Alevizou et al Oer10 Presentation


Published on

Published in: Education
1 Like
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • Credit: Mediation: Flickr @ hyperscholar
  • The educator
  • )
  • Alevizou et al Oer10 Presentation

    1. 1. Conceptualizing collaborative participation and engagement in OER communities OER10 Conference Dr Panagiota Alevizou Dr Tina Wilison Dr Patrick McAndrew Contact: Institute of Educational Techonlogy, Open University
    2. 2. Learning Situations Learning by design: OER as Genres
    3. 3. OER typologies, & communities
    4. 4. Open education: resources and communities <ul><li>Digitised materials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research (OECD/ CERI, 2007) </li></ul><ul><ul><li>The open provision of educational resources , enabled by ICTs, for consultation, use and adaptation by a community of users for non-commercial purposes (Unesco, 2002) </li></ul></ul><ul><ul><li>key tenet of open education is that education can be improved by making educational assets visible and accessible and by harnessing the collective wisdom of a community of practice and reflection” (Iiyosh and Kumar, 2008: 10) </li></ul></ul>
    5. 5. Expanded from Marguliers’ (2005) conceptual mapping of OERs ( see also OECD, 2007, Conole and Weller, 2008) Implementation bodies inter-governmental organisations, consortia, translation bodies, policy and funding institutions
    6. 6. Olnet Research: Case Studies Insights from interviews with stakeholders, user perspectives More info:
    7. 7. Categories of OERs <ul><li>Institutional : education </li></ul><ul><li>Drivers : legacy, marketing, experimentation, outreach </li></ul><ul><li>Community & learning media : reference, self-improvement </li></ul><ul><li>Networks of improvement and peer support; Increased Access, large small operation </li></ul><ul><li>Blurred boundaries </li></ul><ul><li>Tensions : awareness and granularity, Quality, Accreditation, Mentorship </li></ul><ul><li>Sustainability, volunteerism </li></ul><ul><li>Participatory expertise and literacies </li></ul>Scale of operation large small Provider Community Institution Expanded from OECD, 2007: 46
    8. 8. Community/connectedness <ul><li>Collaboration in development </li></ul><ul><li>Stakeholders (internal or external) </li></ul><ul><li>Expanding diversity and building cross-institutional collaborations, knowledge transfer and exchange </li></ul><ul><li>Social engagement around open access content/OER </li></ul><ul><li>Faculty, Tutors & learners </li></ul><ul><li>Disciplinary/subject engagement & exposure </li></ul><ul><li>Experimental pedagogies & engagement in learning </li></ul><ul><li>De-schooling society? </li></ul>
    9. 9. Collaborations
    10. 10. Collaborations <ul><li>Changing Mindsets </li></ul><ul><ul><li>[…] OER Africa acts as a mediator for changing the mentality of an old educational system that was top down and authoritative </li></ul></ul><ul><ul><li>(Interview: CN: OER Africa) </li></ul></ul><ul><li>Knowledge exchange & student engagement </li></ul><ul><ul><li>MIT OCW & MIT Science and Tech initiative & MINSKY programmes (engagement with content) </li></ul></ul><ul><ul><li>TESSA </li></ul></ul><ul><ul><li>‘ Connect scholars and practitioners within a bounded discipline or professional community. Cultural bias is addressed when different type(s) of knowledge are exchanged transparently in the platform’ (Interview: CN on OER Africa & U Michigan Public Health: tropical diseases unit) </li></ul></ul><ul><ul><li>Crowdsourcing </li></ul></ul><ul><ul><li>Cultural and ed. institutions (Wikimedia foundation) </li></ul></ul>Community support services <ul><ul><li>We focus on existing CoP to facilitate support in online engagement and evaluation of content and in particular learning situations (Interview: RF, Wikieducator) </li></ul></ul>
    11. 12. Communities of improvement <ul><li>Dialogue on pedagogical wrappers </li></ul><ul><li>Build OER content in service of existing educational problems…(i.e. teaching practice)…this is the content I used with my students, these are the challenges I faced and these are the LO I achieved or didn’t, can someone help me improve my practice? (Interview: JW, Wikimedia) </li></ul><ul><li>If you can form these network-improvement communities so that they can help teachers in their practice, and generate evidence of what works…and if the success rates are higher, then I get empowred and tell my peers and they tell their peers and so we begin the viral effect (Interview: KC, Carnegie) </li></ul><ul><li>Teaching & learning innovations </li></ul><ul><li>Exposure, Reflection, Reputation </li></ul><ul><ul><li>‘ about 1/3 of faculty tell us that publishing courseware openly has improved both their standing in the field and their teaching ’ (Interv: SC: MIT OCW) </li></ul></ul><ul><ul><li>‘ Teachers tells us that they improve their practices and enjoy notoriety by publishing openly (Interv.Connexions) </li></ul></ul><ul><li>Collaborative pedagogies & engagement in peer learning </li></ul><ul><ul><li>Ad hoc learning communities organising Wikiversity resources specifically to meet their learning goals </li></ul></ul><ul><ul><li>Capture the leisure power – the wisdom of the crowds, the passion of people interested in content domains (KC, Carnegie) </li></ul></ul>
    12. 14. Audience in OER Social learners Prod-users
    13. 15. use inscriptions in OER Engagement Prod-use Remix
    14. 16. content tools objects
    15. 17. User augmented content
    16. 18. Work in progress
    17. 19. Genre describes content , form and communicative purpose . It describes not only the form of the written artifact itself—“novel,” “lab report” “memo” ‘lecture notes’, ‘quizzes’—but also the demands of a particular rhetorical situation. Genres are kinds of texts, but also, kinds of social actions within a particular community (Flower 1994; Miller 1984, Bereiter and Scardamilia, 2002).
    18. 20. Genre model <ul><li>Interaction of genre context and action (Devitt, 2004: 30) </li></ul><ul><li>Genre can address the circuit of cultural production of, and engagement with, OER </li></ul><ul><li>Genres and situations are intertwined; they act on each other and, paradoxically, each emerges from the other </li></ul><ul><li>A recognition of other genres co-implicated (or intersubjective, co-constitutive) in any other genre </li></ul>
    19. 21. Concluding remarks <ul><li>OER is the dictionary of our time; the platform to share a common language and build knowledge. We need to look at the political implications of the choices we make around OER development: the content, the learning the innovation trajectories, the communities (DC, U of PEI, OpenEd Community) </li></ul>
    20. 22. credits <ul><li>Education/collaboration: @psd </li></ul><ul><li>Mediation: Flickr @ hyperscholar </li></ul><ul><li>My Communities @Steven w: flickr </li></ul><ul><li>Learning @Blunight 72*: flickr </li></ul>
    21. 23. Thank you