OpenEd EvidenceHub - Hewlett 2011

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Introduction to the Open Education Evidence Hub website, OER2011: Hewlett Grantees Meeting, San Francisco, March 30, 2011
http://ci.olnet.org

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OpenEd EvidenceHub - Hewlett 2011

  1. 1. Hewlett Grantees Meeting, March 2011, Sausalito<br />Building an Open Education Evidence Hub<br />Patrick McAndrew, Simon Buckingham Shum, Anna De Liddo, ElpidaMakriyannis<br />(Rest of team: Pangiota Alevizou, Michelle Bachler, Karen Cropper Andreia Inamorato dos Santos, Tina Wilson)<br />The Open University UK<br />
  2. 2. OLnet is searching out the evidence foreffective OER,<br />and building an Evidence Hub — a living map by, of and forthe OER movement —and those we needto impact<br />http://www.flickr.com/photos/bartelomeus/4184705426/<br />
  3. 3. 3<br />We need to pool our Collective Intelligence<br />
  4. 4. 4<br />Evidence Hub<br />
  5. 5. Template-driven analysis by OLnet researchers<br />PanagiotaAlevizou, ElpidaMakriyannis, Tina Wilson, Andreia Inamorato dos Santos, Patrick McAndrew<br />Pooling signals… towards the Evidence Hub<br />CollectiveIntelligence tool<br />Hewlett Grantee Report (x125)<br />Evidence Hub<br />DistilledThemes, Challenges, Claims, Evidence, & Documentsvia a simplified user interface for the wider community to browse and update<br />Annotation & visualization tools integrating all the analyses<br />Michelle BachlerAnna De LiddoSimon Buckingham Shum<br />Automated textual markup (XIP)<br />ÁgnesSándorOLnet Fellow, Xerox<br />http://olnet.org/node/512<br />
  6. 6. OpenEd Evidence Hub: ci.olnet.org demo…an alpha release website inviting your early feedback<br />6<br />
  7. 7. Communal Claims Gardening…<br />
  8. 8. Anatomy of a Claims Flower…<br />Claim<br />Deeper learning depends on better understanding of<br /> brain functionality<br />8<br />
  9. 9. Anatomy of a Claims Flower…<br />Enhanced motivation OER and K12<br />Supporting Evidence <br />Deeper learning depends on better understanding<br /> brain functionality<br />Engage students in deeper learning by probing and guiding their thinking <br />Convert declarative to procedural knowledge for knowledge that stays throughout ones life<br />Teaching and<br />Learning<br />Deeper <br />Learning<br />9<br />
  10. 10. Anatomy of a Claims Flower…<br />Enhanced motivation OER and K12<br />Higher education is focused on explicit knowledge<br />Minimal retention from lectures links to the limited capacities of short-term memory.<br />Deeper learning depends on better understanding<br /> brain functionality<br />Engage students in deeper learning by probing and guiding their thinking <br />Counter-Evidence <br />Convert declarative to procedural knowledge for knowledge that stays throughout ones life<br />10<br />
  11. 11. Anatomy of a Claims Flower…<br />Enhanced motivation OER and K12<br />Higher education is focused on explicit knowledge<br />Minimal retention from lectures links to the limited capacities of short-term memory.<br />Deeper learning depends on better understanding<br /> brain functionality<br />Engage students in deeper learning by probing and guiding their thinking <br />Convert declarative to procedural knowledge for knowledge that stays throughout ones life<br />Theme<br />Teaching and<br />Learning<br />Deeper <br />Learning<br />11<br />
  12. 12. Claim<br />Enhanced motivation OER and K12<br />Anatomy of a Claims Flower…<br />Higher education is focused on explicit knowledge<br />Supporting Evidence <br />Minimal retention from lectures links to the limited capacities of short-term memory.<br />Deeper learning depends on better understanding<br /> brain functionality<br />Engage students in deeper learning by probing and guiding their thinking <br />Counter-Evidence <br />Convert declarative to procedural knowledge for knowledge that stays throughout ones life<br />Theme<br />Teaching and<br />Learning<br />Deeper <br />Learning<br />12<br />
  13. 13. In the next 40 mins…let’s grow a Claim Garden!<br />13<br />
  14. 14. 5 display boards have a claim to get you started…<br />but 2 boards are blank for you to add your own<br />OER adoption in developing contexts depends on local ownership<br />Mapping OER into curricula is key to widespread adoption<br />OER delivers equal or better quality resources at a lower cost<br />The ‘all rights reserved’ copyright regime is the most serious barrier to OER<br />Significant OER development will take place outside formal institutions<br />?<br />?<br />?<br />?<br />?<br />…all the material will seed the Evidence Hub, where we can see it grow, and cross-pollinate…<br />14<br />
  15. 15. 15<br />olnet.org<br />ci.olnet.org<br />

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