personal learning environm...
Open Education and the Role of ICT
Open Education and the Role of ICT
Open Education and the Role of ICT
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Open Education and the Role of ICT

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Open Education and the Role of ICT

  1. 1. Open Education and the Role of ICTMart Laanpere, head of the Centre for Educational Technology, Tallinn University
  2. 2. What is open education?
  3. 3. The role of ICT in open education ① Open content:  Open Educational Resources ② Open practices:  Open & Flexible Learning ③ Open environment:  Online Learning Environments
  4. 4. 1.1. Content before computers CurriculumSchool subjects Textbook Content  Didactic triangle Teacher Learner
  5. 5. 1.2. Learning objects The concept of “educational software” did not work (lockdown) Learning objects: re-usable and searchable digital objects (e.g. texts, images, video clips) with pedagogical purpose and metadata (title, type, description, language, target group, difficulty…), separated from the software video image metadata Information Objects (assets) Learning Pedagogical Object scenario Course
  6. 6. 1.3. Learning Object Repositories Problems:  teachers (re)create millions of digital learning resources every year, few can be found or accessed by other teachers  Quantities go up, quality goes down  Difficult to reuse without adaptation Solution: online databases for Learning Objects, standardisation of Learning objects, recommender systems Examples: www.koolielu.ee, lre.eun.org, scientix.eu, merlot.org
  7. 7. 1.4. Legal aspects: intellectual property Technology makes it easy to steal content Textbook publishers are protecting their content Teachers are afraid to share their content Black & white approach: copyright vs copyleft In the middle: some rights reserved Creative Commons license:  BY: attribution  SA: share-alike  NC: non-commercial  ND: no derivates
  8. 8. 1.5. Open Educational Resources Ideological movement: David Wiley, George Siemens, Stephen Downes, Graham Attwell Intiatives:  MIT OpenCourseware: ocw.mit.edu  iTunesU: itunes.du.se  Khan Academy: www.khanacademy.org  Wikimedia Commons: commons.wikimedia.org  LeMill.net: authoring tool, repository and teachers’ community
  9. 9. 1.6. Content: conclusions Towards the school of tomorrow, school without textbooks? Learning resource as an output of learning process, not as an input?
  10. 10. 2.1. Open & Flexible Learning1880 Correspondence studies Mail1920 Distance education Radio1960 Open Universities Programmed learning Learning from Audio & computers1970 video Computer-Based Learning tapes Learning with Computer-Assisted Learning1980 computers1990 Tele--learning Video/audio- Learning with CSCL conference other people2000 E-learning Managing online courses2010 E-learning 2.0 Learning with Social Media
  11. 11. 2.2. CSCL: Content is not important  Project-Based Learning: www.espnet.eu  European Schoolnet’s eTwinning: www.etwinning.net  Simulation games, e.g. ICONS: www.icons.umd.edu  Simulation games in Estonia: math.ut.ee/simud
  12. 12. 2.3. Informal learning with ICT Communities of practice (J.Lave & E.Wenger): situated learning, learning as cultural immersion to a specific community, legitimate peripheral participation (AA, researchers) Connectivism (G.Siemens): learning is making connections between nodes (information, data, feelings, images, persons); learning may reside in non-human appliances Distributed cognition (E.Hutchins): social distribution, internal- external distribution, temporal distribution
  13. 13. 2.4. Open courses Wikiversity.org: Wiki-university MOOC: Massive Open Online Courses, see change.mooc.ca Agora courses in Tallinn University: anyone can join
  14. 14. 2.5. Outcome-based education Accreditation of prior learning and experience Competencies: measurable learning outcomes Acknowledging informal learning Revival of apprenticeship learning Three metaphors of learning: acquisition, participation, knowledge creation
  15. 15. 2.6. Practices: conclusions Towards convergence of on-distance and on- campus learning? Towards convergence of informal and formal learning? Balancing learning and knowledge building, learning in “belief mode” and in “design mode”?
  16. 16. 3.1. Digital Learning Environments  The first generation of educational software: content-driven, vendor-lock, platform-lock  Early online environments: projections of traditional classroom  Learning Management System (e.g. Moodle, Fronter, Blackboard, ITSlearning): effective, hierarchical and closed environment  LMS as panopticon
  17. 17. 3.2. Open Learning Environments  3D-worlds: Second Life, OpenSim  E-portfolio: collection of evidences of one’s competence  PLE: Personal Learning Environment (e.g. blog): lepress.net/martlaanpere, edufeedr.net  Outdoor Learning Environment: mobile learning (Environmental Detectives with GPS, smartphones, RFID, QR)
  18. 18. 3.3. Learning Environments: conclusions  Towards digital learning ecosystems?  Highly personal learning environments, but integrated into various social platforms?  Tablet computers will change everything: from the architecture of schools to learning environments, educational practices and resources?
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