OLnet One Year on
Download as PPT, PDF2 likes531 views
The document discusses the impact of Open Educational Resources (OER) on collective intelligence and deeper learning across various global contexts. It highlights goals such as providing evidence for OER policy, supporting design, understanding content transferability, and fostering community engagement. Additionally, it addresses challenges related to quality, sustainability, and collaboration within educational settings.
![Dr Patrick McAndrew The Open University Walton Hall Milton Keynes MK7 6AA o lnet.org [email_address]](https://image.slidesharecdn.com/olnet-20slides-20100622-100622030856-phpapp01/85/OLnet-One-Year-on-21-320.jpg)
OLnet One Year on
- 1. olnet.org OLnet one year on: Blending evidence for collective intelligence Patrick McAndrew and the OLnet research team: Giota Alevizou, Anna de Liddo, Kasia Kozinska, Elpida Makryannis, Pauline Ngimwa, Andreia Santos, and Tina Wilson
- 2. “ OER is a catalyst for Deeper Learning” Barbara Chow, Hewlett Foundation http://www.flickr.com/photos/jrandomf/4506044752
- 4. The tools for us and for others CC-BY http://www.flickr.com/photos/elsie/8229790/
- 5. Accreditation … or recognition
- 6. Content CC-BY-NC-SA http://www.flickr.com/photos/stansich/188953946/ Attracts Quality Unique Fresh Fast Small Relevant
- 7. Global intitiatives OER Africa UK Netherlands New Zealand Brazil
- 8. Goals Find evidence to support OER policy Provide design support for OER Build an infrastructure that works Show how free resources work for learning Provide access to the lessons of content Understand what transfers across context olnet.org CC-BY-SA http://www.flickr.com/photos/bionicteaching/3171932311 /
- 9. OER breaks down barriers between contexts Indicators Extension of model into new countries Use of materials across levels Attraction of specialist content Rise of OER stars Contra-indicators Culturally related content Dominance of “West” Different approaches at different levels
- 10. Evidence The approaches that are taken in different subject areas and the types of learning that occur Understanding reuse across sectors in education Role of OER as a change agent External sites building on existence of OER content olnet.org
- 11. Goal: Understand what transfers across context Provide lessons from contexts: Africa, South America, Asia, … Develop fellowships for sharing Disseminate results and give guidence Define levels of interest among stakeholders Increase our knowledge of policy differences Identify guidance needed Join in with work on advocacy Work with influence organisations olnet.org CC-BY http://www.flickr.com/photos/daquellamanera/355061741/
- 13. OER in different contexts
- 14. olnet.org Community building on OpenLearn
- 15. Motivational Aspects Institutional Educators Policy makers Experimental pedagogies Teaching & Learning2.0 De-schooling society? Challenges : Awareness and granularity Quality & sustainability Learning Design and the reusability Paradox Accreditation Mentorship Volunteerism Participatory expertise and literacies
- 16. Collaboration cycle OpenLearn Research Report, 2006-2008
- 17. Taking OER beyond the university “ + in June” Programme 2009: The Concept of Innovation (215 students) Designing the User Interface (136 students) TOTAL = 351 students enrolled. “ + in June” Programme 2010: Digital literacy initiative: basic computer skills + “Information on the Web” (taken from OpenLearn). Aimed at UnisulVirtual students’ friends and/or relatives (30,853 students at UV). Tutor + friend/relative support widening participation participatory culture social inclusion fulfilment of university mission .
- 18. Explore, Filter and Makesense
- 19. olnet.org Open Future? Embrace openness: operation, teaching & research OER as the catalyst for change Work across boundaries Open research as a new approach McAndrew, P., Scanlon, E., Clow, D. (2010) “An Open Future for Higher Education” http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/AnOpenFutureforHigherEducation/199388
- 20. Goals Find evidence to support OER policy Provide design support for OER Build an infrastructure that works Show how free resources work for learning Provide access to the lessons of content Understand what transfers across context olnet.org CC-BY-SA http://www.flickr.com/photos/bionicteaching/3171932311 /
- 21. Dr Patrick McAndrew The Open University Walton Hall Milton Keynes MK7 6AA o lnet.org [email_address]
Editor's Notes
- #3: One area is reflected in this recent quote from Barbara Chow at the Hewlett Foundation who heads up their Education Programme. Hewlett have been instrumental in establishing the OER agenda through its funding of projects over the last 8 years. Now though they are moving their focus to the impact that OER can have on the US education system and changing attitudes to learning.
- #7: Content
- #13: During this research we discovered that the way a user participates doesn’t just relate to the level of engagement and the mode in which he / she decides to participate, but is also influenced by several hidden elements (reciprocity, real-world probes etc) that affect the user’s willingness and way of participating. In this figure you can see the visible layer with the 4 different modes of user participation; and the invisible layer with these elements which seem to form an underground “hidden” network that affects user participation in the community. When the dynamics of these element formations change there is a shift in position or switching between modes for the user. The process of elements interacting and forming an underground “hidden” network, an “invisible” layer, which affects user participation, seems to mimic the “fairy ring” phenomenon occurring in nature. We call this process a “fairy ring” of participation, participation that emerges like “fairy rings” in online communities, because although the “visible” layer shows the user activities in different modes, it is the “invisible” network of element interactions that controls and influences these activities. The second phase of this work will be important to support our claims and identify the specific role of each of the elements on participatory behaviour in online communities.
- #17: Collaboration in the use and reuse of OER can be at different levels: peer-to-peer, practitioners and inter-institutional. This graphic represents the inter-institutional collaboration cycle of UnisulVirtual and OpenLearn. It places ‘mentoring’ as essential for successful collaborations.
- #18: The collaboration grew into new projects generated by the institutional user, who turned into OER providers themselves. They offered a free Winter course in 2009 for their students, totally based on OER and had 351 registrations. In 2010 they will run it again (in June) and will also allow their students to invite a friend or family member to join the course too – it is a digital literacy program with a social inclusion agenda.
- #19: Cohere offers a space for annotating, organizing and connecting resources and reflect collaboratively on the understanding of such resources . But ones those resources and annotations become too many in number and complexity how can we make sense of them? To tackle this issue Cohere provides filtering by semantic connection. This function helps to reduce the users’ cognitive overload in processing complex graphs and it supports them in focusing and making sense of specific issues.