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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
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Learning Situations
Learning by design:OER as Genres
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OER typologies,& communities
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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)
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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
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Olnet Research: Case Studies
Insights from interviews with stakeholders, user perspectives More info: http://olnet.org/node/103
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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
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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?
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Collaborations
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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)
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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)
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Audience in OER
Social learners
Prod-users
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use inscriptions in
OER
Engagement
Prod-useRemix
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content tools
objects
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User augmented content
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Work in progress
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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).
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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
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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)
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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/
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Thank you