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Ou Score Marsh Gruszczynska 9 M Ar2010

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This is our back-up powerpoint presentation for the Open University SCORE regional meeting (the presentation we used can be accessed here http://prezi.com/jphb_wf-4wkz/)

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Ou Score Marsh Gruszczynska 9 M Ar2010

  1. 1. Evaluating the practice of opening up resources for learning and teaching in social sciences <br />Darren Marsh, C-SAP<br />Anna Gruszczynska, C-SAP<br />
  2. 2. Social sciences perspective on OERs<br />Motivations<br />Challenges<br />Critique<br />Communities of practice model<br />Collaborative methodology<br />
  3. 3. Materials submitted: 6 partners, 4 subjects, 360 credits<br />
  4. 4. Series of development activities<br />“Before” and “after” narratives<br />Encouraging reflection<br />Mapping the modules<br />Providing the context<br />An iterative process<br />Shared working space: pbworkswiki<br />
  5. 5. Teaching materials<br />Tacit understandings<br />Localised<br />Context-bound<br />Located on institutional VLEs<br />The need to tease out the teaching rationale<br />
  6. 6. Some propositions for pedagogical frameworks<br />What is a pedagogical framework? The point is not to construct one ideal pedagogical framework; but neither are all possible frameworks equally satisfactory.<br />Goodyear, P & Jones, C (2004) Pedagogical frameworks for DNER (Distributed National Electronic Resource)<br />
  7. 7. Some propositions about the framework for the use and re-use of open educational resources: Part 1<br />a. courses are designed as 'sets' of modules (i.e. they have been modularised)<br />b. modules (in line with HE convention and practice) are aligned with learning outcomes, and a form of assessment<br />c. the contextualisation of modules involves intent that is often implicit / tacit / invisible - and constructing them to be shared requires this intent to be re-examined by a) the originator b) future user(s)<br />
  8. 8. Some propositions about the framework for the use and re-use of open educational resources: Part 2<br />d. the re-use of modules that require strong context might afford (cultural) reproduction rather than a (re)design for learning <br />e. stripping away contextual info in modules in order that they might be re-used is problematic in that insufficient structure may remain for others to use<br />
  9. 9. Dimensions of transformation:<br />translation <br />ownership <br />re-use<br />recontextualisation<br />
  10. 10. Producing materials which are:<br />Shareable<br />Customisable<br />Accessible<br />Pedagogically robust<br />Open (CC licensing)<br />
  11. 11. Case studies<br />Partners’ reflections on the process: before, during, after<br />Focused around one module but reflect across the scope of the project<br />
  12. 12. Project toolkit<br />Map<br />Diagnose<br />Generate (work in progress!)<br />
  13. 13. Questions? Comments?<br />

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