Design to Integrate Knowledge Building with Individual Learning in Open Learning Resources

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This presentation calls for designs of new social media to fill the gap of learner communication and collaboration in current Educational Resources (OER) movement. While various OER projects have created a vast ocean of quality learning materials, comparably little effort has been put on nurturing a learner community around a single or multiple OER repositories. The Knowledge Building pedagogy which emphasizes social and cultural aspects of learning could come in and play a role in this movement. No design idea has been discussed in this presentation, but many questions that have to be answered are put forward for discussion.

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Design to Integrate Knowledge Building with Individual Learning

in Open Educational Resources

Bodong Chen

December 2, 2010

Agenda Review of SSI Design context

Open Educational Resources (OER) Open Learning Initiative (OLI)

Gap Design to integrate OLI with KF Design for OER Additional analysis needed and questions

Idea-centered Knowledge Building Environment

Main challenges: How to give lives to ideas in any online environment? How to support knowledge-building discourse for idea

development in open learning context?

Statement of Strategic Importance

Images adapted from a poster presented on Mozilla Drumbeat Festival 2010 by Monica Resendes.

Open Educational Resources (OER) Definition: content, tools, and software MIT OCW, Connexions, Creative Commons… In the past, mostly focusing on development of quality content and make it accessible1

Moving to use and learning support

Open Learning Initiative (OLI) Strengths

Scientifically based high-quality course materials Enact instruction or support instructors Incorporate cognitive tutor systems, virtual labs, simulations, and

data log analysis to build strong feedback loops “Accelerated learning”

Background: Design Context

1. Smith (2009). 2. Image adapted from Atkins, Brown, & Hammond (2007).

OLI

Image adapted from Thille (2010).

OLI

OLI

OLI learning curve analysis

OLI feedback loops

“When we are faced with a flattening world where collaboration is becoming the norm, forcing students to work alone seems to miss the point.”

— Will Richardson, 2006

Problem Missing of social-cognitive dimensions of

learning As the knowledge society is built to a large degree on

digital environments of work and social communication, such (open educational) practices must foster a creative and collaborative engagement of learners with digital content, tools, and services in the learning process (OLCOS, 2007).

OLI/KF Design OLI: Highly structured course materials KF: Self-sustained discourse environment

Technological Design

Pedagogical Design

OLI/KF Design

Next? 1st pilot in January

utility and usability evaluation (interview, log data analysis)

deeper integration …

Move to a broader landscape of OER Main challenges

Object granularity and format diversity, interoperability

Nurturing community: social cohesion, boundaries How to make learning pervasive?

Previous work Cohere: a tool to create, connect, and share

ideas. OLnet project by Knowledge Media Institute (KMi)

Initial Thoughts: “digital backpack”

Additional Analysis What are the usual patterns of learning with OERs? How do OER providers support learning, especially

self-learning? Will OER learners find a tool that promotes

connections and community useful? How dense the connections in a community should

be to make knowledge building happen? Can loose, broad connection bring about knowledge building?

Any design concerns? Any implementation concerns?

Is browser plug-in a promising direction?

References Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995). Cognitive tutors: Lessons learned.

Journal of the Learning Sciences, 4(3), 167-207. Atkins, D., Brown, J. S., & Hammond, L. (2007). A Review of the Open Educational Resources (OER)

Movement: Achievements, Challenges, and New Opportunities. Retrieved from http://www.oerderves.org/wp-content/uploads/2007/03/a-review-of-the-open-educational-resources-oer-movement_final.pdf

Bajzek, D., Brooks, J., Jerome, W., Lovett, M., Rinderle, J., Rule, G. & Thille, C. (2008). Assessment and Instruction: Two Sides of the Same Coin. Paper presented at the World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008, Chesapeake, VA: AACE.

Iiyoshi, T., & Kumar, M. S. V. (2008). Opening up education: the collective advancement of education through open technology, open content, and open knowledge: MIT Press.

Jerome, W., Rinderle, J. & Bajzek, D. (2008). Tools for Constructing Targeted Feedback in Online Instruction. Paper presented at the World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008, Chesapeake, VA: AACE.

Johnstone, S. M. (2005). Open educational resources serve the world. Educause Quarterly, 28(3), 15-19. Lovett, M., Meyer, O., & Thille, C. (2008). The Open Learning Initiative: Measuring the Effectiveness of the

OLI Statistics Course in Accelerating Student Learning. Journal of Interactive Media in Education, 2008(1). Open Educational Practices and Resources. (2007). OLCOS Roadmap 2012. In Guntram Geser, Salzburg

Research & EduMedia Group (Eds.) Available from http://www.olcos.org/english/roadmap/download/index.htm

Smith, M. S. (2009). Opening Education. Science, 323(5910), 89-93. Thille, C. (2008). Building Open Learning as a Community-Based Research Activity. In T. Iiyoshi & M. S. V.

Kumar (Eds.), Opening Up Education: The Collective Advancement of Education through Open Technology, Open Content, and Open Knowledge. Cambridge, Massachusetts, London, England: The MIT Press.

UNESCO. (2004). Second Global Forum on International Quality Assurance, Accreditation and the Recognition of Qualifications in Higher Education: "Widening Access to Quality Higher Education". Retrieved from http://unesdoc.unesco.org/images/0014/001417/141781e.pdf

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