The document discusses open educational resources (OER) and guidelines for their use in global collaboration. It outlines workshop outcomes, barriers to using OER, adaptation processes, and case studies highlighting the differences in resource sharing between Finnish and European teachers. The document emphasizes the importance of collaboration networks and the need for appropriate tools and strategies for accessing, adapting, and sharing OER.

1. Open Educational Resources for
Global Collaboration:
Introduction, Guidelines and Case
Study
Prof. Dr. Jan M. Pawlowski
Worksheets and further material available
from jan.pawlowski@jyu.fi

2. Licensing: Creative Commons
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to Remix — to adapt the work
Under the following conditions:
Attribution. You must attribute the work in the manner
specified by the author or licensor (but not in any
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of the work).
Noncommercial. You may not use this work for
commercial purposes.
Share Alike. If you alter, transform, or build upon this
work, you may distribute the resulting work only
under the same or similar license to this one.
http://creativecommons.org/licenses/by-nc-sa/3.0/
http://www.slideshare.net/jan.pawlowski

3. The License in plain words…
All slides in this set can be used for non-
commercial purposes (academic, general)
If you like to use my slides, just inform me by
sending a mail: jan.pawlowski@jyu.fi
If you modify the slides, please send me your
version
If you use the slide for a commercial course,
contact me and we agree how to arrange this

4. …Jyväskylä, Finland…
Source: [http://www.jyu.fi/, http://www.jyvaskyla.fi/]

5. …Jyväskylä, Finland…
Source: [http://commons.wikimedia.org/, http://www.jyvaskyla.fi/,
http://www.laajavuori.com/]

6. University of Jyväskylä
Founded in 1934
Nearly 15.000 degree students in seven
faculties.
Approximately 2.500 Staff members.
– About 700 Research Staff
Excellence Centre nominated by the Finnish
Academy e.g. in Learning and Motivation
Research

7. Global Information Systems, University of Jyväskylä
(JYU) - The Team
Kati Clements Philipp Holtkamp Denis Kozlov
Henri Pirkkalainen
Jan M. Pawlowski
My background
Ph.D. Business Information Systems, University of Essen
Habilitation ―Quality Management / Integration of Knowledge
Management and E-Learning‖
Professor in ―Global Information Systems‖
Chair CEN/ISSS Workshop Learning Technologies
ISO/IEC JTC1 SC36 Project Editor

8. JYU: Global Information Systems
Focus areas Projects
Global Information Systems OpenScout: OER for
Supporting globally distributed Management
workgroups TELMAP: Technology
Open Educational Resources Forecasting
Reference Modeling NORDLET: Nordic Baltic
Network for Learning,
Education and Training
E-Learning
COSMOS, Open Science
Supporting international Resources: Exchange of
education settings Scientific Content
Cultural adaptation ASPECT: Open Content
Standardization & Quality and standards for schools
Management iCOPER: New standards for
Mobile & Ambient Learning educational technologies
Innovative tools and solutions LaProf: Language learning
in ICT and agriculture

9. Imagine…
Are Open
Educational
…you need to set up a new Resources a
solution for you???
training course
…your budget for trainings was cut
…you have only 2 days to prepare
a new training
…you are renewing your
organizations strategy
…you want to improve working with
colleagues abroad
… you want to develop the highest
quality resources for your students
/ staff!

10. Workshop Outcomes
Exploring the opportunities of Open
Education, Repositories, Resources in an
international context
Ability to search and find resources fitting
your needs
Identifying adaptation needs and
requirements
Ability to estimate the adaptation effort
Evaluating tools and services

11. Programme
Agenda 9.00 – 09.30 Introduction of participants and trainers
Please introduce yourself briefly:
1. Your affiliation
2. Your experience with E-Learning and Open Educational Resources
3. What you expect from the workshop
09.30 – 10.30 Open Educational Resources and Repositories: An Introduction
Open Educational Resources: What is it?
Repositories: Some examples of repositories.
Barriers: What holds us away from using OER?
Opportunities: How can we benefit from OER?
11.00 – 11.45 Adapting and Internationalizing Open Educational Resources: Background,
Practices, Examples
What are the processes to adapt OER?
What are the key influence factors for adapting OER?
Culture Models and their influences
From research to practice: How to make OER adaptation and internationalization
work…
11.45 – 12.15 Introduction to the exercise: Planning a course based on OER
Selecting a topic and key audience: Schools, Higher Education, Vocational
Training

12. Agenda
12.45 – 14.00 Planning and initial adaptation of a course: Finding and Retrieving OER
Finding the appropriate resource
Validating its usefulness and potential
14.30 – 15.30 Adapting OER, Re-publishing OER
Finding appropriate tools: Authoring, translating, …
Republishing OER in repositories
15.30 – 16.00 Discussion of experiences

13. Introduce yourself…
9.00 – 09.30 Introduction of participants and
trainers
Please introduce yourself briefly:
– Your affiliation
– Your experience with E-Learning and
Open Educational Resources
– What you expect from the workshop?

14. Contents
What are OER? Concepts and approaches
Barriers of OER use
Case Study Results: How does it work in
the real life in Finland?
Recommdenation Systems in the Future:
Building your networks

15. OER: Concepts
Definitions:
– Technology-enabled, open provision of
educational resources for consultation, use
and adaptation by a community of users for
non-commercial purposes". (UNESCO, 2002)
– But: Commercial purposes shall not be
excluded
→Any digital object which can be freely
accessed and used for educational purposes

16. Variety of OER…
Resources:
– learning objects (specific digital objects created for learning purposes)
– multimedia documents, simulations but also simple html web
resources.
Articles, textbooks and digital equivalents:
– articles, papers, books or journals
– Open Access
Software tools
– producing / authoring learning resources, communication and
collaboration.
– Open Source or Free Software
Instructional / didactical designs and experiences
– access to instructional designs, didactical plannings
– such as lesson plans, case studies or curricula
– sharing experiences about materials and lessons between colleagues
– Open Educational Practices.
Web assets:
– simple resources (assets)
– pictures, links, or short texts
– not usable on their own in a learning context but can be used to
support or illustrate a certain topic
– found by google or similar search engines.

17. Open Educational Resources…

18. Source: B.D. Solis: http://www.sortingthoughts.de/blog/wp-
content/uploads/2008/12/2735401175_fcdcd0da03.jpg
Social Networks (Solis)

19. Sample contents
Maknaz
– http://maknaz.elc.edu.sa/portal/
OpenScout
– http://www.openscout.net
Mace Project (technology base)
– http://www.mace-project.eu
ITunes University
– http://www.apple.com/education/itunes-u/
OpenLearn (Open University UK)
– http://openlearn.open.ac.uk/
Globe Network (Federation)
– http://www.globe-info.org/
Ariadne Foundation (Europe)
– http://www.ariadne-eu.org/
19

20. Some more…
http://ocw.mit.edu/index.htm
http://openlearn.open.ac.uk/
http://www.ariadne-eu.org/
http://www.learningcommons.org/educators/library/gem.
php
http://www.merlot.org/merlot/index.htm
http://www.jisc-collections.ac.uk/
http://wiki.creativecommons.org/Creative_Commons_a
nd_Open_Educational_Resources
http://opentraining.unesco-ci.org/
http://portal.mace-project.eu/
http://www.openscout.net
http://lreforschools.eun.org/
http://globe-info.org
http://lorn.flexiblelearning.net.au/

21. The starting point…
Waste amount of content is available in
repositories, a large number of experts and
users are active in social networks
Great potentials for collaboration, sharing
and social innovation
What are barriers and opportunities?

22. European teachers find
resources…
by searching using keywords 95 %
by browsing by topic / subject / age 84 %
by recommendations from colleagues 84 %
by recommendations from friends 75 %
with good ranking 61 %
from an organization with a good reputation 55 %

23. I Trust Resources...
if the resource has a full metadata attached to it
can be integrated in my Learning Management
Systems / my web page
from an organization which has a Quality
Certificate (e.g., ISO 9000)
from an organization with a good reputation
(e.g., CERN, Harvard, Nasa)
which have received good rankings
which have been used very often
have been reviewed by colleagues / scientists in
the field
if I‘ve seen a preview of the resource
if the resource is in my own language
only if I have reviewed them myself
0 % 10 20 30 40 50 60 70 80 90 100
% % % % % % % % % %

24. So, why doesn‘t it work in
Education?
- Barriers
– ―not invented here‖
+ Potentials & needs
– Education budget
– ―Education is – Focus on new stuff
something special!‖
– ―I have no time‖ – Cooperation and
synergies
– Googling might not be – Skills in the use of ICT
enough and tools
– Complex tools – Enormous resource
– Curriculum integration pools
– Insecurities
–…

25. Recommendations of resources and people…

26. The solution? Preparing a new course –
finding appropriate
Finding resources! materials for re-use
Usefulness?
Quality? Rights?

27. The solution? Preparing a new course –
finding appropriate
Finding people! materials for re-use
Trustworthiness?

28. Our study
What do we need to form a community of
practice?
What are problems which can occur when
using Open Content?

29. Finnish teachers vs. European
teachers
36 teachers in Central 44 teachers around
Finland Europe (Belgium,
Romania, Lithuania,
Portugal)
Teachers were from the
fields of IT, Maths and
Science

30. Experiences from our Case Study:
Sharing of materials made by
others
Whose Materials would you use?
100,00 %
80,00 %
60,00 % Finnish Teachers
40,00 % European Teachers
20,00 %
0,00 %
Colleagues at Colleagues from Colleagues from Colleagues from
the same school the same elsewhere in my outside my
geographical country country
area
Conclusion: Finnish teachers are more willing to use
materials made by others than European teachers

31. Sharing: Who would you give your
materials to?
Who would you give your materials to?
100,00 %
90,00 %
80,00 %
70,00 %
60,00 % Finnish Teachers
50,00 %
40,00 % European Teachers
30,00 %
20,00 %
10,00 %
0,00 %
Colleagues Colleagues Colleagues Colleagues None of the
at the same from the from from outside above
school same elsewhere in my country
geographical my country
area
Conclusion: Finnish teachers are less willing to give
materials to others than European teachers

32. But…
Overall, the willingness to share
materials with other teachers is
high
How far the teachers sharing
materials from each other are –
doesn‘t seem to matter!
→In our world in 2010: Physical
distance to a colleague does not
affect trust???

33. What sort of portal functionalities would help you to use web
materials more often?
Use cases
Level status
Reliability
Adaptability
Easy to use
Visual appearance
Translation
User rating (stars)
Reviews/Evaluation
Keyword index
Efficient search tool
0% 10 % 20 % 30 % 40 % 50 % 60 % 70 % 80 % 90 % 100 %
European teachers Finnish teachers

34. Collaboration network construction
Efficient network
organization is the
key to success
First degree
trusted network Tools are needed to
Topic / Context
facilitate the
A process
Open Issues:
– Factors?
Topic / Context
B
– Organization?
– The right
network?
Second degree
trusted network

35. Building collaboration networks
Building networks of colleagues
– By topic
– By trust
– By proximity
Manually…or automatically…
Using collaboration networks
– Social networks
– International communities
Collaboration competency as the key success factor
for future teaching!

36. Predictions
Strong worldwide networks will be built (e.g.
GLOBE Initiative)
Trusted communities should be established,
e.g., initiatives between partner countries
with similar or mutually beneficial
backgrounds (KSA – Finland?)
No one fits all (facebook-alike) community
but sub networks
Starting point: The large social business &
leisure networks as well as special interest
sites

37. Predictions
Organized by location, interest and trust-
levels
No more than 3 networks
Connections to various open content
sources
Integration of tools & support

38. Challenges
Internationalization strategies and tools in
global, in particular north-south cooperations
Business models: Add-on services and
commercialization strategies
Trust awareness and specification
mechanisms
Getting started…

39. European Initiatives:
NORDLET
A Nordic Baltic cooperation for Open
Education
Working in a region with great potentials for
open education
– Tradition of education as part of the
society
– Flexible and rapid educational changes
Can we work cooperatively towards open
education?

40. European Initiatives:
NORDLET
Content space: Access to Baltic Nordic
resources
Starting point for collaboration
Discussion and debate: Focus topics
Regional events
Clustering conference
Links to social networks: facebook, …

41. NORDLET

42. European Initiatives: OpenScout
Continuous learning in management …
Development of management skills essential
Growing need for learning materials
– Diverse topics, up-to-date, high-quality, inexpensive
– Easy to access, skill-specific, adaptable, re-usable
Open educational management content available, but many
usage barriers
… utilizing openly accessible learning materials
Easy-to-use web services to access open content
Support all phases of using open learning materials
Validate
Re-use / Validate
Search re- Re-publish
adapt solution
usability
42

43. OpenScout Consortium
authoring, adaptati
on content
federation
industrial learning skill & competence
technology, content services
connectors
user community
reference
scenarios, evaluation
43

44. Open Scout Architecture …..
iGoogle
Tool library Service library
Toolkit Competence
collection
Tool Basic browsing
Social
recommendat Search and search Networks
USER COMMUNITY (Early adopters)
ions
Connector (Enterprise Service Bus, ESB)
Social Re-
USER COMMUNITY (Large scale)
Networking FM publish
Metadata about users, usage and tools
…..
CLIX
User Social Usage tool
profiles Metadata Metadata profiles
LCMS
OpenScout repository
Repositories federation
Harvested
Harvest LOM
Open
Learn Slides ….. OpenScout
tar
Domain Enriched portal
classification LOM (AP) OpenSc
Open ….. out
ER website
Competence
Content metadata
Enrichment
Almost At least 1 evaluation Started…In Planned, not
done done progress implemented 44

45. Key aspects
Largest European access point for
management, business and related areas
Competence –based learning
– Fitting your curriculum
Tools and services
– Which tool for which process
Community of trusted colleagues

46. Open Scout Prototype
Widget-based user-interface which enable users to access the provided services in a
user-friendly and convenient way, e.g. searching and retrieving of related learning
objects.
46

47. Consider networks…
Work on shared teaching and development
Use, add, discuss contents
Find people and materials
Develop the idea of open education

48. Adapting and Internationalizing
OER: Background, Practices,
Applications, and Case Study
Prof. Dr. Jan M. Pawlowski

49. Sample Task
Design a blended learning course on water
management for teachers
Small budget available, high quality needed
Key decision: make or buy
– Or collaborate!

50. The adaptation process
Share &
Search Adapt Exchange
Key issues
– How to internationalize materials?
– What is the effort?
– Which materials are promising and
useful?

51. General OER-model
Pirkkalainen (2010)

52. Process example
• OER process model refined for internationalization purposes
• Possible flow of actions resulting to content adaptation and
delivery

53. Relationship of the factors
Mapping the contextual factors to the adaptation criteria is crucial

54. How does this work in practice?
Step by step approach
– Search
– Adapt
– Share and Exchange
What are the key decisions?
What are state of the art solutions for those
steps?
Which issues are open and need further
investigation?

55. Search Search
Choose the starting point for your search – in this step, find a good starting
repository for your search. We recommend to either use a specific repository for a
certain topic (e.g. OpenScout for Management, LRE for school contents) or a
federated repository which searches more than one source. Check whether there
are multi-lingual features (search, vocabulary, …).
Clearly state your requirements and needs: What are the main characteristics of
your content besides the topic area – which is the age group, context (school,
Higher Education, SME training, etc), instructional context. All these aspects can
usually be specified in the search engines and make it more likely to find good
results
Check the quality of a resource: Has the resource been reviewed by colleagues?
Has it been certified or has it achieved good ranking from previous re-users?
Check the internationalization requirements: Are there national / regional concepts
in the content? Does the curriculum fit? Is the resource appealing?
Ask colleagues and networks: It is promising also to ask experienced colleagues or
search forums by fellow teachers as an example. In most cases, you easily find a
colleague sharing good ideas and hints.
Familiarize yourself with some basic licenses: Most OER use a creative commons
license which aims at providing a simple transparent scheme. In most cases, re-
use is allowed when informing the author in non-commercial settings. However,
the Creative Commons website for OER helps to clarify what your legal situation is
and also provides a tool to build licenses for your needs.
http://wiki.creativecommons.org/Creative_Commons_and_Open_Educational_Res
ources or http://creativecommons.org/choose/?lang=en_GB
Search and try: Most repositories provide direct access to resources, so it might be
useful just to try out a few resources and see how it fits your context.
Summarize the characteristics and estimate the adaptation effort
Make your decision: You cannot use all resources but soon you will find resources
and colleagues which are fitting your context.

56. Search Search
Choose the starting point for
your search – in this step,
find a good starting
repository for your search.
We recommend to either Consider global repositories:
use a specific repository for http://globe-info.org
a certain topic (e.g. Consider domain / sectors specific
OpenScout for repositories:
Management, LRE for http://lreforschools.eun.org/
school contents) or a http://learn.openscout.net
federated repository which Browse those and validate their
searches more than one resources (see chapter on quality)
source.
Can you search for your native
language, can you search
Check whether there are automatically for translated
multi-lingual features metadata? Can you get translated
(search, vocabulary, …). results?
Check if there are communities
where you can seek support and
collaboration.

57. Search Search
Clearly state your
requirements and needs:
What are the main Sample requirements attributes
characteristics of your content
besides the topic area – which Domain
is the age group, context Sector / level
(school, Higher Education, Age group
SME training, etc), instructional Type of resource (ppt,
context. All these aspects can simulation, pictures,
usually be specified in the assessment, …)
search engines and make it
more likely to find good results Learning outcomes / curriculum
Didactic approach
Topic
Rights
Author / institution
Quality (certification)
Cultural attributes!

58. Search: Culture Profiles Search
Culture Profile Instance
(Nation / Region)
IMS LIP E-Portfolio
•Identification Culture Profile Instance •Organizations
•Goals Instantiation
(Group) •Identification
•Qualifications •Resources
•Activities
Culture Profile •Products
•… Instance (Actor) •…
•…
Culture Profile •Experience 1: Study
Specification Netherlands Contains
•General •Experience 2: Project Characteristic
•Reference Korea
•Educational •Native Culture: Germany
•Culture •…
•Communication
•…
Contains
Product
Presentation
Defined Culture
Competencies
RCDEO
•Competency description
•Evidence
•…
See also: Pawlowski, 2008

59. Search Search
Check the quality of a
resource: Has the
resource been reviewed Organizational Quality
by colleagues? Has it certifications
been certified or has it – ISO 9000, ISO/IEC
achieved good ranking 19796-x
from previous re-users? – Accreditation
Individual
recommendations
Rankings / ratings /
recommendations
– Do you get rankings from
similar users?
– Trust?

60. Search Search
Source: http://www.openscienceresources.eu/

61. Search Search
Check the internationalization Content analysis
requirements: Specific concepts and practices
Are there national / regional and their cultural specific
concepts in the content? meanings (laws, business logic,
behavior, norms, music,
Does the curriculum fit? traditions, ….)
Is the resource appealing? Language, language
What are the differences conventions, politeness, …
between originating and target Knowledge in context (what is
culture? common knowledge, what is
How can culture models be made explicit?)
applied to the resource? Curriculum fit
Learning outcomes and
didactics
Group work
Teacher roles
Localization
– Dates, formats, numbers, units
User interface
– pictures, navigation, shapes,
numbers, colors, …

62. 14 Dimensions of Henderson (in
the field of education / learning)
Epistemology: Objectivism – Constructivism
Pedagogical Philosophy: Instructivist – Constructivist
Underlying Psychology: Behavioral – Cognitive
Goal Orientation: Sharply-focused – Unfocused
Experiential Value: Abstract – Concrete
Teacher Role: Didactic – Facilitative
Program Flexibility: Teacher-Proof – Easily Modifiable
Value of Errors: Errorless Learning – Learning from experience
Motivation: Extrinsic – Intrinsic
Accommodation of Individual Differences: Non-Existent – Multi-
Faceted
Learner Control: Non-Existent – Unrestricted
User Activity: Mathemagenic – Generative
Cooperative Learning: Unsupported – Integral
Cultural Sensitivity: Non-Existent – Integral
See also: Edmundson (2007)

63. Epistemology
Objectivism Constructivism
Knowledge is
Knowledge is
•comprehensive
•Individually constructed
•structured
•with multiple perspectives
•accurate
•‗measured‘ by the ability to create
•measured by tests
learning strategies
Course allows participants to learn
The implication is that, once learners about X learning units, but then they
have learned about X learning units, are required to cite examples of how
they have mastered the topic. they could adapt the knowledge to
accommodate each style.

64. Pedagogical Philosophy
Instructivist Constructivist
•encourage meta cognitive learning
strategies
•stress goals and objectives
•based on previous concepts or
•are founded in behavioral psychology
schema
Courses have clearly identified and In the course participants are asked to
measurable learning objectives, so relate the learned material to
participants know exactly when they examples they have seen in their work
have ‗learned‘ the desired material or lives

65. Underlying Psychology
Behavioral Cognitive
•learners are allowed to build
•only ‗correct‘ responses accepted knowledge based on previous
experience
Learners are expected to complete Learners are allowed to integrate their
tasks exactly as ordered experiences into learning

66. Goal Orientation
Sharply-focused Unfocused
•No pre-set goals
•clearly defined, pre-set goals
•Self set goals
One activity in the course has
participants reflecting on what they
If the learner knows the material, they
learned and how they learned it, then
have successfully achieved the goals
analyzing their own learning style
based on what they discovered.

67. Experiential Value
Abstract Concrete
•Abstract •indicating relevance to the learner‘s
•indicating ‗removed from reality‘ world
•―ignores‖ specific influence factors of •takes all influence factors into
the real world account
Learners are not expected to relate
Learners are encouraged to apply
content to their past or potential
‗knowledge‘ to their activities at work
experiences. Focus on models

68. Teacher Role
Didactic Facilitative
•Teacher facilitates learning without
•Teacher presents the knowledge controlling outcomes
•Focuses on lectures •Focuses on group works and
assignments
When students have questions or
The instructor of the course is the concerns that they could, with some
expert and all questions or concerns help, resolve or discover answers on
can be resolved by this expert their own, the instructor helps them
learn to find the solution themselves.

69. Program Flexibility
Teacher-Proof Easily Modifiable
•Course and learning activities are •Teacher accepts suggestions and
fixed errors
•No Changes are possible •Program can be changed if necessary
The instructor contributes knowledge;
The instructor recognizes his/her faulty
it is up to the student to learn it. The
instructional activity and modifies it to
teaching techniques would not be the
suit the learners
cause of faulty learning.

70. Value of Errors
Errorless Learning Learning from experiences
•Errors are a part of the learning
•Errors are not tolerated in any way process
•Students learn until either they •Errors will be analyzed to learn from
generate no errors them
If students make a mistake, they are
Once students can consistently and
offered another opportunity to learn by
errorless define and describe the
recognizing their error and then
content, they have ‗learned‘.
correcting it

71. Motivation
Extrinsic Intrinsic
•Motivation originates from factors •Motivation originates from within
separate from the learner •―a true desire to learn‖
•―the need to get the best grade‖
Students are genuinely interested in
Students are memorizing facts and
learning new knowledge or skills and
definitions to pass the course.
applying them to real life situations

72. Accommodation of Individual
Differences
Non-Existent Multi-Faceted
•knowledge and learning presented in
•Differences of individual learning style a variety of ways
and strategies are not considered •learners can utilize what most suits
their preferences
Students can read text, watch online
Only text reading and drill-and-practice
videos or analyze case studies in
are offered as course activities
order to learn.

73. Learner Control
Non-Existent Unrestricted
•learn by discovery, which means the
•The learner must learn along a learner has unrestricted control of the
predetermined path path
•Learning activities and their order is •The learner can control what to do
fixed when
The learners are sequentially
The learners can chose the learning
mastering the content and will know
activities that appeal to them
when their learning is complete

74. User Activity
Mathemagenic Generative
•Learners have the opportunity to Learners are engaged in the process
access the same content, but in of creating learning material
different ways
Learners are allowed to expand upon
Learners access pre-set learning
other uses of knowledge and are
material.
asked to research an example

75. Cooperative Learning
Unsupported Integral
•Learning is encourage through
•Learners work independently of
cooperative activities among learners
others
•Group work
•Individual work
Each learner protects his or her The instructor provides activities which
knowledge, as success is determined allow learners to exchange ideas and
by mastering the topic to the experiences, thus augmenting the
instructor‘s satisfaction information and skills learned

76. Cultural Sensitivity
Non-Existent Integral
•The cultural differences are •The cultural differences are an
completely ignored (even if integral part of the course and learning
unintentionally)
The instructor or designer of the
The instructor assumes that all
course attempts to keep images and
learners will learn equally by the way
examples free from stereo- types and
he/she teaches and by the activities
uses internationally recognized
presented.
symbols.

77. Context Metadata (Pawlowski, Richter, 2007)
Internet Culture Demographical
security development
Learner
Religion
satisfaction
Geography &
Technical
education
infrastructure
infrastructure
Information &
Companies
Knowledge Rights
Rules,
standards and
Systems History
agreements
Human actors Politics
Financial State of
aspects Media richness development

78. Search Search
Ask colleagues and
networks: It is
promising also to ask
experienced
colleagues or search Search for relevant
forums by fellow colleagues
teachers as an Who do you trust in
example. In most the field?
cases, you easily find Identify communities,
a colleague sharing linkedin, facebook,
good ideas and hints. xing etc
Create your
networks for
education sharing

79. Search: Search
Collaboration network construction
Efficient network
organization is the
key to success
First degree
trusted network Tools are needed to
Topic / Context
facilitate the
A process
Open Issues:
– Factors?
Topic / Context
B
– Organization?
– The right
network?
Second degree
trusted network

80. Search Search
Usefulness: Parameters
Content People
Topic Proximity
Context – Geographical
Type
Didactical setting
+ – Cultural
– Personal
Quality… Trustworthiness
– Experiences
– Recommendations
–…

81. Search Search
Familiarize yourself with
some basic licenses: Most
OER use a creative
commons license which
aims at providing a simple Some CC licensing attributes
transparent scheme. In most Use or modifications?
cases, re-use is allowed Commercial or non-commercial
when informing the author in
non-commercial settings. Collaboration or acquisition ?
However, the Creative National or international?
Commons website for OER Further publication or private
helps to clarify what your use?
legal situation is and also
provides a tool to build
licenses for your needs.

82. Search Search
Search and try: Most repositories provide direct access to
resources, so it might be useful just to try out a few resources
and see how it fits your context.
Summarize the characteristics and estimate the adaptation
effort
– Comparison of requirements and characteristics
– Adaptation options
– Tools options
– Time, efforts, cost…
Internationalization aspects
– Cultural / business logic changes
– Content change
– Language aspects
– Curricular / didactical changes
– User interface changes

83. Search Search
Make your decision: You cannot use all
resources but soon you will find resources
and colleagues which are fitting your
context.

84. Attribute Description   0   Comment
Language English X Parts need to be translated
Topic Pythagoras theorem
Age group 12-16 X Fit exactly
Method Interactive simulation, X Needs to be explained in detail for
assisted by teacher distance learning pupils
Quality Description
Standards
Curriculum fit
Quality of contents
Interactivity
Media use
Appropriateness of
methods
Technical
requirements
Technical
correctness
Motivational
Culture Content
Method
Goal orientation
Experiment value
Teacher role
Flexibility
Value of errors
Motivation
Learner control
User activity
Cooperative
learning / group
work
Communication
Interface design
(characters,
metaphors,
numbers, colors)
Summary Summary of fitness

85. Adaptation Adapt
Small involvement or more? As a first step, a strategic decision is
needed – will you only re-use materials or do you see this as a
potential for strategic collaboration. Simple re-use just requires
downloading the resource and adapting some graphics (just like
changing a powerpoint slide design). In some cases, you might find
the materials as a good starting point, but you would add concepts
and enrich / enhance the contents and share it again with the original
author and a community – this can lead to dynamic content
enhancements and – even more important – trusted communities.
Tools: Some materials are simpler to modify (web pages, wiki
pages), some need more effort. The selection of good (and free)
tools to make changes is essential for a good process.
Collaborate: It is always advisable to let the original author and
potential colleagues know about your plans. By this, you can clarify
the authors‘ intentions but also initiate a longer cooperation. People
who share their materials are in most cases more than willing to
discuss and listen to your suggestions.
Adapt and try: Making your adaptations, bringing in new ideas,
discussing improvements with colleagues. This is the main challenge
of this phase. However, you should always try the result before
publishing it again.

86. Adaptation Adapt
Small involvement or
more? As a first step, a
strategic decision is needed
– will you only re-use
materials or do you see this
as a potential for strategic Strategy check
collaboration. Simple re- Estimate potentials
use just requires Check partnerships
downloading the resource Network development
and adapting some graphics
(just like changing a
powerpoint slide design). In
some cases, you might find
the materials as a good
starting point, but you would
add concepts and enrich /
enhance the contents and
share it again with the
original author and a
community – this can lead to
dynamic content
enhancements and – even
more important – trusted
communities.

87. Adapt
Adaptation
Tools: Some materials Summarize requirements and
functions needed
are simpler to modify Content analysis
(web pages, wiki pages), Translation / sub-titles
some need more effort. Learning Design
The selection of good Packaging / metadata
(and free) tools to make Assessments
changes is essential for Graphics
a good process. Simulations
Collaboration
…
Some starting points
http://learn.openscout.net/tools.html
W3C:
http://www.w3.org/International/
(technical aspects of
internationalization and localization)

88. Adaptation: Sample Adapt
Content Adaptation need Tool
Sample how to apply Use map from home town Exchange map
Pythagoras theorem to Use screen capture tool
measure distances
Learning activity Adaptation need Actions
Spontaneous group work Use same age / gender group Build groups beforehands,
to measure distances Each group gets one mentor provide strong guidance
Language aspect Adaptation need Actions
English as main Translate to Finnish Use subtitle tool for video
language lectures
Translate cases (external
agency)
UI Aspect Adaptation need Actions
Background colors not Change background colors and For ppt: change master slide
appealing logo For simulations: use
Navigation not intuitive Change navigation structure simulation generator
from left to top navigation Restructure navigation in
coffeecup tool

89. Adaptation Adapt
Collaborate: It is always advisable to let the
original author and potential colleagues know
about your plans. By this, you can clarify the
authors‘ intentions but also initiate a longer
cooperation. People who share their materials
are in most cases more than willing to discuss
and listen to your suggestions.
Adapt and try: Making your adaptations,
bringing in new ideas, discussing improvements
with colleagues. This is the main challenge of
this phase. However, you should always try the
result before publishing it again.

90. Share and exchange Share &
Exchange
Re-publish your results: If you have made changes,
you should send your results back to the original author.
However, consider whether your work could be
interesting to other people in the community. It will
generate a dynamic process which might give you even
more ideas.
Discuss and share: What were the steps when you
adapted the materials? Share your open educational
practice and your experiences, it will help other
colleagues who later help you with their experiences as
well.
Build your network: It is an illusion that all educators
around the world will cooperate and work together.
However, it is quite important to build a successful
network of colleagues who work in similar areas, who
share your ideas and principles for education and who
you would simply trust. In those networks, you easily get
good recommendations and new ideas.

91. Share and exchange Share &
Exchange
Collaboration Person / Organization Actions
activity
Notification Author XYZ Notify author of usage intention
Resubmission LRE and own repository Resubmit with author‘s permission
Further Group A: Author XYZ, Suggest small group for refining the
collaboration and colleague X, teacher Y resource
development
Feedback Students Send feedback to group A
Group A
Experience Group A Provide improvement suggestions,
sharing provide good / bad cases
Next development Group A Suggest improvement changes,
goals develop work plan

92. Conclusion
Step by step approach guides through the OER
adaptation process
Key issues:
– Internationalization aspects
– Cultural aspects
– Searching in the right places
– Using the best tools
– Validating the solution, determining the
added value
But: Many issues are still context-dependent,
there is no one fits all-solution

93. Agenda
12.45 – 14.00 Planning and initial adaptation of a course: Finding and Retrieving OER
Finding the appropriate resource
Validating its usefulness and potential
14.30 – 15.30 Adapting OER, Re-publishing OER
Finding appropriate tools: Authoring, translating, …
Republishing OER in repositories
15.30 – 16.00 Discussion of experiences

94. Task
Creating a 2 hour blended learning course
Based on existing materials
See work sheets

95. Task: Pythagoras theorem
Imagine the following situation: You are developing a new class for pupils in school
in Mathematics. It is your task to prepare the lesson with a very short preparation
time. Additionally, the lesson should be usable for blended learning and distance
learning settings.
The lesson should introduce the Pythagoras theorem – pupils should understand
the concept of right-angled triangles and should be able to apply them for selected
settings.
For the first two lessons, you should prepare
– A slide set introducing the topic
– An experimental environment in which students can learn
– An assessment to check whether the pupils have progressed in the topic.
http://descartes.cnice.mec.es/materiales_didacticos/Pytha_Theorem/index.htm

96. Feedback
Please provide feedback:
Do you find OER an appropriate solution
Can you imagine to use OER with other origins
than your home country?
What were the main problems to a) find, b) retrieve,
c) re-author OER?
Who would you involve when working with OER
(colleagues, contractors, learners, …)
Please comment on the workshop:
Was it useful for your context?
Were the contents appropriate? Why / why not?
Was the exercise realistic and useful?
Would you consider to continue in this topic?

97. References
Blanchard E., Razaki R. & Frasson C. (2005):
Cross-cultural adaptation of e-Learning contents: a
methodology. Proceedings of World Conference on
E-Learning in Corporate, Government, Healthcare,
and Higher Education, Chesapeake, Virginia.
Edmundson, A. (2007): Globalized E-Learning,
Cultural Challenges. Idea Group, U.S.; 2007.
Richter, T., Pawlowski, J.M. (2007): The Need for
Standardization of Context Metadata for e-Learning
Environments, Proc. of e-ASEM Conference, Seoul,
Korea, Oct. 2007.
Pawlowski, J.M. (2008): Culture Profiles: Facilitating
Global Learning and Knowledge Sharing, ICCE
2008, Taiwan, Nov. 2008. - Draft Version in PDF
Format

98. Contact us…
Prof. Dr. Jan M. Pawlowski
jan.m.pawlowski@jyu.fi
GLIS on the web…
http://users.jyu.fi/~japawlow
NORDLET OpenScout
http://www.nordlet.org/ http://www.openscout.net