DOCSLIB.ORG

Researching Open Content in Education Proceedings of the Openlearn2007 Conference 30–31 October 2007

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Researching Open Content in Education Proceedings of the Openlearn2007 Conference 30–31 October 2007 OpenLearn Researching open content in education Proceedings of the OpenLearn2007 Conference 0–1 October 00 Accenture Kents Hill Park Training and Conference Centre Milton Keynes, UK Patrick McAndrew and Jo Watts (Editors) This work is licensed under a Creative Commons Attribution 2.0 UK: England & Wales Licence. OpenLearn: Researching open content in education Organising Committee Patrick McAndrew, The Open University, UK Jerard Bretts, Open Content Programme Manager Rob Nodalski, The Open University of the Netherlands, The Netherlands Stuart Brown, Communications Officer Alexandra Okada, The Open University, Laura Dewis, Communications Manager UK (Open Content & Web Projects) Andreia Santos, The Open University, UK Stephen Godwin, Open Content Research Fellow - Learner Experience Eileen Scanlon, The Open University, UK Andy Lane, Director Open Content Robert Schuwer The Open University of Initiatives the Netherlands, The Netherlands Patrick McAndrew, Director Research and Mike Sharples, University of Nottingham, evaluation the OpenLearn Project UK Alexandra Okada, Research Fellow: Ellen Sjoer, Delft University of Technology, Knowledge Mapping for OpenContent The Netherlands Derek Prior, Director of Communications Tamara Sumner, University of Colorado at Boulder, USA Andreia Santos, Open Content Research Fellow Josie Taylor, The Open University, UK Jo Watts, Open Learn Assistant Eleftheria Tomadaki, The Open University, (Research & Evaluation Strand) UK Wim Veen, Delft University of Technology, Programme Committee The Netherlands Steve Carson, Senior Strategist, MIT, Martin Weller, The Open University, UK USA Martina Wilson, The Open University, UK Teresa Connolly, The Open University, UK Grainne Conole, The Open University, UK Publishing Credits Marcus Diemann, FernUniversität of OpenLearn, The Open University Hagen, Germany Hendrik Drachsler, The Open University of The Netherlands, The Netherlands Erik Duval, Katholieke Universiteit Leuven, Belgium Giselle Ferreira, The Open University, UK Stephen Godwin, The Open University, UK Hans Hummel, The Open University of the Netherlands, The Netherlands Ann Jones, The Open University, UK Tim de Jong, The Open University of the Netherlands, The Netherlands Rob Koper, The Open University of the Netherlands, The Netherlands Agnes Kukulska-Hulme, The Open University, UK OpenLearn: Researching open content in education Contents Introduction Researching open content in education 4 Software and tools Choosing and reusing content: why neither is as easy as it sounds 5 Using learning design as a framework for supporting the design and reuse of OER 8 Feeding from open courseware: exploring the potential of open educational content delivery using RSS feeds 15 A conversion pipeline for audio remixes 17 Embracing Web2.0: online video – beyond entertainment 19 Videoconferencing in open learning 21 Knowledge mapping for open sensemaking communities 27 MSG Instant Messenger: social presence and location for the ‘ad hoc learning experience’ 30 Creating accessible SCORM content from OpenLearn material 33 Open metadata for open educational resources in an open infrastructure 37 The Open Learning Object model for the effective reuse of digital educational resources 39 Sustainability Framing for sustainability: identifying values within open content provision 42 ‘Bridging the abyss’: open content to meaningful learning 44 Is there such a thing as sustainable infodiversity? 47 Participatory design in open education: a workshop model for developing a pattern language 50 The TESSA OER experience: building sustainable models of production and user implementation 53 Embedding open content in education: peoples-uni.org 55 Repurposing for an open education repository: quantity, quality and processes 58 A case study framework for open content projects: Free High School Science Texts and the case for continuous learning 60 Sharing elearning content: what are the main challenges? 63 From Africa through Germany to the UK and back again: the potential of Open Educational resources 67 Research agenda From boot camp to holiday camp? Some issues around openness, Web2.0 and learning 71 Open Learning Initiative: measuring the effectiveness of OLI statistics course in accelerating learning 74 Devising a participatory open educational resources architecture for higher education in sub-Saharan Africa: a typological approach 77 A panel session proposal for OpenLearn 2007 81 An OER research agenda: reflections of an international Community of Interest 86 Learning about learning in Wikiversity through action research 87 User experience Learner-Generated Contexts: sustainable learning pathways through open content 90 Learning from ‘OpenLearner-interactions’ using digital research techniques 95 Impact of Open Educational Resources in The Netherlands 99 The whole is more than the sum of the parts: pathways and programmes for Open Learners in psychology 102 Creating Open Educational Resources: a workshop 104 Finding your way to an open online learning community 106 Open Education and the Sussex Learning Network: a partnership perspective 109 How long will it take me? Assessing appropriate study times for open educational resources 111 OpenLearn: Researching open content in education Researching open content in education Patrick McAndrew and Andy Lane Programme Chair and Chair, OpenLearn2007, The Open University, Walton Hall, Milton Keynes, MK7 6AA [email protected] and [email protected] Welcome to OpenLearn2007 and the proceedings of the conference. We believe that we have brought together an interesting group of people and presentations to discuss and consider how open content is being used by institutions, educators and learners. In these papers you will find views on the tools, methods and future for open content applied in education. Taking an open approach to content is a relatively new approach to sharing educational materials. The William and Flora Hewlett Foundation has been a key supporter for many of the major initiatives since establishing a programme of funding for open educational resources in 2001. In 2006 The Open University in the UK became a recipient for one of their grants for its Open Content Initiative, launching the OpenLearn site in October 2006. Alongside work in OpenLearn to develop the content and tools needed for the sharing of resources in an open way, OpenLearn sought to address some of the research issues and play a role in developing the research community around open content. OpenLearn2007 is a chance to celebrate one complete year of public operation for OpenLearn and to bring together researchers working on open content with others researching aspects of learning. The conference has four main themes: • Research agenda • Sustainability • User experience • Software and tools. Our work in OpenLearn sees these as key challenges. Toolsets are needed both for the production and management of resources and for the ways that learners can make sense of the content; however the impact then needs to be assessed in terms of the user experience both for learners and producers. As a movement open content has to now move away from limited time initiative to embedded techniques, measurable benefits or even income to provide self-sustaining activities. Overlaying these aspects is the challenge of how to carry out research with a dispersed user base that may have no allegiance to any site or provider. The papers in these proceedings cover each of the themes and will provide interesting and engaging presentations, often drawing from practical experience. We feel that there is an interesting mix of experience from the Open University itself, others in the UK and a strong international presence. Selected submissions in these proceedings will also be developed into longer papers that will appear in the Journal of Interactive Media in Education. OpenLearn: Researching open content in education Choosing and reusing content: why neither is as easy as it sounds Chris Pegler Institute of Educational Technology, The Open University, Walton Hall, Milton Keynes, MK7 6AA [email protected] Abstract This paper draws on research into repository use and use/reuse of learning objects to identify gaps in what we currently know about choosing and reusing online content within new contexts. It suggests that the criteria that are used to choose between learning objects is not well understood and that the non-technical challenges to reusing that content may still be substantial. The author further suggests that whether the context for reuse is a ‘blended’, or fully online educational environment, is key to how the choice will be made and what may be desirable (or not) in open content used within it. There is now no lack of online content in reusable form. OpenLearn and other open content initiatives are particular examples of online repositories within a range of such collections. They are particularly unusual in being geared to access by individuals wishing to locate content to study, and those who are looking for content to use in (or to influence) their own teaching. This is part of their openness and adds to their interest. OpenLearn is at the same time offering a structured resource for teachers who are used to formal collections and categorisations and offering a service to individual users who will be more diverse in terms of their backgrounds and motivation for accessing. The individual user may be comparing her experience of browsing OpenLearn content with that s/he has in searching the web more generally.
Load more

Recommended publications
  • Open Educational Resources and Higher Education Neil Butcher
    Open Educational Resources and Higher Education Neil Butcher This work is licensed under a Creative Commons Attribution 2.5 South Africa License. Introduction The concept of Open Educational Resources (OER) was originally coined during a UNESCO Forum on Open Courseware held in 2002. During a follow‐up, online discussion, also hosted by UNESCO, the initial concept was further developed as follows: Open Educational Resources are defined as ‘technology‐enabled, open provision of educational resources for consultation, use and adaptation by a community of users for non‐ commercial purposes.’ They are typically made freely available over the Web or the Internet. Their principle use is by teachers and educational institutions to support course development, but they can also be used directly by students. Open Educational Resources include learning objects such as lecture material, references and readings, simulations, experiments and demonstrations, as well as syllabuses, curricula, and teachers’ guides.1 Since this time, the term has gained significant currency around the world and become the subject of heightened interest in policy‐making and institutional circles, as many people and institutions explore the concept and its potential to contribute to improved delivery of higher education around the world. This paper examines the concept of OER in more detail, offering a simple, clear definition, explaining the economic and educational potential behind that definition, introducing examples of OER practices around the world, exploring legal considerations, and highlighting some of the challenges to releasing the transformative potential of OER. Defining the Concept At its core, OER denotes a very simple concept, first legal, but then largely economic, in concept: it describes educational resources that are freely available for use by educators and learners, without an accompanying need to pay royalties or licence fees.
    [Show full text]
  • The Emergence of Open Educational Resources
    Giving Knowledge for Free THE EMERGENCE OF OPEN EDUCATIONAL RESOURCES Giving Knowledge Learning resources are often considered key intellectual property in a competitive for Free higher education world. However, more and more institutions and individuals are sharing their digital learning resources over the Internet, openly and for free, as THE EMERGENCE OF OPEN Open Educational Resources (OER). This study, building on previous OECD work on EDUCATIONAL RESOURCES e-learning, asks why this is happening, who is involved and what the most important implications of this development are. Giving Knowledge for Free The report offers a comprehensive overview of the rapidly changing phenomenon of Open Educational Resources and the challenges it poses for higher education. It examines reasons for individuals and institutions to share resources for free, and looks at copyright issues, sustainability and business models as well as policy implications. It will be of particular interest to those involved in e-learning or strategic decision-making within higher education, to researchers and to students of new technologies. Recent CERI publications Evidence in Education: Linking Research and Policy (2007) THE EMERGENCE OF OPEN EDUCATIONAL RESOURCES RESOURCES EDUCATIONAL OPEN OF EMERGENCE THE Understanding the Social Outcomes of Learning (2007) Understanding the Brain: The Birth of a Learning Science (2007) Demand-Sensitive Schooling? Evidence and Issues (2006) Think Scenarios, Rethink Education (2006) Personalising Education (2006) The full text of this book is available on line via this link: www.sourceoecd.org/education/9789264031746 Those with access to all OECD books on line should use this link: www.sourceoecd.org/9789264031746 SourceOECD is the OECD’s online library of books, periodicals and statistical databases.
    [Show full text]
  • Understanding Open Educational Resources
    UUnnddeerrssttaannddiinngg OOppeenn EEdduuccaattiioonnaall RReessoouurrcceess Understanding Open Educational Resources 53 Understanding Open Educational Resources Understanding Open Educational Resources 1 Understanding Open Educational Resources Understanding Open Educational Resources Lessons Prepared by Neil Butcher and Andrew Moore Neil Butcher & Associates Johannesburg SOUTH AFRICA http://www.nba.co.za/ Edited by Sanjaya Mishra, PhD Education Specialist, eLearning Commonwealth of Learning CANADA The Commonwealth of Learning (COL) is an intergovernmental organisation created by Commonwealth Heads of Government to promote the development and sharing of open learning and distance education knowledge, resources and technologies. Commonwealth of Learning, 2015 © 2015 by the Commonwealth of Learning. Understanding Open Educational Resources is made available under a Creative Commons Attribution-ShareAlike 4.0 Licence (international): http://creativecommons.org/licences/by-sa/4.0. For the avoidance of doubt, by applying this licence the Commonwealth of Learning does not waive any privileges or immunities from claims that it may be entitled to assert, nor does the Commonwealth of Learning submit itself to the jurisdiction, courts, legal processes or laws of any jurisdiction. ISBN 978-1-894975-72-8 Published by: COMMONWEALTH OF LEARNING 4710 Kingsway, Suite 2500 Burnaby, British Columbia Canada V5H 4M2 Telephone: +1 604 775 8200 Fax: +1 604 775 8210 Web: www.col.org E-mail: [email protected] 2 Understanding Open Educational Resources Table of Contents
    [Show full text]
  • Emerging Technologies in Distance Education
    Document name Document date: Copyright information: OpenLearn Study Unit: OpenLearn url: Emerging Technologies in Distance Education Edited by(FPSHF7FMFUTJBOPT Issues in Distance Education Series Editor: Terry Anderson Distance education is the fastest-growing mode of formal and informal teaching, training and learning. Its many variants include e-learning, mobile learning, and immersive learning environments. The series presents recent research results and offers informative and accessible overviews, analyses, and explorations of current issues and the technologies and services used in distance education. Each volume focuses on critical questions and emerging trends, while also taking note of the evolutionary history and roots of this specialized mode of education and training. The series is aimed at a wide group of readers including distance education teachers, trainers, administrators, researchers, and students. Series Titles A Designer’s Log: Case Studies in Instructional Design by Michael Power Emerging Technologies in Distance Education edited by George Veletsianos Mobile Learning: Transforming the Delivery of Education and Training edited by Mohamed Ally Theory and Practice of Online Learning, second edition edited by Terry Anderson George Veletsianos © 2010 George Veletsianos Published by AU Press, Athabasca University 1200, 10011 – 109 Street Edmonton, AB T5J 3S8 Library and Archives Canada Cataloguing in Publication Emerging technologies in distance education / edited by George Veletsianos. (Issues in distance education, ISSN 1919-4382) Includes bibliographical references and index. Also available in electronic format (978-1-897425-77-0). ISBN 978-1-897425-76-3 1. Distance education–Technological innovations. 2. Educational technology. I. Veletsianos, George II. Series: Issues in distance education series (Print) LC5800.E54 2010 371.3’58 C2010-903417-1 Cover and book design by Natalie Olsen, kisscutdesign.com.
    [Show full text]
  • Open Learning Guide
    OPEN LEARNING GUIDE Free Open University courses about open and distance education Services list Creating open educational resources Building capacity Assistive technologies We have a range of free resources to help Accessibility of e-learning build capacity in online teaching and Teaching tricky topics learning, supporting the learning community Teachers sharing resources online (especially FE colleges) in moving online with teaching and learning. Take your teaching online Becoming a facilitator Licensing How to make an open course The OU has an extensive library of course Becoming an open educator designed for online distance learning. The Open education free resources outlined above represents a small part of our total content repository. Introduction to OERs (More information about OU licensing.) Networked practitioner Consultancy OU Centres of Excellence in open and The OU can provides experts in open and distance learning distance education (organisation design, programme design, learning design, learning Institute of Educational Technology (IET) analytics, etc.). (More information about IET publications consultancy from the OU.) IET areas of expertise Knowledge Media Institute (KMi) Validation Open and Distance Learning for Development The OU has extensive experience of accrediting institutions to offer programmes Arts and Social Sciences: current projects leading to an OU-validated award. The OU Centre for STEM Pedagogy (eSTEeM) eSTEeM research Build your own course Centre for Research in Education and Educational If you want to build your own free course and Technology (CREET) share it with others you can use OpenLearn CREET research Create and join us and others in making courses open. A version of OpenLearn Create OU research about open and distance learning is available if you want to close your course or present OU-licensed materials.
    [Show full text]
  • Openlearn Research Report 2006-2008
    OpenLearn Research Report 2006 – 2008 Patrick McAndrew, Andreia Inamorato dos Santos, Andy Lane, Steve Godwin, Alexandra Okada, Tina Wilson, Teresa Connolly, Giselle Ferreira, Simon Buckingham Shum, Jerard Bretts and Rose Webb This work is licensed under a Creative Commons Attribution 2.0 UK: England & Wales Licence. OpenLearn: Research Introduction OpenLearn set out as an experiment to explore how offering free content could be achieved. In the proposal to the William and Flora Hewlett Foundation it stated: ‘The University has an extensive reservoir of high-quality learning materials available in a variety of formats. It proposes to explore how best to make some of these freely accessible in an international web-based open content environment and, in so doing, to advance open content delivery rnational research-based knowledge about modern pedagogies for higher education.’ OpenLearn was established as an initiative to help us learn from producing and using open content. The OLCOS report (2007) used the term ‘laboratories of open educational practice and resources’ to describe the way that open content has led to experimentation in approaches to learning and OpenLearn has acted as such a laboratory carrying out a range of experiments linked to production, use and reuse of the materials on OpenLearn. Reporting those experiments encourages us to take a holistic view of the actions within OpenLearn to consider how technical, design, strategic and communication decisions have all led to approaches that have been tried and reflected upon. Alongside this approach of action research there have also been more specific research aims to understand how our production processes are working and the impact OpenLearn has on its user base of individuals, co-educators and institutions.
    [Show full text]
  • A Basic Guide to Open Educational Resources (OER); 2015
    Organisation des Nations Unies pour l’éducation, la science et la culture his Guide comprises T three sections. The A Basic Guide to fi rst – a summary of the key issues – is presented A Basic Guide to Open Educational Resources (OER) A Basic Guide to Open Educational Resources in the form of a set of Open Educational ‘Frequently Asked Questions’. Its purpose is to provide readers with a quick Resources and user-friendly introduction to Open (OER) Educational Resources (OER) and some of the key issues to think about when exploring how to use OER most effectively. The second section is a more comprehensive analysis of these issues, presented in the form of a traditional research paper. For those who have a deeper interest in OER, this section will assist with making the case for OER more substantively. The third section is a set of appendices, containing more detailed information about specifi c areas of relevance to OER. These are aimed at people who are looking for substantive information regarding a specifi c area of interest. ISBN 9781894975414 Communication and Information Sector United Nations Educational, Scientific and 7818949 975414 Cultural Organization A Basic Guide to Open Educational Resources (OER) Prepared by Neil Butcher for the Commonwealth of Learning & UNESCO Edited by Asha Kanwar (COL) and Stamenka Uvalic´-Trumbic´ (UNESCO) i Published in 2011, 2015 by the United Nations Educational, Scientifi c and Cultural Organization, 7, place de Fontenoy, 75352 Paris 07 SP, France and Commonwealth of Learning, 1055 West Hastings, Suite 1200, Vancouver, British Columbia, Canada, V6E 2E9 © UNESCO and Commonwealth of Learning 2011, 2015 ISBN 978-1-894975-41-4 This publication is available in Open Access under the Attribution-ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) license (http://creativecommons.org/licenses/by-sa/3.0/ igo/).
    [Show full text]