Transcript OER

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Implementing PBL using Open
Educational Resources
Opening Doors to Digital Learning
Catherine Bruen
National Digital Learning Repository (NDLR), Trinity College, Dublin
Acknowledgements & Thanks to:
Fiona Concannon, NUI Galway
Terry Barrett, Diane Cashman, UCD
Outline
Outline & Objectives
A Problem can be…
How might OER be useful to me?
What’s out there for me?
• Taking a look at OER content & services
Going Open?
• Tools and services for Implementation
Summary & Closing Discussion
Problem based Learning
• PBL – “Principle of using problems as a
starting point for acquisition & integration of
new knowledge”
– Barrows, 1982
•
The process of acquiring new knowledge based on recognition of a need to learn
•
PBL simultaneously develops problem solving strategies, disciplinary knowledge
bases and skills by placing students in an active learning role with a purposefully)
ill structured problem which mirrors real world problems
Features of PBL…
•
•
•
•
Allows students to transfer knowledge
Active processes
Collaboration
Problem solving skills which combine factual
knowledge with
– Goal setting
– Strategy selection
– Goal evaluation
• Transdisciplinary
Quality problems should be:
• Engaging and motivating
• Authentic, real world from professional and
social life
• Ill-structured, open to multiple
ideas/hypotheses, sustaining discussion
• Multidimensional: physical, cognitive, social,
emotional, ethical, etc.
• A stimulus for a web of collaborative enquiry
- Terry Barrett & Diane Cashman, UCD, 2009
A Problem can be…
• A scenario, a story, a dilemma, a challenge, a trigger in any
media, or a starting point for learning
• Understanding a perplexing phenomenon, working on a
challenge e.g. design brief, creating a work of art, finding a
more effective, appealing or environmentally friendly way to
do something, learning more about a key concept through
working with a trigger and producing a product for a client
group, are all ways of learning and developing through
working on a variety of problem types
- Terry Barrett & Diane Cashman, UCD, 2009
Different Problem Formats
Imagery, websites, wikis, blogs,
Animations, video clips, email,
audio clips, podcasts, databases,
Webquests, IM Chat
Requests, scenario,
dialogue,
correspondence,
cartoon, newspaper
report, report brief,
quotation, literature
excerpt, Roleplay
Digitized
experiences
Simulated
experiences
Bodily experiences,
social & emotional
experiences, concrete
objects, current
controversies
Lived
experiences
- Terry Barrett & Diane Cashman, UCD, 2009
What are Open Educational
Resources?
“digitised materials offered freely and openly for
educators, students and self-learners to use
and reuse for teaching, learning and research”
Content
• Full courses, courseware, content modules, learning objects,
collections and journals
Tools
• Software to support the development, use, reuse and
delivery of learning content
Implementation Resources
• Intellectual property licenses to promote open publishing of
materials, design principles of best practice
(OECD, 2007)
“Open” means…
Open Access:
Content is
provided free
of charge
Social dimension
Technical dimension
Legal dimension
Open Standards:
Produced in open
format and with
open source
software
Open Licensed:
licensed for re-use,
free from
restrictions to
modify, re-mix and
repurpose
How might OER be useful?
• With a colleague identify
– Types of resources you use on daily basis with your
students
– Occasions where you might use an Open Educational
Resources in PBL
Content
• Full courses, courseware, content modules, learning objects,
collections and journals
Tools
• Software to support the development, use, reuse and
delivery of learning content
Implementation Resources
• Intellectual property licenses to promote open publishing of
materials, design principles of best practice
Institutional Repository at NUI Galway
Irish Initiative

From December 2009, NDLR goes open………
http://www.ndlr.ie/
Institutions trying to
develop their own
Teaching & Learning
resources
A National Repository of
shared Teaching &
Learning Resources
2004 - 2008
An Open digital repository
2009
• Expense
• Critical mass
• Paucity of shared experiences
• Difficult to sustain
• Larger scale
• More opportunity to support multiple subject areas
• Potential for greater reuse
• Potential for collaboration
• Standing on the shoulder of giants
Raising the bar for teaching & learning as a collective
• Much more scalable
• Huge potential for CoPs contribution & reuse
• International license agreements already in place (e.g. Creative Commons licenses) CCLearn
• Protection against commercial exploitation
• Easier to set up infrastructure (access & authentication not a problem)
Imagebank
http://www.imagebank.ie
OER initiatives for the general public
RESOURCES “IN THE WILD”
Dion Hinchcliffe. Available online at: httpweb2.wsj2.com
Photo sharing - Flickr
• Flickr
Youtube/ Vimeo
Wikis
Wikipedia
Further Examples
• Sample Problems
– www.udel.edu/pbl
– www.unimaas.nl/pbl/mission/mission001.htm
• Images Search Engines
–
–
–
–
–
–
–
–
–
http://labs.ideeinc.com/multicolour
http://images.google.ie
www.ask.com
www.picsearch.com
www.turboscout.com
www.flickr.com/creativecommons/
http://commons.wikimedia.org
www.intute.ac.uk
http://informine.ucr.edu
Creative Commons
• Creative Commons is a movement that has evolved from open source
software ideas and licences.
• Was founded in 2001 by a group of American legal academics, creators
and entrepreneurs.
• The idea was to generate a number of easy-to-use licences with which
creators could share their work to the public while maintaining certain
control over it.
• There are now 55 million works using CC licences.
• Creative Commons licences can be used:
– Blog postings, RSS feeds, Wiki pages to help clarify reuse of such
resources
– On PowerPoint slides
– Play “Wanna Work Together?”
– http://learn.creativecommons.org/resources/faq/
A 5 Step Approach to Developing
Problems in Different Media
5. Implementing
your Problem
2. Sourcing Existing
Resources
1. Brainstorming &
Storyboarding
4b. Developing your
own Resources
3. Copyright
Clearance
4a. Reusing
Resources
- Terry Barrett & Diane Cashman, UCD, 2009
Academics perspective
Institutional perspective
Stakeholders Perspectives
1.
Citation rates go up
1.
1.
2.
Participating in a CoP
(Self help network)
Leveraging content
more easily and
safely
Improving the quality
of the teaching
resources used
within Irish HE
2.
Exemplars to help
employees to use &
develop digital
resources
2.
3.
Encourages
formation of self
sustaining Cop &
subject areas
(academics using
these resources)
Enhancing the
teaching practice
associated with the
use of digital learning
via sharing of good
practice and digital
resources
3.
Encourage reduction
in the cost of
teaching again via
sharing and reuse…
3.
More opportunities
for feedback on your
resources
4.
More potential for
collaborations
4.
Potential for cost
savings in the
development of
digital resources
What are Other People Doing?
• Open Access Week
• Martin Weller on Twitter:
(Professor of Educational Technology at the Open University, UK)
• Blue Skies Thinking for design and OER
– Prof. Grainne Conole, OU, UK
– Cloudworks: Share & Discuss Learning & Teaching
ideas
– Researching the Open World
• Stephen Downes
Consideration of community is
essential…
How to contribute to the OER
movement?
• Consider publishing your materials with a
creative commons license
• Consider how your academic community
might collaborate to produce or share rich
media resources
• Enquire about what repositories are open for
you to use and publish in
The best way to predict the future is to invent it-Alan Kay
Discussion
1. What is required to make resources
discoverable, reusable and freely accessible
globally?
2. Why do institutions engage (or not engage) in
OER initiatives?
3. Why do academics use web 2.0 content sharing
services like Youtube and Slideshare?
4. Are there any concerns about OER initiatives
such as quality assistance of content,
pedagogical issues and accreditation?
An MIT OCW Chronology
MIT Council on Education
Technology (CET) Planning
Group reviewed long-term
strategy for MIT
MIT OCW to build up to &
maintain target of 1800~2000
courses by 2007
Interim Management Board
directed OCW activities
CET Lifelong Learning
Study Group
formulated/proposed
OCW vision & concept
OCW Task Force began
development of
implementation plans
Permanent MIT OCW
organization &
executive director
900 courses
700 courses
May-Jun
Feb-Apr
2000
May-Oct
Nov-Mar
Jun Jul-Apr
Apr
2001
Extensive internal deliberations
involving all faculty and
administrative bodies
May
2002
Sep
2003
Mellon & Hewlett Foundations
gave MIT an initial $11M over
2 years to help launch OCW
MIT announced OCW amidst
worldwide attention and acclaim
Sep
Apr
Sep
2004
2005-2007
Official MIT OCW launch with
500 courses from all 5 schools
and 33 academic disciplines
Worldwide release of OCW pilot
website with 50+ courses from 23
academic disciplines
Source: Dick Yue
Institutional
Model
E.g. SEP
Endowment
Model
Models of production, use & distribution
Funding
Models
E.g. MIT Open
Courseware
Adapted from
Downes, 2006