open content in the internet as link between learning, knowledge and development
DESCRIPTION
Presentation exploring the future of Open Educational Resources and the use of social software for (lifelong) learning and knowledge developmentTRANSCRIPT
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Open content in the internet as link between learning, knowledge and
development
Graham AttwellPontydysgu
Salzburg - April 2007
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The Open Educational Resources
movement - has it been successful?
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Yes - in terms of raising
consciousness
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and in fighting back against the creeping
privatisation and commodification of
education
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But there are problems
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Open education resources are little
used
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and still less adapted and repurposed
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Why?
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Web sites offering OERs are poorly
designed
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log in requirements are a barrier
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navigation is poor
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information is sparse
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file formats can be restrictive
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quality is variable
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from a teachers point of view there
are two further issues
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style
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and context
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We can do things about this
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provide distributed metadata including
context of use
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and information (metadata) about creators (people)
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but there are more fundamental issues
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open educational resources should
be open for learning
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not just a repository of institutional
teaching materials
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this has design implications
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and implies we have to provide
tools for learners
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regardless of whether they are
enrolled as a student
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OERs can play an important part of a paradigm shift in
education
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where education (and learning) are
integrated in society
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breaking down the walled garden of the school fence
and the VLE
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de-schooling (or re-schooling) society
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where learning becomes part of
living and working
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where the internet becomes a context
and source of learning
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where learning takes place in
(distributed)communities of practice
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and informal learning is
recognised for its true value - not just
its certificated exchange value
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Personal Learning Environments will
be important
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but we need imagination in
designing opportunities for
learning
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including ideas drawn from social
software (for learning is a social
activity)
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introducing Sarah Jones
www.knownet.com/Members/SarahJones
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Profile Oooh! How am I supposed to describe myself? Tall? Sexy? Italian Sophia Loren lookalike seeking fun, friendship and maybe more,
GSOH, own teeth. Hmm.....this is not Dating Direct.
How about shortish, reddish hair, glasses (contact lenses if I'm going out), half Welsh, half Italian (that bit was true) age 30 (ish). Live in Pontypridd in Wales. Adult Ed cookery teacher. Single (ish).
No kids but 2 cats.
Career? Education? Hmm again.... this is not job application
Graham said just put down stuff like hobbies and interests. Aaagh. How about European politics, Times crossword, 14th century Etruscan pottery, reading Existentialist poetry? (usually make these up for job interviews - or rather i used to until someone
asked me about my interest in local politics and I couldn't remember who my MEP was).
OK.....let's try Rugby (Ponty supporter), cooking (helps if you are cookery teacher), cake decorating (or is that still cooking?),
shopping, reading trashy novels....
Also drink too much (real ale only), smoke too much and try and overcome genetic predisposition to being couch potato by
struggling to the gym once a week.
WILL THAT DO?
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Am depressed. Just got home after staff meeting at Adult Education Centre. Principal is not happy. He has just had the report on the inspection last term. Some OK stuff but
mainly bad. ..... Apparently we got criticised for “inadequate and inappropriate evaluation
practices” - whatever that means. Inspectors have got some daft idea that we “do not involve students sufficiently in the evaluation process”. This is unfair - I am
really conscientious about handing out the end-of-year evaluation sheets AND I make
sure that they fill them in (unlike some people who think this is a joke).
Anyway, Mr High Principals has agreed that he is going to send some of us on a course
about “Developing Self Evaluation Techniques for Adult Learners”...... Worse, he has asked me to go. Why me? This is really
unfair..........
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Bit of a silence, which didn’t seem to bother her, but then people started calling things out and she wrote it all on a flipchart.People were saying stuff like“really nervous”“apprehensive”“worried”“excited”“curious”“wondering where I fit in - will the others be better than me or worse than me?”“who are all these people? Will I like them? Will they like me? Are they going to be really boring or a bit of fun?”Which is more or less what I was feeling really.Then she said “Well, guess what, that’s exactly how your students will be feeling at the beginning of your course.” I suppose they would really.
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Challenges
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Linking (e) learning to practice
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overcoming the divide between
informal and formal learning
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overcoming the divide between
knowledge management and
learning
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all require a new understanding of
openess
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Thanks for
Listening
Sounds of the Bazaar - http://project.bazaar.org/category/podcast/
Sarah Jones’ Diary - www.knownet.com/Members/SarahJones
Wales Wide Web - www.knownet.com/writing/weblogs/
Graham_Attwell