This document discusses open educational ideas (OEI) and experiences developing courses collaboratively using an OEI approach. It addresses barriers to adopting open educational resources like doubts about quality and lack of incentives. The OEI approach aims to overcome these barriers by encouraging early sharing of imperfect ideas and designs to inspire participation and give others a sense of ownership. An example is provided of a collaborative course developed in stages, from idea posting to material sharing. The document promotes joining an OEI Facebook group to submit ideas and find collaborators.

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Open educational ideas
in practice –
experiences from
course development
Jan M. Pawlowski
07.09.2015

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sa/3.0/

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Hochschule Ruhr West
Ruhr West University of Applied Sciences
History
• Founded in 2009
• Public institution, regional development
• 3000 students, 70 professors and growing 
• Western Ruhr area (Bottrop, Mülheim)
Business Information Systems
• Business Information System
• (Global) Process Management
• Supporting globally distributed workgroups in
knowledge-intensive organizations
• Knowledge Management, E-Learning & Open
Educational Resources
• Reference Modeling
• Cultural adaptation
• Research Professor at the University of
Jyväskylä: Global Information Systems Group

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Outline
• Barriers to OER adoption
• Open Educational Ideas: About the
concept and your opinion
• A practical case of OEI

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Open Educational Resources

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ODS – School curriculum
OSR – natural sciences
Learning Resource
Exchange – various topics
OER Commons – various topics
More OER available to
educators

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But…it does not work…
Doubts on quality
Uncertainty about
licensing
“Out-of-
dateness” –
on/off
publications
Lack of
incentives &
institutional
supportCurriculum
incompatibility
Findability &
lack of time
Other
languages
Adapted from Open Discovery Space – Workshop Outcomes
http://www.slideshare.net/opendiscoveryspace/eden-2013-presentation
NOT INVENTED HERE

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“Not-invented-here” syndrome
If I have not created / spent efforts /
reviewed it myself, it can’t be good
“We look at the materials and then we re-
build the resource ourselves” (Teacher)

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• Sharing complete & “perfect”
resources might not be the best
solution…
• Many opportunities for participation
generate involvement
• Slow uptake is linked to lack of
emotional ownership
The OEI approach –
Main assumptions

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Emotional Ownership
• “the degree that individuals or
groups perceive that knowledge
or resources belong to them”
• Wabi-Sabi principle (Treviranus, 2010):
– Beauty that is "imperfect, impermanent, and
incomplete“
– "Nothing lasts, nothing is finished, and nothing is
perfect“
• Designing the imperfect and sharing early
inspires creation processes by others

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Imperfect Design:
Ideas and Sketches
Images: Tore Hoel, http://insulardrafts.tumblr.com/

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Imperfect Design:
Conceptual Models
• Creating common ideas and common understanding on specific concepts
• How to approach and structure the subject
• Agreeing on concepts, differences, relations

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Imperfect Design:
Prototypes

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OEI Lifecycle

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A Practical Case:
Collaborative
course development

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Case: Ruhr West University of
Applied Sciences
• Course development in 4 stages
• Idea posting (google doc, twitter, …)
• Outline discussion (google doc)
• Slide and material development
(collaboratively)
• Experience and feedback sharing

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Sample Case: collaborative
course development (1)
• Initial stage:
Describing the
idea (e.g. course
topic, target
group,
objectives)
• Comments
through google
docs, facebook,
twitter

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Sample Case: collaborative
course development (2)
• Outline stage:
Discussing
contents, learning
activities, materials
/ resources
• Comments through
google docs,
facebook, twitter

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Sample Case: Initial
experiences
• Collaboration agreement
– 2 commitments to participate in course development
• Type of comments
– Initial stage: Providing ideas regarding the outline
– Outline stage: Comments on specific contents / interests; links to OER / existing
materials; suggestions for learning activities
• Variety of comments
– Comments in google docs, facebook, twitter and web site
– Distributed comments – to be compiled manually
– 4/5 of comments by colleagues, 1/5 from interested externals
• Consequences
– Comments to be gathered in one place
– Inform collaborators on progress
– Need for specific tools: multilingual authoring
– Need for visualization: text documents are not always self-explaining
– Need to have integrated tools for a simple workflow

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One more: Programming for Kids

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One more: Programming for Kids
• Very early development, ideas refined
at EDUCAMP
• Sample Content
https://docs.google.com/document/d/1L_mS9Nrmg8lePKcaE
5SnTuldA2TMIR75LeuxbxF-StI/edit?usp=sharing
Zeit Inhalt Methode Anmerkungen
0-5 Wiederholung Computer einschalten Jeweils 3 Schüler nutzen einen
Computer
5-20 Orientierungsspiel Jede Gruppe stellt sich vor dem quadratischen
Spielfeld auf - das Ziel ist eine Bonbonschale -
man darf nur geradeaus, zurück, rechts und
links gehen. Ein Schüler ist die “Spielfigur”, ein
Schüler gibt Anweisungen, ein dritter Schüler
schreibt auf, wie viele Schritte nach vorne / recht
/ links die Spielfigur geht. Die Pfeile zeigen, in
welche Richtung wie oft gelaufen werden muss.
In der zweiten Runde werden Hindernisse
aufgebaut.
Die Pfeile können auch mit
Himmelsrichtungen versehen werden
20-22 Programme
aufrufen
Jede Gruppe rufe die Verknüpfung vom Desktop
auf
22-45 Programm nutzen Die Gruppen nutzen die Aufgaben
aus https://studio.code.org/s/course1/stage/4/pu
zzle/1
Die Betreuer unterstützen die
Gruppen individuell
ca bei 30 Auflockerung Jede Gruppe erzählt von Ihren Erfahrungen, Ball
von Gruppe zu Gruppe

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Lernziele:
 Ich kann einzelne Befehle aufzählen und korrekt in einen Roboter eingeben.
 Ich kenne den Nutzen alltä glicher Technologie und verstehe wozu man diese
programmieren kann.
Material:
 Verschiedene farbige 15cm x 15cm Papierquadrate
 1 Bee-Bot
 Fotos der SuS (als Variante)
 Transparente Gitterfolien aneinandergereiht
Zeit | Sozialform:
1 Lektion | Plenum
Aufgabe:
Alle Kinder schreiben ihren Namen auf ein Papier -Quadrat. Alle Kä rtchen werden nun in eine
lange Reihe gelegt (bei sehr vielen Namen 2 oder 3 Kolonnen machen). Nun wird der Bee-
Bot am einen Ende der Reihe gestartet und die SuS versuchen, den Bee-Bot so zu
programmieren, dass er bei ihrem Namen anhä lt.
Source: http://studio.code.org
Source: http://www.phbern.ch/ideenset-robotik/

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Join in!
In OEI facebook group
https://www.facebook.com/pages/Open-Educational-
Ideas/421688584630506?fref=ts
Submit your ideas: OEI will support you
finding collaborators and build your idea
http://www.idea-space.eu

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Prof. Dr. Jan M. Pawlowski
jan.pawlowski@hs-ruhrwest.de
@JanPawlowski
http://www.idea-space.eu

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References
• De Liddo, A. (2010): From Open Content to Open Thinking. In: World Conference on
Educational Multimedia, Hypermedia and Telecommunications (Ed-Media 2010), 29
Jun, Toronto, Canada.
• Treviranus, J. (2010). The Value of Imperfection: the Wabi-Sabi Principle in Aesthetics
and Learning, Open Ed Conference 2010, Barcelona, Spain.
• Pawlowski, J.M. (2012): Emotional Ownership as the Key to OER Adoption: From
Sharing Products and Resources to Sharing Ideas and Commitment across Borders,
EFQUEL Innovation Forum, Sep. 2012
• Pawlowski, J. M., Bick, M., Camilleri, A., Ehlers, U.-D., Makropoulos, C, Volungeviciene,
A. (2013): Open Educational Ideas: Early Stage Sharing of Educational Artefacts, EIF
2013, Barcelona, Spain.