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Recently University of Delhi (DU) has introduced a new four year based undergraduate programme (FYUP) wherein all (> 50,000) newly admitted undergraduate students have been given laptops that are powered exclusively with Ubuntu OS (12.04 LTS) and other freeware including Open Office, Firefox, VLC and Rythmbox. Out of a batch of 52 students selected for case study 26 were introduced with concept of high quality OER (HQOER). The present investigation seeks to analyze pedagogical impact of the same on the twin effects of a) students utilizing internet enabled laptop computers during real-time classroom teaching and b) using OER content linked with resource based learning so as to leverage both most effectively. The investigation concludes that topic specific OER ought to be available preferentially through a dedicated search engine for HQOER. Further, an independent OER regulatory body should recommend chronological listing of HQOER sites after a thorough evaluation of the quality of their content. The future of teaching-learning process bodes well for hybrid education that includes HQOER as a built-in standard.
Citation preview
A novel OER initiative under A novel OER initiative under
University of Delhi’s new University of Delhi’s new
FYUP:FYUP: an investigation into the Pedagogical Impactan investigation into the Pedagogical Impact
Arijit Chowdhuri & Charu K. GuptaAcharya Narendra Dev College
University of Delhi, INDIA23 – 25 April, 2014 Ljubljana, Slovenia
OERs in teaching-learning process: New approach on learning horizon
Focus is on development of cognitive skills vis-à-vis mentoring approaches adopted
Dynamic learning, teaching and assessment strategies
Engaging, easy, effective and collaborative learning techniques
Preamble Preamble OCWC Global 2014
Recently University of Delhi (DU) has shifted to new Four Year Undergraduate Programme (FYUP) from conventional three years
All (> 50,000) newly admitted undergraduate students have been given laptops for promotion of E-learning through access to HQOER
Laptops are exclusively powered by Ubuntu OS (12.04 LTS) and other freeware include Open Office, Firefox, VLC and Rythmbox
Laptops are internet enabled with 40 mbps connections in college
BackgroundBackgroundOCWC Global 2014
Overcome barriers to participation, especially those
absent in class, employed or differently-abled
Another chance to understand classroom teaching
for those who did not comprehend it the first time –
time versus pace issues
Student can be separated from the mentor for a
substantial part of the total learning time
Students have opportunity to access printed texts
or other media, such as video, audio and
multimedia, real-time
Option for full-duplex communication between the
student and mentor
Perceived advantagesPerceived advantages OCWC Global 2014
Becoming technology enabled at home with more
hours spent on accessing OER
Moving from abstract theories described in text-
book to becoming stakeholders in OER
development
Opportunity for parents at act as resource persons
Simultaneously bolstering the ‘technocrat’ as well
as the ‘academic’ in the student
Internet is expected to help rethink and reorganize
the process of knowledge dissemination between
education and research
Collateral AdvantagesCollateral AdvantagesOCWC Global 2014
University of Delhi’s take on FYUP using OER
Exemplar shift in curriculum with augmented
tenure of study
Entails training students to possess greater
flexibility
Develop qualities for autonomous learning
Cultivate taste for opening up to wide-ranging
career choices
Combining knowledge with practical skills
Why OER ?Why OER ?OCWC Global 2014
Introduction of Free and Open Source Software (FOSS)
Furthering Open Education: circumventing licence fees
or royalties
An upgraded course content
Ingenious idea to make students stakeholders in accessing
OER
Popularizing use of OER with pre-incorporated licence for
reuse and/or adaptation sans copyright holder’s permission
Policy implementation: multimedia applications,
streaming videos, textbooks or any other media used for
teaching-learning process, free for dissemination.
Initiatives taken by DUInitiatives taken by DUOCWC Global 2014
The present investigation seeks to analyze the pedagogical
impact of the twin effects
a)students utilizing internet enabled laptop computers
during real-time classroom teaching
b)using OER content linked with resource based learning
so as to leverage both most effectively
The Study……The Study……OCWC Global 2014
Investigation of access, licences, awareness and understanding of Open education materials
Awareness about Open Awareness about Open EducationEducation
0 5 10 15 20
Understand Open environment concept
Awareness about Creative Commons licences
Understand licences by Creative Commons
Access educational materials under Open licenses
SomewhatNo Yes
Number of students
OCWC Global 2014
Teaching-learning process under FYUP is seen to
be dependent on the availability of information
and material content.
Students with exposure to HQOER are seen to
possess a different take within the existing
framework.
Students’ access to Open educational materials
on the internet, associated licences and
awareness of Creative Commons are noted to be
important.
Introduction to HQOER substantially affects their
pedagogic approach.
Open Education…..Open Education…..OCWC Global 2014
Investigation of awareness about various licences
of Creative Commons
Creative Commons Creative Commons Licences Licences
0
5
10
15
20
25
CC-BY CC-BY-SA CC-BY-ND CC-BY-NC-SA CC-BY-NC-ND
YesNo Somewhat
Types of Creative Commons licences
OCWC Global 2014
Students introduced to HQOER gain valuable insight
about different types of licences proffered by
Creative Commons
Students become aware about usage of various
licensed HQOER materials while preparing
assignments & presentations
Citation of appropriate sources as deemed
necessary is followed.
A fine balance is seen to emerge about usage of
copyrighted and OER materials while accessing
course materials from world’s top sites /
universities
Creative Commons…..Creative Commons…..OCWC Global 2014
Effect of fast internet access on autonomous learning,
past-class stay back and educational material access
Effect of fast internet Effect of fast internet availability availability
0 5 10 15 20 25
Educational materials preferentially accessed in college
Has high-speed internet access increased college stay post classes
Concept of autonomous learners
Somewhat
No
Yes
Number of students
OCWC Global 2014
Availability of fast internet connection and free
software enabled laptops is seen to motivate
students embrace the concept of autonomous
learning.
Autonomous learning is seen to result in stay back
by most students post regular college class hours.
Traffic on the sites hosting Journals and HQOER
material is seen to grow post regular college class
hours thereby indicating the following:
Preferential use of the University of Delhi enabled network
Access of the sites by the students in the college premises
which otherwise are inaccessible from home
Internet Connectivity….Internet Connectivity….OCWC Global 2014
Google 73%
Yahoo15%
Bing8%
Delta4%
Preferred Search engine for HQOER
Choice of web-search engine preferred by students for HQOER
Preferred Search Engine for Preferred Search Engine for HQOERHQOER
OCWC Global 2014
For assignments requiring HQOER students
reported using search engines including Google,
Yahoo, Bing, Delta etc.
Google was rated the most preferred search
engine by a whopping 73% of the students.
However, an in-depth investigation indicated that
even Google was unable to address requirements
for HQOER based content at all times.
Google was noted to short-list results according
to the choice of keywords besides primarily
promoting its own affiliates including but not
limited to Wikiepedia etc.
Google etc….Google etc….OCWC Global 2014
Subject Matter31%
Explanation of Principles
23%
Authenticity23%
Originality11%
Clarity8%
Media usage4%
Usefulness of HQOER
Parameters governing choice of particular
HQOER material by students
Usefulness of HQOERUsefulness of HQOEROCWC Global 2014
For the students specifically choice of
HQOER was found to depend on:
Subject matter
Explanation of principles
Authenticity
Originality, clarity
Media usage
HQOER choice….HQOER choice….OCWC Global 2014
Effect of listing sequence and preferential
listing of HQOER by Google
Effect of listing sequenceEffect of listing sequence
0
5
10
15
20
25
Does Google provide results for HQOER
Is sequencing of HQOER important for access
Does Google give prefrential shortlisting of
certain HQOER sites
Yes
No
Somewhat
OCWC Global 2014
Sequencing of HQOER material listing by the search engine
is seen to majorly influence its use by students.
This in turn is seen to be depend on the choice of keywords
besides preferential use of a particular search engine.
Mismatch with Google search algorithm can relegate a
dedicated HQOER hosting site deep down short-listed
results.
Paucity of time and natural reluctance to skim through all
search results leads it to not being accessed.
HQOER site is therefore inherently never accessed by
students and they make do with whatever content is
available in the first few pages
Search Results…Search Results…OCWC Global 2014
Harnessing of HQOER is seen to be influenced by:Authenticity of the OER material
Specificity of topic
Sequencing of HQOER hosting sites
Students notice preferential short-listing of certain
sites at the top specially those belonging to a specific
conglomerate
HQOER HarnessingHQOER HarnessingOCWC Global 2014
Need for a dedicated tag and keyword
search interface for HQOER
Providing widgets and APIs that can be used to
insert
“more….” recommendations into HQOER pages
Allow access to HQOERs and their full-text
Allow creation of profiles such that personalized
recommendations can be received
HQOER InterfaceHQOER InterfaceOCWC Global 2014
Despite OERs being available under Creative Commons
licensing
Actual adoption and adaptation by another institution
wishing to include them in the local context remains a
challenge
Mentors routinely reuse content however, connecting
with OER demands more groundwork
Learning objectives in HQOER ought to have clear
outcomes and objectives with details of learning
resources, activities and assessments
License wording ought to be simple and clear-cut
preventing multiple interpretations in different countries
Challenges AheadChallenges AheadOCWC Global 2014
Content completeness: HQOER re-user may have to remix
materials to revise content before it can be redistributed
Relevance of Local content: HQOERs ought to be self-
contained with option to customize and include local content
Seamless website navigation: Navigating HQOERs on web
becomes difficult because of materials hosted on LMS and
truncated addresses linked to local servers
Sources on the web: HQOERs on websites are optimized for
web-access and sources are obscure preventing customization
Local issues in OERLocal issues in OEROCWC Global 2014
Savithri Singh, Principal, Acharya Narendra Dev
College (University of Delhi) for continuous
guidance and support.
University of Delhi and University Grants
Commission for travel grant
Organizers of OCWC 2014 for registration fee
waiver
AcknowledgementAcknowledgementOCWC Global 2014