open education and the role of ict
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Open Education and the Role of ICTMart Laanpere, head of the Centre for Educational Technology, Tallinn University
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What is open education?
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The role of ICT in open education
① Open content: Open Educational Resources
② Open practices: Open & Flexible Learning
③ Open environment: Online Learning Environments
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1.1. Content before computers
Didactic triangleContent
Teacher Learner
CurriculumSchool subjects Textbook
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1.2. Learning objects
The concept of “educational software” did not work (lockdown)
Learning objects: re-usable and searchable digital objects (e.g. texts, images, video clips) with pedagogical purpose and metadata (title, type, description, language, target group, difficulty…), separated from the software
metadata
LearningObjectPedagogical
scenario
InformationObjects (assets)
image
Course
video
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1.3. Learning Object Repositories
Problems: teachers (re)create millions of digital learning resources every
year, few can be found or accessed by other teachers Quantities go up, quality goes down Difficult to reuse without adaptation
Solution: online databases for Learning Objects, standardisation of Learning objects, recommender systems
Examples: www.koolielu.ee, lre.eun.org, scientix.eu, merlot.org
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1.4. Legal aspects: intellectual property
Technology makes it easy to steal content
Textbook publishers are protecting their content
Teachers are afraid to share their content
Black & white approach: copyright vs copyleft
In the middle: some rights reserved
Creative Commons license: BY: attribution SA: share-alike NC: non-commercial ND: no derivates
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1.5. Open Educational Resources
Ideological movement: David Wiley, George Siemens, Stephen Downes, Graham Attwell
Intiatives: MIT OpenCourseware: ocw.mit.edu iTunesU: itunes.du.se Khan Academy: www.khanacademy.org Wikimedia Commons: commons.wikimedia.org LeMill.net: authoring tool, repository and teachers’ community
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1.6. Content: conclusions
Towards the school of tomorrow, school without textbooks?
Learning resource as an output of learning process, not as an input?
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2.1. Open & Flexible LearningCorrespondence studies1880
1920 Distance education
Radio
Open Universities1960
Audio &videotapes
Programmed learning
Tele--learning1990 Video/audio-conference
1980
1970 Computer-Based Learning
Computer-Assisted Learning
2000 E-learning
E-learning 2.02010
CSCL
Managing online courses
Learning with Social Media
Learning fromcomputers
Learning withcomputers
Learning withother people
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2.2. CSCL: Content is not important
Project-Based Learning: www.espnet.eu
European Schoolnet’s eTwinning: www.etwinning.net
Simulation games, e.g. ICONS: www.icons.umd.edu
Simulation games in Estonia: math.ut.ee/simud
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2.3. Informal learning with ICT
Communities of practice (J.Lave & E.Wenger): situated learning, learning as cultural immersion to a specific community, legitimate peripheral participation (AA, researchers)
Connectivism (G.Siemens): learning is making connections between nodes (information, data, feelings, images, persons); learning may reside in non-human appliances
Distributed cognition (E.Hutchins): social distribution, internal-external distribution, temporal distribution
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2.4. Open courses
Wikiversity.org: Wiki-university
MOOC: Massive Open Online Courses, see change.mooc.ca
Agora courses in Tallinn University: anyone can join
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2.5. Outcome-based education
Accreditation of prior learning and experience
Competencies: measurable learning outcomes
Acknowledging informal learning
Revival of apprenticeship learning
Three metaphors of learning: acquisition, participation, knowledge creation
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2.6. Practices: conclusions
Towards convergence of on-distance and on-campus learning?
Towards convergence of informal and formal learning?
Balancing learning and knowledge building, learning in “belief mode” and in “design mode”?
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3.1. Digital Learning Environments
The first generation of educational software: content-driven, vendor-lock, platform-lock
Early online environments: projections of traditional classroom
Learning Management System (e.g. Moodle, Fronter, Blackboard, ITSlearning): effective, hierarchical and closed environment
LMS as panopticon
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3.2. Open Learning Environments
3D-worlds: Second Life, OpenSim
E-portfolio: collection of evidences of one’s competence
PLE: Personal Learning Environment (e.g. blog): lepress.net/martlaanpere, edufeedr.net
Outdoor Learning Environment: mobile learning (Environmental Detectives with GPS, smartphones, RFID, QR)
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3.3. Learning Environments: conclusions
Towards digital learning ecosystems?
Highly personal learning environments, but integrated into various social platforms?
Tablet computers will change everything: from the architecture of schools to learning environments, educational practices and resources?