conole iau
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Harnessing OER researchIdeas for a new network of producers, users and researchers
Gráinne Conoleg.c.conole@open.ac.uk
13th International IAU conferenceUtrecht University
17th May 2008
Multiple-forms of media representation
Variety of opportunities for interaction
Community build
What has the research told use about the creation and use of
OERs?
How can we harness this to develop better tools and more supportive environments for
OER use?
Focusing on the learner:Learner experience research
Focusing on the tools:Web 2.0 research
Focusing on the learner:Learner experience research
Focusing on the pedagogy:OER and Learning design research
Evidence baseSurveys
OER resources, use of tools
InterviewsDesign process,
perception of OERs
WorkshopsTools and
resources in use
Automatic dataand web stats
Patterns of online user behaviour
Audio/video logsUser perspectives
and reflections
The challengeMechanism for
fostering communities
Tools to guide OER design and use
Design
Guidelines on selection
OER repository
Learning environment
Monitoringtools
OER cycle Use
Select
Evaluate
Design tools
Design repository
Data representation tools
Data analysis tools
Researching OERs
Representing & visualizing
Aggregating & meaning making
Finding & sharing
New specialised tools
12
CompendiumLD
CLouDworks
Cohere
“Learnanaytics”
CompendiumLD
Main workspace for creating visual maps and designs
Standard Compendium
icon set
Customised Learning Design
icon set
Building a designStudentTasks
Each student selects threecountries
Find and retrieve dataabout these three countries
Post research to group wiki
Group nominate person toeliminate multiple entries
Each student posts at least onecomment on forum
Coordinator makeschanges Rest check and
agree
Student gets feedback fromtutor
Assignment
Output
Stop
Task
Resource
Tool
Role
ActivityList of countries
Internet
StudentResources
Wiki
ForumGroup nominate person toeliminate multiple entries
LO – skills:searching of data
and assessingquality of data
LO – skills: how tocollaborate with
others
DONE: What if theyneed more help?
Time
What else couldtutor be doing?
StudentTasks
Each student selects threecountries
Find and retrieve dataabout these three countries
Post research to group wiki
Wiki
Group nominate person toeliminate multiple entries
and agree dispute process
Forum
Internet
LO – skills:searching of data
and assessingquality of data
DONE: What if theyneed more help?
Library key skills supportpack: internet
LO – skills: how tocollaborate with
others
DONE: Couldnominated personhave greater role?
Tutor reads comments andgives feedback to group
Reflect on tutor feedback
TutorTasks
Each student posts at least onecomment on forum about experience
of achieving learning outcomes
StudentResources
Rest of groupCheck summary and
post comment
Check resource okfor Level 1 students
What methodused to post?
Written / audio etc.
Creative
Effective
Learner navigation and sense-making
CloudworksFind and share designs
Web 2.0 principles: tagging, profiles, user generated
Cloudlets
Designs
Resources
Tools
Descriptive titles
Cloudlets
Simple tags
Short & sweet
Web 2.0 principlesUser profiles with dynamic
input updatesSimple tagging
Function Specialised tools Generic tools
Design CompendiumLD Mindmaps, authoring tools
Select OpenLearn Cloudworks
Google, Library catalogues, User generated content
(Slideshare, Flickr, Youtube)
Use
Institutional Learning Environments (e.g. Moodle),
Knowledge forum
Personal learning environments
(blogs, wikis, social bookmarking,
to do lists, social networks)
Evaluate “Learnanalytics” tool Generic research tools(SPSS, NVIVO)
A vision for a participatory network of producers, users and
researchers of OERs...
OER network
People/networks
Tools, methods, approaches
Meta-analysis/synthesis
Designs, evaluations, case studies
References• McAndrew, P., Godwin, S. and Santos, A. (2008), Identifying web2.0 learning in open
educational resoruces, JCAL special issue
• Godwin, S. and McAndrew, P. (2008) Exploring user types nad what users seek in an Open Content Based educational resource, Edmedia Conference, Vienna
• Conole, G. (accepted), Research methodological issues with researching the learner voice, in Handbook of Research on New Media Literacy at the K-12 Level: issues and challenges, L. T. W. Hin and R. Subramaniam (Eds), IGI Global: Hershey, PA
• Conole, G., Brasher, A., Cross, S., Weller, M., Clark, P. and White, J. (forthcoming), Visualising learning design to foster and support good practice and creativity, Educational Media International
• Conole, G. and Weller, M. (2008), Using learning design as a framework for supporting the design and reuse of OER, Special issue of JIME on Open Education Resources, available online at http://jime.open.ac.uk/2008/05/jime-2008-05.pdf
• Okada, A. and Buckingham Shum, S. (2008), Using knowledge mapping to fster open sensemaking communities, Edmedia Conference, Vienna, July 200
OPENLEARN.OPEN.AC.UKBLOG: WWW.E4INNOVATION.COM
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