Tina Wilson, Patrick McAndrew, Richard Miles & Grainne Conole. ALT-C 2009 Manchester 10 th Sept 2009 Choice and change when using Open Educational Resources: a workshop

Awareness of resources to support the design of Open Educational Resources (OER) Brief overview of the OLnet initiative Hands on experience of some of the OLnet approaches Understanding of how the OLnet approach can be applied in your own teaching context. Outcomes http://cloudworks.ac.uk/cloud/view/2131

Awareness of resources to support the design of Open Educational Resources (OER)

Brief overview of the OLnet initiative

Hands on experience of some of the OLnet approaches

Understanding of how the OLnet approach can be applied in your own teaching context.

Introduction (issues with OER and OLnet role) Accommodating OER in teaching – case study Activity 1 – reuse of resources & reflection Discussion and feedback from activity 1 Overview of Collaborative Flow Patterns (CFP) Activity 2 – Group work (OER and CFP) Discussion and feedback from activity 2 Final discussion and wrap up Outline

Introduction (issues with OER and OLnet role)

Accommodating OER in teaching – case study

Activity 1 – reuse of resources & reflection

Discussion and feedback from activity 1

Overview of Collaborative Flow Patterns (CFP)

Activity 2 – Group work (OER and CFP)

Discussion and feedback from activity 2

Final discussion and wrap up

6m visitors since launch

Finding OER http://www.flickr.com/photos/pulpolux/151695072

http://www.flickr.com/photos/psd/1805374441/

http://www.flickr.com/photos/dandiffendale/3342770174/

(inspired by Chris Pegler – built by Christopher McAndrew) First used in slides in 2004.

Technically Culturally Linguistically Pedagogically Wiley, D. (2007). Open Educational Resources: On the Sustainability of OER initiatives in Highe Education. OECD : http://www.oecd.org/dataoecd/33/9/38645447.pdf ) http://www.flickr.com/photos/spiritual_marketplace/2207966935

Technically

Culturally

Linguistically

Pedagogically

Making notes on post-its – identify a resource that you have reused in the past (whether copyright free or not) What made the resource reusable? Refer to activity sheet 1 for further details Activity 1

Making notes on post-its – identify a resource that you have reused in the past (whether copyright free or not)

What made the resource reusable?

Refer to activity sheet 1 for further details

About the resource: Is the resource open? Was it something “whole”? What made it reusable? What do you think was the key? Had you got a plan in mind before you found the resource? Did you understand how it was “meant” to be used? How much extra information did you give when you described it to each other?

About the resource:

Is the resource open?

Was it something “whole”?

What made it reusable?

What do you think was the key?

Had you got a plan in mind before you found the resource?

Did you understand how it was “meant” to be used?

How much extra information did you give when you described it to each other?

Patterns

Examples

June 2009 Yannis Dimitriadis C omputer S upported C ollaborative L earning Use ICT to support … The process of learning together CSCL

Knowledge is constructed socially and individually Social competencies are enhanced C entre of learning moves to the learners C omplements other pedagogies Inquiry, Project and Problem Solving in authentic contexts Benefits from group should be clearly perceived Individual accountability remains June 2009 Based on Yannis Dimitriadis

Knowledge is constructed socially and individually

Social competencies are enhanced

C entre of learning moves to the learners

C omplements other pedagogies

Inquiry, Project and Problem Solving in authentic contexts

Benefits from group should be clearly perceived

Individual accountability remains

Innovative forms of teaching/learning that involve new technology elements Offer new opportunities based on their affordances But at the same time Pose new demands to teachers (and technology designers, researchers, institutions) And therefore ask for Additional support based on experience I.e. good practices for recurrent problems that have to be elicited, represented and offered June 2009 Yannis Dimitriadis

Innovative forms of teaching/learning that involve new technology elements

Offer new opportunities based on their affordances

But at the same time

Pose new demands to teachers (and technology designers, researchers, institutions)

And therefore ask for

Additional support based on experience

I.e. good practices for recurrent problems

that have to be elicited, represented and offered

D. Hernández, J.I. Asensio, Y. Dimitriadis, E. D. Villasclaras, (2009) “Pattern languages for generating CSCL scripts: from a conceptual model to the design of a real situation”, in “E-learning, design patterns and pattern languages”, (editor: P. Goodyear & S. Retalis), Sense Publishers ,

June 2009 Yannis Dimitriadis … SCRIPTED Collaborative Learning… This pattern gives the collaborative learning flow for a context in which several small groups are facing the study of a lot of information for the resolution of the same problem. *** The collaborative learning flow must enable the resolution of a complex problem/task that can be easily divided into sections or independent sub-problems Jigsaw CLFP (1) (related “larger” patterns) CONTEXT PROBLEM

… SCRIPTED Collaborative Learning…

This pattern gives the collaborative learning flow for a context in which several small groups are facing the study of a lot of information for the resolution of the same problem.

***

The collaborative learning flow must enable the resolution of a complex problem/task that can be easily divided into sections or independent sub-problems

Jigsaw CLFP (1)

June 2009 Yannis Dimitriadis Jigsaw CLP (2) (E.g.) To promote the feeling that team members need each other to succeed (positive interdependence) High-risk: more appropriate for collaborative learning experienced individuals Each participant in a group (“Jigsaw Group”) studies a particular sub-problem . The participants of different groups that study the same problem meet in an “Expert Group” for exchanging ideas. These temporary groups become experts in the section of the problem given to them. At last, participants of each “Jigsaw group” meet to contribute with their “expertise ” in order to solve the whole problem. (educational objectives) (complexity) SOLUTION

Jigsaw CLP (2)

(E.g.) To promote the feeling that team members need each other to succeed (positive interdependence)

High-risk: more appropriate for collaborative learning experienced individuals

Each participant in a group (“Jigsaw Group”) studies a particular sub-problem . The participants of different groups that study the same problem meet in an “Expert Group” for exchanging ideas. These temporary groups become experts in the section of the problem given to them. At last, participants of each “Jigsaw group” meet to contribute with their “expertise ” in order to solve the whole problem.

June 2009 Yannis Dimitriadis Jigsaw CLP (3) (diagram representing the solution) Introductory individual (or initial group) activity Collaborative activity around the sub-problem Collaborative activity around the problem and solution proposal Individual or initial group Teacher

Jigsaw CLP (3)

Form a group of 4 or 5 participants Review an extract from the OpenLearn OER ‘Accessibility in interaction design’ Explore the Collaborative Flow Patterns (CFP) Use CFP to make an aspect or the whole extract of the OpenLearn OER more collaborative Refer to activity sheet 2 for further details Activity 2

Form a group of 4 or 5 participants

Review an extract from the OpenLearn OER ‘Accessibility in interaction design’

Explore the Collaborative Flow Patterns (CFP)

Use CFP to make an aspect or the whole extract of the OpenLearn OER more collaborative

Refer to activity sheet 2 for further details

What patterns did you use? How did they help? What part of the material did you use? How did it feel?

What patterns did you use?

How did they help?

What part of the material did you use?

How did it feel?

Does knowing design change how we can use OER?

difficult task not a single way to represent different elements can be included. different ways to understand Some things get written down Some things are explained to the other person Extra information is needed to help understand.

difficult task

not a single way to represent

different elements can be included.

different ways to understand

Some things get written down

Some things are explained to the other person

Extra information is needed to help understand.

Does thinking about pattern lead to new uses?

Potential benefits: Did not need many patterns to get started Matched to different situations Allowed thinking at different levels Encouraged a fresh view of resources

Potential benefits:

Did not need many patterns to get started

Matched to different situations

Allowed thinking at different levels

Encouraged a fresh view of resources

Think about the patterns More at http://cosy.ted.unipi.gr/TELL/media/TELL_pattern_book.pdf and http://titan.tel.uva.es/wikis/evilfer/index.php?title=Description_of_CLFPs_for_Collage Find open resources – OER Commons or OpenLearn or … Let us know how you get on http://olnet.org http://cloudwork.ac.uk/node/ Twitter #olnet Email olnet@open.ac.uk

Think about the patterns

More at http://cosy.ted.unipi.gr/TELL/media/TELL_pattern_book.pdf and

http://titan.tel.uva.es/wikis/evilfer/index.php?title=Description_of_CLFPs_for_Collage

Find open resources – OER Commons or OpenLearn or …

Let us know how you get on

http://olnet.org

http://cloudwork.ac.uk/node/

Twitter #olnet

Email olnet@open.ac.uk

We would like to thank: Richard Miles for his contribution Our funders - The William and Flora Hewlett Foundation, The Capital Project funded by Becta Yannis Dimitriadis University of Vallodalid and OLnet Fellow April-August 2009. You the participants for taking part and contributing to OLnet through this workshop

We would like to thank:

Richard Miles for his contribution

Our funders - The William and Flora Hewlett Foundation, The Capital Project funded by Becta

Yannis Dimitriadis University of Vallodalid and OLnet Fellow April-August 2009.

You the participants for taking part and contributing to OLnet through this workshop