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Open educational ideas in practice –
experiences from course development
Jan M. Pawlowski 07.09.2015
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Hochschule Ruhr WestRuhr West University of Applied Sciences
History• Founded in 2009• Public institution, regional development • 3000 students, 70 professors and growing
• Western Ruhr area (Bottrop, Mülheim)Business Information Systems• Business Information System• (Global) Process Management• Supporting globally distributed workgroups
in knowledge-intensive organizations• Knowledge Management, E-Learning &
Open Educational Resources• Reference Modeling• Cultural adaptation
• Research Professor at the University of Jyväskylä: Global Information Systems Group
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Outline• Barriers to OER adoption• Open Educational Ideas:
About the concept and your opinion
• A practical case of OEI
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Open Educational Resources
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ODS – School curriculum
OSR – natural sciences
Learning ResourceExchange – various topics
OER Commons – various topics
More OER available to educators
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But…it does not work…
Doubts on quality
Uncertainty about licensing
“Out-of-dateness” – on/off publications
Lack of incentives & institutional supportCurriculum
incompatibility
Findability & lack of time
Other languages
Adapted from Open Discovery Space – Workshop Outcomes http://www.slideshare.net/opendiscoveryspace/eden-2013-presentation
NOT INVENTED HERE
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“Not-invented-here” syndrome
If I have not created / spent efforts / reviewed it myself, it can’t be good
“We look at the materials and then we re-build the resource ourselves” (Teacher)
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• Sharing complete & “perfect” resources might not be the best solution…
• Many opportunities for participation generate involvement
• Slow uptake is linked to lack of emotional ownership
The OEI approach – Main
assumptions
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Emotional Ownership• “the degree that individuals or
groups perceive that knowledge or resources belong to them”
• Wabi-Sabi principle (Treviranus, 2010): – Beauty that is "imperfect, impermanent,
and incomplete“– "Nothing lasts, nothing is finished, and
nothing is perfect“• Designing the imperfect and sharing
early inspires creation processes by others
OER
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Imperfect Design: Ideas and Sketches
Images: Tore Hoel, http://insulardrafts.tumblr.com/
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Imperfect Design: Conceptual Models
•Creating common ideas and common understanding on specific concepts
•How to approach and structure the subject•Agreeing on concepts, differences, relations
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Imperfect Design: Prototypes
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OEI Lifecycle
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A Practical Case:Collaborative course development
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Case: Ruhr West University of Applied Sciences• Course development in 4 stages
• Idea posting (google doc, twitter, …)• Outline discussion (google doc)• Slide and material development
(collaboratively)• Experience and feedback sharing
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Sample Case: collaborative course development (1)
• Initial stage: Describing the idea (e.g. course topic, target group, objectives)
• Comments through google docs, facebook, twitter
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Sample Case: collaborative course development (2)
• Outline stage: Discussing contents, learning activities, materials / resources
• Comments through google docs, facebook, twitter
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Sample Case: Initial experiences
• Collaboration agreement– 2 commitments to participate in course development
• Type of comments– Initial stage: Providing ideas regarding the outline– Outline stage: Comments on specific contents / interests; links to OER /
existing materials; suggestions for learning activities• Variety of comments
– Comments in google docs, facebook, twitter and web site– Distributed comments – to be compiled manually– 4/5 of comments by colleagues, 1/5 from interested externals
• Consequences– Comments to be gathered in one place– Inform collaborators on progress– Need for specific tools: multilingual authoring– Need for visualization: text documents are not always self-explaining– Need to have integrated tools for a simple workflow
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One more: Programming for Kids
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One more: Programming for Kids
• Very early development, ideas refined at EDUCAMP
• Sample Content
https://docs.google.com/document/d/1L_mS9Nrmg8lePKcaE5SnTuldA2TMIR75LeuxbxF-StI/edit?usp=sharing
Zeit Inhalt Methode Anmerkungen0-5 Wiederholung Computer einschalten Jeweils 3 Schüler nutzen einen
Computer 5-20 Orientierungsspiel Jede Gruppe stellt sich vor dem quadratischen
Spielfeld auf - das Ziel ist eine Bonbonschale - man darf nur geradeaus, zurück, rechts und links gehen. Ein Schüler ist die “Spielfigur”, ein Schüler gibt Anweisungen, ein dritter Schüler schreibt auf, wie viele Schritte nach vorne / recht / links die Spielfigur geht. Die Pfeile zeigen, in welche Richtung wie oft gelaufen werden muss. In der zweiten Runde werden Hindernisse aufgebaut.
Die Pfeile können auch mit Himmelsrichtungen versehen werden
20-22 Programme aufrufen
Jede Gruppe rufe die Verknüpfung vom Desktop auf
22-45 Programm nutzen Die Gruppen nutzen die Aufgaben aus https://studio.code.org/s/course1/stage/4/puzzle/1
Die Betreuer unterstützen die Gruppen individuell
ca bei 30 Auflockerung Jede Gruppe erzählt von Ihren Erfahrungen, Ball von Gruppe zu Gruppe
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Lernziele:
Ich kann einzelne Befehle aufzählen und korrekt in einen Roboter eingeben. Ich kenne den Nutzen alltäglicher Technologie und verstehe wozu man diese
programmieren kann. Material: Verschiedene farbige 15cm x 15cm Papierquadrate 1 Bee-Bot Fotos der SuS (als Variante) Transparente Gitterfolien aneinandergereiht Zeit | Sozialform: 1 Lektion | Plenum Aufgabe: Alle Kinder schreiben ihren Namen auf ein Papier -Quadrat. Alle Kärtchen werden nun in eine lange Reihe gelegt (bei sehr vielen Namen 2 oder 3 Kolonnen machen). Nun wird der Bee-Bot am einen Ende der Reihe gestartet und die SuS versuchen, den Bee-Bot so zu programmieren, dass er bei ihrem Namen anhält.
Source: http://studio.code.org
Source: http://www.phbern.ch/ideenset-robotik/
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Join in!
In OEI facebook grouphttps://www.facebook.com/pages/Open-Educational-Ideas/421688584630506?fref=ts
Submit your ideas: OEI will support you finding collaborators and build your idea
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References
• De Liddo, A. (2010): From Open Content to Open Thinking. In: World Conference on Educational Multimedia, Hypermedia and Telecommunications (Ed-Media 2010), 29 Jun, Toronto, Canada.
• Treviranus, J. (2010). The Value of Imperfection: the Wabi-Sabi Principle in Aesthetics and Learning, Open Ed Conference 2010, Barcelona, Spain.
• Pawlowski, J.M. (2012): Emotional Ownership as the Key to OER Adoption: From Sharing Products and Resources to Sharing Ideas and Commitment across Borders, EFQUEL Innovation Forum, Sep. 2012
• Pawlowski, J. M., Bick, M., Camilleri, A., Ehlers, U.-D., Makropoulos, C, Volungeviciene, A. (2013): Open Educational Ideas: Early Stage Sharing of Educational Artefacts, EIF 2013, Barcelona, Spain.
