Prof. Friederike Siller und Matthias Andrasch, TH Köln Jöran Muuß-Merholz, Transferstelle für OER

1. OER made by Community
Connecting Practices in Open Online Projects
2016/04/16 Open Education Global | Conference 2016
Prof. Friederike Siller und Matthias Andrasch, TH Köln
Jöran Muuß-Merholz, Transferstelle für OER

2. 1. About the Media Literacy Lab
2. About two courses
3. Some findings
4. Some questions
5. What‘s next?
Agenda 1
2
3
4
5

3. THE MEDIA LITERACY LAB (MLAB)
About us – welcome to the
1

6. Publishing
Partners

7. enrolment
free
platform
licensing
pedagogics
public
transparency
open

8. not (yet)
global?

9. TWO COURSES
About our projects
2
#mlab13 – Good
Apps for Children
#mlab14 – Exploring
the World of Making
and DIY

10. #mlab13 – Good
Apps for Children

11. Course | Phases
G+/G+-Community/
G+-Hangout
Doodle
Email
Prezi;
Open Educational
Resources;
Communication
Tools
Etherpad
Google Docs
Wiki
Podcast
Social Media
(Facebook, Twitter)
Websites,
Print,
Offline Meetings
Introduction
Input:
Materials,
Tools,
Criteria
Discussion
Feedback by
Coaches,
Merging
results
App Review
Choice,
Testing,
Review,
Publication,
Peer-Review
Transfer:
Spreading,
Marketing,
Publications

12. Course | Products
Criteria
Catalogue
Wiki
„Gute-Apps-fuer-
Kinder.de“
12
Course #1

13. Results | Criteria Catalogue
Overview Criteria Criterion „Usability“
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14. Results | Wiki
App-Review „Sound Touch“ App-Review with Podcast
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15. #mlab14 – Exploring
the World of Making
and DIY

16. Choose where you‘d like to work!
SupportSpace
Collector Space
Maker Space
Reflector Space
Finding, Collecting and describing sites
and practices (with Guides)
Trying out and documenting practices
(with Coaches)
Getting input and discussion (with
Experts)

17. Some Exhibits from Makergallery.de
Results | makergallery.de
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18. Some Exhibits from Makergallery.de
Results | makergallery.de
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19. FINDINGS
Evaluation
3

20. EVALUATION #MLAB13
(n=182)
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21. Participants Profession
keine Antwort
Student/in an einer
Hochschule
Lehrer/in
Medienpädagoge/in
Lehrende/r an einer
Hochschule
Interessierte/r Dritte/r
und zwar
n=182
77
(42,31%)
14
(7,69%)
39
(21,43%)
35
(19,23%)
11
(6,94%)
6
(3,30%)
No answer
Student
(University)
Teacher
University teacher
Practitioner
Third parties

22. Participation
0
20
40
60
80
100
120
I attended the whole course I left somewhere in
between
i never planed to actively
take part
I subscribed at a later point
of time
not finished
107
49
12
6 8

23. Participation
23
22
3
1
0
5
10
15
20
25
other work load too high to much visibility course wasn't fun
Reasons for Drop-Out

24. Evaluation
• Lack of time (11)
• Private reasons (6)
• Course-related reasons (6)
I didn‘t have the
time to work in a
group…
It‘s too hard to
organize
a group that never
meets in person
Progress to
fast
Reasons for dropping out… (n=23)

25. Evaluation
0 20 40 60 80 100
Twitter nutzen
produce Podcast
Use facebook groups
Use Skype
Use Etherpad
Doodle
Use Google Drive
Take part in an Hangout
Work with Wiki
Collaborate online
Use a google+ community
n=187
Individual outcome (apart from group-work outcome):

26. Evaluation in a Nutshell
• Huge Interest
(active/passive, scientific staff, teachers, educators, parents, etc.)
• -week format
• Learning – in between tools & topics
• Community product: (60%)

27. In their own words ...
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28. Groupwork online and offline
Intensity and Group-Experiences
„It was more intensive, more focused and more effective. The
working-process was much faster with google-drive. If you meet
face-to-face, then you might waste your time on drinking coffee.
In this case we worked more effective, all at the same time.
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29. Groupwork online and offline
Impact of online-groupwork
„It was a benefit to simultaneously write on one
document. We recognized that because it was so easy to
collaborate. And so we achieved progress really fast.“
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30. Groupwork online and offline
Willingness to coorperate/task allocation
„It was a big advantage that all group members could work together in a
document: Two of us read while the others kept on writing. And it simplified
our communication, for example about modifications. That was really
convenient and made our working-process much easier. It was completely
different compared to a face-to-face-meeting.“
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31. Groupwork online and offline
Time Exposure and Media Diversity
„To coordinate when to use which tool, was the only
thing, that was more time-consuming (than in face-to-
face-communication).“
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32. Groupwork online and offline
Areal Distance and Focus on the topic
„Well, we were in a hangout and in the meantime we worked
together in a Etherpad. Wording and organizing in the document
was much easier than in a four-person face-to-face-meeting. It
works better, because each participant has access to the whole
content and is able to add ideas.”
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33. Groupwork online and offline
Visibility and Focus on Product
„Actually, it was a good idea with these reviews, because they fostered
exchange/conversation among the community-members. For example, my work was
judged by a unknown person who was not studying at university. It was a good review
and it made me kind of proud, that a ‘foreigner’ appreciated my work.”
„Well, in my opinion the online-course was very productive in contrast to traditional
lessons, in which you just have to prepare a presentation for the group. This way of
knowledge-sharing is not really sufficient. That´s why I liked the idea of the course-
product, because it made me feel, that I´ve done something productive and
sustainable. That was really good.”
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34. Groupwork online and offline
The Web as a „real“ learning space
„Most of the time, we communicate and research online. For
sure, I go to university, but I rather live in the WorldWideWeb,
where I learn, talk and discuss with other people. For me it was
like: Finally working where I already used to work.“
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35. QUESTIONS
Evaluation
4

36. What worked?
• Crisp division of labor (cooperation!)
• Commitment in small teams (plus lurkers!)
• Strong structure (controversial!)
• Deeper learning (probably!)
• Support and Coaching (expensive!)
• Transfer to the real world (OER!)

37. What‘s challenging?
• Open Enrollment – Dealing with Diversity
• Strong Structure, tough tasks – many drop-outs
• Meeting or patronizing the learners‘ aims
• Expensive regarding Human Resources
• Transfer to a global level

38. What do learners learn?
• about the topic of the course
• about tools for working and learning
• about open licencing
• about working in diverse teams
• about your own learning
• regarding creativity, communication,
collaboration, critical thinking
• ...

40. WHAT‘S NEXT?
#mlab16 or #mlab17
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41. A vision for education –
connecting global youth
AbiMOOC –
connecting 300K
young learners
Digital media and
school development?
Digital storytelling for
inclusive societies

42. Visit, follow, contact us:
web: http://medialiteracylab.de
mail: kontakt@medialiteracylab.de
@_MLAB
facebook.com/MediaLiteracyLab
Let‘s connect!
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