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From Repositories to Personal Collections

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From Repositories to Personal Collections

  1. 1. From institutional repositories to personal collections of learning resources<br />Julià Minguillón1,2, Jordi Conesa1<br />1Computer Science, Multimedia and TelecommunicationStudies<br />2UNESCO Chair in e-Learning<br />Universitat Oberta de Catalunya<br />Barcelona, Spain<br />
  2. 2. Table of contents<br />The UOC Virtual Campus and the institutional repository<br />Management of learning resources<br />The gatekeeper<br />The #metaOER project<br />Preliminary pilot experiences<br />Discussion<br />Future work<br />PLE'11, July 11-13, Southampton, UK #PLE_SOU<br />
  3. 3. UniversitatOberta de Catalunya<br />Created in 1994, 200 students -> > 40000 <br />Completely virtual (but some F2F evaluation) <br />Virtual classroom:<br />Calendar<br />Communication spaces<br />Evaluation activities<br />Learning resources<br />Open but monolithic VLE -> PLE-1<br />PLE'11, July 11-13, Southampton, UK #PLE_SOU<br />
  4. 4. Institutional repository<br />Open repository: teaching, research and institutional resources<br />DSpace based:<br />Preservation more important than dissemination<br />Permanent URLs (handles) + RSS<br />Managed by librarians, neither teachers nor students…<br /> …but self-archiving is possible<br />Good for storing, not for searching/browsing<br />PLE'11, July 11-13, Southampton, UK #PLE_SOU<br />
  5. 5. Learning resources<br />Teachers create collections of learning resources (readings, examples, exercises, …) <br />But it is not easy to add or change resources<br />Resources are linked to a given course and are available only from the virtual classroom<br />Irregular use of all the available resources<br />Learners adopt a very passive role!!!<br />PLE'11, July 11-13, Southampton, UK #PLE_SOU<br />
  6. 6. Integration in the learning process<br />Do not provide learners with everything they need (they might not need the same!)<br />Final users (students, teachers) should be able to discover and share new resources<br />Promote informational competences:<br />Searching, filtering, summarizing, sharing<br />Activities are more important than resources<br />PLE'11, July 11-13, Southampton, UK #PLE_SOU<br />
  7. 7. delicious<br />Social bookmarking web 2.0 service<br />Large community of users<br />Users can become “friends”<br />Triplets: URL, user, {tags} -> 1 / 10 / 100 ratio<br />Highly connected to Wikipedia and other large repositories (i.e. OCW)<br />Accessible via API or brute HTML parsing<br />PLE'11, July 11-13, Southampton, UK #PLE_SOU<br />
  8. 8. Mining delicious<br />Use delicious search engine and API<br />Retrieve “all” triplets for a given concept<br />Discover similar resources:<br />Resources clustered by tags<br />Resources tagged by “expert” users<br />Improve descriptions by analyzing tags:<br />Misspelling<br />Additional tags<br />PLE'11, July 11-13, Southampton, UK #PLE_SOU<br />
  9. 9. Our proposal<br />Do not use the virtual classroom mechanisms for organizing learning resources<br />Use the institutional repository to store them<br />Create small collections using a delicious account with some predetermined tags<br />Ask learners to use delicious to organize and describe their own personal collections<br />Use a gatekeeper (a.k.a. gardener) to “tidy up”<br />PLE'11, July 11-13, Southampton, UK #PLE_SOU<br />
  10. 10. The gatekeeper<br />delicious account + RSS / API bots<br />Specialized / thematic (i.e. Statistics, OERs)<br />Maintain a collection sharing the same hashtag (i.e. #metaoer)<br />Provides learners with selected resources<br />Analyzes the community of practice and reintroduces knowledge as recommendations: new resources, tags, expert users, …<br />PLE'11, July 11-13, Southampton, UK #PLE_SOU<br />
  11. 11. Sharing resources<br />The teacher maintains a collection of resources for a given subject in DSpace + delicious<br />Learners are aware of the RSS of the collection<br />A bot searches resources for a given #hashtag proposed by all users (learners, teachers, any)<br />It analyzes tags from all users sharing such resource and proposes a possible description<br />The teacher decides whether such new resource can be part of the collection<br />PLE'11, July 11-13, Southampton, UK #PLE_SOU<br />
  12. 12. The #metaOER project<br />UOC UNESCO Chair in e-Learning<br />OER evangelization: courses, workshops, …<br />Collection of Open Resources on Open Educational Resources<br />Categories: awareness, open formats, metadata, licenses, software, repositories<br />Resources tagged with #metaoer are considered to become part of the collection<br />PLE'11, July 11-13, Southampton, UK #PLE_SOU<br />
  13. 13. Preliminary pilot experiences<br />First virtual course on OERs (May 2011):<br />40 students (teachers) -> 23 active<br />Only 4 had a delicious account<br />Workshop on OERs (July 2011):<br />90 attendees -> 50 participated in the survey<br />14 use delicious<br />Only 9 “use” the institutional repository <br />PLE'11, July 11-13, Southampton, UK #PLE_SOU<br />
  14. 14. Discussion (I)<br />The reality is not so 2.0:<br />Only a few users share resources in delicious<br />Even less users edit Wikipedia pages<br />The number of resources in other languages than English is small<br />Users need to be trained to use delicious and become Wikipedia editors<br />Some learners prefer the 1.0 model!<br />PLE'11, July 11-13, Southampton, UK #PLE_SOU<br />
  15. 15. Discussion (II)<br />Analyzing tags cannot be done “online”<br />Users need to share some predetermined vocabularies<br />The gatekeeper cannot be intrusive<br />The teacher needs to supervise the job done by the gatekeeper<br />A second bot could connect the delicious collection with DSpace automatically<br />PLE'11, July 11-13, Southampton, UK #PLE_SOU<br />
  16. 16. Future work<br />Implement all bots<br />Add services on top of DSpace:add a comment, rate, make favorite, subscribe, …<br />Better support for multimedia and other non-document resources (i.e. streaming)<br />Integrate the system in the virtual classroom (VLE) as well as a widget (PLE)<br />Anything else?<br />PLE'11, July 11-13, Southampton, UK #PLE_SOU<br />
  17. 17. In a few sentences…<br />If we provide learners with everything they need, they adopt passive roles<br />If teachers arrange everything in advance, they adopt passive roles<br />Open Educational Resources are out there<br />search, discover, tag, share, use<br />The PLE is just a combination of existing tools and some bots that help to automate tasks<br />PLE'11, July 11-13, Southampton, UK #PLE_SOU<br />
  18. 18. Thank you!<br />Julià Minguillón<br />Computer Science, Multimedia and Telecommunication Studies<br />UNESCO Chair in e-Learning<br />jminguillona@uoc.edu<br />twitter/@jminguillona<br />http://unescochair-elearning.uoc.edu<br />PLE'11, July 11-13, Southampton, UK #PLE_SOU<br />

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