Conole lisbon


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  • What is Olnet? – open learning network – is a 3 year initiative backed by The William and Flora Hewlett Foundation. With $3m of funding it is a partnership between the OU and Carnegie Mellon University building on the experience that they have gained in developing and researching Open Educational Resources (OER). The Hewlett foundation that has invested more than $90m in establishing OER wants to find out more about benefits – what is the evidence? How should people learn with them? What issues does the community still need to solve? OLnet will develop a networked community of researchers and practitioners – offering them support, events and a chance to contribute evidence and questions. OER acts as a unifying theme that will generate sub-issues that need to be considered. Projects will carry out different streams of research looking at such things as design, collaborative learning and the developing world. Funded fellowships will bring in external expertise and offer a programme of exchanges and support for research ideas.
  • Conole lisbon

    1. 1. Redefining openness: a vision for Open Practices<br />Gráinne Conole,<br />The Open University, UK<br />Keynote, EFQUEL Conference, Lisbon, 9th September 2010<br />
    2. 2. Orientation<br />Focus<br />Social inclusion<br />Open, social and participatorymedia<br />A vision of openness – Open Practices<br />Designing and using OER<br />Olnet<br />OPAL<br />Open Educational Resource Practices (OEP)<br />Definition<br />Derivation<br />TheOPAL OEP quality cube<br />Innovation<br />Quality<br />
    3. 3. Open, social and participatory media<br />New tools/practices are leading to new forms of learning and teaching<br />Sharing<br />Media sharing<br />Web 2.0<br />Communicating<br />Blogs & wikis<br />Networking<br />Social networking<br />Interacting<br />Virtual worlds<br />Shift from:<br />Web 1.0 – content repository and static information<br />Web 2.0 – user generated content and social mediation<br />
    4. 4. A typology of new technologies<br />(Conole and Alevizou, 2010), Review of Web 2.0 tools in Higher Education<br /><br />
    5. 5. Redefining openness…<br />Design<br />Courses design & shared openly<br />Delivery<br />Use of free tools & resources<br />What is/will be the impact of an increasingly open technologically mediated learning environment in learning and teaching?<br />Peer critiquing<br />Sharing<br />Repurposing<br />Open practices<br />Networking<br />Inquiry<br />Collective<br />intelligence<br />Evaluation<br />Critical reflection<br />Research<br />Sharing of research data<br />Also see Alex Couros, Edmedia, 2010<br />
    6. 6. Digital skills (Jenkins, et al., 2008)<br />Play<br />Performance<br />Visualisation<br />Appropriation<br />Negotiation<br />Multi-tasking<br />Simulation<br />Networking<br />Distributed cognition<br />Collective intelligence<br />Transmedia navigation<br />Judgment<br />
    7. 7. Open Educational Resources (OER)<br />Basic definition<br />The open provision of educational resources, enabled by information and communication technologies, for consultation, use and adaptation by a community of users for non-commercial purposes (UNESCO 2002)<br />Broader definition<br />Learning resources<br />Courseware, content modules, learning objects, learner support & assessment tools, online learning communities<br />Resources to support teachers<br />Tools for teachers and support materials to enable them to create, adapt and use OER; training materials for teachers<br />Resources to assure the quality of education and educational practices (UNESCO 2004)<br />
    8. 8. Pedagogically rich<br />
    9. 9. Level of granularity<br />‘Atomistic’: based around learning objects (Merlot)<br />‘Holistic: aligned to course structures (MIT)<br />Format<br />Simple, primarily text-based<br />Rich multi-faceted multimedia<br />Pedagogy<br />Relatively neutral<br />Embedded<br />OER models<br />
    10. 10. A vision of transformation<br />Beyond content – focus on activity and use<br />Learners as self-directed and autonomous<br />More of a focus on sharing, refinement, iteration, critical reflection<br />OER as a potential catalyst to transforming educational practice<br />Improvements in social inclusion, quality and innovation<br />
    11. 11. The reality gap<br />Paradoxes<br />Technologies not fully exploited<br />Little evidence of use of OER<br />Predominance of ‘old practices’<br />Media sharing<br />Blogs & wikis<br />Reasons<br />Technical, pedagogical, organisational…<br />“Lack of time, research vs. teaching, lack of skills, no rewards, no support….”<br />Solutions?<br />Models and frameworks<br />Learning design<br />Pedagogical patterns<br />Open Educational Resources<br />Virtual worlds &<br />online games<br />Social networking<br />
    12. 12. Exploring/applying “openness”<br />Design<br />Courses design & shared openly<br />Delivery<br />Use of free tools & resources<br />Open<br />Evaluation<br />Critical reflection<br />Research<br />Sharing of research data<br />
    13. 13. Open Design<br />Open Delivery<br />Open Research<br />X-Delia<br />Open Evaluation<br />
    14. 14. Cloudworks<br />A space for sharing and discussing learning and teaching ideas<br />Application of web 2.0 practice<br />Examples for teachers & learners to share/discuss<br />A space for collaboration & communication <br />Helps develop skills needed for engaging with new technologies’<br />
    15. 15. Title<br />Author<br />Core<br />Tags<br />Location<br />Discussions<br />Improvements<br />
    16. 16. Olnet: Open Learning network<br />Network<br />From producing open resources to use of open resources<br /><ul><li>Build capacity
    17. 17. Find evidence
    18. 18. Refine the issues</li></ul>Research<br />Fellowships<br />Conole, McAndrew & Demtriadis, Forthcoming<br />
    19. 19. Learning analytics: gather & representing data<br />Conference, Canada, February 2011<br />
    20. 20. Making reuse possible<br />Conole, McAndrew & Demtriadis, Forthcoming<br />
    21. 21. Explicit design<br />
    22. 22. Design, use, reuse<br />Design<br />Design<br />Uses<br />Deposits<br />Repurposes <br />& deposits<br />Uses<br />OER<br />OER<br />Teacher A<br />Learner A<br />Learner B<br />Teacher B<br />Creates<br />Chooses<br />Deposits<br />Quiz + beginners route<br />Quiz + advanced route<br />
    23. 23. From resources to practices<br />
    24. 24. The OPAL vision<br />22<br />Focus on the practice around OER rather than the resources<br />Better understanding will lead to improvements in the quality of OER and more innovation<br />Open Educational Resource Practice<br />OEP constitute the range of practices around the creation, use and management of OER with the intent to improve quality and innovate education. <br />
    25. 25. Abstracting dimensions of Practice<br />Approach<br />60+ case studies of OER collected<br />Dimensions of OEP derived<br />Derivation of the OEP cube model<br />Validation<br />Spotlight on OER on Cloudworks<br />EDEN workshop<br />OER activity on Cloudworks<br />Ongoing online consultation process<br /><br />
    26. 26. Validation: OER activity on Cloudworks<br />27 Cloudscapes and 13 Clouds evaluated<br />Kinds of activities<br />Reviews, events, debates, other<br />Intentional, practical, social<br />Types of Clouds<br />Instructional, informational, archival Notes, resource aggregator, project descriptions, discussion & debate spaces, interviews<br />Alevizou et al. 2010<br />
    27. 27. Emergent issues from OER research<br />Motivations for sharing and incentives for participation <br />Financial sustainability and licensing jurisdictions <br />OER tracking, usage patterns and users motivations <br />Quality and credentials<br />Effectiveness metrics <br />Types of research and dissemination of empirical results <br />Linking research with policy and practice<br />
    28. 28. The OEP cube model<br />THE DIMENSION: What?<br />Strategies and Policies<br />Barriers and Success Factors<br />Tools and Tool Practices<br />Skills Development and Support<br />THE CONTEXT: Where?<br />Macro level (society)<br />Meso level (organisation)<br />Micro level (individuals)<br />MATURITY: How well is it established?<br />Initial (not yet started)<br />Managed<br />Defined<br />Optimizing (embedded / advanced)<br />CONTEXT<br />MATURITY<br />DIMENSION<br />26<br />
    29. 29. Refining the dimension<br />27<br />QA models<br />Partnership Models<br />Strategies & Policies<br />Business Models<br />CONTEXT<br />Sustainability Strategies<br />Barriers<br />Barriers and Success Factors<br />Success Factors<br />MATURITY<br />Tools<br />DIMENSION<br />Tools & tool practices<br />Tool Practices<br />12 skills of evolving digital literacy<br />Henry Jenkins<br />CYBERLEARNING REPORT<br />Digital Literacy<br />Skills Development & Support<br />Support structures and processes<br />
    30. 30. Maturity View<br />INITIAL (not yet started): Process unpredictable, poorly controlled and reactive<br />MANAGED: Process characterized for projects and is often reactive.<br />DEFINED: Process characterized for the organisation and is proactive (Projects tailor their process from the organisation’s standard)<br />OPTIMIZING (embedded / advanced): Process is measured and controlled, the focus on process improvement<br />28<br />CONTEXT<br />MATURITY<br />DIMENSION<br />
    31. 31. The cube model<br />29<br />1AX<br />1BX<br />1AX<br />1BX<br />1BX<br />1BX<br />1AY<br />1BX<br />Levels<br />1BY<br />1BX<br />1BY<br />3AX<br />Macro-level: Societal<br />Meso-level: Organisation<br />Micro-level: Individual<br />2AX<br />1BY<br />3BX<br />2BX<br />3CX<br />2AX<br />2BX<br />3DX<br />2BX<br />2BX<br />2AY<br />2BX<br />2BY<br />2BX<br />2BY<br />2AX<br />3AX<br />2BY<br />2BX<br />3BX<br />2CX<br />3AX<br />3BX<br />2DX<br />3BX<br />3BX<br />3AY<br />3BX<br />3BY<br />3BX<br />3BY<br />1AX<br />3BY<br />1BX<br />Strategies & policies<br />Barriers & successfactors<br />Tools & toolpractices<br />SkillsDev &Support<br />1CX<br />1DX<br />Level of maturity<br />Optimizing<br />Defined<br />Managed<br />Initial<br />Dimensions<br />OER embedded in strategy<br />Institutional OER repository<br />Adapted from diagram by T. Koskinen<br />
    32. 32. Uses and benefits<br />Three uses<br />Benchmarking<br />Guidance<br />Reflection and comparison<br />Benefits<br />Guides users in understanding how to think about the key issues.<br />Flexible enough to cover the multiple stakeholders<br />Sub-cubes provide practical illustrative examples<br />Useful as a mechanism for institutions to self-benchmark<br />30<br />
    33. 33. Mapping the case studies<br />31<br />
    34. 34. Final thoughts<br />A vision of OEP for inclusion, innovation & quality<br />Learning and the context of learning have changed<br />We need new approaches to learning and teaching<br />How can we harness increasingly sophisticated tools and OERs?<br />How can we support innovation in the use and reuse of OER?<br />Will openness enable or restrict social inclusion?<br />What are the quality implications in an increasingly open context?<br />How can we ensure research better informs policy and practice?<br />
    35. 35. Sources<br />Mash ups<br />Molecule<br />Periodic table<br />Music sheet<br />One world<br />World of warcraft<br />Questionmark<br /><br />Yin-Yang image<br />Imperial collage second life island<br />Personal Inquiry project<br />E-Portfolios <br /> <br />
    36. 36. Sources <br /><br /><br /><br /><br />OpenLearningInitiative<br /><br />Molecule<br />Periodic table<br />Music sheet<br />One world<br />World of warcraft<br />Questionmark<br />Crystal ball<br />
    37. 37. Sources<br />iPhone<br />eBook readers<br />