Open Education for Non Profits
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Brief intro to open education and its value for non profit organizations.
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Open Education for Non Profits
- 1. Open Online Education for Non-Profits Sean Gallagher, Director of Technology Jenni Hayman, executive director Wide World Ed All content in this presentation can be shared and remixed, please give us credit
- 2. Learning Experiences Flickr Creative Commons By ©krossbow
- 3. Assumptions Flickr Creative Commons By ©Daniel P Davis
- 4. Crowdsourcing Flickr Creative Commons By ©iwearyourshirt
- 5. Manifesto
- 6. Building - Places and Tools Flickr Creative Commons By ©stick_kim
- 7. Universal Design Flickr Creative Commons By ©Terrill Thompson
- 9. Discussion & Questions Join us for more discussion in Google+ Open Online Education for Non-Profits Check out our Website at www.wideworlded.org Find us on Twitter @wideworlded Or email me: director-at-wideworlded.org Link to YouTube video of March 11 session http://www.youtube.com/watch?v=gPY4tmUpmr4
- 10. Discussion & Questions Additional links from this presentation: Summary of this week’s learning and videos on Wide World Ed website ADDIE Google Doc https://docs.google.com/spreadsheet/ccc? key=0Apq4bxJgJDemdG1BUjFCRllfRVotdXl1NFh3T nplamc&usp=sharing W3C http://www.w3c.org Top 100 Tools for Learning http://c4lpt.co.uk/top100tools/
Editor's Notes
- Welcome to the second webinar celebrating open education week! Our topic is open online education for non-profits. Today’s session will be more of a “how to” build open online learning experiences, and somewhat of a “where to” find resources. Introduce yourself, invite others to introduce themselves. In our Tuesday session this week we defined open online education and talked about some of the contexts for non-profits. In this session we’re going to talk about instructional design (to a small degree), and the possible tools a non-profit might use as educational tools.
- There is a fairly standard curriculum development model in the wide world called ADDIE. It’s a series of initials that stand for Analysis, Design. Development. Implementation and Evaluation. Anyone considering building an open education learning experience, or even an open educational resource, would do well to march through each one of the concepts to ensure they have a plan. For purposes of our conversation today, I’m defining an open learning experience as something short-term, live (meaning facilitated by someone for a period of time, and participated in by learners for a period of time), delivered at no cost to the participant. An open educational resource is a one-way learning or communication artifact (audio, video, graphic, PDF), content if you will, that is made publicly available at no cost, and is free to use, share, change, As part of A for analysis, there are several key questions any teacher, or teaching organization need to answer before funneling significant time and resources into developing learning experiences. You can also think of this phase as market research with your stakeholders. First, as a organization, why do you want to build a learning experience? How does your interest in doing this align with your core stated mission? I’ve developed a shared ADDIE resource as a starting place, you are welcome to download and fill in, rejig, etc. ADDIE Spreadsheet https://docs.google.com/spreadsheet/ccc?key=0Apq4bxJgJDemdG1BUjFCRllfRVotdXl1NFh3Tnplamc&usp=sharing
- One of the most difficult teaching and learning challenges is to get past the concept that we as teachers, we as organizations, we as experts know what learners and participants want or need. Very often we’re wrong, and we go to great lengths to build and deliver a product that doesn’t effectively serve the learners or participants. Because it’s what we assume they want and need, we assume things about their prior knowledge (not everyone is an empty vessel waiting to be filled), we assume things about their available time and motivations for participation. The next group of learners may be totally different from the one you’re interacting with now and so on. This happens a lot more in non-profit organizations than it does in for-profit organizations. For-profits conduct significant research with their audiences to ensure that the product they are building is the one that is desired, this is a continual process for them. Many non-profits funnel significant resources into donor development and research, but not as much into user audience development and research (those you are trying to serve as part of mission). There are two ways around these challenges of assumptions, ask, test, ask, test, ask, test. This requires a large level of flexibility and capacity to adjust, to admit to your audience that you aren’t sure you have it right yet and you are willing to make adjustments. Two-way communication options then become very key in your learning experience. It’s possible to become a pest in this scenario, so keep your questions simple, short and easy to answer. The challenge of assumptions and power structures is helped by creating a learner-centred experience. So you and your organization are not pre-building all of the answers, but inviting participants to build with you, to share what they know and discover, the be leaders themselves. Better for their learning experience, easier for you (in some ways).
- My colleague Sean mentioned a concept at the end of our Tuesday presentation, that of crowdsourcing your course content and open educational resources. Partner with your audience and learning collaborators to build things together. Have your expertise pre-built and in your pocket to share, but give your participants ample room to explore and share what they already know. What about hosting a competition for an Infographic about your work? Entice and motivate your audience to support your cause. Short side story, I was searching in Flickr Creative Commons (my favourite open copyright source these days) and this image popped up. I’ve met this guy, his name is Jason and he founded a company a few years ago called “I Wear Your Shirt” where he agrees to wear a different company’s shirt every day of the year. He also tried out crowdsourcethecourse.com, where learners paid a fee to participate in an expert-led crowdsourced course, but I don’t think the paid model panned out. Last year and this year, he’s been selling his name. Last year he was called Jason Headsets.com (legally changed his name). This year he is Jason SurfrApp. I met him at a conference called Misfits in Fargo, North Dakota, and he certainly is a Misfit, but he’s a fun and clever entrepreneur and successful practitioner in the use of social media.
- Here’s an OER we designed collaboratively with our participants during a Wide World Ed course. Sean did the heavy lifting re: design, participants contributed the words. When I copied and pasted this item into this presentation it occurred to me that this infographic is not accessible unless we find an alternative delivery method that allows people with visual impairments to use their screen reader to hear the text. We’ll talk about accessibility shortly.
- Talking of building, have you seen the Lego movie? I can recommend it. Just to continue the Lego story for a moment, what is it that makes Lego so incredibly successful? 2 things, the directions (if you want the end product to look exactly like the box), and the possibility to use the parts (the building materials)to build something completely different if you want to. Give learners options to follow the road map, if that’s what they need, or to personalize their learning experience by using the materials in a way you didn’t anticipate. So once you’ve done your analysis, you want to consider where to build your open learning experience. Where can you host it? What tools are available? What are the costs? What can you use for free? I’m going to explore it back and forth with you and Sean. What’s out there? http://c4lpt.co.uk/top100tools/
- Accessibility, maximum access to your course and open educational resources for people with physical and cognitive disabilities is your responsibility. In many places assurance of accessibility is legislated with respect to electronic communication, information and education. Also, it’s just a good idea from an outreach and service perspective. What does it take to ensure accessibility of electronic information? Images, diagrams, graphics should be captioned, tagged and described (challenging sometimes with complex diagrams) Audio should be transcribed Video should be captioned (and if the video is a demonstration of some kind, described) Described video is an art all its own. PDFs and other documents should be made accessible, ensure that screen readers can read the text, and that images are described The use of accessible alternatives is just as useful for learners without physical challenges. I prefer to read a transcript sometimes than to listen to audio or watch a video, I get to control my own content absorption rate. When choosing a free or low-cost tool to build your learning, consider whether or not that tool is accessible. Some past mistakes on this front include Flash-based learning objects, learning materials that require navigation or manipulation if they do not have alternatives for someone who cannot use a mouse. A lot more can be learned by the long-standing web-design experts World Wide Web Consortium. http://www.w3.org Interesting side note there, the Internet is 25 years old.
- Creative Commons is a world-wide organization now that assists everyone developing intellectual property to both protect their rights, and share their work. There are several types of licenses in their lineup, and each one comes with a pre-designed description for potential users of the property that lets them know exactly what they can and cannot do with the artifact. The most open licence in their line-up is the CC By. This means that you should credit the original source (where you found the item, and who asks for credit (who is it by?). After that you can change, remix, reuse, share and even sell the item (if you choose to do that). There are other licenses that restrict sale, etc. but then you have to define what is and is not permissible, etc. Slap this logo and link on your own work, and when you use something with this license, make sure that you clearly attribute it.
- If you have any questions about this presentation or would like to know more about Wide World Ed’s next direction for open education and non-profits, please check in with us this week March 10-14, 2014 on our Google+ Community Open Education for Non-Profits.
- If you have any questions about this presentation or would like to know more about Wide World Ed’s next direction for open education and non-profits, please check in with us this week March 10-14, 2014 on our Google+ Community Open Education for Non-Profits.