CONCEDE Final report

THE PROCESS OF THE PILOT EXPERIENCES UOC

Table of contents
UGC and quality
Pilot experiences process
Results
Conclusions

Learner Generated Content and quality
Intense change by ICT introduction
Network society
The role of students and their relationship to knowledge:
active participants in the creation of educational content
Through web2.0
· Encouraged to increase their level of involvement by producing and publishing their own content through simple tools
· User Generated Content (UGC)
LEARNER GENERATED CONTENT
(LGC)
Change QUALITY ?

Piloting reporting form: context
Name of the Institution
Type of Institution (fully virtual, blended learning,…)
Context
In which program will be carried on this pilot?
In which course?
Schedule
Lesson plan:
Main objectives, characteristics and ECTS
Contents
Pedagogical approach
Activities
Evaluation

UGC experience
Aim of UGC experience
How long is the experience? (ECTS)
User Generated Content Scenario
Users
User ’ s role
Tool
How many people will be involved?
How to evaluate quality of UGC?
R1: students
R2: teachers
Dialogue
Piloting reporting form: context (II)
ANNEX: Instructions for:
Students
External/Institutional actors
Dialogue exercise

Which is the purpose?
Gathering data methods
Data analysis and triangulation process
Piloting Evaluation Guide (Methodology)

Context
Methodology
Data analysis
Results & discussion
Conclusions
Preliminary report for discussion

Results Quality

Quality criteria proposal
Identification of quality criteria for LGC on the basis of a literature review on the matter.
Referred authors: Van Assche (2006), Leacock & Nesbit (2007), BECTA (2007), Endean (2003), Ruiz, Candler, & Teasdale (2007), KMD (2007), University of California Regents (2004), FGCU (2006), Clark & Mayer (2008), Harris (2010), Johnson& Lamb (2011), Virginia Tech University Library (2011), Ehlers (2009).

Quality criteria proposal

Results
Students perception depends on pedagogical proposal
Content Format Process

Results
Content Format Own project Others ’ project Process

Results
Content Format Process

Results
UGC is a collaboration...
Participants profile
Skills of collaboration
Organize the process
Management of collaboration process
Assessment process

Conclusions

Conclusions from pilots
UGC/LGC = good experience!
LGC is a motivating and effective method for both teachers and students
LGC should focus on the quality of the process and of the end product.
Content, format and process… depending on the context

Conclusions from pilots
Time factor must be considered in UGC. Any UGC purpose has to be considered to optimize students time.
Quality framework for UGC is useful

With UGC… the work is not closed!
From UGC to OER: UGC >Reusability & rights > UGC repository> OER
Conclusions from project

Considering the three quality categories: content, format and process.
Teachers should be aware of: context, students skills, availability of time, level of specificity of the content, how is supported the process,…
Implications for educational practitioners

Gaining a deeper understanding of the students ’ perception and awareness of critical issues regarding the use and reuse of LGC.
Developing and validating a quality framework in varied contexts.
Providing more detailed guidance for the implementation of LGC as a teaching strategy for learning.
Sensitizing faculty and university stakeholders on the adoption of a LGC initiative.
Future research

Thanks for your attention! Marc Romero [mromerocar@uoc.edu] Maria Pérez-Mateo [mperez-mateo@uoc.edu] Montse Guitert [mguitert@uoc.edu] Marcelo Maina [mmaina@uoc.edu]

CONCEDE Final report

by mperez-mateo on Sep 21, 2011

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CONCEDE Final report — Presentation Transcript