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Opening up: the openED project
Simon Cross, UK Open University Learning and Curriculum Design & InnovationOpen Distance LearningAssessment BenchmarkingAdaptive and social spaces of learning
James Aczel, UK Open UniversityopenED Academic Project lead
Andreas Meiszner, UNU-MERITPascale Hardy, University of Liverpool / LaureatePatrick McAndrew, UK Open UniversityDoug Clow, UK Open University
Opening up: the openED project
Project aims
What we did
How did it go
Discussion points 1
Discussion points 2
Final remarks
Session plan:
3
Project team
Required Disclaimer: This presentation reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
4
openED 2.0 Project
• “Exploring participatory learning in open educational environments”
• Nov 2009 – July 2012• Joint production of open course by project partners• 3 rounds of facilitator supported delivery starting: Nov 10,
Apr 11, Oct 11.• Analysis and evaluation follows each round
• Funded with support from the EU Lifelong Learning Programme,
• the Swiss Government & UNU-MERIT
5
The openED initiative
Defining the openED approach:• OER-based, building on open materials (e.g. OpenLearn)• Web 2.0 refinement of learning materials & course design
(CC BY-SA)• anyone can study, at any time, for free• open to 3rd party service providers
(e.g. for tutoring, assessment or certification)• open participatory learning processes
http://www.open-ed.eu
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Earlier initiatives
• MIT OpenCourseWare• Jorum and other UK initiatives• UNESCO• OpenLearn, OLnet & other Hewlett Foundation initiatives• SocialLearn
David Wiley:“I don't know whether in future the people who answer questions, provide content and provide the degree will be in the same institution”
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Opening up the learning experience
Open:• Educational resources (OER) used and created• Communication/Web 2.0 (‘sending out’/’bringing in’)
technologies• Access that is free and open to all (‘inviting in’)• To other businesses/3rd party services• Participation across the site• Assessment opportunities and feedback• Reward and recognition for participating
So how do different elements of ‘opening’ a course work together?
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Research focus
OER constitute just one element of Open Education: how to different elements of ‘opening’ a course work together?
• open educational resources (OER)• Web 2.0 (‘sending out’)• courses free and open to all (e.g. P2PU) (‘inviting in’)• 3rd party services
(e.g. tutoring, assessment or certification)• open participatory learning
Are such developments sustainable?
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Research questions
• How do materials, services and communities associated with such open initiatives develop over time?
• What learning takes place?• What issues arise associated with cross-cultural and
multilingual settings?• How does this compare with formal education?• How does this compare with informal learning?• What are the factors affecting the speed, effectiveness and
sustainability of such initiatives?
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Open Educational Service
OER should be embedded within an overall Open Educational Service concept (Meiszner, 2010)
• Services characterised by:– large degree of independence (by-and-large) from
existing physical educational infrastructures– self-organised community-based learning processes– community-based production of learning materials (and
activities) which are captured, retained and available for reuse
– flexible learning and teaching roles
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Initial curriculum
• Curriculum created by contribution of one or more module from most project partners
• Titled agreed: “Business and Management Competencies in a Web 2.0 World”
• Writing process managed by one partner• 10 modules, each lasting 10-30 hours• Two strands: academic & professional
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Business and Management Competencies in a Web 2.0 World (http://www.open-ed.eu)
1: Tools for collaboration in a Web 2.0 world
2: Searching for information in business & management
3: Project management
4: Developing personal skills in communication
5A1: What is the question?
5A2: Quantitative & qualitative analysis tools
5P1: Enterprise & managerial functions
5P2: Project management advanced
5P3: Change management
6: The ethical organisation
Discussion points 1
• How do you set about transforming a concept for an open model of learning and the research questions in to a real, live course and getting it off the ground?
• What supports, guidance, help, tools, resources, web- spaces do you need to provide?
• What does online learning look like? How do you know the learning happening or prove it ‘has’ happened?
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Services
Educational providers around the world are invited to offer extra services to course participants. For example:
• private virtual tuition• face-to-face teaching of classes• assignment marking• certification
23
Data capture strategy
W ebsitevisits inc.
ISP
4000+
Learn ing Reflection
Form
20
W ebsiteobservationinc. forum s
100+threads
IRC chatsession
logs
10+ hours
Interviewswith
authors
-
Participantsurvey
-
Data fromm oduletutors
-
Participantinterviews(partners)
-
Brief author survey
-
Participantinterviews
(OU)
-
Rewriteprocess
observation
Learn ingdesign
analysis
-
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Multi-national student survey
National StudentSurvey(UK)
University StudentSurvey
(Greece)
ResearchQuestionnaire(Solem et al. 2003)
(US)
Open UniversityEnd of CourseSurvey (UK)
openEDsurvey
Design Process Tensions
•Desire for convergence in structure and retaining individual author/tutor style•Greater responsibility for content and need for greater critical evaluation of others contributions•Module author focus on participant learning activity at expense of tutor/facilitator activity and communication of teaching intent•Absent infrastructures and unknown audiences
Discussion points 2
From what you’ve seen of the site so far, what do you think happened next? • How did participation rates (visitors to site) change over time?
• How were the upload and forums used?
• What comments/feedback may we have had back from participants?
• Who visited and from where?
Where are users from?
Greece, Switzerland, France, Norway, Portugal, Germany, Belgium, Spain, Italy, Russia,
Ukraine, India, Pakistan, Nepal, Sri Lanka, Bangladesh, China, Singapore, Australia, Canada,
Columbia, Ecuador, Brazil, Guatemala, Senegal, Nigeria, Zimbabwe, Ethiopia, South Africa.
Traceable visitors to site: one day in November
Summary
• Practical focus
• Process of developing Open Content for Open Consumption
• Course produced in open international collaboration
• Range of methods to ‘open up’ a course not just the resource
• Question of Effort vs. Chance of use