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CONCEDE Final report
CONCEDE Final report
CONCEDE Final report
CONCEDE Final report
CONCEDE Final report
CONCEDE Final report
CONCEDE Final report
CONCEDE Final report
CONCEDE Final report
CONCEDE Final report
CONCEDE Final report
CONCEDE Final report
CONCEDE Final report
CONCEDE Final report
CONCEDE Final report
CONCEDE Final report
CONCEDE Final report
CONCEDE Final report
CONCEDE Final report
CONCEDE Final report
CONCEDE Final report
CONCEDE Final report
CONCEDE Final report
CONCEDE Final report
CONCEDE Final report
CONCEDE Final report
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CONCEDE Final report

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Final report on pilot experiences within the CONCEDE project

Final report on pilot experiences within the CONCEDE project

Published in: Education, Technology
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  • 1. THE PROCESS OF THE PILOT EXPERIENCES UOC
  • 2. Table of contents <ul><li>UGC and quality </li></ul><ul><li>Pilot experiences process </li></ul><ul><li>Results </li></ul><ul><li>Conclusions </li></ul>
  • 3. Learner Generated Content and quality <ul><li>Intense change by ICT introduction </li></ul><ul><li>Network society </li></ul><ul><li>The role of students and their relationship to knowledge: </li></ul><ul><ul><li>active participants in the creation of educational content </li></ul></ul><ul><ul><li>Through web2.0 </li></ul></ul><ul><ul><li>· Encouraged to increase their level of involvement by producing and publishing their own content through simple tools </li></ul></ul><ul><ul><li>· User Generated Content (UGC) </li></ul></ul><ul><ul><li>LEARNER GENERATED CONTENT </li></ul></ul><ul><ul><li>(LGC) </li></ul></ul>Change QUALITY ?
  • 4. Pilot experiences process
  • 5. Piloting reporting form: context <ul><li>Name of the Institution </li></ul><ul><li>Type of Institution (fully virtual, blended learning,…) </li></ul><ul><li>Context </li></ul><ul><ul><li>In which program will be carried on this pilot?  </li></ul></ul><ul><ul><li>In which course? </li></ul></ul><ul><ul><li>Schedule </li></ul></ul><ul><ul><li>Lesson plan: </li></ul></ul><ul><ul><ul><li>Main objectives, characteristics and ECTS </li></ul></ul></ul><ul><ul><ul><li>Contents </li></ul></ul></ul><ul><ul><ul><li>Pedagogical approach </li></ul></ul></ul><ul><ul><ul><li>Activities </li></ul></ul></ul><ul><ul><ul><li>Evaluation </li></ul></ul></ul>
  • 6. <ul><li>UGC experience </li></ul><ul><ul><li>Aim of UGC experience </li></ul></ul><ul><ul><li>How long is the experience? (ECTS) </li></ul></ul><ul><ul><li>User Generated Content Scenario </li></ul></ul><ul><ul><li>Users  </li></ul></ul><ul><ul><li>User ’ s role   </li></ul></ul><ul><ul><li>Tool  </li></ul></ul><ul><ul><li>How many people will be involved?  </li></ul></ul><ul><ul><li>How to evaluate quality of UGC? </li></ul></ul><ul><ul><ul><li>R1: students </li></ul></ul></ul><ul><ul><ul><li>R2: teachers </li></ul></ul></ul><ul><ul><ul><li>Dialogue </li></ul></ul></ul>Piloting reporting form: context (II) <ul><li>ANNEX: Instructions for: </li></ul><ul><ul><li>Students </li></ul></ul><ul><ul><li>External/Institutional actors </li></ul></ul><ul><ul><li>Dialogue exercise </li></ul></ul>
  • 7. Pilot experiences process
  • 8. <ul><li>Which is the purpose? </li></ul><ul><li>Gathering data methods </li></ul><ul><li>Data analysis and triangulation process </li></ul>Piloting Evaluation Guide (Methodology)
  • 9. Pilot experiences process
  • 10. <ul><li>Context </li></ul><ul><li>Methodology </li></ul><ul><li>Data analysis </li></ul><ul><li>Results & discussion </li></ul><ul><li>Conclusions </li></ul>Preliminary report for discussion
  • 11. Pilot experiences process
  • 12. Results Quality
  • 13. Quality criteria proposal <ul><li>Identification of quality criteria for LGC on the basis of a literature review on the matter. </li></ul><ul><li>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). </li></ul>
  • 14. Quality criteria proposal
  • 15. Results <ul><li>Students perception depends on pedagogical proposal </li></ul>Content Format Process
  • 16. Results <ul><li>Students perception depends on pedagogical proposal </li></ul>Content Format Own project Others ’ project Process
  • 17. Results <ul><li>Students perception depends on pedagogical proposal </li></ul>Content Format Own project Others ’ project Process
  • 18. Results <ul><li>Students perception depends on pedagogical proposal </li></ul>Content Format Process
  • 19. Results <ul><li>UGC is a collaboration... </li></ul><ul><ul><li>Participants profile </li></ul></ul><ul><ul><li>Skills of collaboration </li></ul></ul><ul><ul><li>Organize the process </li></ul></ul><ul><ul><li>Management of collaboration process </li></ul></ul><ul><ul><li>Assessment process </li></ul></ul>
  • 20. Conclusions
  • 21. Conclusions from pilots <ul><li>UGC/LGC = good experience! </li></ul><ul><li>LGC is a motivating and effective method for both teachers and students </li></ul><ul><li>LGC should focus on the quality of the process and of the end product. </li></ul><ul><li>Content, format and process… depending on the context </li></ul>
  • 22. Conclusions from pilots <ul><li>Time factor must be considered in UGC. Any UGC purpose has to be considered to optimize students time. </li></ul><ul><li>Quality framework for UGC is useful </li></ul>
  • 23. <ul><li>With UGC… the work is not closed! </li></ul><ul><li>From UGC to OER: UGC >Reusability & rights > UGC repository> OER </li></ul>Conclusions from project
  • 24. <ul><li>Considering the three quality categories: content, format and process. </li></ul><ul><li>Teachers should be aware of: context, students skills, availability of time, level of specificity of the content, how is supported the process,… </li></ul><ul><ul><li>Implications for educational practitioners </li></ul></ul>
  • 25. <ul><li>Gaining a deeper understanding of the students ’ perception and awareness of critical issues regarding the use and reuse of LGC. </li></ul><ul><li>Developing and validating a quality framework in varied contexts. </li></ul><ul><li>Providing more detailed guidance for the implementation of LGC as a teaching strategy for learning. </li></ul><ul><li>Sensitizing faculty and university stakeholders on the adoption of a LGC initiative. </li></ul><ul><ul><li>Future research </li></ul></ul>
  • 26. 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]

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