Open Education Network http :// www. open - ed. net Tagging OER for Skills Profiling user...

Open Education Networkhttp :// www . open - ed. net

Tagging OER for Skills Profilinguser perspectives and interactions at no cost

Paul Kawachi FRSA

Open University of China

kawachi @ open-ed.net


Tagging OER for Skills Profilinguser perspectives and interactions at no cost

Paul Kawachi FRSA

Open University of China


http://www.open-ed.net / library / oer-profiling.ppt


OER users want to discover

good quality material at the appropriate level

overview




this is now becoming recognized,

eg … the key barrier to wider adoption is the uncertainty

over whether the resource is appropriate and matching the

context or personal need of the user …

Beyond OER : Shifting focus to Open Educational Practices - OPAL Report 2011 page 171

http://duepublico.uni-duisburg-essen.de/servlets/DerivateServlet/Derivate-25907/OPALReport2011-Beyond-OER.pdf

overview




social tagging with skills profiling

can deliver this at no cost to the institution

overview






these aims are specifically mentioned in the

UNESCO 2012 Paris OER Declaration …

overview

Foster awareness and use of OER.

Promote and use OER to widen access to education at all levels,

both formal and non-formal, in a perspective of lifelong learning …

Improve both cost-efficiency and quality of teaching and learning outcomes...

Facilitate finding, retrieving and sharing of OER.

Encourage the development of user-friendly tools to locate and retrieve OER

that are specific and relevant to particular needs. …

http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/Events/Paris%20OER%20Declaration_01.pdf

2012 WORLD OPEN EDUCATIONAL RESOURCES (OER) CONGRESS UNESCO, PARIS, JUNE 20-22, 20122012 PARIS OER DECLARATION

1.

9.






overview






and

- initiate the intrinsic motivation to learn

- sensitive monitoring against drop-out

- superlative cross-recognition and mobility

overview


overview

O E Rsocial tagging

e-Type-3P L A R

skillsprofiling

userinteractionsat no cost


social tagging involves

each user to rate the OER on

- academic level

- quality or effectiveness

the original writer(s) give initial ratings and key-words

re-users then add own ratings and extra key-words

tagging


social tagging

should be expanded to include

- academic level

- user-friendliness


- e-format, comment

- size, duration, study-time

tagging


social tagging


- academic level (cognitive)

- user-friendliness (affective)

- quality or effectiveness (metacognitive)

- e-format, comment (environment)

- size, duration, study-time (management)

tagging


social tagging

should be in these five Domains of Learning

- cognitive

- affective

- metacognitive

- environment

- management

tagging


there are only five Domains of Learning

- cognitive

- affective

- metacognitive

- environment

- management

tagging


there are only five Domains of Learning

we can know this from numerous surveys

eg on the barriers to learning

tagging


the domains of learning :

there are five domains of learning

so far identified

domains


Benjamin Samuel BLOOM 1913 ~ 1999

Theory of Mastery Learning

He classified all the educational objectives within the Cognitive, Psychomotor, and Affective domains according to their complexity. These taxonomies effectively operationalised the teaching process.

domains


the various Domains of Learning :

Bloom's Cognitive Domain ( knowledge )

and Psychomotor Domain ( skills )

can be loosely combined together as one

domains


Bloom : Cognitive Domain ( knowledge and skills )

Bloom : Affective Domain

Anderson, Bloom et al : Metacognitive Domain

interface barriers, literacies, group size,

lighting, support : Environmental Domain

the internet, mass data, filtering, noise,

time, costs, filing etc : Management Domain

domains


domains

surveys find barriers to learning :

= areas for surmounting or objectives

Anderson, et al. (2001). A taxonomy for learning, teaching and assessing : A revision of Bloom's taxonomy of educational objectives. New York : Longman.

Garland, M. (1993). Student perceptions of the situational, institutional, dispositional and epistemological barriers to persistence. Distance Education, 14 (2), 181-198.

Hartman, H.J. (2001). Developing students’ metacognitive knowledge and skills. Metacognition in learning and instruction. Kluwer Academic Publishers.

Leggett, W.P., & Persichitte, K.A. (1998). Blood, sweat and TEARS : 50 years of technology implementations obstacles. TechTrends, 43 (3), 33-36.

Rezabek , R. (1999). Barriers to distance education enrollment. Proceedings of the TeleLearning Conference, October. Austin, TX.


domains

- content too difficult,

or language is a problem

or own computer skills inadequate


eg students report


domains

- content too difficult, illiterate

-


eg students report


domains


- low interest


eg students report


domains


- low interest, not fun


eg students report


domains


- low interest, not fun, no motivation

-


eg students report


domains



- slow feedback


eg students report


domains



- slow feedback, low self-esteem

-


eg students report


domains




- no space


eg students report


domains




- no space, competing family duty

-


eg students report


domains





- no time


eg students report


domains





- no time, no library


eg students report


domains





- no time, no library, coping stress


eg students report



domains








cognitive

domains








cognitive

affective

domains








cognitive

affective

metacognitive

domains








cognitive

affective

metacognitive

environment

domains








cognitive

affective

metacognitive

environment

management

domains







the five Domains of Learning :

cognitive

affective

metacognitive

environment

management

domains

- aptitude knowledge and skills

- motivations and group orientation

- self-reflection on learning

- social physical and virtual forum

- coping storing and retrieval


the five Domains of Learning :

cognitive

affective

metacognitive

environment

management

domains

aptitude, prior knowledge and skills necessary for performing a task or test, the content knowledge and the reflective thinking skills to be learnt

motivations, attitude and decision to initiate performance, including the will to reduce own autonomy in order to achieve group learning tasks

understanding how to perform, and the ability to self-monitor, to evaluate current status and plan own future learning, and willingness to help others to learn

construction the social or physical forum, and any virtual or augmented reality in which learning occurs, including optimising the learning group characteristics

coping critically with massive amounts of information to get appropriate input in a suitable quality for learning, storing and retrieval, and time management


social tagging


- academic level

- user-friendliness


- e-format, comment

- size, duration, study-time

tagging


social tagging

should be expanded to include also

- knowledge and skills profiling

tagging


social tagging

should be expanded to include also

- knowledge and skills profiling

to help students find exactly what they want

with the added benefits of

initiating the intrinsic motivation to learn

tagging


initiate

the intrinsic motivation to learn

is initiated through self-comparing

own current status against a target ideal state

through a Negative-Feedback Loop

reported elsewhere in detail

Kawachi, P. (2006). The will to learn : Tutor’s role. In P.R. Ramanujam (Ed.),

Globalisation, education and open distance learning, (pp. 197-221).

New Delhi, India : Shipra. http://www.open-ed.net/library/R3107.html

Negative-Feedback Loop

for initiating Motivation

comparing

one’s current state with

a target state

can create awareness,

and given the opportunity

and believing in a

reasonable chance of success

then

emotion occurs and the

intrinsic motivation to improve


Negative-Feedback Loop for initiating Motivation

initiate

Target Culture

Ideal Stateconstruct

Current Stateconstruct

initiates Motivation

Impact on

Context

Self - Awareness


knowledge and skills profiling

- offers zero-cost PLAR online

- monitors to prevent drop-out

- facilitates student / job mobility

profiling






and

- makes OER functional

profiling




plar




Type-1 PLAR : for course entry ( including all domains )

Type-2 PLAR : for avoiding duplicating in-course work

Type-3 PLAR : for self-comparing own profile to target profile

plar




Type-1 PLAR : for course entry ( including all domains )

Type-2 PLAR : for avoiding duplicating in-course work

Type-3 PLAR : for self-comparing own profile to target profile

e-Type-3 PLAR can be offered open access online

plar


plar

com

plex

ity le

vel

each knowledge or skill involved

the profile can be self-constructedby each student, using an online template

institutionally providedoccupational profile

or target course level profile

student profile

inputprior qualifications

e - PLAR output

student online applies own profile over target to discover fit

zero - cost open - access online e -Type - 3 PLAR




monitor




the institution can hold templates of the levels improving

at every stage of the course

for an average student to complete the course

the student can self-assess own status against a template

and the tutor can monitor all this to prevent drop-out

monitor




after tagging OER

then

any discrepancy where the student is under-achieving

can automatically give suggested OER to help improve

monitor




mobility




students can study OER or courses abroad

to improve own profiling = student mobility

and at any time

match their profile to that of employers

mobility




in Canada, govt website gives detailed profiling

http://www10.hrsdc.gc.ca

mobility




in America, govt website gives detailed profiling http://www.acinet.org/skills

in Britain, many websites use skills profiling http://www.workingforcharity.org.uk/skills_profile

https://www.ctp.org.uk

but not yet in Asia . . .

mobility

http://www.acinet.org/skills




summary




Case Study :own profile overlays onto a target state to reveal missing skillsthen online search can find the required skills - tagged OERStatistical Methods Advanced level-2 free at Helsinki University English Language Academic Reading for the Natural Sciences level-3 free at WikiEd

and the student can take these OER to create matching profiles

the well-fitting profile can then be sent to target college or job

case

tagging OER with


is zero or low-cost, and brings ultimate functionality

to Open Educational Resources


summary

tagging OER with


challenges ?


summary

tagging OER with


challenges ? eg the time and effort needed

to tag each OER

students and teachers always do this anyway

- all we need do is add a standard tag template


summary


You can download these slides freely from the website

http://www.open-ed.net / library / oer-profiling.ppt

or by email to me at


Open Education Network http :// www. open - ed. net Tagging OER for Skills Profiling user...

Documents

Transcript of Open Education Network http :// www. open - ed. net Tagging OER for Skills Profiling user...