Practical workshop on contributing to the open educational resources (OER) movement by scrutinizing your teaching and learning resources for copyright concerns. Developing Open Educational Practices. (OEP)
Slides from my presentation as part of the Creating effective learning with new technology in the 21st century:
the importance of educational theories
Symposium at AMEE 1 Sep 2014, Milano, Italy
These are my slides from a pre-conference workshop I co-ran with John Sandars from the University of Sheffield at AMEE 2014 in Milan, Italy. The workshop title was 'How to create personalised learning opportunities in the information age: Essential skills for the 21st century teacher'. John gave an overview of personalised learning to kick things off and looked at some relevant learning theories.
I went on to give an overview of how I've used technology to support and personalise my learning. Following some group work I went on to look at some current trends around personalised learning and consider some of the implications.
The key to supporting students to create personalised learning is for both the teacher and the learner to understand how technology can support this and John covered this in the final section of the workshop.
Is the emperor wearing clothes? A debate on hype vs reality in elearning & ...Natalie Lafferty
My slides from the closing plenary of the AMEE eLearning Symposium 6 September 2015 in Glasgow, which was a debate on the hype vs the reality of elearning in medical education between David Cook and myself.
OER: It’s not the artifact, it’s the process (Mark McGuire, U of Otago)Mark McGuire
See the version with audio and slides: http://goo.gl/gkZR8.
These are the slides from a seminar presentation that I presented on 28 June at the University of Otago. You can hear (and download) the audio (MP3) on UniTube (http://goo.gl/3F7IR). Even better, you can see (and download) the slides and hear the audio together on my blog (http://goo.gl/gkZR8).
Feel free to contact me at mark.mcguire@otago.ac.nz.
"Open Educational Resources: It’s not the artifact, it’s the process". Presented at the Open Educational Resources Seminar, University of Otago, 28 June 2012
Abstract
If we think of OERs as we think of physical artifacts, we might focus on their design, production, storage and distribution. We could quantify their number, calculate their popularity, and track their use. However, in open, distributed, networked learning environments, the emphasis is not be on the resources but on the engagement between participants who create, use, modify, and share experiences. Resources can be used to prompt and fuel conversations, and the results of one conversation can be saved and used as fuel for another, but it is the way in which they are created and used that determines their effectiveness in learning contexts. In this talk, I will use examples from several open courses to explore the nature of digital resources and discuss how they are used to enable constructive engagements between networked learners. I suggest that, although appropriate resources are an important part of the learning process, we need to pay more attention to the design of the structures and networks in which they are generated and circulated.
Slides from my presentation as part of the Creating effective learning with new technology in the 21st century:
the importance of educational theories
Symposium at AMEE 1 Sep 2014, Milano, Italy
These are my slides from a pre-conference workshop I co-ran with John Sandars from the University of Sheffield at AMEE 2014 in Milan, Italy. The workshop title was 'How to create personalised learning opportunities in the information age: Essential skills for the 21st century teacher'. John gave an overview of personalised learning to kick things off and looked at some relevant learning theories.
I went on to give an overview of how I've used technology to support and personalise my learning. Following some group work I went on to look at some current trends around personalised learning and consider some of the implications.
The key to supporting students to create personalised learning is for both the teacher and the learner to understand how technology can support this and John covered this in the final section of the workshop.
Is the emperor wearing clothes? A debate on hype vs reality in elearning & ...Natalie Lafferty
My slides from the closing plenary of the AMEE eLearning Symposium 6 September 2015 in Glasgow, which was a debate on the hype vs the reality of elearning in medical education between David Cook and myself.
OER: It’s not the artifact, it’s the process (Mark McGuire, U of Otago)Mark McGuire
See the version with audio and slides: http://goo.gl/gkZR8.
These are the slides from a seminar presentation that I presented on 28 June at the University of Otago. You can hear (and download) the audio (MP3) on UniTube (http://goo.gl/3F7IR). Even better, you can see (and download) the slides and hear the audio together on my blog (http://goo.gl/gkZR8).
Feel free to contact me at mark.mcguire@otago.ac.nz.
"Open Educational Resources: It’s not the artifact, it’s the process". Presented at the Open Educational Resources Seminar, University of Otago, 28 June 2012
Abstract
If we think of OERs as we think of physical artifacts, we might focus on their design, production, storage and distribution. We could quantify their number, calculate their popularity, and track their use. However, in open, distributed, networked learning environments, the emphasis is not be on the resources but on the engagement between participants who create, use, modify, and share experiences. Resources can be used to prompt and fuel conversations, and the results of one conversation can be saved and used as fuel for another, but it is the way in which they are created and used that determines their effectiveness in learning contexts. In this talk, I will use examples from several open courses to explore the nature of digital resources and discuss how they are used to enable constructive engagements between networked learners. I suggest that, although appropriate resources are an important part of the learning process, we need to pay more attention to the design of the structures and networks in which they are generated and circulated.
Keynote address at Innovation in Tertiary Education Services 2014 conference, Auckland, New Zealand, 5th May 2014.
Discusses how MOOCs are stimulating a climate of innovation and change in education online, shows case studies of innovative teaching formats in a range of Universities and Community Colleges.
Argues that MOOCs are performing at plateau of stable expectations, and that their greatest impact is a set of invigorated conversations around cost, access, quality and delivery of education.
Compares two interdisciplinary courses, one a blended/hybrid course at Harrisburg Community Colleges, and one offered later as a MOOC at UC Irvine, both using topic of Zombies as a vehicle.
Concludes that MOOCs have unleashed an innovative set of approaches across HE (rather than being in them selves innovative). Schools focussed on classroom delivery have an opportunity to re-invent what they do. Elite institutions can use the MOOC as an intermediary format for delivering their content across multiple formats
Embracing uncertainty: collaboration as learningDave Cormier
Keynote for AACUSS conference at UPEI. Great audience feedback... some of it was included in the uploaded powerpoint. Did some work breaking out the cynefin framework.
Presentation features rhizomatic stuff focused on a student services audience.
The Year of Blogging Dangerously: Lessons from the "Blogosphere". This talk will describe how to build an institutional repository using free (or cheap) web-based and blogging tools including flickr.com, slideshare.net, citeulike.org, wordpress.com, myexperiment.org and friendfeed.com. We will discuss some strengths and limitations of these tools and what Institutional Repositories can learn from them.
Virtual Space for All: The Opportunities and Challenges Provided by the Socia...lisbk
Slides for a talk on "Virtual Space for All: The Opportunities and Challenges Provided by the Social Web" given by Brian Kelly, UKOLN at the CILIP-Wales 2009 conference
See http://www.ukoln.ac.uk/cultural-heritage/events/cilip-wales-2009/
With apologies to the great twentieth century philosopher, Don Henley, this talk looks back to the reasons we did learn and looks forward to some of the ways technology might help us to learn for the future.
We celebrated one year of OpenContent at the University of Cape Town in February 2011. This presentation ran at our anniversary event where we gave thanks to all of our open educational resource contributors.
The Power of Engagement and Tools for ConnectingKelvin Thompson
AUDIO: access session audio to accompany these slides at http://ofcoursesonline.com/thompson_fsi2015.mp3 [copy/paste]
Slides from keynote address at 2015 Faculty Summer Institute at the University of Illinois
Slides for a talk on "Web Preservation in a Web 2.0 Environment" given by Brian Kelly, UKOLN at a Web site preservation workshop at the UKOLN IWMW 2008 event.
See http://www.ukoln.ac.uk/web-focus/events/workshops/webmaster-2008/sessions/guy/
User testing and focus group report at Manchester University (C-SAP collectio...CSAPSubjectCentre
Focus group and user testing of the front-end website http://methods.hud.ac.uk/ at the University of Manchester on 27th July 2011. Part of the OER Phase 2 C-SAP Collections Project
Presentation given at the Open CourseWare Consortium global conference on May 10, 2013.
Short URL: http://openmi.ch/ocwcg2013.
Abstract available at: http://conference.ocwconsortium.org/index.php/2013/2013/paper/view/460.
Download slides (PPT, PDF) and speaker notes (RTF) at: http://open.umich.edu/node/7273/.
just a few sample pages from the first level book the Red Level. The series of programmes grows in book size and golf technicalities as the pupils progress.
At the end of the 10 levels, this has to be the most comprehensive coaching offering that a pro could give. Every rule covered, diet, hydration, skills, drills, techniques for all shots, fitness, strategy, mental skill development, all in Bitesize chunks.
I\'m very excited about this.
Keynote address at Innovation in Tertiary Education Services 2014 conference, Auckland, New Zealand, 5th May 2014.
Discusses how MOOCs are stimulating a climate of innovation and change in education online, shows case studies of innovative teaching formats in a range of Universities and Community Colleges.
Argues that MOOCs are performing at plateau of stable expectations, and that their greatest impact is a set of invigorated conversations around cost, access, quality and delivery of education.
Compares two interdisciplinary courses, one a blended/hybrid course at Harrisburg Community Colleges, and one offered later as a MOOC at UC Irvine, both using topic of Zombies as a vehicle.
Concludes that MOOCs have unleashed an innovative set of approaches across HE (rather than being in them selves innovative). Schools focussed on classroom delivery have an opportunity to re-invent what they do. Elite institutions can use the MOOC as an intermediary format for delivering their content across multiple formats
Embracing uncertainty: collaboration as learningDave Cormier
Keynote for AACUSS conference at UPEI. Great audience feedback... some of it was included in the uploaded powerpoint. Did some work breaking out the cynefin framework.
Presentation features rhizomatic stuff focused on a student services audience.
The Year of Blogging Dangerously: Lessons from the "Blogosphere". This talk will describe how to build an institutional repository using free (or cheap) web-based and blogging tools including flickr.com, slideshare.net, citeulike.org, wordpress.com, myexperiment.org and friendfeed.com. We will discuss some strengths and limitations of these tools and what Institutional Repositories can learn from them.
Virtual Space for All: The Opportunities and Challenges Provided by the Socia...lisbk
Slides for a talk on "Virtual Space for All: The Opportunities and Challenges Provided by the Social Web" given by Brian Kelly, UKOLN at the CILIP-Wales 2009 conference
See http://www.ukoln.ac.uk/cultural-heritage/events/cilip-wales-2009/
With apologies to the great twentieth century philosopher, Don Henley, this talk looks back to the reasons we did learn and looks forward to some of the ways technology might help us to learn for the future.
We celebrated one year of OpenContent at the University of Cape Town in February 2011. This presentation ran at our anniversary event where we gave thanks to all of our open educational resource contributors.
The Power of Engagement and Tools for ConnectingKelvin Thompson
AUDIO: access session audio to accompany these slides at http://ofcoursesonline.com/thompson_fsi2015.mp3 [copy/paste]
Slides from keynote address at 2015 Faculty Summer Institute at the University of Illinois
Slides for a talk on "Web Preservation in a Web 2.0 Environment" given by Brian Kelly, UKOLN at a Web site preservation workshop at the UKOLN IWMW 2008 event.
See http://www.ukoln.ac.uk/web-focus/events/workshops/webmaster-2008/sessions/guy/
User testing and focus group report at Manchester University (C-SAP collectio...CSAPSubjectCentre
Focus group and user testing of the front-end website http://methods.hud.ac.uk/ at the University of Manchester on 27th July 2011. Part of the OER Phase 2 C-SAP Collections Project
Presentation given at the Open CourseWare Consortium global conference on May 10, 2013.
Short URL: http://openmi.ch/ocwcg2013.
Abstract available at: http://conference.ocwconsortium.org/index.php/2013/2013/paper/view/460.
Download slides (PPT, PDF) and speaker notes (RTF) at: http://open.umich.edu/node/7273/.
just a few sample pages from the first level book the Red Level. The series of programmes grows in book size and golf technicalities as the pupils progress.
At the end of the 10 levels, this has to be the most comprehensive coaching offering that a pro could give. Every rule covered, diet, hydration, skills, drills, techniques for all shots, fitness, strategy, mental skill development, all in Bitesize chunks.
I\'m very excited about this.
These programmes can be used in conjunction with SNAG golf equipment and training tools.
Golf educators can take golf into schools and actually teach golf and all that it conveys. Not playing with toys this time, real fundamental skills and a real golfing education. It\'s long overdue, but everything has it\'s time.
An introduction to Open Educational Resources and Practicalities of Contributing to OER by Developing Open Educational Practice - Workshop given at the Cape Peninsula University of Technology on April 15, 2010 by Cheryl Hodgkinson-Williams & Michael Paskevicius from the University of Cape Town from the University of Cape Town.
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 (OER) delivered to educational technology masters students. This particular presentation focuses on the issues of materials reuse, produsage, and the shift to open educational practices.
This presentation is delivered regularly with faculty at our institution to discuss the possibilities of open education and open educational resources. I keep this presentation up to date, so please feel free to use it to share open practices and open pedagogy!
Last updated May 2014
Building a global teaching profile: Showcasing Open Educational Resources a...Michael Paskevicius
Building a global teaching profile: Showcasing Open Educational Resources at the University of Cape Town (UCT).
Delivered November 18, 2009 at the Teaching with Technology Miniconference hosted by the Centre for Educational Technology at UCT.
This presentation identifies motivations for and myths about open educational resources. The presentation was shared for a workshop "Open Education for Collaboration, Flexibility, and Global Visibility", which I gave at University of Nairobi on August 27, 2013. All of the materials for the workshop are available at http://openmi.ch/uon-aug2013.
Fostering Cross-institutional Collaboration for Open Educational Resources Pr...PiLNAfrica
Although there are over a quarter of a million open courses published by an increasing number of universities, it remains unclear whether Open Education Resources (OER) is scalable and productively sustainable. The challenge is compounded when OER is examined in the light of its potential to allow both educators and learners in developing countries to contribute geographically bound learning resources in the context of varied infrastructural, technological and skill constraints. Between October and December 2009, 52 participants involved in various roles related to Health OER from five universities (one in the USA, two in Ghana and two in South Africa) were interviewed. The aim of the study was to investigate sustainability of OER based on possible cross-institutional collaboration as well as social and technical challenges in creating and sharing OER materials. The analytical framework was adopted from prior research in related areas: distributed scientific collaboration; cyber infrastructure; open source development; and Wikipedia. We adopted a qualitative approach for data collection, which included semi structured interviews and document analysis. The findings were analyzed and reported with many direct quotations included. The outcome of the data analysis is a model for productive, scalable, and sustainable OER based on cross-institutional collaboration. The report concludes with practical recommendations on how to the model can be operationalized.
Fostering Cross-institutional Collaboration for Open Educational Resources Pr...Saide OER Africa
Although there are over a quarter of a million open courses published by an increasing number of universities, it remains unclear whether Open Education Resources (OER) is scalable and productively sustainable. The challenge is compounded when OER is examined in the light of its potential to allow both educators and learners in developing countries to contribute geographically bound learning resources in the context of varied infrastructural, technological and skill constraints. Between October and December 2009, 52 participants involved in various roles related to Health OER from five universities (one in the USA, two in Ghana and two in South Africa) were interviewed. The aim of the study was to investigate sustainability of OER based on possible cross-institutional collaboration as well as social and technical challenges in creating and sharing OER materials. The analytical framework was adopted from prior research in related areas: distributed scientific collaboration; cyber infrastructure; open source development; and Wikipedia. We adopted a qualitative approach for data collection, which included semi structured interviews and document analysis. The findings were analyzed and reported with many direct quotations included. The outcome of the data analysis is a model for productive, scalable, and sustainable OER based on cross-institutional collaboration. The report concludes with practical recommendations on how to the model can be operationalized.
This is an update of an earlier presentation so is part repeat, but reflects my own growing in understanding of open scholarship over the last year or so.
Slides for a 2-day workshop at Davidson College in North Carolina, USA. See the site I created for the workshop for more info and to download slides in power point format: https://chendricks.org/oep2018/
Here are the day 2 slides for this workshop: https://www.slideshare.net/clhendricksbc/open-educational-practices-davidson-college-day-2
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Practicalities of contributing to open educational resources (OER)
1. Open Educational Resources Workshop Practicalities of Contributing to UCT OpenContent Developing Open Educational Practice Shihaam Donnelly & Michael Paskevicius 16 April 2010
15. Psychological Tools and Mediated Learning By: Alex Kozulin Article Review Michael Paskevicius
16. Vygotsky Theory and Issues in Modern Education http://billkerr2.blogspot.com/2006_07_01_archive.html
17.
18.
19. Psychological Tools and Mediated Learning By: Alex Kozulin Article Review Michael Paskevicius
20. Vygotsky Theory and Issues in Modern Education Adapted from Kozulin, A. (2003) Psychological tools and Mediated Learning. Cambridge University Press
34. This work is licensed under the Creative Commons Attribution-Share Alike 2.5 South Africa License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/2.5/za/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA. Prepared by Cheryl Hodgkinson-Williams [email_address] & Michael Paskevicius [email_address] OpenContent Directory : http://opencontent.uct.ac.za Companion site on Vula: https://vula.uct.ac.za/portal/site/openuct OER UCT project blog: http://blogs.uct.ac.za/blog/oer-uct Follow us: http://twitter.com/openuct Presentations: http://www.slideshare.net/mpaskevi
Editor's Notes
First, an important distinction… The difference between "online content" and "open content" Much of the content we interact on a daily basis is online, but that does not necessarily make it open. Reuse – the right to reuse the content in its unaltered / verbatim form Revise – the right to adapt, adjust, modify, or alter the content itself Remix – the right to combine the original or revised content with other content to create something new Redistribute – the right to make and share copies of the original content, your revisions, or your remixes with others How do we know its open? Through open license models such as Creative Commons
The UCT OpenContent directory hosts openly licensed teaching and learning resources created by academics and students at UCT This could range from a number of different materials: Instructional websites, Handbooks, Image Collections, textbooks, Presentations, Vula sites, Podcasts, video lectures Basically anything used in the teaching and learning process Needs to be something that you have created most likely due to some curriculum need and are interested to share on a wider basis. Question: What resources do you have that you could share?
Once we have identified something we would like to share, we need to scrutinize it for any potential third party copyright considerations. This is the least fun part of the process! Remember that textual quotes or references from scholarly materials are ok to include as long as you reference properly. The problem is usually media, images, charts, graphs, etc. Often we create materials that use other’s content simply because we found it online – remember online does not necessarily mean open ! If you have used content which you do not have the right to share openly, you have three options: Replace the resource with an openly licensed alternative Obtain permission from the publisher, author, or organization that holds copyright (we have seen this work!) If all else fails – reconsider using the material at all
**OPTIONAL** This is the Health Sciences example I used for Occupational Therapy.
**OPTIONAL** This I reproduced in Powerpoint using a vector graphic and text box graphics.
**OPTIONAL** The second Health Sciences example.
**OPTIONAL** Also reproduced in Powerpoint using textboxes and drawings.
Copyrighted diagrams and charts can be recreated using popular office applications such as PowerPoint, Excel, or Word. This also allows the craetor to put their own spin on the media – maybe even making it better and improving their thinking about it GoogleDocs and Gliffy are online diagram creation tools which are free and easy to use for diagram creation.
There are plenty of options for finding alternatives image using openly licensed content sources: Great Search Creative Commons Flickr images search engine called compfight Images on Wikipedia are either Creative Commons or PD – did you hear that! Over 6 million media files licensed under creative commons available for reuse!! Part of Wikipedia - Medical Images - Grays Anatomy Re-creation of the image for your own purposes – I have given you some links for these software tools. GoogleDocs drawing /diagram tool http://www.gliffy.com/ Lastly, one can recrete using Powerpoint, Word, Excel, or by using scanned hand-drawn graphics
Once you have found something that is openly licensed to use, you will need to reference it. There is no one standard for referencing open content. We believe it is best practice to include License Creators Name (ususally a user name which may not be their given names) A link to source file online May differ according to where its used, print – include URL, online - link to
Highlights the relevance of Vygotsky today Questions arising in modern times show relevance of Vygotsky 75 years on
Recall Vygotsky’s theories of - Psychological Tools, Zone of Proximal Development, Mediation Psychological Tools – Symbolic artefacts (signs, symbols, texts, formulae) Modern Issues in education include … Multiculturalism because each culture has its own set of psychological tools This is important because one of the main goals of learning is the transmission of culture from generation to generation. However this may create challenges in a homogenized learning environments Recall that Vygotsky did his research in a diverse multicultural environment (a time where social systems put people of different social and ethnic backgrounds into similar educational environments) This allowed him to focus on literacy as well as ethnic and cultural diversity. Vygotsky re-orientated learning theory from an individualistic perspective to that of a sociocultural perspective. The use of literacy studies challenge students ability to decode and comprehend in a given language or context Some Students lack basic cognitive skills needed for higher level functions Cognitive education aims to provide psychological tools which can build on general or pre-existing cognitive ability Tools, When internalized help us interpret our environment Zone of Proximal Development New forms of dynamic assessment focus on the difference between performance before and that after the learning or assistance phase Focuses on emerging ability through Assisted performance Many have started to critique IQ testing as primary means of assessment Mediation This refers to Knowledge Acquisition - The old model was “Learners are vessels to be filled with knowledge” Nowadays learning is facilitated using mediating Agents between the learner and their environment which include: Symbolic Tools, Scaffolding, Apprenticeship The paper focuses on Mediation and Symbolic tools and how these concepts can further contribute to learning and instruction:
The first question put forth by Kozulin is as such: What kind of involvement by the adult is effective in enhancing the child’s performance? Remember the Genetic Law – Psychological functions appear twice in development, once in the form of actual interaction between people, and the second time as an internalized form of this function (First socially, then within the individual) Why does this happen?
Through the Zone of Proximal Development – that is the transfer of the function of awareness to actual development (The function goes from interpersonal to intrapersonal) Main Principles of the ZPD 1. In an interactive situation children can become involved in activities that are more complex than those they could master themselves 2. Joint activity results in the specific function becoming appropriated (internalized) by the child How do we do this: Traditional forms of Mediation Apprenticeship – /provides a model of community activity that mediates sociocultural patters to novices Guided participation – /covers the interpersonal aspects of joint activity Appropriation – /changes occurring within individuals because of involvement in mediated activity However Kozulin argues for a more specific set of classifications of mediation which include:
Highlights the relevance of Vygotsky today Questions arising in modern times show relevance of Vygotsky 75 years on
Recall Vygotsky’s theories of - Psychological Tools, Zone of Proximal Development, Mediation Psychological Tools – Symbolic artefacts (signs, symbols, texts, formulae) Modern Issues in education include … Multiculturalism because each culture has its own set of psychological tools This is important because one of the main goals of learning is the transmission of culture from generation to generation. However this may create challenges in a homogenized learning environments Recall that Vygotsky did his research in a diverse multicultural environment (a time where social systems put people of different social and ethnic backgrounds into similar educational environments) This allowed him to focus on literacy as well as ethnic and cultural diversity. Vygotsky re-orientated learning theory from an individualistic perspective to that of a sociocultural perspective. The use of literacy studies challenge students ability to decode and comprehend in a given language or context Some Students lack basic cognitive skills needed for higher level functions Cognitive education aims to provide psychological tools which can build on general or pre-existing cognitive ability Tools, When internalized help us interpret our environment Zone of Proximal Development New forms of dynamic assessment focus on the difference between performance before and that after the learning or assistance phase Focuses on emerging ability through Assisted performance Many have started to critique IQ testing as primary means of assessment Mediation This refers to Knowledge Acquisition - The old model was “Learners are vessels to be filled with knowledge” Nowadays learning is facilitated using mediating Agents between the learner and their environment which include: Symbolic Tools, Scaffolding, Apprenticeship The paper focuses on Mediation and Symbolic tools and how these concepts can further contribute to learning and instruction:
The first question put forth by Kozulin is as such: What kind of involvement by the adult is effective in enhancing the child’s performance? Remember the Genetic Law – Psychological functions appear twice in development, once in the form of actual interaction between people, and the second time as an internalized form of this function (First socially, then within the individual) Why does this happen?
Through the Zone of Proximal Development – that is the transfer of the function of awareness to actual development (The function goes from interpersonal to intrapersonal) Main Principles of the ZPD 1. In an interactive situation children can become involved in activities that are more complex than those they could master themselves 2. Joint activity results in the specific function becoming appropriated (internalized) by the child How do we do this: Traditional forms of Mediation Apprenticeship – /provides a model of community activity that mediates sociocultural patters to novices Guided participation – /covers the interpersonal aspects of joint activity Appropriation – /changes occurring within individuals because of involvement in mediated activity However Kozulin argues for a more specific set of classifications of mediation which include:
Creative commons gives us space to operate between full copyright and public domain. I just want to mention here that so often, without realizing it, we put our work under full copyright –without even really knowing why. If you don’t specify an open license such as creative commons, you automatically retain full copyright. So of you put something online, and don’t specifiy an open license, you retain full copyright – although its online for anyone to access – and someone will probably use it some way too! These are some of the issues with our 300 year old copyright laws in a digital age.
Attribution is always implied when using the Creative Commons license. Users - This license will ensure anyone who uses your work will give you credit for being the creator. Creators - You can use the content as long as you reference the original creator. Non-Commercial Users - You can freely use the work as long as it is not for commercial gain. Creators - Your work will not be used by others for commercial gain. No Derivatives Users - You can use the work in its original verbatim form alone. You may not adapt or re-work the material. Creators - Your work will be available for use in its original form and will not be modified. Share Alike Users - You can use the content freely as long as you also share it using the same license in which you found it. Creators - Anyone who uses your work will share it the same way you have, ensuring the continuing openness of your original work.
Some of the license options based on the two key decisions you need to make about licensing: Do you allow commercial uses of your work? Would you allow modifications of your work?
Consider the example of the resource constrained school teacher who wants to print out and distribute Creative Commons material to students. They may need to charge a small fee to recoup the cost of printing. This could be forbidden under a NC clause. The Share-Alike clause ensures that your work will be shared in the same fashion you shared it. In order for a company to make a substantial profit from the work, they would have to provide added value beyond what is available for free. A NC license stops any such attempt to add value, is this what we really want?
We have copied the licenses locally at UCT to enable academics to get the license badge and text as easily as possible. Lets take a look… its as easy as cutting and pasting the license you want to use into your resource. Demo with oer_Psychological Tools and Mediated Learning
Hopefully the resource is already online (Vula, Departmental server, etc.) WE believe that often its best to choose your host most suitable to the file type: Lets look at some examples of content currently on OpenContent in various file types. Slideshare (Example) HTML sites (Example) Document on Vula (Example) Flickr Youtube No matter where it is hosted, you will be able to describe it and make it more discoverable using the OpenContent Directory!
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