UI115 - Nathan Curtis UI15 Workshop Description Standards, Reuse, Consistencies, & Libraries
Open Educational Resources workshop on reuse
-
Upload
olnet-initiative -
Category
Education
-
view
5 -
download
1
description
Transcript of Open Educational Resources workshop on reuse
Tina Wilson, Patrick McAndrew, Richard Miles & Grainne Conole.
ALT-C 2009 Manchester 10th Sept 2009
Choice and change when using Open Educational Resources: a workshop
Introduction (issues with OER and OLnet role) Accommodating OER in teaching – case study Activity 1 – reuse of resources & reflection Discussion and feedback from activity 1 Overview of Collaborative Flow Patterns (CFP) Activity 2 – Group work (OER and CFP) Discussion and feedback from activity 2 Final discussion and wrap up
Outline
6m visitors since launch
Finding OER
http://www.flickr.com/photos/pulpolux/151695072
http://www.flickr.com/photos/psd/1805374441/
http://www.flickr.com/photos/dandiffendale/3342770174/
(inspired by Chris Pegler – built by Christopher McAndrew) First used in slides in 2004.
TechnicallyCulturallyLinguisticallyPedagogically
Wiley, D. (2007). Open Educational Resources: On the Sustainability of OER initiatives in Highe Education. OECD: http://www.oecd.org/dataoecd/33/9/38645447.pdf)
http://www.flickr.com/photos/spiritual_marketplace/2207966935
Making notes on post-its – identify a resource that you have reused in the past (whether copyright free or not)
What made the resource reusable?
Refer to activity sheet 1 for further details
Activity 1
Patterns
Examples
June 2009Yannis Dimitriadis
CComputer omputer SSupported upported CCollaborative ollaborative LLearningearning
Use ICT to support … The process of learning together
CSCLCSCL
June 2009Based on Yannis Dimitriadis
Knowledge is constructed socially and individually
Social competencies are enhanced Centre of learning moves to the learners Complements other pedagogies
◦ Inquiry, Project and Problem Solving in authentic contexts Benefits from group should be clearly perceived Individual accountability remains
June 2009Yannis Dimitriadis
Innovative forms of teaching/learning that involve new technology elements◦ Offer new opportunities based on their
affordances But at the same time
◦ Pose new demands to teachers (and technology designers, researchers, institutions)
And therefore ask for◦ Additional support based on experience◦ I.e. good practices for recurrent problems◦ that have to be elicited, represented and offered
D. Hernández, J.I. Asensio, Y. Dimitriadis, E. D. Villasclaras, (2009) “Pattern languages for generating CSCL scripts: from a conceptual model to the design of a real situation”, in “E-learning, design patterns and pattern languages”, (editor: P. Goodyear & S. Retalis), Sense Publishers,
June 2009Yannis Dimitriadis
… SCRIPTED Collaborative Learning…
This pattern gives the collaborative learning flow for a context in which several small groups are facing the study of a lot of information for the resolution of the same problem.
***
The collaborative learning flow must enable the resolution of a complex problem/task that can be easily divided into sections or independent sub-problems
Jigsaw CLFP (1)
(related “larger” patterns)
CONTEXT
PROBLEM
June 2009Yannis Dimitriadis
Jigsaw CLP (2)
(E.g.) To promote the feeling that team members need each other to succeed (positive interdependence)
High-risk: more appropriate for collaborative learning experienced individuals
Each participant in a group (“Jigsaw Group”) studies a particular sub-problem. The participants of different groups that study the same problem meet in an “Expert Group” for exchanging ideas. These temporary groups become experts in the section of the problem given to them. At last, participants of each “Jigsaw group” meet to contribute with their “expertise” in order to solve the whole problem.
(educational objectives)
(complexity)
SOLUTION
June 2009Yannis Dimitriadis
Jigsaw CLP (3)
(diagramrepresentingthe solution)
Individual or initial group
Teacher Introductory
individual (or initial group)
activity
Collaborative activity around
the sub-problem
Collaborative activity around
the problem and solution proposal
Form a group of 4 or 5 participants
Review an extract from the OpenLearn OER ‘Accessibility in interaction design’
Explore the Collaborative Flow Patterns (CFP)
Use CFP to make an aspect or the whole extract of the OpenLearn OER more collaborative
Refer to activity sheet 2 for further details
Activity 2
Does knowing design change how we can use OER?
difficult task not a single way to represent different elements can be included. different ways to understand Some things get written down Some things are explained to the other person Extra information is needed to help
understand.
Does thinking about pattern lead to new uses?
Potential benefits:
◦ Did not need many patterns to get started◦ Matched to different situations◦ Allowed thinking at different levels◦ Encouraged a fresh view of resources
Think about the patterns◦ More at
http://cosy.ted.unipi.gr/TELL/media/TELL_pattern_book.pdf and
◦ http://titan.tel.uva.es/wikis/evilfer/index.php?title=Description_of_CLFPs_for_Collage
Find open resources – OER Commons or OpenLearn or …
Let us know how you get on◦ http://olnet.org◦ http://cloudwork.ac.uk/node/◦ Twitter #olnet◦ Email [email protected]
We would like to thank:
◦ Richard Miles for his contribution
◦ Our funders - The William and Flora Hewlett Foundation, The Capital Project funded by Becta
◦ Yannis Dimitriadis University of Vallodalid and OLnet Fellow April-August 2009.
◦ You the participants for taking part and contributing to OLnet through this workshop