Supporting innovation in educational technology by enabling open educational practices
Open Educational Resources and Practices in Estonia
-
Upload
hans-poldoja -
Category
Education
-
view
486 -
download
1
Transcript of Open Educational Resources and Practices in Estonia
Open Educational Resources and Practices in Estonia
Hans Põldoja
Hans Põldoja
Lecturer of educational technology Tallinn University, Institute of Informatics
Doctoral student Aalto University, School of Arts, Design and Architecture
[email protected] http://www.hanspoldoja.net
What is open education?
Coursera
Open educational resources in Estonia
Koolielu
University of Tartu repository
http://dspace.utlib.ee/dspace/handle/10062/8541
Digital course material for schools
http://www.etag.ee/teadpop/teame-programm/uued-oppematerjalid-gumnaasiumile/
OER's in Estonian repositories by licences (2015-09-22)
0
500
1000
1500
2000
2500
3000
3500
Koolielu e-ope.ee LeMill
2120
56
18811941
10082 883
3435
305
1202
103165
Attribution Attribution-ShareAlikeAttribution-NoDerivs Attribution-NonCommercialAttribution-NonCommercial-ShareAlike Attribution-NonCommercial-NoDerivs
Why Open Educational Resources?
For learners:
• Free access to learning resources in different schools and universities
• Alternative to expensive textbooks
For teachers:
• Legal way to adapt existing learning resources
• Saving time
• Getting recognition for good learning resources
Discussion: How would Palestinian education
benefit from OER?
Open online courses in Estonia
MOOCs in University of Tartu
http://www.ut.ee/en/current-students/moocs
MOOCs in Tallinn University
Wikiversity
https://beta.wikiversity.org/wiki/Vikiülikooli_koolituspakkumised
Blog-based open online courses
Course blog
Learner blogs
Blog-based open online courses
Course format• Course blog + learner blogs
• Additional Web 2.0 and social media tools (Twitter, SlideShare, YouTube, …)
• Open enrollment
• Open educational resources
• Assignments through blog posts
• Feedback and discussion in comments
• Summary posts by the facilitators
Benefits of using blogs
• Supporting learners to develop and express their ideas
• Supporting collaboration and group work
• Getting feedback from others
• Enriching the learning environment
• Promoting new educational practices
• Motivating learners
Limitations of blog-based learning environments
• Lack of central coordination tools
• Lack of awareness
• Fragmented discussions
Blog-based course with EduFeedr
Course blog
Learner blogs
EduFeedr
Atom
AtomAtom
Atom
AtomAtom
Atom
Atom
Atom
Atom
Pedagogical design challenges
Väljataga, T., Põldoja, H., Laanpere, M. (2011). Open Online Courses: Responding to Design Challenges. In H. Ruokamo, M. Eriksson, L. Pekkala, & H. Vuojärvi (Eds.), Proceedings of the 4th International Network-Based Education 2011 Conference The Social Media in the Middle of Nowhere (pp. 68-75). Rovaniemi: University of Lapland.
Proceedings of the NBE 2011
68
Open Online Courses: Responding to Design Challenges Terje Väljataga
[email protected] http://terjevaljataga.eu
Hans Põldoja [email protected]
http://www.hanspoldoja.net
Mart Laanpere [email protected]
Tallinn University Centre for Educational Technology
Narva road 25, 10120 Tallinn, Estonia Tel: +372 6409 355, Fax: +372 6409 355
Open education and open educational resources movement as a recent trend in higher education focuses on providing free access to a wide range of educational resources and online courses. However, such a narrow approach fails to acknowledge the transformative and innovative opportunities openness can offer in higher education. The authors of the paper take a wider perspective to the concept of openness in formal higher education. In addition to open technology, content and knowledge sharing openness in course design is an important dimension to consider. Although open online course design solves many educational problems and challenges, at the same time it also creates new ones. This paper discusses about the re-occurring course design challenges that facilitators face while designing and running open courses. Through a multiple case study a variety of design responses to the design challenges is analyzed and demonstrated.
Keywords: open online course model, open educational resources, pedagogical design, multiple case study
1 Introduction The concept of openness has multiple interpretations and dimensions in the context of higher education. Among others, it has been used by proponents of open classroom approach in 1970-ties and by distance education enthusiasts while establishing open universities”. The purpose was to solve a number of educational problems and challenges, for instance, to improve access to existing study programmes and attract more (or better) students following Huijser, Bedford, and Bull’s (2008) claim that everyone has the right to education. In general, openness in education is attributed to a barrier-free access to education in terms of time, affordability and admission requirements being freely available through the Internet.
A recent trend is the open educational resources (OER) movement (Atkins, Brown & Hammond, 2007), which provides free access to a wide range of educational resources and online courses. OER and its importance has been widely documented and demonstrated (Downes, 2007). The key tenet of open education is that “education can be improved by making educational assets visible and accessible and by harnessing the collective wisdom of a community of practice and reflection” (p. 2) (Iiyoshi & Kumar, 2008).
The notion of openness in education is clearly triggered by the opportunities technological development offers. In addition to growing access to Internet, the latest evolution of digital technology and Web has fostered a new culture of creating and sharing open content in online communities. It has been possible due to the blurred line between producers and consumers of content allowing shifted attention from access to information toward access to other people (Iiyoshi & Kumar, 2008). In the light of ongoing technological development, there are educators who are exploring ways to expand the notion of openness in education beyond public sharing of educational content. Iiyoshi & Kumar (2008) point out that with the concept of openness we might tend to grow our collections of educational tools and resources and miss the transformative and innovative opportunities “openness” can offer. One of the emerging practices in this direction is the open online course model.
Creating and sustaining community gravity
• How to design sustainable community gravity?
• What are the mechanisms for bringing and keeping together distributed groups?
• What are the tools and techniques that facilitate and support the emergence of strong community gravity?
Monitoring participation and content flows
• What are the possible technological solutions for both students and facilitators to monitor participation, observe content flows and comprehend the overall course progress?
• How a course design can contribute to support monitoring heterogeneous landscapes of tools and services, student created content and their flows?
Designing materials and activities
• To what extent the material and activities are pre-defined before the course starts?
• To what extent students’ created and recommended activities should be included into this emergent course design?
Providing feedback
• What type of feedback is realistic and required in open courses?
• Who should provide feedback and how often?
• How to increase the quality of feedback given by facilitators and participants?
Why open online courses?
For participants:
• Free access to courses in different universities
• Becoming a part of the learning community
• Learning from the course design
For the institution:
• Promoting the institution
• Getting new students
Discussion: How would Palestinian education benefit from open online courses?
Experiments with open assessment
adfa, p. 1, 2011. © Springer-Verlag Berlin Heidelberg 2011
Exploring the Potential of Open Badges in Blog-Based University Courses
Hans Põldoja and Mart Laanpere
Tallinn University, Institute of Informatics, Tallinn, Estonia {hans.poldoja, mart.laanpere}@gmail.com
Abstract. Recent developments with personal learning environments and open online courses have led educators to experiment with opening up their formal higher education courses. In these courses, the online learning activities take place in open learning environments based on various Web 2.0 tools such as blogs. Although this type of courses have a number of pedagogical benefits, they also raise issues related to private grading of students’ works and recogniz-ing the learning of informal participants. This paper presents our exploratory study on addressing these issues by introducing open badges to master’s level course that takes place in a blog-based learning environment. Students’ perspec-tives on using open badges were evaluated through focus group interviews. The results of the study indicate, that badges could have a potential in formal higher education, if they are used more widely and provide an explicit choice of per-sonal learning paths for learners.
Keywords: open badges, assessment, blog-based courses.
1 Introduction
One of the recent trends in education is the blending of formal and informal learning. This is supported by introducing social media, personal learning environments and various open educational practices to formal higher education [1, 2]. Students can enrich their learning experience by using open educational resources from other uni-versities and taking part in Massive Open Online Courses.
In many cases, such developments have led university lecturers and professors to increase the degree of openness in their courses. One approach is to move online learning activities to open learning environments that are based on social media and Web 2.0 tools such as blogs. The use of blogs in online courses provides a number of pedagogical benefits such as motivating learners, enhancing the development and expression of ideas, fostering interaction, collaboration and group work, inviting feedback from other learners, and enriching the learning environment [3]. The use of blog-based learning environments also allows educators to open up their course for informal participants or members of professional communities who are not officially enrolled to the course.
Põldoja, H., & Laanpere, M. (2014). Exploring the Potential of Open Badges in Blog-Based University Courses. In Y. Cao, T. Väljataga, J. K. T. Tang, H. Leung, & M. Laanpere (Eds.), New Horizons in Web Based Learning: ICWL 2014 International Workshops, SPeL, PRASAE, IWMPL, OBIE, and KMEL, FET, Tallinn, Estonia, August 14-17, 2014, Revised Selected Papers (Vol. 8699, pp. 172–178). Cham: Springer. doi:10.1007/978-3-319-13296-9_19
(Open Badges, 2013)
(Open Badges, 2013)
(Open Badges, 2013)
(Open Badges, 2013)
Assessment issues in blog-based courses
• Private grading in open learning environment
• Recognizing the learning outcomes of informal participants
Badge design patterns?
Composite badges
Blog posts on each of the 13 course topics
OpenEd Overview
Badge
In-depth blog posts on 3 selected course topics
OpenEd Researcher
Badge
(Wiley, 2013)
Activity-based badges
N blog posts or tweetsActivity Badge
N received comments or retweets
Quality Badge
Completed milestone or assignment
Result Badge
(Santos, Charleer, Parra, Klerkx, Duval, & Verbert, 2013)
Grade-based badges
95% of points or more Gold Badge
85% of points or moreSilver Badge
75% of points or moreBronze Badge
(Rughiniș & Matei, 2013)
Hierarchical badges
Course Level Badge
Project Level Badge
Lower Level Badge
Lower Level Badge
Lower Level Badge
Project Level Badge
Lower Level Badge
Lower Level Badge
Lower Level Badge
(Randall, Harrison, & West, 2013)
Our proposal: outcome-based badges
Basic knowledge badges
Basic knowledge on
learning objects and repositories
Basic knowledge on authoring tools
Basic knowledge on
computer-based
assessment
Basic knowledge on
new technologies
Basic knowledge on copyright of
digital learning
resources
Basic knowledge on
quality of digital
learning resources
Content package author
Assessment test author
e-Textbook author
Advanced knowledge on
learning objects and repositories
Advanced knowledge on authoring tools
Advanced knowledge on
computer-based assessment
Advanced knowledge on
new technologies
Advanced knowledge on copyright of
digital learning resources
Advanced knowledge on
quality of digital learning
resources
Blogging assignment 1 Blogging assignment 2 Blogging assignment 3 Blogging assignment 4 Blogging assignment 5Group assignment on developing a digital learning resource
Blogging assignment 6 Literature review
Describing the advantages and
disadvantages of learning objects approach
Searching for learning objects from learning object repositories by metadata and licenses
Creating simple content packages, tests and e-
textbooks, and describing these with metadata
Following copyright principles for digital learning resources
Evaluating the quality of a learning resources using an evaluation framework
Using one authoring tool to create a more
comprehensive digital learning resource
Analyzing the current issues, research studies and trends in one sub-topic related to digital
learning resources
Learning outcomes
Assignments
Advanced knowledge badges
Skills badges
Students' perspectives on Open Badges
• Main benefits: feeling of recognition and confirmation about accepted assignments
• Badges would become more valuable, if they are used in several courses, not as a one time experiment
• Students are interested in recognizing prior learning with badges
Recommendations from students
• Offer at least two levels of badges for each assignment
• Provide more choice of different badges / learning paths
• Visual aesthetics of badges is also important for learners
Additional ideas
• Combining outcome-based badges with other types of badges
• Student-designed and student-awarded badges for peer-assessment
• Combing personal learning contracts and badges
Open source software for education
Open Source projects in Tallinn University
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013
LMS's and lightweight
VLE's
Experiments with weblogs
Digital learning
ecosystems
LePress
LePlanner
http://leplanner-beta.romil.ee/#/scenario/55e1e1e756b62c1b4e88a19b
http://leplanner-beta.romil.ee/#/scenario/55dc4e9a9a0d005e59de1f76
http://leplanner-beta.romil.ee/#/scenario/55dad944fe8023ba550fa208
References• Wiley, D.: Assignments: Introduction to Openness in Education, https://
learn.canvas.net/courses/4/assignments
• Santos, J.L., Charleer, S., Parra, G., Klerkx, J., Duval, E., Verbert, K.: Evaluating the Use of Open Badges in an Open Learning Environment. In: Hernández-Leo, D., Ley, T., Klamma, R., Harrer, A. (eds) EC-TEL 2013. LNCS, vol. 8095, pp. 314–327. Springer, Berlin Heidelberg (2013)
• Rughiniș, R., Matei, S.: Digital Badges: Signposts and Claims of Achievement. In: Stephanidis, S. (ed) HCI International 2013 - Posters’ Extended Abstracts, pp. 84–88. Springer, Berlin Heidelberg (2013)
• Randall, D.L., Harrison, J.B., West, R.E.: Giving Credit Where Credit Is Due: Designing Open Badges for a Technology Integration Course. TechTrends. 57, 88–95 (2013)
Used images• Jonathas Mello, Global OER logo: http://www.unesco.org/new/en/
communication-and-information/access-to-knowledge/open-educational-resources/global-oer-logo/
• Mathieu Plourde, MOOC Poster (no border): https://www.flickr.com/photos/mathplourde/10425003764/
• Class Hack, Open Badge Anatomy (Updated): http://classhack.com/post/45364649211/open-badge-anatomy-updated
• Open Badges, http://openbadges.org/about/
This work is licensed under the Creative Commons Attribution-ShareAlike 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/4.0/
Hans Põldoja Lecturer School of Digital Technologies Tallinn University Estonia
[email protected] @hanspoldoja
http://www.hanspoldoja.net http://www.slideshare.net/hanspoldoja