concede final report
DESCRIPTION
Final report on pilot experiences within the CONCEDE projectTRANSCRIPT
THE PROCESS OF THE PILOT EXPERIENCES
UOC
Table of contents
UGC and qualityPilot experiences processResultsConclusions
Learner Generated Content and quality
•Intense change by ICT introduction•Network society
The role of students and their relationship to knowledge:
•active participants in the creation of educational content•Through web2.0
· Encouraged to increase their level of involvement by producing and publishing their own content through simple tools
· User Generated Content (UGC)
LEARNER GENERATED CONTENT(LGC)
Change
QUALITY ?
Pilot experiences process
Piloting reporting form: context
Name of the Institution Type of Institution (fully virtual, blended learning,…)
Context In which program will be carried on this pilot? In which course? Schedule Lesson plan:
Main objectives, characteristics and ECTS Contents Pedagogical approach Activities Evaluation
UGC experience
Aim of UGC experience How long is the experience? (ECTS) User Generated Content Scenario Users User’s role Tool How many people will be involved? How to evaluate quality of UGC?
R1: students R2: teachers Dialogue
•ANNEX: Instructions for: •Students•External/Institutional actors•Dialogue exercise
Piloting reporting form: context (II)
Pilot experiences process
Which is the purpose?Gathering data methodsData analysis and triangulation process
Piloting Evaluation Guide (Methodology)
Pilot experiences process
Context Methodology Data analysis Results & discussion Conclusions
Preliminary report for discussion
Pilot experiences process
Results
Quality
Quality criteria proposal Identification of quality criteria for LGC on
the basis of a literature review on the matter.
Referred authors: Van Assche (2006), Leacock & Nesbit (2007), BECTA (2007), Endean (2003), Ruiz, Candler, & Teasdale (2007), KMD (2007), University of California Regents (2004), FGCU (2006), Clark & Mayer (2008), Harris (2010), Johnson& Lamb (2011), Virginia Tech University Library (2011), Ehlers (2009).
Quality criteria proposal
Results Students perception depends on
pedagogical proposal
ContentFormatProcess
Results Students perception depends on
pedagogical proposal
ContentFormatOwn project Others’ project
Process
Results Students perception depends on
pedagogical proposal
ContentFormatOwn project Others’ project
Process
Results Students perception depends on
pedagogical proposal
ContentFormatProcess
Results
UGC is a collaboration...Participants profileSkills of collaborationOrganize the processManagement of collaboration process
Assessment process
Conclusions
Conclusions from pilots UGC/LGC = good experience! LGC is a motivating and effective
method for both teachers and students
LGC should focus on the quality of the process and of the end product.
Content, format and process… depending on the context
Conclusions from pilots
Time factor must be considered in UGC. Any UGC purpose has to be considered to optimize students time.
Quality framework for UGC is useful
With UGC… the work is not closed! From UGC to OER: UGC >Reusability & rights > UGC repository> OER
Conclusions from project
Considering the three quality categories: content, format and process.
Teachers should be aware of: context, students skills, availability of time, level of specificity of the content, how is supported the process,…
Implications for educational practitioners
Gaining a deeper understanding of the students’ perception and awareness of critical issues regarding the use and reuse of LGC.
Developing and validating a quality framework in varied contexts.
Providing more detailed guidance for the implementation of LGC as a teaching strategy for learning.
Sensitizing faculty and university stakeholders on the adoption of a LGC initiative.
Future research
Thanks for your attention!
Marc Romero[[email protected]]
Maria Pérez-Mateo [[email protected]]
Montse Guitert[[email protected]]
Marcelo Maina[[email protected]]