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OCWC Global 2011, May 2011, Cambridge, MA<br />Mapping the OER Landscape<br />Patrick McAndrew & ElpidaMakriyannis, Open U...
2<br />“The map is not the territory”<br />Alfred Korzybski via Tim O’Reilly<br />
OLnet is searching out the evidence foreffective OER,<br />and building an Evidence Hub — a living  map by, of and forthe ...
4<br />
5<br />
Stages in Open Content<br />
OER factors<br />Policy<br />Adoption<br />Design <br />Attraction/use<br />Infrastructure/tools <br />Contexts<br />olnet...
Investment in OER<br />Funding of OER projects (m$) 2001-2010 <br />McAndrew, P. and Cropper, K. (2010). Open Learning Net...
The Open Educational Practicecube model<br /><ul><li>THE DIMENSION: What?
Strategies and Policies
Barriers and Success Factors
Tools and Tool Practices
Skills Development and Support
THE CONTEXT: Where?
Macro level  (society)
Meso level  (organisation)
Micro level  (individuals)
MATURITY: How well is it established?
Initial (not yet started)
Managed
Defined
Optimizing (embedded / advanced)</li></ul>CONTEXT<br />MATURITY<br />DIMENSION<br />10<br />
OER in different contexts<br />olnet.org<br />
System<br />Tools<br />Informationaccess & use<br />Updated<br />Knowledge<br />System user<br />Learner<br />Technologica...
Open =<br /><ul><li> Unlimited
 Freed
 Free</li></ul>AND<br /><ul><li> Available
 Accessible
 Connected
 Empowered</li></li></ul><li>Social media<br />
COMMON GOAL:  To dramatically increase the proportion of community college students who are mathematically prepared to suc...
Math and school histories
Work-family factors affecting persistence
Reading & Writing proficiencies (all students)
Non-English-Background student characteristics
Social Capital; “College Knowledge”
Self-Efficacy; Motivation; Career & Educational Aspirations</li></ul>Content:<br /><ul><li>Numbers
Proportional reasoning
Probability/Statistics
Functions</li></ul>“Adding it Up” Strands:<br /><ul><li>Conceptual understanding
Procedural fluency
Strategic competence
Adaptive reasoning
Productive disposition</li></ul>Social Capital:<br /><ul><li>Study Skills
Motivation
Self-Regulation</li></ul>Consequential Validity:<br /><ul><li>Success in later courses</li></ul>Instructional System<br />...
Template-driven analysis by OLnet researchers<br />PanagiotaAlevizou, ElpidaMakriyannis, Tina Wilson, Andreia Inamorato do...
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Mapping the OER Landscape

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Patrick McAndrew, Elpida Makriyannis, Cathy Casserly & Tim Vollmer (2012), Mapping the OER Landscape. Presentation at OCWC Global 5th May 2012, Cambridge MA, USA.
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  • China – policy and context, Participatory – Social, Search &amp; Discovery – location, OERopoly – awareness.
  • Show evidence hub and information from flowers
  • Transcript of "Mapping the OER Landscape"

    1. 1. OCWC Global 2011, May 2011, Cambridge, MA<br />Mapping the OER Landscape<br />Patrick McAndrew & ElpidaMakriyannis, Open University UK<br />Cathy Casserly & Timothy Vollmer, Creative Commons<br />
    2. 2. 2<br />“The map is not the territory”<br />Alfred Korzybski via Tim O’Reilly<br />
    3. 3. 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 />
    4. 4. 4<br />
    5. 5. 5<br />
    6. 6. Stages in Open Content<br />
    7. 7. OER factors<br />Policy<br />Adoption<br />Design <br />Attraction/use<br />Infrastructure/tools <br />Contexts<br />olnet.org<br />
    8. 8.
    9. 9. Investment in OER<br />Funding of OER projects (m$) 2001-2010 <br />McAndrew, P. and Cropper, K. (2010). Open Learning Network: the evidence of OER impact. In: Open Ed 2010: The Seventh Annual Open Education Conference, November 2-4, 2010, Barcelona, Spain. http://kn.open.ac.uk/public/document.cfm?docid=13221<br />olnet.org<br />
    10. 10. The Open Educational Practicecube model<br /><ul><li>THE DIMENSION: What?
    11. 11. Strategies and Policies
    12. 12. Barriers and Success Factors
    13. 13. Tools and Tool Practices
    14. 14. Skills Development and Support
    15. 15. THE CONTEXT: Where?
    16. 16. Macro level (society)
    17. 17. Meso level (organisation)
    18. 18. Micro level (individuals)
    19. 19. MATURITY: How well is it established?
    20. 20. Initial (not yet started)
    21. 21. Managed
    22. 22. Defined
    23. 23. Optimizing (embedded / advanced)</li></ul>CONTEXT<br />MATURITY<br />DIMENSION<br />10<br />
    24. 24. OER in different contexts<br />olnet.org<br />
    25. 25. System<br />Tools<br />Informationaccess & use<br />Updated<br />Knowledge<br />System user<br />Learner<br />Technological <br />level<br />Semiotic <br />level<br />Division of<br />Labour<br />Communication<br />Context<br />Community<br />Control<br />Rules<br />
    26. 26.
    27. 27. Open =<br /><ul><li> Unlimited
    28. 28. Freed
    29. 29. Free</li></ul>AND<br /><ul><li> Available
    30. 30. Accessible
    31. 31. Connected
    32. 32. Empowered</li></li></ul><li>Social media<br />
    33. 33.
    34. 34.
    35. 35. COMMON GOAL: To dramatically increase the proportion of community college students who are mathematically prepared to succeed in further academic study and/or occupational pursuits. <br />STUDENT CHARACTERISTICS<br />PROBLEM SPACE<br />COMMON<br />OUTCOMES<br /><ul><li>Mathematics skills, understanding
    36. 36. Math and school histories
    37. 37. Work-family factors affecting persistence
    38. 38. Reading & Writing proficiencies (all students)
    39. 39. Non-English-Background student characteristics
    40. 40. Social Capital; “College Knowledge”
    41. 41. Self-Efficacy; Motivation; Career & Educational Aspirations</li></ul>Content:<br /><ul><li>Numbers
    42. 42. Proportional reasoning
    43. 43. Probability/Statistics
    44. 44. Functions</li></ul>“Adding it Up” Strands:<br /><ul><li>Conceptual understanding
    45. 45. Procedural fluency
    46. 46. Strategic competence
    47. 47. Adaptive reasoning
    48. 48. Productive disposition</li></ul>Social Capital:<br /><ul><li>Study Skills
    49. 49. Motivation
    50. 50. Self-Regulation</li></ul>Consequential Validity:<br /><ul><li>Success in later courses</li></ul>Instructional System<br />Information Infrastructure<br />Guiding student PLACEMENT & PROGRAM OF STUDY<br />Revisiting BELIEFS ABOUT LEARNING MATHEMATICS<br />MONITORING STUDENT PROGRESS <br />towards success<br />Focusing institutional RESEARCH ON INSTRUCTIONAL IMPROVEMENT<br />Aligning <br />LEARNINGGOALS<br />w/ career opportunities<br />Minimizing COURSE SEQUENCE HURDLES<br />Creating a universal STUDENT-CENTRIC DATA SYSTEM<br />Strengthening DATA TO SUPPORT INSTRUCTION<br />Ideating the <br />SOCIAL ORGANIZATION OF TEACHING<br />Developing and embracing <br />EVIDENCE-BASED INSTRUCTIONAL PRACTICES<br />Student Support System<br />Smoothing the path I: <br />HS-CC ALIGNMENT<br />Strengthening <br />STUDENT CONNECTIONS to peers, college and a future<br />Strengthening GUIDANCE FOR STUDENT SUCCESS<br />Strengthening CURRICULAR PACING & COHERENCE <br />for student learning<br />Smoothing the path II: TRANSFER REQUIREMENTS<br />Building on-ramps to effectively TRANSITION students into college<br />Human Resource System<br />Governance<br />(affects all systems)<br />LEARNING TEACHING<br />ALLOCATING FACULTY RESOURCES <br />for student success<br />REFORM INCENTIVES for improving teaching and learning<br />ALIGNING RESOURCES for student success<br />FACULTY EVALUATION for improving instruction<br />HIRING FOR EFFECTIVE TEACHING<br />(Yellow)<br />(Pink)<br />(Green)<br />Key:<br />Challenges at the Instructional Level<br />Challenges at the Institutional Level<br />Challenges at the System/Field Level<br />11/17/2009<br />
    51. 51. Template-driven analysis by OLnet researchers<br />PanagiotaAlevizou, ElpidaMakriyannis, Tina Wilson, Andreia Inamorato dos Santos, Patrick McAndrew<br />Hewlett Grantees – an exercise in mapping<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 />
    52. 52. 20<br />
    53. 53. Characteristics for useful mapping<br />Needed – providing a service<br />For people – who care about OER<br />Dynamic – changes with new data<br />Flexible – can be viewed in different ways<br />Not just one answer<br />Owned by the community (not by *us*)<br />21<br />
    54. 54. 22<br />
    55. 55. 23<br />We need to pool our Collective Intelligence<br />
    56. 56. 24<br />Evidence Hub<br />
    57. 57. 25<br />http://learningemergence.net/projects/mapping-deeper-learning-lit/<br />
    58. 58. OpenEd Evidence Hub: ci.olnet.org …an alpha release website inviting your early feedback<br />26<br />
    59. 59. Communal Claims Gardening…<br />
    60. 60.
    61. 61.
    62. 62.
    63. 63.
    64. 64. What can you do?<br />Ideas for how the hub should work<br />Designing the view for advocacy<br />Stories to tell<br />Log in for now: <br />Site: http://ci.olnet.org<br />User: ci.olnet3@open.ac.uk<br />Password: ocwc<br />Register on site (approval will follow)<br />32<br />
    65. 65. 33<br />
    66. 66.
    67. 67.
    68. 68.
    69. 69.
    70. 70.
    71. 71.
    72. 72.
    73. 73.
    74. 74.
    75. 75.
    76. 76. Evidence types<br />Design Reports<br />Contexts of Use<br />Anecdotes<br />Comparative Reviews<br />Illustrations of OER in use<br />Case study – anecdotal with informal evidence<br />Case study – structured<br />Controlled experiment<br />Learning Analysis Studies<br />44<br />
    77. 77. Evidence types (simplified)<br />Data<br />Case studies<br />Experimental results<br />Literature analysis<br />Story – Educator<br />Story – Learner<br />45<br />
    78. 78.
    79. 79.
    80. 80.
    81. 81. Next steps…<br />Gathering the evidence<br />OER11<br />UNESCO community<br />OLnet fellowships<br />Opening up the system <br />Preparing views<br />Advocacy<br />Researcher<br />Educator<br />?<br />49<br />
    82. 82. What can you do?<br />Ideas for how the hub should work<br />Designing the view for advocacy<br />Stories to tell<br />Log in for now: <br />Site:http://ci.olnet3.org<br />User: ci.olnet3@open.ac.uk<br />Password: ocwc<br />Register on site (approval will follow)<br />50<br />
    83. 83. 51<br />olnet.org<br />ci.olnet.org<br />
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