Grass Roots Green OER : the OER growers case


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Presentation at the AgEd Workshop 2012 at University of Gastronomic Sciences, Pollenzo, Bra, Italy

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Grass Roots Green OER : the OER growers case

  1. 1. Grass Roots Green OER the OER growers case Nikos Manouselis, Babis Thanopoulos Agro-Know Technologies;
  2. 2. background
  3. 3. OER defined 3
  4. 4. green OER 5
  5. 5. examples of green OER 6
  6. 6. challenge• knowledge is in the hands of experts• agriculture-related topics need lots of contextualised, project-oriented, hands-on experimentation – how to document, share, reuse, remix, build upon such experiences? – what kind of tools could people use to carry out such tasks online? 7
  7. 7. OER growers
  8. 8. concept• introducing young agricultural students to topics related to Web2.0 tools, OER, developing their own content• support them during the design, implementation and reporting of an experiment/idea as OER• initial focus – agricultural experiments (e.g. setting up a green roof/balcony, trying hydroponics, planting a new cultivar) 9
  9. 9. concept 10
  10. 10. extended scope• from agricultural students, to young (or to- be) farmers• additional focus on business ideas (e.g. setting up an online shop, finding new distributors, trying and selling a new method)• course on "Setting up your Own Agricultural Business“ • 17-22 September 2012, Athens, Greece 11
  11. 11. extended scope 12
  12. 12. experimenting with topics• ICT-related training – Blogging – Web2.0 tools – Open Education Resources – Social networking and online communities – copyright and licensing: Creative Commons – Open web editing – Wikis – Photo and video sharing, policies – E-learning platforms for agriculture 13
  13. 13. 1. select an idea/project• participants are coming with an idea in mind – either for an agricultural experiment or a business concept• brainstorming on the idea – relevant information sources – connection with experts• revisit idea and describe it in a small project plan 14
  14. 14. 2. develop a Wiki page• hands-on training on how to edit and publish Wiki pages – introduction to Wikis, rich text editing, including multimedia material – hands on using the Wiki of OER growers (• drafting a project Wiki page – explaining the rationale, method, techniques, expected results 15
  15. 15. 3. blended educational activities• selection of uploaded and online resources for self-studying on selected topics, available through course management platform – agriMoodle (• combination of online synchronous seminars (webinars) with physical training at some location [e.g. AK premises] 16
  16. 16. 4. blogging• core-component of OER growers – emphasis on documentation of applied and explored activities – request for frequent update (e.g. 3-4 posts per week) – enrich with photos and videos from project• use of 17
  17. 17. 5. wrapping up & presentation• after pre-defined period of time (ranging from 2 weeks to 3 months) participants report on their project – progress, methods, results documented in their Wiki page – complemented with selected posts from blog – sets of photos in Flickr/Instagram/… – videos through YouTube/Vimeo/…• presentation to the group and peer review exercise to collect feedback 18
  18. 18. evolving: online course
  19. 19. “formalising” online component• started as only way to reach participants from rural areas – could not attend physical seminars• many expressed interest in an accredited course• University of Alcala (Spain) already offers such adult learning opportunities – also for students/graduates interested in credits – pilot course related to agriculture was very 20
  20. 20. training curriculum 21
  21. 21. about course 22
  22. 22. evolving: master grower
  23. 23. after completing a training cycle 24
  24. 24. new knowledge• Wiki page on rationale/approach – an urban balcony case study• frequent blogging on how plants grew• Flickr set with all experiment photos• had to face a typical enemy of plants, investigated alternative approaches but didn’t work• feels that has learnt a lot from the experiment 25
  25. 25. still, only an exercise• not enough time to try something on a larger scale/period – e.g. set up a small green house for a whole season• difficult to compare new/alternative approaches – what to plant, how to grow, how to protect• not enough exposure to the technology• desire to work more with the peers, even in a group sharing parts of the project 26
  26. 26. “master OER grower” concept• select two motivated people – to scale up and continue their experiment• devote a longer time period in mentoring and guiding them• connect with good experts for their experiments, facilitate exposure and collaboration• monitor/support closely, specific tasks & deliverables, reward outcomes 27
  27. 27. wrapping up
  28. 28. educational approach• project-based, hands-on experience – connects nicely with practical needs of our learners• still, no explicit instructional model adopted (yet?) – e.g. inquiry-based: organise activity around specific questions that learners explore
  29. 29. role of technology• real need or artificially injected?• for the moment, topics driven by our interests – indications that they support actual needs (logbook, content organisation, identification of material) – social interaction & community building is core• need to examine/assess perceived usefulness and acceptance
  30. 30. next challenges• open to urban and rural farmers – in real need of support in finding, documenting, sharing information – set up online community• involve domain experts – connect growers with success storytellers or experts in their project area
  31. 31. thank you! http://www.oergrowers.gr