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Designing for the Open Education EcosystemAn update on my doctoral research Hans Põldoja
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Context
Open education
Personal learning environments
Digital ecosystems
Article 1
Progressive Inquiry Learning Object
Templates (PILOT)
Progressive inquiry
(Hakkarainen et al, 1999)
Article 2
LeMill
Article 3
EduFeedr
Learning content
Student blogs
Course wiki and bloglink and tag
link and tag
link
link
RSS
link
link and tag
link
How to follow and support learning activities which cross the borders of different Web
2.0 applications?
Article 4
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/
Age: 34
Education: PhD student
Occupation: university lecturer
DianaDiana is a PhD student and university lecturer in educational sciences. She completed her Masterʼs as a biology teacher and worked in a school for several years. She was eager to try various pedagogical methods and finally decided to start PhD studies in educational sciences.
Now she is teaching a few courses in the university. One of the methods that she is using in her courses is a personal learning contract. She can really see how the learning contracts help some students to improve the way they learn. On the other hand for some students it is difficult to come up with a meaningful learning contract.
Goals:
Thinking in details: “I can give feedback to studentsʼ goals and help them to refine their learning contracts already in the beginning of the course. This encourages them to think in details.”
Planning the learning environment: “It is good to know what kind of resources and tools students are planning to use. This way I can design the learning environment according to their needs.”
Staying on track: “We are reviewing the learning contracts in the middle of the course. I can see what kind of progress the students have made and make necessary changes to the course.”Photo by Russell James Smith,
taken from http://www.flickr.com/photos/russelljsmith/7006464/
Scenarios
• First experience with LeContract
• Writing a learning contract
• Reviewing the learning contracts
• Creating a new template
• Browsing the learning contracts
Scenario 3: Reviewing the learning contracts
Diana is teaching a course on learning theories. In the beginning of the course all her students wrote personal learning contracts. It was easy to find the contracts from LeContract, because all the students used the template that she created for this course.
Diana wrote short comments for all the learning contracts. With some contracts she agreed completely while with others she suggested several improvements.
Maria received an e-mail notification that the teacher has commented her learning contract. She went to LeContract and found out that her strategy to achieve the learning objectives was not detailed enough. She opened her learning contract for editing and rewrote her learning strategy section. When she was done with the changes she saved the contract again.
A few days later Diana was visiting the learning contracts again. She compared the recent versions of learning contracts with the initial versions. It was possible because all the versions are saved just like a wiki page.
The students were asked to review and edit their learning contracts in the middle of the course. They wrote a comment on the current status: which objectives have they received, have they used the strategy that they planned, etc. Then they edited the learning contract if there were some necessary changes.
A final review of the learning contracts was done at the end of the course.
Põldoja, H., Väljataga, T. (2010). Externalization of a PLE: Conceptual Design of LeContract. In The PLE 2010 Conference Proceedings.
Article 5
How teachers create open educational
resources?
Cases
• LeMill competitions in Estonia
• Long term LeMill trainings (2 groups of biology teachers)
• Open courses in Wikiversity
Which patterns occur in the creation of learning resource
collections created by the teachers?
Article 6
What is the role of design in TEL?
Pedagogy Technology
Pedagogy TechnologyDesign
Design
Technical Pedagogical
Social
“The Open Education Ecosystem”
Pedagogical “layer”
PILOT's
Knowledge building
Progressive inquiry Social constructivism
Learning contractsLeContract
Personal learning environments
Self-directed learningCommunities of practice
Technical “layer”
RSS
Hyperlinks
Embedding
Tags
Learning objects
Open standardsOAI-PMH
Metadata
Open API
Web services
Repositories
Templates
LeContract
PILOTʼsFle4
Plugins
Social “layer”
Open content
Open educational resources
MOOC
Licenses
Open accreditation User generated content
Quality
Social software
Research question
What are the pedagogical, technical and social considerations for designing educational tools for the open education ecosystem?
Hypothesis
Photos
• René Ehrhardt, http://www.flickr.com/photos/rene_ehrhardt/2390448921/
Thank You!
• www.hanspoldoja.net
