G. Conole, Y. Dimitriadis, P. McAndrew & Tina Wilson30th June 2009

Awareness of resources to support the design of OERs

Exploration of the value of pedagogical patterns and learning design

Introduction to◦ Open Educational Resources◦ Pedagogical Patterns◦ Learning Design

The OLnet initiative ◦ Hands on experience of some of the OLnet tools and ideas◦ Understanding of how the OLnet can be applied in their

own teaching context

Open Educational Resources

Open Educational Resources

Learning Design Learning Design Pedagogical

patternsPedagogical

patterns

Introduction to workshop and aims Discussion of the issues and visions Activity: Think-pair-share exercise Sharing and discussion of the design Reflecting on representations and mediating

artifacts Activity: redesign “introducing social work

practice” Towards a global vision Hands-on challenge Reflections

The open provision of educational resources, enabled by information and communication technologies, for consultation, use and adaptation by a community of users for non-commercial purposes

(UNESCO 2002)

Learning resources

Courseware, content modules, learning objects, learner support & assessment tools, online learning communities

Resources to support teachers

Tools for teachers and support materials to enable them to create, adapt and use OER; training materials for teachers

Resources to assure the quality of education and educational practices (UNESCO 2004)

Open Educational Resources

Little evidence of reuse

New technologies offer new pedagogical opportunities

Potential for reuse with Open Educational Resources

Array of technologies

Not fully exploited

Derived from Alexander’s work

“Solutions to problems”◦ Introduction◦ Context◦ Problem headline◦ Solution◦ Picture◦ Similar patters

Representing pedagogy

Guiding design Sharing ideas

Empirical evidence base

“Open Design”“Open Design”

Characteristics of good pedagogy

Characteristics of good pedagogy

Affordances of new technologies

Affordances of new technologies

PersonalisedSituativeSocialExperientialReflective

AdaptiveContextualNetworkedImmersiveCollective

Network

Research

Fellowships

From producing open resources to use of open resources•Build capacity•Find evidence•Refine the issues

What do you think is needed to encourage uptake and reuse of OERs?

What would be particularly useful from an OU perspective?

What are your views on this approach?

Ways of educational technology – lack of take up, well documented, the not invent here syndrome

Think of a resource you have created Describe its inherent design Share with the person next to you Share with the wider group

How many of you used an open resource? Some yes, but not necessarily an OER

Mainly resources created by the individual About half used some form of graphically

representation, mainly unsuccessfully, kind of maps, a number of people used just text

What is design? There are many interpretations of this…

Example: Online academic literacies support; wanted to show that functionally it was up to the students when and how they used it, found this difficult to represent

Example: Step by step sequence of activities. A design which had an implicit sequence was much easier to represent

Some people tend to think textually rather than visually

Example: the resource is a design itself and a representation of that – bullet point and diagram

Example: A model for students, website for supporting module activities; showed the objectives and the resources available, have a quiz + theoretical content and assignment + practical exercises; a map of the course

No single way of representing designs Text, temporal diagrams, maps, etc Some represented a static map of the

contents or elements, others represented the temporal sequence

Some attempted to represent the objectives of the course – why

Value of dialogue to explain things and question and answer coupled to represented design (ie text and or diagrams)

Some described the principles and pedagogy

Some specified whether design was individual or collaborative

Many elements to design – what are the elements and what did you use to explain to your partner – were they mainly content, objectives, principles, what are the essential things you needed to represent

Did you understand what your partner was describing, what else would you need to better understand it?

Many different ways of representing and understanding a resource

Many different element we can represent What elements do people expose to explain a

resource This can link to reuse of the resource, the

better I understand it the more likely it is I can reuse it

This exercise could be done differently – interrogate individuals and ask them their opinion

This exercise is a pattern! Think-pair-share

Design implicit, difficult to represent Different representations highlights different

aspects of the design Activity has a “design” “Think-pair-share”

pedagogical pattern Value of visual representations

The value of visualisation◦ Makes design explicit and sharable◦ Means of guiding process of design

Different ways of thinking about and representing design◦ Task timeline – mapping tasks, tools, resources, times◦ Pedagogy profile – view of tasks across a course and

student workload◦ Curriculum mapping – at a glance view mapped to

pedagogy◦ Aligning learning outcomes to tasks and assessment

Swim lines: ◦ roles + tasks,◦ resources + tools

In groups explore the H808 design Do this give you a good overview of what is

it the students are doing? How much time does each task take? Have the learning outcomes been met?

Liked the visual representation, although wondered if it should be landscape on the time dimension, a few minutes to see it was over two weeks. Learning outcomes: Were they assessing the design or for evaluation afterwards? Not totally clear

Not clear what the transition between the activities, is there a trigger/transition point?

There is collaboration build on but on a student centric timeline so difficult to see in this view, ‘inform other students of your podcasts” – is some form of group communication

Visualisation informs the design and time taken, can see weekly plan but not duration, some students might have different backgrounds not reflected in design. Learning outcomes: some info missing re: how artefacts students used are related to the outcomes

Lack of clarify in terms of expectations, and how long it might take, how is this being assessed? Particularly LO3, good way of representing course, but takes time to understand

Represents course well at one level in terms of how course designer intended, but doesn’t show what students are doing and how they are interacting

Focuses LO1 only, LO2&3 are outcomes of the course as a whole

Mainly covers LO1 Representation that is physical there may

be other views – pedagogical etc, would be good to understand how sub-activities contribute to the overall LOs

Overlaid view that grays things out and how things combine holistically

Filtering and layering of visualisation Need legend of the different icons and what

they are for – 2 different levels 1. design, 2. task sequence.

Could add a layer of semantic connections: Some are cognitive, some are practical

Would be nice to have layers where you look at this from a pattern level – might help you to look at some of the patterns

How does the task sequence relate to the assumed learning sequence? How much unpacking needs to take place with the Learning Design

Who is the design for? Designer or student? Each will require different levels of details

Is it for use on paper or digitally??

Tool for visualisation designs The method is an important as the tool Will provide a demonstration Hands-on exploration of the tool Discussion

Core icon set

Design icon set

Swim lines: ◦ roles + tasks,◦ resources + tools

Assignment

Outcome

Stop

Task

Resource

Tool

Role

Activity

Using a wiki to analyse a pop song for English language learning

Timings

Explore the introduction to social work practice OER

Represent the design of the OER visually using the CompendiumLD notation

How do we create the visual representation and what did you think of it? How was it for u?

CompendiumLD gives you an easy to follow structure, don’t know if it would be so easy for someone who wasn’t IT-savvy (we are used to these kind of modeling approaches)

Looked at extract 2: basic tasks on the task line, another line of tools

Tried to link LO to the tasks Put in blogs with links Was it easy to get the detail about what the

student was doing in each case? Yes

Thinking sequential can identify things that don’t make sense, in some ways therefore it exposes some of the difficulty of what the student is being asked to do

Did you see any underlying patterns of things? When you try to analyse a resource by itself –

read some thing, do this, write in journal, etc… i.e. a pattern of interactions which you can see more clearly when represented visually

Activity 1: exploring lives – has a deep and surface level; how do we handle this simultaneously in CompendiumLD? This relates to the different perspectives of Learning Design, as well as level and granualarity

What is the added value of each representation? Is the representation adding something on top of the actual resource?

We had a lot of problems in doing this, creating the representation without reading the text is v difficult, actually therefore what we did was try and convert a rich narrative into a simplistic form following the bullets, therefore is very flat; issue of ownership if you didn’t create the resource – need to be clear of the value

Balance of power and limitations of visual designs

Balance of creater and users/reusers of OER

“I haven’t time to read through this OER to know if its any good” So what type of representation would tell us if this is any good and whether its relevant for me

Is there an issue in terms of whether the design is inherently ”good”

Three layers: ◦ Design◦ Opinion of goodness◦ Discussion/context

Socialisation of designs

Extract: http://titan.tel.uva.es/wikis/yannis/images/2/29/K113-map1.jpg

Extract: http://titan.tel.uva.es/wikis/yannis/images/0/06/K113-map2.jpg

Aim is to make an OER more collaborative Explore the collaborative pedagogical

patterns Use the patterns to make an aspect of the

OER more collaborative

What process did you follow, what patterns did you use and what was the new output you produced?

Grp1: Recognised that there was a problem to solve, i.e. need for collaboration, intuitively felt that the patterns to look for sharing of tasks/resources and found 2 potential patterns, focused on Activity 1. Needed to expand the time to coordinate the collaborative activities, discovered a logistic problem as doing two groups at one time, get the faster group to go ahead and summarise and come back

So had a fast and slow group working in parallel

Patterns used jigsaw and enriching a learning process; description of the patterns was v helpful

Grp2: Approach was more ad hoc, focused on sub-part of 1.3 on knowledge in social work, wanted to augment text, how can patterns enrich the content, Use of knowledge cards + difference in Social work in different countries. Included a brainstorming session on ways of doing things in social work, come up with concepts, then a group assessments to look at these accounts

Select salient methods from the brainstorming sessions and set up a role play game re-inacting a social work situation and do in 2 different countries. Good example of really trying to rethink one resource

Grp 3: Focus on knowledge aspect as well, but wanted to focus on practice aspect, create a care package for family with a disabled child, looked at patterns, brainstorm first the case and then breakout and use the jigsaw pattern and research the issues identified, then come back and recombined in larger group and share, Pyramid + Jigsaw; and then peer review across groups

The value is that the patterns can be used as a starting point, people can adapt and appropriate and combine in different novel ways

Grp 4: Looked at life story biography, listen to audio and relate to your own life, but seems that this lends itself to a shared, group activity, so how can we make more collaborative, problem for me with scripts is that it’s a reflective activity not a problem solving one so couldn’t find an appropriate pattern, did come up with a sequence of instructions, the key role of the border artifact the learning journal

Need for an extensive set of patterns Way of looking at new border objects and

their role in the learning sequence Grp 5: 4 component and how these could be

divided, so used Jigsaw patterns, 100 students need some structuring to manage, mapped with pyramid approach to include experts, also pattern of guiding patterns, pattern of enriching discussion

Did you use the visual representation to help you with your thinking or not? Some did and some didn’t

Used patterns, design and text in different ways at different types

What do you combine and why… care! Grp6: Looked at the patterns themselves –

like pyramid and their properties and then looked at the activities in the course and looked for a match, like activity 10 – no clear answers with some guiding questions, pyramid to work individually and then compare or think-pair-share or discussion group with conflict pattern might be useful later in the course when they are more comfortable and/or simulation

Open source, open tools and services, Open Educational Resources

Free, shared, collaborative, cumulatively better..

“Open Design”PrinciplesOpenSharableExplicit

Assessment

Learning outcomes

Tasks

Designer DesignHas an inherent

OERCreates

Vygotsky

Mediating artifacts

Mediating artifactsLesson plansStep by step guidesOnline toolsPedagogical patterns“Expert other”Olnet tools

Can we develop new innovative mediating artifacts?How can we make the design more explicit and sharable?

User

Designer

OER

Design

Creates

Deposits

Deposits

Learner A

OER

DesignLearner B

Tutor

Chooses

UsesQuiz + beginners route

UsesQuiz + advanced route

Repurposes & deposits

Process designPrior designs & resources New designs

Content: (OER repositories, etc)

Designs: (Pedagogical Patterns, CompendiumLD designs)

New OER & designs

Use post-its to reflect on the following:◦ Workshop format◦ Workshop content◦ What did you like?◦ What didn’t you like?◦ What one action will you take away as a result of

today?

Many people involved but want to thank in particular:◦ Patrick McAndrew = Director of Olnet◦ Yannis Demitriadis – Olnet visiting professor◦ Andrew Brasher – CompendiumLD developer

Funders◦ The William and Flora Hewlett foundation, the

JISC, the Open University for strategic funding

Institutional perspectives and hence a lot of this is inherently historically based, perhaps need to broaden out, build in the informal aspects

OERs as things that come from other teaching contexts, how can we broaden that? Without designs and models of how people interact we cant really reach the promise of OERs and genuine reuse – if we add to OER some design do we help the world? Answer is only theoretically…

Adding the design layer is much more difficult than it might appear, lots of different ways of doing it, representing OER designs may only be of limited value in themselves

There is a lot of open content out there, how do we deal with all of this? How do we add value to and make sense of the huge open resource that is the web, I don’t have the time to look at these resources and don’t know who I am doing it for?

Making design explicit, helps to stop seeing everything as a linear sequence

Getting people to think differently about resources and how they can be used

Calls for interest in creating collaborative resources and designs… build as part of a community

Subject areas – what’s missing is anything to do with content, think that is missing there needs to be some way of tackling this

Collaboration – up to the people in context what works in a particular situation, with OERs collaboration is more like to be invisible, in context

Conole, G., McAndrew, P. & Buckingham Shum, S. (forthcoming), A new approach to supporting the design and use of OER: Harnessing the power of web 2.0, M. Edner and M. Schiefner (eds), Looking toward the future of technology enhanced education: ubiquitous learning and the digital nature.

OpenLearn: McAndrew, P. and Santos, A. (2008), Learning from OpenLearn Research Report 2006-2008, Open University: Milton Keynes

OER, patters and learning design◦ http://e4innovation.com/?p=324

Curriculum representation◦ http://e4innovation.com/?p=312

Pedagogy schema◦ http://www.ariadne.ac.uk/issue56/conole/

Olnet◦ http://olnet.org

OULDI◦ http://ouldi.open.ac.uk

Cloudworks◦ http://cloudworks.ac.uk

CompendiumLD◦ http://compendiumld.open.ac.uk