An extensive slideset and workshop concept regarding the internationalization of open educational resources. This includes an introduction of OER, some practices. The main aspect provides guidelines for OER internationalization and a simple case study (including samples and worksheets). If you are interested to further develop the workshop concept, just drop me an email...
The Nordic Open Education Alliance: Global Collaborations through Open Educat...Jan Pawlowski
The presentation introduces the Nordic Open Education Alliance which aims at promoting and support the uptake of Open Educational Resources (OER) in the Nordic countries. The presentation discusses the current status in the Nordic countries and the possibilities to engage in global collaborations. How can we support OER as a tool for educators around the globe? How can we create, re-use and share OER to support global collaborations?
The presentation discusses quality considerations and success factors of MOOCs - a critical review of current discussions and some potentials for Asian-European collaboration
“Young learners, between the age of 14 and 16, find themselves at transition points in their lives at which they have to choose between going into upper secondary education or entering vocational training. It is a time when they have to make decisions and need to be supported in making the best choices for their future careers...
Online Learning at the University of ParmaSara Valla
Experiences of online learning carried out by UniPR Co-Lab at the University of Parma.
Workshop:
Science Dissemination and On-line Certification for All
ICTP, Trieste 30 Sept - 2 Oct 2013
The Nordic Open Education Alliance: Global Collaborations through Open Educat...Jan Pawlowski
The presentation introduces the Nordic Open Education Alliance which aims at promoting and support the uptake of Open Educational Resources (OER) in the Nordic countries. The presentation discusses the current status in the Nordic countries and the possibilities to engage in global collaborations. How can we support OER as a tool for educators around the globe? How can we create, re-use and share OER to support global collaborations?
The presentation discusses quality considerations and success factors of MOOCs - a critical review of current discussions and some potentials for Asian-European collaboration
“Young learners, between the age of 14 and 16, find themselves at transition points in their lives at which they have to choose between going into upper secondary education or entering vocational training. It is a time when they have to make decisions and need to be supported in making the best choices for their future careers...
Online Learning at the University of ParmaSara Valla
Experiences of online learning carried out by UniPR Co-Lab at the University of Parma.
Workshop:
Science Dissemination and On-line Certification for All
ICTP, Trieste 30 Sept - 2 Oct 2013
The Nordic Open Education Alliance at EDEN 2013Jan Pawlowski
The presentation shows the idea of creating a regional approach to collaborate around Open Educational Resources (OER) in the Nordic countries. Which are the main barriers and recommendations / actions to overcome those.
Open management education and social software20110407Jan Pawlowski
how to use open content / open educational resources for management education using social software tool? OpenScout (www.openscout.net) provides access to thousands of hours to freely available management contents - we discuss how to utilize social software in learning scenarios as well as for the adaptation of learning materials
Digital Education in Politehnica University of TimisoaraDiana Andone
Digital Education in Politehnica University of Timisoara, by Dr. Diana Andone, eLearning Center, Politehnica University of Timisoara, Romania
presentation as keynote to EDEN 2020 International Conference, 22 June 2020,
on Digitisation, Digitalisation and Digital Transformation, the projects that supported it , Virtual Campus of UPT, virtual mobilities, OERs and MOOCS, students as co-creators
V Jornadas eMadrid sobre “Educación Digital”. Edmundo Tovar, Universidad Poli...eMadrid network
V Jornadas eMadrid sobre “Educación Digital”. Edmundo Tovar, Universidad Politécnica de Madrid: Entrepreneurship training as a practice based on OERs. 2015-06-30
Building up a Digital Education Eco-systemDiana Andone
Building up a Digital Education Eco-system teh Politehnica University Experience
by Dr. Andrei Ternauciuc, Dr. Diana Andone
Distance education and online learning history at the Politehnica University of Timisoara was initiated more than two decades ago, with a vision on opening up traditional Romanian higher education. And more than half of this time was invested in Moodle's challenging orbit and its development. Launching the Virtual Campus for Digital Students - ViCaDiS platform in 2007, as a result of our research, continuing with the highly successful Virtual Campus of the Politehnica University of Timisoara (CVUPT) platform, and getting to our latest Moodle-based endeavour - the Open Virtual Mobility Learning Hub, we grew alongside Moodle's ever-helpful community. Thanks to its open status, we were able to mould the world's leading learning environment into the tool most of our students know and (mostly) love. The road has not always been easy, but thanks to the well-meaning people behind the plugins and the forum posts, we were able to accomplish our learning process goals of honing a complex and complete instrument for online learning. We also learned to fend for ourselves by adapting or even designing from the ground up the functionalities we greatly required, always for the benefit of our students. Our actions have always been towards introducing, supporting and advocating the open education principles in our work, research and development. In the last months, due to the pandemic time and the complete move to online education, we performed a major scalability of our learning environments into what it is now the Politehnica University of Timisoara Digital Eco-system. This scalability and increase will be presented at the Global MoodleMoot 2020. https://moodle.com/events/global-online/
Research groups and teaching experiences at Computer Science Faculty (UNED)Miguel R. Artacho
Universidad Nacional de Educación a Distancia is one of the largest academic institutions in Spain. It was founded in 1972 and focuses in the university teaching and research using technology enhanced learning with similar approach as the Open University, UK or Freire Universität in Germany. This talk describesteacing and research models at UNED and CS School, and shows people, groups and topics.
Manila, 5 de Octubre de 2017
Ateneo de Manila University
Slides to our paper: Bisovsky, Gerhard & Schaffert, Sandra (2008). Learning and teaching with E-Portfolios: Experiences in and Challenges for Adult Education. Full paper in the Proceedings of the Interactive Computer Aided Learning Conference (ICL) in Villach (24-26 September 2008)
The Nordic Open Education Alliance at EDEN 2013Jan Pawlowski
The presentation shows the idea of creating a regional approach to collaborate around Open Educational Resources (OER) in the Nordic countries. Which are the main barriers and recommendations / actions to overcome those.
Open management education and social software20110407Jan Pawlowski
how to use open content / open educational resources for management education using social software tool? OpenScout (www.openscout.net) provides access to thousands of hours to freely available management contents - we discuss how to utilize social software in learning scenarios as well as for the adaptation of learning materials
Digital Education in Politehnica University of TimisoaraDiana Andone
Digital Education in Politehnica University of Timisoara, by Dr. Diana Andone, eLearning Center, Politehnica University of Timisoara, Romania
presentation as keynote to EDEN 2020 International Conference, 22 June 2020,
on Digitisation, Digitalisation and Digital Transformation, the projects that supported it , Virtual Campus of UPT, virtual mobilities, OERs and MOOCS, students as co-creators
V Jornadas eMadrid sobre “Educación Digital”. Edmundo Tovar, Universidad Poli...eMadrid network
V Jornadas eMadrid sobre “Educación Digital”. Edmundo Tovar, Universidad Politécnica de Madrid: Entrepreneurship training as a practice based on OERs. 2015-06-30
Building up a Digital Education Eco-systemDiana Andone
Building up a Digital Education Eco-system teh Politehnica University Experience
by Dr. Andrei Ternauciuc, Dr. Diana Andone
Distance education and online learning history at the Politehnica University of Timisoara was initiated more than two decades ago, with a vision on opening up traditional Romanian higher education. And more than half of this time was invested in Moodle's challenging orbit and its development. Launching the Virtual Campus for Digital Students - ViCaDiS platform in 2007, as a result of our research, continuing with the highly successful Virtual Campus of the Politehnica University of Timisoara (CVUPT) platform, and getting to our latest Moodle-based endeavour - the Open Virtual Mobility Learning Hub, we grew alongside Moodle's ever-helpful community. Thanks to its open status, we were able to mould the world's leading learning environment into the tool most of our students know and (mostly) love. The road has not always been easy, but thanks to the well-meaning people behind the plugins and the forum posts, we were able to accomplish our learning process goals of honing a complex and complete instrument for online learning. We also learned to fend for ourselves by adapting or even designing from the ground up the functionalities we greatly required, always for the benefit of our students. Our actions have always been towards introducing, supporting and advocating the open education principles in our work, research and development. In the last months, due to the pandemic time and the complete move to online education, we performed a major scalability of our learning environments into what it is now the Politehnica University of Timisoara Digital Eco-system. This scalability and increase will be presented at the Global MoodleMoot 2020. https://moodle.com/events/global-online/
Research groups and teaching experiences at Computer Science Faculty (UNED)Miguel R. Artacho
Universidad Nacional de Educación a Distancia is one of the largest academic institutions in Spain. It was founded in 1972 and focuses in the university teaching and research using technology enhanced learning with similar approach as the Open University, UK or Freire Universität in Germany. This talk describesteacing and research models at UNED and CS School, and shows people, groups and topics.
Manila, 5 de Octubre de 2017
Ateneo de Manila University
Slides to our paper: Bisovsky, Gerhard & Schaffert, Sandra (2008). Learning and teaching with E-Portfolios: Experiences in and Challenges for Adult Education. Full paper in the Proceedings of the Interactive Computer Aided Learning Conference (ICL) in Villach (24-26 September 2008)
Contextualization of Open Educational Resources in Asia and EuropeJan Pawlowski
The presentation shows current developments of OER in Europe and Asia - starting with barriers and analysis of the current status, we realized three case studies, looking at OER in Finland, Malaysia and Philippines. The results lead to 10 main recommendations to achieve successful, cross-border collaborations for learning and teaching using OER.
QA in e-Learning and Open Educational Resources (OER)Jon Rosewell
Introductory slides for a workshop on updating the e-learning quality assurance benchmarks of the E-xcellence NEXT project http://www.eadtu.nl/e-xcellencelabel
What can Open Access offer me as a teacher?: A guide to Open Access and to ed...Stian Håklev
Presentation given with Clare Brett as part of Master of Teachers Tech Day at OISE, Oct 20 2010.
Abstract: Open Access (OA) and Open Educational Resources (OER's) are terms being increasingly used in educational circles. There are a lot of free, well-designed and interesting curriculum resources out there for the discerning teacher to find and use in their classroom. This workshop will provide a tour of some of the key locations for finding such resources for k-12 teachers, as well as introducing you to the ideas behind Open Access in general, and a discussion of interesting new directions for lifelong professional development, such as the Peer-to-Peer university. The workshop will consist of introducing you to the terms and resources of Open Access as well as small group discussions on strategies and issues about using these resources in your classroom. This will be an interactive session, where your questions are welcome and will guide the kinds of materials we discuss.
An introduction to Open Educational Resources delivered to coursework masters students at the University of Cape Town March 29, 2012. Covers open education resources, Creative Commons licensing, issues for educators engaging in open education, curation, metadata, and new forms of open education such as massive open online courses.
The Personalization Challenge: Context and Culture Metadata for Mobile Learning
In this keynote, we addressed m-learning adaptation based on a standardized context description. The context description contains cultural, organization and individual factors as a base for adaptable and adaptive systems. This is used on the openscout project which is about adaptation of learning resources also in the international context.
Open Learning Analytics Network - Summit Europe 2014LACE Project
Slides used to introduce the Open Learning Analytics Network event held at the Allard Pierson Museum in Amsterdam on December 1st 2014, organised by LACE in cooperation with the University of Amsterdam and the Apereo Foundation.
Part of a series introducing Open and Open Educational Resources as a potentially high impact part of supporting the realisation of intended institutional graduate profiles, as described in Nelson Mandela Metropolitan University's Vision2020.
This booklet provides information about the involvement of C-SAP (Higher Education Academy Subject Centre for Sociology, Anthropology and Politics) in the UK-wide Open Educational Resources programme.
Similar to Open Educational Resources for Global Collaboration: Introduction, Guidelines and Case Study (20)
Computational Thinking and Acting: Future Technologies for Future GenerationsJan Pawlowski
Computation Thinking describes the ability to purposefully use computers for problem solving. Computation Thinking and Acting focuses on using technologies for solving real world problems. The slides give examples and solutions how to include COTA in primary schools.
Born Global Innovation - Social Software to Support Global InnovationJan Pawlowski
The presentation shows "Born Global Innovation" which aims at directed innovation processes in non-competing markets - this approach should allow SMEs to go global from the very beginning by creating trusted partnerships. The presentation shows how social software can support these innovation processes.
Research Issues in Knowledge Management and Social MediaJan Pawlowski
The lecture introduces "Global Social Knowledge Management" - it starts with conceptual foundations and discusses research approaches and methodologies and potentially interesting research topics. Several studies on KM and Social Software are outlined, in particular studies on barriers of KM in global settings as well as utilizing SoSo for KM.
Global knowledge management_pawlowski_2012Jan Pawlowski
The extensive slideset is used for a 5ECTS course on global knowledge management. It covers theoretical aspects as well as practical issues. It is accompanied by a case study on global knowledge management as a practical application of the theoretical concepts. For further information, please contact me.The slides can be used for non-commercial purposes but please inform me how you used them!
The presentation shows 5 main trends for e-learning - it is a starting point for discussions, slides can be re-used for workshops on trend identification and roadmapping
Knowledge Management (KM) is a social activity. More and more organizations use social software as a tool to bridge the gap between technology- and human-oriented KM. In order to create interoperable, transferable solutions, it is necessary to utilize standards. In this paper, we analyze which standards can be applied and which gaps currently exist. We present the concept of knowledge bundles, capturing information on knowledge objects, activities and people as a prerequisite for social-focused KM. Based on our concept and examples, we derive the strong need for standardization in this domain. As a manifesto this paper tries to stimulate discussion and initiating a broad initiative working towards a common standard for the next generation of knowledge management systems. Our manifesto provides with eight recommendations how the KM community should act to address future challenges.
how to describe a situation in which mobile learning is done? how to capture this data for adaptive / adaptable systems - a first shot how to capture information on what's happening around us...
Global Knowledge Management Framework - how to make sense of research in knowledge management in international settings, how to analyze culture, what are main barriers?
Business Valuation Principles for EntrepreneursBen Wann
This insightful presentation is designed to equip entrepreneurs with the essential knowledge and tools needed to accurately value their businesses. Understanding business valuation is crucial for making informed decisions, whether you're seeking investment, planning to sell, or simply want to gauge your company's worth.
The world of search engine optimization (SEO) is buzzing with discussions after Google confirmed that around 2,500 leaked internal documents related to its Search feature are indeed authentic. The revelation has sparked significant concerns within the SEO community. The leaked documents were initially reported by SEO experts Rand Fishkin and Mike King, igniting widespread analysis and discourse. For More Info:- https://news.arihantwebtech.com/search-disrupted-googles-leaked-documents-rock-the-seo-world/
Kseniya Leshchenko: Shared development support service model as the way to ma...Lviv Startup Club
Kseniya Leshchenko: Shared development support service model as the way to make small projects with small budgets profitable for the company (UA)
Kyiv PMDay 2024 Summer
Website – www.pmday.org
Youtube – https://www.youtube.com/startuplviv
FB – https://www.facebook.com/pmdayconference
Affordable Stationery Printing Services in Jaipur | Navpack n PrintNavpack & Print
Looking for professional printing services in Jaipur? Navpack n Print offers high-quality and affordable stationery printing for all your business needs. Stand out with custom stationery designs and fast turnaround times. Contact us today for a quote!
Digital Transformation and IT Strategy Toolkit and TemplatesAurelien Domont, MBA
This Digital Transformation and IT Strategy Toolkit was created by ex-McKinsey, Deloitte and BCG Management Consultants, after more than 5,000 hours of work. It is considered the world's best & most comprehensive Digital Transformation and IT Strategy Toolkit. It includes all the Frameworks, Best Practices & Templates required to successfully undertake the Digital Transformation of your organization and define a robust IT Strategy.
Editable Toolkit to help you reuse our content: 700 Powerpoint slides | 35 Excel sheets | 84 minutes of Video training
This PowerPoint presentation is only a small preview of our Toolkits. For more details, visit www.domontconsulting.com
Cracking the Workplace Discipline Code Main.pptxWorkforce Group
Cultivating and maintaining discipline within teams is a critical differentiator for successful organisations.
Forward-thinking leaders and business managers understand the impact that discipline has on organisational success. A disciplined workforce operates with clarity, focus, and a shared understanding of expectations, ultimately driving better results, optimising productivity, and facilitating seamless collaboration.
Although discipline is not a one-size-fits-all approach, it can help create a work environment that encourages personal growth and accountability rather than solely relying on punitive measures.
In this deck, you will learn the significance of workplace discipline for organisational success. You’ll also learn
• Four (4) workplace discipline methods you should consider
• The best and most practical approach to implementing workplace discipline.
• Three (3) key tips to maintain a disciplined workplace.
Personal Brand Statement:
As an Army veteran dedicated to lifelong learning, I bring a disciplined, strategic mindset to my pursuits. I am constantly expanding my knowledge to innovate and lead effectively. My journey is driven by a commitment to excellence, and to make a meaningful impact in the world.
Improving profitability for small businessBen Wann
In this comprehensive presentation, we will explore strategies and practical tips for enhancing profitability in small businesses. Tailored to meet the unique challenges faced by small enterprises, this session covers various aspects that directly impact the bottom line. Attendees will learn how to optimize operational efficiency, manage expenses, and increase revenue through innovative marketing and customer engagement techniques.
[Note: This is a partial preview. To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations]
Sustainability has become an increasingly critical topic as the world recognizes the need to protect our planet and its resources for future generations. Sustainability means meeting our current needs without compromising the ability of future generations to meet theirs. It involves long-term planning and consideration of the consequences of our actions. The goal is to create strategies that ensure the long-term viability of People, Planet, and Profit.
Leading companies such as Nike, Toyota, and Siemens are prioritizing sustainable innovation in their business models, setting an example for others to follow. In this Sustainability training presentation, you will learn key concepts, principles, and practices of sustainability applicable across industries. This training aims to create awareness and educate employees, senior executives, consultants, and other key stakeholders, including investors, policymakers, and supply chain partners, on the importance and implementation of sustainability.
LEARNING OBJECTIVES
1. Develop a comprehensive understanding of the fundamental principles and concepts that form the foundation of sustainability within corporate environments.
2. Explore the sustainability implementation model, focusing on effective measures and reporting strategies to track and communicate sustainability efforts.
3. Identify and define best practices and critical success factors essential for achieving sustainability goals within organizations.
CONTENTS
1. Introduction and Key Concepts of Sustainability
2. Principles and Practices of Sustainability
3. Measures and Reporting in Sustainability
4. Sustainability Implementation & Best Practices
To download the complete presentation, visit: https://www.oeconsulting.com.sg/training-presentations
"𝑩𝑬𝑮𝑼𝑵 𝑾𝑰𝑻𝑯 𝑻𝑱 𝑰𝑺 𝑯𝑨𝑳𝑭 𝑫𝑶𝑵𝑬"
𝐓𝐉 𝐂𝐨𝐦𝐬 (𝐓𝐉 𝐂𝐨𝐦𝐦𝐮𝐧𝐢𝐜𝐚𝐭𝐢𝐨𝐧𝐬) is a professional event agency that includes experts in the event-organizing market in Vietnam, Korea, and ASEAN countries. We provide unlimited types of events from Music concerts, Fan meetings, and Culture festivals to Corporate events, Internal company events, Golf tournaments, MICE events, and Exhibitions.
𝐓𝐉 𝐂𝐨𝐦𝐬 provides unlimited package services including such as Event organizing, Event planning, Event production, Manpower, PR marketing, Design 2D/3D, VIP protocols, Interpreter agency, etc.
Sports events - Golf competitions/billiards competitions/company sports events: dynamic and challenging
⭐ 𝐅𝐞𝐚𝐭𝐮𝐫𝐞𝐝 𝐩𝐫𝐨𝐣𝐞𝐜𝐭𝐬:
➢ 2024 BAEKHYUN [Lonsdaleite] IN HO CHI MINH
➢ SUPER JUNIOR-L.S.S. THE SHOW : Th3ee Guys in HO CHI MINH
➢FreenBecky 1st Fan Meeting in Vietnam
➢CHILDREN ART EXHIBITION 2024: BEYOND BARRIERS
➢ WOW K-Music Festival 2023
➢ Winner [CROSS] Tour in HCM
➢ Super Show 9 in HCM with Super Junior
➢ HCMC - Gyeongsangbuk-do Culture and Tourism Festival
➢ Korean Vietnam Partnership - Fair with LG
➢ Korean President visits Samsung Electronics R&D Center
➢ Vietnam Food Expo with Lotte Wellfood
"𝐄𝐯𝐞𝐫𝐲 𝐞𝐯𝐞𝐧𝐭 𝐢𝐬 𝐚 𝐬𝐭𝐨𝐫𝐲, 𝐚 𝐬𝐩𝐞𝐜𝐢𝐚𝐥 𝐣𝐨𝐮𝐫𝐧𝐞𝐲. 𝐖𝐞 𝐚𝐥𝐰𝐚𝐲𝐬 𝐛𝐞𝐥𝐢𝐞𝐯𝐞 𝐭𝐡𝐚𝐭 𝐬𝐡𝐨𝐫𝐭𝐥𝐲 𝐲𝐨𝐮 𝐰𝐢𝐥𝐥 𝐛𝐞 𝐚 𝐩𝐚𝐫𝐭 𝐨𝐟 𝐨𝐮𝐫 𝐬𝐭𝐨𝐫𝐢𝐞𝐬."
Open Educational Resources for Global Collaboration: Introduction, Guidelines and Case Study
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
You are free:
to Share — to copy, distribute and transmit the work
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
way that suggests that they endorse you or your use
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
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.
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
–…
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, …
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
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?
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!
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?
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
Editor's Notes
Next stepsFor the needs of EC TEL presentationGUI adaptation to a more portal-like presentation wayRegister and log in page and respective services integration in direct connection to FIT serverActual social metadata services integration by direct connection to FIT serverFor the future development strategyIn contact with technical partners Definition of the architectural strategy for the combination of the several servicesDefinition and description of expected services and specification of combined data expected from middleware (connector).