design to integrate knowledge building with individual learning in open learning resources
DESCRIPTION
This presentation calls for designs of new social media to fill the gap of learner communication and collaboration in current Educational Resources (OER) movement. While various OER projects have created a vast ocean of quality learning materials, comparably little effort has been put on nurturing a learner community around a single or multiple OER repositories. The Knowledge Building pedagogy which emphasizes social and cultural aspects of learning could come in and play a role in this movement. No design idea has been discussed in this presentation, but many questions that have to be answered are put forward for discussion.TRANSCRIPT
Design to Integrate Knowledge Building with Individual Learning
in Open Educational Resources
Bodong Chen
December 2, 2010
Agenda Review of SSI Design context
Open Educational Resources (OER) Open Learning Initiative (OLI)
Gap Design to integrate OLI with KF Design for OER Additional analysis needed and questions
Idea-centered Knowledge Building Environment
Main challenges: How to give lives to ideas in any online environment? How to support knowledge-building discourse for idea
development in open learning context?
Statement of Strategic Importance
Images adapted from a poster presented on Mozilla Drumbeat Festival 2010 by Monica Resendes.
Open Educational Resources (OER) Definition: content, tools, and software MIT OCW, Connexions, Creative Commons… In the past, mostly focusing on development of quality content and make it accessible1
Moving to use and learning support
Open Learning Initiative (OLI) Strengths
Scientifically based high-quality course materials Enact instruction or support instructors Incorporate cognitive tutor systems, virtual labs, simulations, and
data log analysis to build strong feedback loops “Accelerated learning”
Background: Design Context
1. Smith (2009). 2. Image adapted from Atkins, Brown, & Hammond (2007).
OLI
Image adapted from Thille (2010).
OLI
OLI
OLI learning curve analysis
OLI feedback loops
“When we are faced with a flattening world where collaboration is becoming the norm, forcing students to work alone seems to miss the point.”
— Will Richardson, 2006
Problem Missing of social-cognitive dimensions of
learning As the knowledge society is built to a large degree on
digital environments of work and social communication, such (open educational) practices must foster a creative and collaborative engagement of learners with digital content, tools, and services in the learning process (OLCOS, 2007).
OLI/KF Design OLI: Highly structured course materials KF: Self-sustained discourse environment
Technological Design
Pedagogical Design
OLI/KF Design
Next? 1st pilot in January
utility and usability evaluation (interview, log data analysis)
deeper integration …
Move to a broader landscape of OER Main challenges
Object granularity and format diversity, interoperability
Nurturing community: social cohesion, boundaries How to make learning pervasive?
Previous work Cohere: a tool to create, connect, and share
ideas. OLnet project by Knowledge Media Institute (KMi)
Initial Thoughts: “digital backpack”
Additional Analysis What are the usual patterns of learning with OERs? How do OER providers support learning, especially
self-learning? Will OER learners find a tool that promotes
connections and community useful? How dense the connections in a community should
be to make knowledge building happen? Can loose, broad connection bring about knowledge building?
Any design concerns? Any implementation concerns?
Is browser plug-in a promising direction?
References Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995). Cognitive tutors: Lessons learned.
Journal of the Learning Sciences, 4(3), 167-207. Atkins, D., Brown, J. S., & Hammond, L. (2007). A Review of the Open Educational Resources (OER)
Movement: Achievements, Challenges, and New Opportunities. Retrieved from http://www.oerderves.org/wp-content/uploads/2007/03/a-review-of-the-open-educational-resources-oer-movement_final.pdf
Bajzek, D., Brooks, J., Jerome, W., Lovett, M., Rinderle, J., Rule, G. & Thille, C. (2008). Assessment and Instruction: Two Sides of the Same Coin. Paper presented at the World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008, Chesapeake, VA: AACE.
Iiyoshi, T., & Kumar, M. S. V. (2008). Opening up education: the collective advancement of education through open technology, open content, and open knowledge: MIT Press.
Jerome, W., Rinderle, J. & Bajzek, D. (2008). Tools for Constructing Targeted Feedback in Online Instruction. Paper presented at the World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008, Chesapeake, VA: AACE.
Johnstone, S. M. (2005). Open educational resources serve the world. Educause Quarterly, 28(3), 15-19. Lovett, M., Meyer, O., & Thille, C. (2008). The Open Learning Initiative: Measuring the Effectiveness of the
OLI Statistics Course in Accelerating Student Learning. Journal of Interactive Media in Education, 2008(1). Open Educational Practices and Resources. (2007). OLCOS Roadmap 2012. In Guntram Geser, Salzburg
Research & EduMedia Group (Eds.) Available from http://www.olcos.org/english/roadmap/download/index.htm
Smith, M. S. (2009). Opening Education. Science, 323(5910), 89-93. Thille, C. (2008). Building Open Learning as a Community-Based Research Activity. In T. Iiyoshi & M. S. V.
Kumar (Eds.), Opening Up Education: The Collective Advancement of Education through Open Technology, Open Content, and Open Knowledge. Cambridge, Massachusetts, London, England: The MIT Press.
UNESCO. (2004). Second Global Forum on International Quality Assurance, Accreditation and the Recognition of Qualifications in Higher Education: "Widening Access to Quality Higher Education". Retrieved from http://unesdoc.unesco.org/images/0014/001417/141781e.pdf
?