Repurposing OER through Learning-by-Design in Use - Presentation at the Open Education Conference, November 6, 2013 -
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Repurposing OER through Learning-by-Design in Use - Presentation at the Open Education Conference, November 6, 2013 -
- 1. Repurposing OER through Learning by Design-in-Use Marisa Ponti University of Gothenburg and University of Oslo November 6, 2013, Park City, UT
- 2. “Editing OER is too hard” (Clements & Pawlowski, 2011)
- 3. L What looks like easier to hack? (apparently)?
- 5. OR?
- 10. After hacking
- 11. RAST, good example of underdesign • Minimalist shape • Neutral natural finish
- 12. Underdesign develop an initial artifact that can change over time
- 13. Underdesign create design options for users
- 15. Underdesign reduce separation between design time and use time
- 16. Underdesign in OSS provide source code
- 17. Underdesign for OER expand the design space and turn it into a learning space through learning by design
- 18. Recombining design and use time Design time: OER that can be easily changed Learning by design Use time: adaptation of OER
- 20. Support design-in-use Owners of problems Acting as designers
- 21. Design options: How can we use forking for OER? P2PU • Example: P2PU, https://p2pu.org/en/groups/clone/ Booktype • Example: http://www.sourcefabric.org/en/booktype/
- 24. CourseFork.org Launching forkable.org as part of the commitment to open sourcing all the things
- 25. Conclusion: Conditions for broad participations in designing are as important as creating artifacts themselves
- 26. Sources • Clements, K. I., & Pawlowski, J.M. (2011). User-oriented quality for OER: understanding teachers’ views on re-use, quality, and trust. Journal of Computer Assisted Learning, 28, 4–14. • Coughlan, T., Pitt, R., & McAndrew, P.( 2013). Building open bridges: collaborative remixing and reuse of open educational resources across organisations. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI '13). ACM, New York, NY, USA, 991-1000. DOI=10.1145/2470654.2466127 http://doi.acm.org/10.1145/2470654.2466127. • Fischer, G. (2013). Meta-Design: Empowering All Stakeholder as Co-Designers. In Luckin, P. Goodyear, B. Grabowski, S. Puntambeker, J. Underwood, & N. Winters (Eds.), Handbook on Design in Educational Computing, (pp. 135-145). Routledge, London.http://l3d.cs.colorado.edu/~gerhard/papers/2012/paper-handbook.pdf Fischer, G. (2009). Meta-Design and Under-Design. L3D Meeting, April 22, 2009. Center for LifeLong Learning & Design, University of Colorado, Boulder. Guttag, J. (2011). MIT 6.00SC Introduction to Computer Science and Programming [Video file]. MIT Open Course Ware, MIT. Retrieved from https://www.youtube.com/watch?v=bX3jvD7XFPs&list=PLB2BE3D6CA77BB8F7 • • • Herrmann, T. (2009). The Socio-Technical Walkthrough (STWT): A Means Of Research-Oriented Intervention Into Organizations. Sprouts Working Papers on Information Systems 9 • Loper, J. (2011, September 19). The endlessly adaptable IKEA Rast dresser [Web log comment]. Retrieved from http://www.apartmenttherapy.com/the-endlessly-adaptable-ikea-r-156414
Editor's Notes
- I have been interested for some time in remixing and repurposing OER, rather then reusing them “as they are”.Open resources can provide a platform for further work and this is very interesting. BUT, is openness of OER exploited?How can we provide tools for engaging educators and learners more and let them take a more participative role in designing of OER to repurpose them for their local needs?To date, the potential for remix and reuse practices are little understood, poorly supported, and yet to occur in a widespread fashion.
- This is what the 25% of teachers, who participated in two summer schools organized by two European Union funded projects years ago, said when they responded to a survey about the main barriers to repurposing of OER (the third largest result)
- What affordances does this video offer to modify it?
- IkeaHackers.net is a site about modifications on and repurposing of Ikea products. Hacks, as we call it here, may be as simple as adding an embellishment, some others may require power tools and lots of ingenuity.
- The endlessly adaptable IKEA dresser
- This dresser has a very minimalist shape with three drawers. This shape is exactly what makes it so versatile. Since the dresser comes in a neutral natural finish, this gives you the opportunity to paint it in any way you want. You can make it your own art project and choose either to keep it simple and just add some color or make something a little more sophisticated and complex and add some details and decorations in order to obtain a unique piece of furniture for your home.
- Underdesigndoes not meandesign less but to design artifacts (at design time) giving users the option tofocus their creativity on those aspects that are important to them and try to play a meaningful participative role in the design process.
- In traditional conceptions of creativity, there is a clear separation between creators and audience, with ‘backstage’ work not visible in the final product or performance.In conventional design, creators create complete artifacts. But the needs and goals that designers anticipate at design time can be very different from what people experience at use time,leading to the need of modifying existing artifacts.
- To accommodate unexpected issues at use time, artifacts need to be “underdesigned” at design time. Giving options to users means to give them “seeds”, that is, design opportunities at use time. Seeds are artifacts that are incomplete, or preliminary, so that designers and end-users are inspired to think about variations or to add further ideas.
- Free and Open Source projects are one of the most recurring examples of blurring division between design and use (production and consumption).Heresoftware developers and advanced users engage in a collaborative design and development using established tools, methods and work practices. The original designers of an open source system do not provide a complete solution that addresses all problems of potential users; they provide a seed that can be evolved by users at use time. An important factor in OSS is the provision of source code, rather than just a compiled piece of software. This supports the evolution of code, essentially by making the backstage work more visible.
- Underdesign creates a design space where learning can emerge.
- In other forms of openness, there may not be a direct analogy to source code, but we should expect that modifications of artifacts should be as easy as possible.The “designers engaged in underdesign” design the context and let the owner of the problems / artifacts design the content.Instead of designers aiming at designing “complete” OER at design time, we should provide social and technical instruments for people to create the solutions themselves to unexpected problems at use time.Repurposing OER can become an opportunity for dialogue and collaboration. This opportunity starts with a meaningful educational problem and requires communication (sharing ideas and thoughts), understanding (analysis of challenges and opportunities) and designing (envisioning future possibilities). In this process, design is meant as a process of creating meaning rather than solving problems. The design space can be re-conceptualized and materialized in the perspective of the particular challenges and opportunities provided by educators and learners.In learning by design, each person can bring a part of the required knowledge to the group, who engages in building shared understanding by examining distinctions and similarities between the original OER and the desired outcome
- However,the idea that indeed a variety of use situations can display design-like characteristics invites us to consider that we need to provide tools for stakeholders to take a more participative role.This needs to be achieved in a low cost manner that does not require extensive training. Back to the example of the RAST dresser, it is necessary to provide opportunities for complex remixes, but also for meeting simpler needs. Practical constraints on time and expertise means that rather than making significant changes to the materials as in remixing, instructors need support forproviding additional instructions or activities, making explicit connections between different resources, highlighting important sections, hiding others, and adjusting the use of media to their particular environment.
- BUT, how can we help make modifications of OER as easy as possible? The concept of “forking” content can be transformative in education as well.
- Booktype is a free, open source platform that allows organisations and communities to produce beautiful, engaging books formatted for print, Amazon, iBooks and almost any ereader within minutes.Use collaborative editing, live chat and messaging tools to engage proofreaders, editors and contributors and keep track through individual book histories, versions, clones, editing permissions and license management.http://www.flossmanuals.org/news/thoughts-v4c-gathering-floss-manuals-book-typeCreating new ‘editions’ of old works as a learning experience for students – creating a new forward and giving introductions to works helps give experience in re-framing and re-contextualising works to bring them up to date
- The CourseFork.org argument is that we should make everything “able to be easily disassembled, understood, and modified”,remixable, and most importantly collaborative.
- This talk assumes that building open resources is critical but that openness can remain unexploited if we do not create the technical and social conditions for broad participation in designing activities.Enabling conditions for collaborative design in which all participants, not just skilled professionals, incrementally acquire ownership of problems and contribute actively to their solutions. The tools themselves are not solutions to any particular problem, but help provide the socio-technical environment for stakeholders to become informed participants