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The Structure and Components for the Open Education EcosystemConstructive Design Research of Online Learning Tools
MA Hans Põldoja
OpponentProfessor Emeritus Terry Anderson,Athabasca University, Canada
CustosProfessor Teemu Leinonen
The Structure and Components for the Open Education Ecosystem
Hans Põldoja
9HSTFMG*agjjee+
Research context
• Technology-enhanced learning
• Open education
• Digital ecosystems
• Design
Research questions
• What are the main design challenges related to the open education ecosystem?
• What are the design patterns used in designing online learning tools and services for the open education ecosystem?
• What kind of structure and components are needed to create the open education ecosystem?
PILOT
LeMill
EduFeedr
LeContract
Age: 26
Education: Master student
Occupation: librarian
MariaMaria has studied information science and now she is doing her Masterʼs studies in interactive media. At the same time she has a full time job as a school librarian. Therefore she is interested in combining school assignments with her work as much as possible. At the same time she is a self-directed learner who likes to go in depth in topics that are interesting for her.
Goals:
Personalization: “It is hard to have a full time job and be a master student at the same time. If possible, then I try to choose assignments that can be connected with my work.”
Scaffolding: “I feel that often it is difficult to specify all the resources and actions that I have to make in order to achieve my learning objectives. Good examples from other learners help me to refine my contract.”
Awareness: “It was good that we had to review our learning contracts. This way I was constantly aware of my objectives and thinking about the strategy to achieve my goals.”
Photo by Alessandro Valli,taken from http://www.flickr.com/photos/liquene/4435467897/
DigiMina
(Fallman, 2008)
Design Practice
Design Exploration
Design Studies
(based on Fallman, 2008)
Design Practice
Design Exploration
Design Studies
Tools
Educational practicesOpenness
1
2
3
4
5
1
2
3
4
5
PILOT
LeMill
EduFeedr
LeContract
DigiMina
Design cases
(based on Fallman, 2008)
Design Practice
Design Exploration
Design Studies
ToolsDesign patterns
Digital ecosystem
Educational practicesOpenness
1
2
3
4
5
1
2
3
4
5
PILOT
LeMill
EduFeedr
LeContract
DigiMina
Design cases
Results
Design challenges
• 9 design challenges for the open educational resources
• 8 design challenges for blog-based open online courses
• 5 design challenges for assessment and recognition of competencies
• Classified as pedagogical (8) socio-cultural (6) and technical (8)
Challenge 1: Digital learning resources are mainly used for individual learning and for presentations
In many cases digital learning resources are used by students for individual learning (reading, looking, playing, quizzes) or by teachers in their classes (presentations). It is a challenge to design OER tools and services that guide teachers away from the acquisition of knowledge paradigm to the participation and knowledge creation paradigms (Paavola et al., 2004).
Challenge 4: Lack of collaboration and peer production of learning materials
European teachers are not used to sharing their learning resources with other teachers. Often teachers think that their resources are not good enough for sharing in public. Also, teachers are worried about copyright issues. Some teachers would need external motivation to share their resources. Publishing a learning resource in the repository is an extra step that is often missed because of lack of time. There is always a threshold for joining an online community and starting to collaborate with other people. Most of the learning object repositories are designed for searching and publishing resources, not for collaboration.
Challenge 7: Providing localization and reusability while retaining authentic context
Localizing learning resources does not mean simply translating the content from one language to another. It is important that the learning resources provide authentic context for the target group. In the PILOT project, it was a challenge to design a template structure that would allow flexibility in localization, so that the teacher could decide which textual content and media elements should be edited or replaced in the localization process. From the technical perspective, localization is also related to versioning of learning resources.
Design patterns
• 12 design patterns for collaborative authoring of open educational resources (LeMill and PILOT)
• 12 design patterns for blog-based open online courses (EduFeedr and LeContract)
Patterns for collaborative authoring of OER’s
Pattern 1: Authoring template
This pattern deals with providing a clear structure for creating new learning resources. It may be difficult to start creating a new learning resource from the scratch. Having a certain predefined structure for new learning resources would help teachers to get started. A large collection of peer produced learning resources would benefit from having a consistent structure and layout. Consistent structure contributes to the quality of learning resources. On the other hand, it is important to achieve balance between predefined structure and flexibility for the authors. Therefore: The learning resource authoring tool should provide a set of pedagogical templates that scaffold teachers and content producers in creating new resources. LeMill provided six pedagogical templates for creating learning resources: web page, presentation, exercise, lesson plan, school project, and PILOT. Web page is a generic template while other templates provide a more predefined structure. Authoring templates consist of different types of sections that are called blocks in LeMill. For example, web pages in LeMill consist of text blocks, media pieces and embed blocks. The exercise template has additional blocks for various question types. Templates may also scaffold the use of new pedagogical methods, such as the PILOT template in LeMill. This is a central design pattern, that is related to a number of smaller design patterns. Learning resources based on authoring templates have a DRAFT (2) status, support EMBEDDING (3) and LINKEDNESS (4), are published under a SINGLE LICENSE (5), and could be developed into TRANSLATIONS (6) or ADAPTATIONS (7). Two special types of authoring templates are METHOD DESCRIPTIONS (8) and TOOL DESCRIPTIONS (9). As a central design pattern, authoring template is addressing a number of design challenges: (C3) assuring the quality of collaboratively created open educational resources; (C4) lack of collaboration and peer production of learning materials, (C5) lack of reuse, revising and remixing, and (C2) scaffolding the use of new pedagogical methods.
Short description
Conflicting forces
Recommended configuration
Related patterns and design challenges
Design challenges and patterns for collaborative authoring of OER’s
C1 Digital learning resources are mainly used for individual learning and for presentations
C2 Scaffolding the use of new pedagogical methods
C3 Assuring the quality of collaboratively created open educational resources
C4 Lack of collaboration and peer production of learning materials
C5 Lack of reuse, revising and remixing
C6 Multilingualism
C7 Providing localization and reusability while retaining authentic context
C8 Limited findability and poor usability
C9 Poor use of the underlying principles of the Web
P1 Authoring template
P2 Draft
P3 Embedding
P4 Linkedness
P5 Single license
P6 Translations
P7 Adaptations
P8 Method descriptions
P9 Tool descriptions
P10 Collection
P11 Teaching and learning story
P12 Featured resources
Design challenges Design patterns
Patterns for blog-based open online courses
Design challenges and patterns for blog-based open online courses
C10 Supporting learners with setting up their personal learning goals and strategies
C11 Keeping the learner motivation throughout the course
C12 The danger of over-scripting
C13 Establishing and keeping the community gravity
C14 The fragmentation of discussions in blog-based courses
C15 Lack of coordination structures for managing blog-based courses
C16 Lack of awareness support mechanisms
C17 Commenting and versioning of learning contracts
P13 Being open for lurking
P14 Open enrollment
P18 Blogroll
P19 Course tag
P23 Learning analytics visualizations
P15 Nicknames
P16 About page
P17 Personal learning contract
P20 Aggregated discussions
P21 Reflective assignments
P22 Summary posts
P24 Open badges for assessment
Design challenges Design patterns
Open education ecosystem
For this dissertation, the open education ecosystem is defined as a learning ecosystem that consists of tools, services, resources and stakeholders who share a common set of values. The core value that defines the extent of the open education ecosystem is openness.
(based on Gütl & Chang, 2008)
Open education ecosystem
Learning stakeholders of the open education ecosystem
Learning utilities of the open education ecosystem
Discussion
• Theoretical and practical implications: design of open educational tools and services
• (In)validity and (un)reliability: strict replication of research procedures
• Limitations of the study: more validation is needed
• Recommendations for further research: combining personal learning contracts, self- and peer-assessment, and open badges
Thank You!
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