BOOK: OER & Social Networks redistribution– reuse – remix – recriation

2012 - eBookPublisher: Scholio Educational Research & Publishing (August 1, 2012)ISBN: 978-09-5668-104-1

2013 - 1ª edtionPublisher: EdUEMAISBN: 978-85-8227-022-6

2014 - 2ª editionPublisher: EdUEMAISBN: 978-85-8227-029-5

2015Publisher: OU (OU iTunes U) (?)interactive “OER&Social Network” iBook MOOCbased on a new strategic design

More than: 60.000 page views, 33.000 visitors and 10.000 downloads

OER 2nd edition launch - 5th of December 2013

Webinar – Larry Cooperman, Murilo Mendonca (OCW),Lygia Puppato (Brazil Government),

coauthors in Brazil and readers in remote communities

Objectives

Producing an OER chapter based on the OER phylosophy during 1 year:

• Reuse significant studies of the research group

• Conect the study to the OER concept

• Readapt, reconstruct and review it collaborativelly

• Reuse technologies (OER tool-library) and social media

• Reflect and use a “socio-technical pedagogical design”

• Improve the chapter based on the committee feedback

Outcomes

• Academic Book Awards included by CAPES – Brazil Government

• Two editions of the print volume in colour distributed free

• Wide dissemination: more than 20 international events

• Several reviews and testimonials: Director of OCW, Creative Commons, Rector of

UA-PT, Lecturers of UOC, OU UMinho, UA PT, and UNED, Director of EAD in Brazil

Government, Secretary of Digital Inclusion of Brazil and Secretary of Education in

Portugal.

Objectives & Outcomes1 ebook 2012 and 2 print volumes 2013 & 2014

Next Challenges

Investigate e implement new strategies

1. Maximize and consolidate achievemens of each research group and coauthors.

2. Increase number of: access , visualisations, downloads, citation and new derivative work.

3. Increase opportunities for all groups: keynotes, fundings, new journal publication and networking.

4. Recreate a new “socio-technical pedagogical design” of a iBook and Mooc integrated to a action research “

5. Contribuite to the new version for iBook & MOOC by connecting OER Inquiry based learning and “Open Science”

New strategies for consolidating and widening

Scientific citizen participation

OER& Social Networks iBook - Mooc

2014 – 2015

Cloud-based technologies Teamwork

Group communication SOCIAL MEDIA MOOC

coauthorship Mobile Apps

Tablet Computing Critical Thinking

Creative Inquiry Game-Based Learning

Learning Analytics

Work, Investigate, and Learn - whenever and

wherever

Next steps - 2014

oer.kmi.open.ac.uk

oer.kmi.open.ac.uk - visitors

Location

oer.kmi.open.ac.uk - Service Provider

oer.kmi.open.ac.uk - mobile interface

Team leaders Chapter Page Views Unique PV Avg Time Entrances Bounce Rate Exit

oer.kmi.open.ac.uk 64239 33296 1.22 23216 37% 36%

Homepage 100% 5210 3.383 00:02:07 2959 54.55% 42.32%

1 Patricia coConstrução 83% 4315 1.907 00:00:59 1666 15,97% 39,10%

2 Claudio Realidade Aumentada 60% 3144 1.187 00:01:02 996 12,85% 33,21%

3 Dani Estilos de Aprendizagem 54% 2820 1.133 00:01:03 825 8,48% 31,17%

4 Stella Formação Permanente 49% 2550 1.052 00:01:02 895 4,13% 34,39%

5 Vicente Narrativa Transmidia 48% 2516 1.073 00:00:52 926 1,62% 37,64%

6 Ale Social Media 39% 2027 838 00:01:13 486 31,69% 27,48%

7 Mea ciberdocencia 39% 2009 847 00:00:50 651 3,99% 34,05%

8 Maina Diseno de REA 38% 2003 822 00:00:41 657 1,67% 33,05%

9 Neide Software Livre 36% 1856 772 00:00:46 580 5,52% 32,97%

10 Vani Ambientes Virtuais 36% 1854 838 00:01:27 632 11,71% 34,84%

11 Ale Midias Sociais 35% 1802 1.303 00:03:17 913 70,32% 52,66%

12 Ana Inteligencia Coletiva 34% 1768 738 00:00:59 518 6,37% 32,13%

13 Iolanda Recursos de Aprendizaje 31% 1599 1.207 00:02:05 997 82,15% 61,98%

14 Robert Business Model 24% 1250 621 00:00:45 479 27,77% 38,08%

15 Bujokas Comunidades Abertas 24% 1247 491 00:01:00 250 7,60% 21,89%

16 Dolores ciberespaco 23% 1223 990 00:03:18 763 80,47% 65,99%

17 Lynn games 22% 1147 451 00:01:00 309 3,24% 26,68%

18 Gabi oerUniversity 21% 1119 485 00:00:50 320 5,62% 27,88%

19 Alex PLE 20% 1022 492 00:01:04 309 34,95% 32,68%

20 Cris Formação Intercultural 16% 848 698 00:03:10 559 84,97% 68,63%

oer.kmi.open.ac.uk - visualization by chapters

oer.kmi.open.ac.uk - wesite

1. Improve website

2. Investigate new funding

3. Promote dissemination in HE courses

4. Connect to new research+researchers

5. Implement new strategies with all coauthorsOER ibook OER MOOC open science

6. Increase relevance and impact

oer.kmi.open.ac.uk – next steps

16-18 April 2012 OER OCW UK,Cambridge

28-30 May 2012 IIEiretSpain, Barcelona

20-22 June 2012 UNESCOFrance, Paris

20-22 June 2012 UNESCOFrance, Paris

Aug 2013 Educ.do séc XXI Brasil Salvador

15-16 July 2013 ChallengesPortugal, Braga

15-16 July 2013 ChallengesPortugal, Braga

Nov 2013, Ciber sociedad Aprendizaje Spain Madrid

Dec 2012 III Coloquio LusoPortugal, Lisboa

XII Oficina Inclusão Digital Brazil, Brasilia

The Open University, KMi MeetingOU UK, Milton Keynes

16-18 Oct2012 OpenEd

Vancouver

Dissemination in 2013 & 2012 ...

Larry Cooperman, Director of OCW

First, I want to say how pleased I am to see this book launched, how important it is to reflect upon the progress in Open Education Resources and the Open Education Movement.It’s been now 2 years since MOOCs took a lot of the space in this area in terms of media attention, and yet in terms of actual learning and actual practice with Open Educational Resources, it seems to me that we are gaining this moment the initiative to begin to address how it is that we’ll create an new infrastructure that allows everybody to learn regardless of their circumstances, regardless of their geographical location, their gender and so forth. This book, because it takes on the issues that we haven’t done well with, it takes on the issues of personal learning, it takes on the issues of peer environments, it takes on the issues of “is content enough?”, and all of these issues have really crystallised at this point as technologies advance, as we have an explosion of free resources throughout the world. And what we are waiting for is for this infrastructure of the future to really cohere into something in which everybody knows where to go; everyone really knows how to find the curriculum that they need to advance their lives. These are the kinds of issues that I think that we have to take up and to do that we actually have to have very solid research, very solid case studies. And this is one of the few books, one of the few volumes that actually carefully looks at each of the issues confronting us with if we’re together we might look at this and say “This is an issue of a Global open education infrastructure” and if we can achieve this, we can reduce the cost of the university education, we can spread higher education, and for that matter K-12, to new populations that haven't had access - and that ultimately is the social goal behind all of the work that is reflected in this volume.

I’d like to say thank you to everyone for celebrating the launch of this volume. Another thing I’d like to reflect on is that quite a few of the elements of the book are about new technology and innovation and radical new things that we want to do with the world of OER, but the real innovations, I think, are very much, as Larry said, are already here, it’s already the case that we can do pretty much all the things that we wanted to do and there is a lots of exciting innovations to come but the real challenges to look at all the new forms of education that we can use to change our current educational systems and in the text I was reflecting that actually if we are looking at changing the K-12 space, primary and secondary education in countries like Brazil and China with new emerging online populations, actually even at home, in the US or in the UK, I am betting there are things we could be doing to transform the lives of our kids with, in particular, more working in the open, working and learning in the open using these technologies is very exciting and kind of what Larry was saying, increasing participation of those learners in that online process is something that we really need to be doing much more often, so some simple events like these we can show how easy it is to connect the world and do something in public in the open and then reuse it in an open educational way. That’s really cool. Thank you.

Peter Scott, director of KMI – the Open University

I am very happy to be part of this initiative, happy to be a part of this excellent group and this hopefully starting point to move towards producing more open educational resources for the public. I’d just like to mention a few initiatives that we are working here at KMI in parallel with projects that deliver what we call to be high quality open educational resources so we have a few European projects, for example the “Tell me” project which is about learning in the workplace and … practices and OER in a variety of businesses, business companies and organizations both medium and large ones and also the “WeSpot” project that is about inquiry based learning and scientific inquiries in secondary and higher education. Some of the resources, a lot of the resources that we are building are targeted to children. You can see from these examples that we target a variety of audiences and learning contexts and we also try to produce content in different formats and in different e-learning distribution channels so we have a few resources for platforms like the i-pad where you can download materials for free and interact with them in various ways, do self-assessment exercises, watch webinars, and follow learning paths in order to reach certain learning goals.

Alex Microyannidis, researcher KMI – the Open University

It is an honour to participate in such an important debate, mainly from the perspective of Brazilian Education. We should take advantage of the symbiosis between Open Educational Resources and participatory culture in modern society, that both creates and claims for new forms of teaching and learning and that cannot be disregarded and are true for all segments in education (primary, secondary of higher education). OER (Open Educational Resources) come to scene from a context of Brazilian education and a global knowledge society as a form of inclusion not only in higher education, but also in a wider educational scope, through the increase in access and number of learners; including in this process non-traditional learners and non-formal education.

In less developed regions, knowledge acquired through non-formal environments may, many times, become a valuable asset. Thus, in the global scenario, quality education will no longer be a privilege of a few and I see OER performing a central role in this movement towards open education. Data from the 2012 Census show that 83 million Brazilians have Internet access, which corresponds to an increase of 6,8% in relation to the previous year. Also in 2012, 122,7 million Brazilians possessed mobile phones, which meant a 6,3% increase in relation to 2011. Thus, we have two great opportunities to benefit from the OER potential. Besides, what is done with public resources should be converted to the population. This shows that changes are happening and that they are all around us.

Murilo Mendonça, OCW member & UNISUL lecturer

Lygia Puppato, Secretary of Digital Inclusion in Brazil Goverment

First, I would like to congratulate all the participants in this book and say that I agree with all the previous statements. In Brazil, particularly, we face an enormous challenge as we have a country that has continental dimensions with many social differences and also diversity among the regions. Currently, I am in charge of the Secretary for Digital Inclusion in Brazilian Federal Government, which is linked to the Ministry of Communications.

And our challenge today, with so many projects being conducted, is to include people digitally, but mainly that they can have a sense of ownership of these technologies through education. Thus, Distance Education plays an essential role, as Murilo mentioned. We have to be concerned about the quality of teaching, with quality for all. We have to open the university for all and especially for those who have bigger needs and that are excluded from formal education. It is extremely important to think about including these people and that it is not necessarily through formal education, but that everyone has the same opportunities and I believe that Distance Education can be this gateway for all Brazilians.

The book “OER and Social Networks” is a milestone in innovation, an open bookof multiple formats and languages in which open knowledge entails not only content; but the process of building it based on mass collaboration, peer production and participatory media. In this book, more than 30 research groups from different universities, in a total of more than 100 co-authors, started from their consolidated research to recreate OER collaboratively. Researchers, educators, students and communities used several technologies and media to reconstruct open knowledge so that all would become “co-author readers” of new OER.

We reached amazing results with this book. However, we aim to continue with this project in 2014 so that it can really innovate and amplify the results reached so far. This project is the iBook Mooc “OER & SOCIAL NETWORKS” with a new socio-techno-pedagogical design. Our objective is to significantly contribute with the Open education movement so that readers become “colearners-researchers” creators of new inquiry based learning projects… new knowledge... new scientific co-authorships with new methodologies and new technologies towards Open Science. With responsible and innovative research we aim to propitiate the development of 21st century competences for scientific citizenship (Ale Okada, 2014).

Ale Okada – researcher at KMI Open University

oer.kmi.open.ac.uk

Collaborators of this presentation: Ale Okada, Cintia Rabello & Karine Pinheiro

Questions and suggestions