alevizou et al oer10 presentation
TRANSCRIPT
Conceptualizing collaborative participation and engagement in OER communities
OER10 Conference
Dr Panagiota Alevizou
Dr Tina Wilison
Dr Patrick McAndrew
Contact: [email protected]
Institute of Educational Techonlogy, Open University
www.olnet.org
Learning Situations
Learning by design:OER as Genres
OER typologies,& communities
Open education: resources and communities
Digitised materials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research (OECD/ CERI, 2007)
The open provision of educational resources, enabled by ICTs, for consultation, use and adaptation by a community of users for non-commercial purposes (Unesco, 2002)
key tenet of open education is that education can be improved by making educational assets visible and accessible and by harnessing the collective wisdom of a community of practice and reflection” (Iiyosh and Kumar, 2008: 10)
Expanded from Marguliers’ (2005) conceptual mapping of OERs ( see also OECD, 2007, Conole and Weller, 2008)
Implementation bodiesinter-governmental organisations, consortia, translation bodies, policy and funding institutions
Olnet Research: Case Studies
Insights from interviews with stakeholders, user perspectives More info: http://olnet.org/node/103
Categories of OERsInstitutional: education
Drivers: legacy, marketing, experimentation, outreach
Community & learning media: reference, self-improvement
Networks of improvement and peer support; Increased Access, large small operation
Blurred boundaries
Tensions: awareness and granularity, Quality, Accreditation, Mentorship
Sustainability, volunteerism
Participatory expertise and literacies
Scale of operationlarge
small
Pro
vid
er
CommunityInstitution
Expanded from OECD, 2007: 46
Community/connectedness
Collaboration in development
• Stakeholders (internal or external)
• Expanding diversity and building cross-institutional collaborations, knowledge transfer and exchange
• Social engagement around open access content/OER
Faculty, Tutors & learners
• Disciplinary/subject engagement & exposure
• Experimental pedagogies & engagement in learning
• De-schooling society?
Collaborations
CollaborationsChanging Mindsets
• […] OER Africa acts as a mediator for changing the mentality of an old educational system that was top down and authoritative
• (Interview: CN: OER Africa)
Knowledge exchange & student engagement
• MIT OCW & MIT Science and Tech initiative & MINSKY programmes (engagement with content)
• TESSA• ‘Connect scholars and practitioners
within a bounded discipline or professional community. Cultural bias is addressed when different type(s) of knowledge are exchanged transparently in the platform’ (Interview: CN on OER Africa & U Michigan Public Health: tropical diseases unit)
Crowdsourcing• Cultural and ed. institutions
(Wikimedia foundation)
Community support services
• We focus on existing CoP to facilitate support in online engagement and evaluation of content and in particular learning situations (Interview: RF, Wikieducator)
Communities of improvement
Dialogue on pedagogical wrappers
• Build OER content in service of existing educational problems…(i.e. teaching practice)…this is the content I used with my students, these are the challenges I faced and these are the LO I achieved or didn’t, can someone help me improve my practice? (Interview: JW, Wikimedia)
• If you can form these network-improvement communities so that they can help teachers in their practice, and generate evidence of what works…and if the success rates are higher, then I get empowred and tell my peers and they tell their peers and so we begin the viral effect (Interview: KC, Carnegie)
Teaching & learning innovations• Exposure, Reflection, Reputation
– ‘about 1/3 of faculty tell us that publishing courseware openly has improved both their standing in the field and their teaching’ (Interv: SC: MIT OCW)
– ‘Teachers tells us that they improve their practices and enjoy notoriety by publishing openly (Interv.Connexions)
• Collaborative pedagogies & engagement in peer learning– Ad hoc learning communities
organising Wikiversity resources specifically to meet their learning goals
– Capture the leisure power – the wisdom of the crowds, the passion of people interested in content domains (KC, Carnegie)
Audience in OER
Social learners
Prod-users
use inscriptions in
OER
Engagement
Prod-useRemix
content tools
objects
User augmented content
Work in progress
Genre describes content, form and communicative purpose. It describes not only the form of the written artifact itself—“novel,” “lab report” “memo” ‘lecture notes’, ‘quizzes’—but also the demands of a particular rhetorical situation. Genres are kinds of texts, but also, kinds of social actions within a particular community (Flower 1994; Miller 1984, Bereiter and Scardamilia, 2002).
Genre model
• Interaction of genre context and action (Devitt, 2004: 30)
Genre can address the circuit of cultural production of, and engagement with, OER
Genres and situations are intertwined; they act on each other and, paradoxically, each emerges from the other
A recognition of other genres co-implicated (or intersubjective, co-constitutive) in any other genre
Concluding remarks
OER is the dictionary of our time; the platform to share a common language and build knowledge. We need to look at the political implications of the choices we make around OER development: the content, the learning the innovation trajectories, the communities (DC, U of PEI, OpenEd Community)
credits• Education/collaboration: @psd
http://www.flickr.com/photos/psd/1805374441/ • Mediation: Flickr @ hyperscholar • My Communities @Steven w: flickr
http://www.flickr.com/photos/stevenwarburton/3209461104/
• Learning @Blunight 72*: flickr www.flickr.com/photos/blunight72/164070593/
Thank you