THE PROCESS OF THE PILOT EXPERIENCES

UOC

Table of contents

UGC and qualityPilot experiences processResultsConclusions

Learner Generated Content and quality

•Intense change by ICT introduction•Network society

The role of students and their relationship to knowledge:

•active participants in the creation of educational content•Through web2.0

· Encouraged to increase their level of involvement by producing and publishing their own content through simple tools

· User Generated Content (UGC)

LEARNER GENERATED CONTENT(LGC)

Change

QUALITY ?

Pilot experiences process

Piloting reporting form: context

Name of the Institution Type of Institution (fully virtual, blended learning,…)

Context In which program will be carried on this pilot?  In which course? Schedule Lesson plan:

Main objectives, characteristics and ECTS Contents Pedagogical approach Activities Evaluation

UGC experience

Aim of UGC experience How long is the experience? (ECTS) User Generated Content Scenario Users  User’s role  Tool  How many people will be involved?  How to evaluate quality of UGC?

R1: students R2: teachers Dialogue

•ANNEX: Instructions for: •Students•External/Institutional actors•Dialogue exercise

Piloting reporting form: context (II)

Pilot experiences process

Which is the purpose?Gathering data methodsData analysis and triangulation process

Piloting Evaluation Guide (Methodology)

Pilot experiences process

Context Methodology Data analysis Results & discussion Conclusions

Preliminary report for discussion

Pilot experiences process

Results

Quality

Quality criteria proposal Identification of quality criteria for LGC on

the basis of a literature review on the matter.

Referred authors: Van Assche (2006), Leacock & Nesbit (2007), BECTA (2007), Endean (2003), Ruiz, Candler, & Teasdale (2007), KMD (2007), University of California Regents (2004), FGCU (2006), Clark & Mayer (2008), Harris (2010), Johnson& Lamb (2011), Virginia Tech University Library (2011), Ehlers (2009).

Quality criteria proposal

Results Students perception depends on

pedagogical proposal

ContentFormatProcess

Results Students perception depends on

pedagogical proposal

ContentFormatOwn project Others’ project

Process

Results Students perception depends on

pedagogical proposal

ContentFormatOwn project Others’ project

Process

Results Students perception depends on

pedagogical proposal

ContentFormatProcess

Results

UGC is a collaboration...Participants profileSkills of collaborationOrganize the processManagement of collaboration process

Assessment process

Conclusions

Conclusions from pilots UGC/LGC = good experience! LGC is a motivating and effective

method for both teachers and students

LGC should focus on the quality of the process and of the end product.

Content, format and process… depending on the context

Conclusions from pilots

Time factor must be considered in UGC. Any UGC purpose has to be considered to optimize students time.

Quality framework for UGC is useful

With UGC… the work is not closed! From UGC to OER: UGC >Reusability & rights > UGC repository> OER

Conclusions from project

Considering the three quality categories: content, format and process.

Teachers should be aware of: context, students skills, availability of time, level of specificity of the content, how is supported the process,…

Implications for educational practitioners

Gaining a deeper understanding of the students’ perception and awareness of critical issues regarding the use and reuse of LGC.

Developing and validating a quality framework in varied contexts.

Providing more detailed guidance for the implementation of LGC as a teaching strategy for learning.

Sensitizing faculty and university stakeholders on the adoption of a LGC initiative.

Future research

Thanks for your attention!

Marc Romero[mromerocar@uoc.edu]

Maria Pérez-Mateo [mperez-mateo@uoc.edu]

Montse Guitert[mguitert@uoc.edu]

Marcelo Maina[mmaina@uoc.edu]