Open Educational Resources for Global Collaboration:

Introduction, Guidelines and Case Study

Prof. Dr. Jan M. Pawlowski

Worksheets and further material available from jan.pawlowski@jyu.fi

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The License in plain words…

All slides in this set can be used for non-commercial purposes (academic, general)

If you like to use my slides, just inform me by sending a mail: jan.pawlowski@jyu.fi

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…Jyväskylä, Finland…

Source: [http://www.jyu.fi/, http://www.jyvaskyla.fi/]

…Jyväskylä, Finland…

Source: [http://commons.wikimedia.org/, http://www.jyvaskyla.fi/, http://www.laajavuori.com/]

University of Jyväskylä

Founded in 1934

Nearly 15.000 degree students in seven faculties.

Approximately 2.500 Staff members.– About 700 Research Staff

Excellence Centre nominated by the Finnish Academy e.g. in Learning and Motivation Research

Global Information Systems, University of Jyväskylä (JYU) - The Team

Kati Clements Denis Kozlov

Jan M. Pawlowski

Philipp Holtkamp

Henri Pirkkalainen

My backgroundPh.D. Business Information Systems, University of EssenHabilitation “Quality Management / Integration of Knowledge Management and E-Learning”Professor in “Global Information Systems”Chair CEN/ISSS Workshop Learning TechnologiesISO/IEC JTC1 SC36 Project Editor

JYU: Global Information Systems

Focus areasGlobal Information SystemsSupporting globally distributed workgroupsOpen Educational ResourcesReference Modeling

E-Learning

Supporting international education settingsCultural adaptationStandardization & Quality Management Mobile & Ambient LearningInnovative tools and solutions

ProjectsOpenScout: OER for ManagementTELMAP: Technology ForecastingNORDLET: Nordic Baltic Network for Learning, Education and TrainingCOSMOS, Open Science Resources: Exchange of Scientific ContentASPECT: Open Content and standards for schoolsiCOPER: New standards for educational technologiesLaProf: Language learning in ICT and agriculture

Imagine…

…you need to set up a new training course

…your budget for trainings was cut

…you have only 2 days to prepare a new training

…you are renewing your organizations strategy

…you want to improve working with colleagues abroad

… you want to develop the highest quality resources for your students / staff!

Are Open Educational Resources a

solution for you???

Workshop Outcomes

Exploring the opportunities of Open Education, Repositories, Resources in an international context

Ability to search and find resources fitting your needs

Identifying adaptation needs and requirements

Ability to estimate the adaptation effort

Evaluating tools and services

AgendaProgramme 9.00 – 09.30 Introduction of participants and trainers

Please introduce yourself briefly:

1. Your affiliation

2. Your experience with E-Learning and Open Educational Resources

3. What you expect from the workshop

09.30 – 10.30 Open Educational Resources and Repositories: An Introduction

Open Educational Resources: What is it?

Repositories: Some examples of repositories.

Barriers: What holds us away from using OER?

Opportunities: How can we benefit from OER?

11.00 – 11.45 Adapting and Internationalizing Open Educational Resources: Background, Practices, Examples

What are the processes to adapt OER?

What are the key influence factors for adapting OER?

Culture Models and their influences

From research to practice: How to make OER adaptation and internationalization work…

11.45 – 12.15 Introduction to the exercise: Planning a course based on OER

Selecting a topic and key audience: Schools, Higher Education, Vocational Training

Agenda

12.45 – 14.00 Planning and initial adaptation of a course: Finding and Retrieving OER

Finding the appropriate resource

Validating its usefulness and potential

14.30 – 15.30 Adapting OER, Re-publishing OER

Finding appropriate tools: Authoring, translating, …

Republishing OER in repositories

15.30 – 16.00 Discussion of experiences

Introduce yourself…

9.00 – 09.30 Introduction of participants and trainers

Please introduce yourself briefly:– Your affiliation– Your experience with E-Learning and

Open Educational Resources– What you expect from the workshop?

Contents

What are OER? Concepts and approaches

Barriers of OER use

Case Study Results: How does it work in the real life in Finland?

Recommdenation Systems in the Future: Building your networks

OER: ConceptsDefinitions:– Technology-enabled, open provision of

educational resources for consultation, use and adaptation by a community of users for non-commercial purposes". (UNESCO, 2002)

– But: Commercial purposes shall not be excluded

→Any digital object which can be freely accessed and used for educational purposes

Variety of OER…Resources: – learning objects (specific digital objects created for learning purposes)– multimedia documents, simulations but also simple html web resources.

Articles, textbooks and digital equivalents: – articles, papers, books or journals– Open Access

Software tools – producing / authoring learning resources, communication and

collaboration. – Open Source or Free Software

Instructional / didactical designs and experiences – access to instructional designs, didactical plannings– such as lesson plans, case studies or curricula– sharing experiences about materials and lessons between colleagues– Open Educational Practices.

Web assets: – simple resources (assets)– pictures, links, or short texts– not usable on their own in a learning context but can be used to support or

illustrate a certain topic– found by google or similar search engines.

Open Educational Resources…

Social Networks (Solis)S

ource: B.D

. Solis:

http://ww

w.sortingthoughts.de/blog/w

p-content/uploads/2008/12/2735401175_fcdcd0da03.jpg

19

Sample contentsMaknaz– http://maknaz.elc.edu.sa/portal/

OpenScout– http://www.openscout.net

Mace Project (technology base)– http://www.mace-project.eu

ITunes University– http://www.apple.com/education/itunes-u/

OpenLearn (Open University UK)– http://openlearn.open.ac.uk/

Globe Network (Federation)– http://www.globe-info.org/

Ariadne Foundation (Europe)– http://www.ariadne-eu.org/

Some more…http://ocw.mit.edu/index.htm

http://openlearn.open.ac.uk/

http://www.ariadne-eu.org/

http://www.learningcommons.org/educators/library/gem.php

http://www.merlot.org/merlot/index.htm

http://www.jisc-collections.ac.uk/

http://wiki.creativecommons.org/Creative_Commons_and_Open_Educational_Resources

http://opentraining.unesco-ci.org/

http://portal.mace-project.eu/

http://www.openscout.net

http://lreforschools.eun.org/

http://globe-info.org

http://lorn.flexiblelearning.net.au/

The starting point…

Waste amount of content is available in repositories, a large number of experts and users are active in social networks

Great potentials for collaboration, sharing and social innovation

What are barriers and opportunities?

European teachers find resources…

by searching using keywords 95 %

by browsing by topic / subject / age 84 %

by recommendations from colleagues 84 %

by recommendations from friends 75 %

with good ranking 61 %from an organization with a good reputation 55 %

I Trust Resources...

0 % 10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

only if I have reviewed them myself

if the resource is in my own language

if I’ve seen a preview of the resource

have been reviewed by colleagues / scientists inthe field

which have been used very often

which have received good rankings

from an organization with a good reputation(e.g., CERN, Harvard, Nasa)

from an organization which has a QualityCertificate (e.g., ISO 9000)

can be integrated in my Learning ManagementSystems / my web page

if the resource has a full metadata attached to it

So, why doesn’t it work in Education?

- Barriers– “not invented here”– “Education is

something special!”– “I have no time”

– Googling might not be enough

– Complex tools– Curriculum integration– Insecurities– …

+ Potentials & needs– Education budget– Focus on new stuff– Cooperation and

synergies– Skills in the use of ICT

and tools– Enormous resource

pools

Recommendations of resources and people…

The solution? Finding resources!

Preparing a new course – finding appropriate materials for re-use

Usefulness? Quality? Rights?

The solution? Finding people!

Preparing a new course – finding appropriate materials for re-use

Trustworthiness?

Our study

What do we need to form a community of practice?

What are problems which can occur when using Open Content?

Finnish teachers vs. European teachers

36 teachers in Central Finland

44 teachers around Europe (Belgium, Romania, Lithuania, Portugal)

Teachers were from the fields of IT, Maths and Science

Experiences from our Case Study: Sharing of materials made by

othersWhose Materials would you use?

0,00 %20,00 %40,00 %60,00 %80,00 %

100,00 %

Colleagues atthe same school

Colleagues fromthe same

geographicalarea

Colleagues fromelsewhere in my

country

Colleagues fromoutside my

country

Finnish Teachers

European Teachers

Conclusion: Finnish teachers are more willing to use materials made by others than European teachers

Sharing: Who would you give your materials to?

Who would you give your materials to?

0,00 %10,00 %20,00 %30,00 %40,00 %50,00 %60,00 %70,00 %80,00 %90,00 %

100,00 %

Colleaguesat the same

school

Colleaguesfrom thesame

geographicalarea

Colleaguesfrom

elsewhere inmy country

Colleaguesfrom outsidemy country

None of theabove

Finnish Teachers

European Teachers

Conclusion: Finnish teachers are less willing to give materials to others than European teachers

But…Overall, the willingness to share materials with other teachers is high

How far the teachers sharing materials from each other are – doesn’t seem to matter!

→In our world in 2010: Physical distance to a colleague does not affect trust???

What sort of portal functionalities would help you to use web materials more often?

0 % 10 % 20 % 30 % 40 % 50 % 60 % 70 % 80 % 90 % 100 %

Efficient search tool

Keyword index

Reviews/Evaluation

User rating (stars)

Translation

Visual appearance

Easy to use

Adaptability

Reliability

Level status

Use cases

European teachers Finnish teachers

Collaboration network construction

Topic / ContextB

Topic / ContextA

First degree trusted network

Second degree trusted network

Efficient network organization is the key to successTools are needed to facilitate the processOpen Issues:– Factors?– Organization?– The right

network?

Building collaboration networks

Building networks of colleagues– By topic– By trust– By proximity

Manually…or automatically…

Using collaboration networks– Social networks– International communities

Collaboration competency as the key success factor for future teaching!

Predictions

Strong worldwide networks will be built (e.g. GLOBE Initiative)Trusted communities should be established, e.g., initiatives between partner countries with similar or mutually beneficial backgrounds (KSA – Finland?)No one fits all (facebook-alike) community but sub networksStarting point: The large social business & leisure networks as well as special interest sites

Predictions

Organized by location, interest and trust-levels

No more than 3 networks

Connections to various open content sources

Integration of tools & support

Challenges

Internationalization strategies and tools in global, in particular north-south cooperationsBusiness models: Add-on services and commercialization strategiesTrust awareness and specification mechanisms

Getting started…

European Initiatives: NORDLET

A Nordic Baltic cooperation for Open Education

Working in a region with great potentials for open education– Tradition of education as part of the

society – Flexible and rapid educational changes

Can we work cooperatively towards open education?

European Initiatives: NORDLET

Content space: Access to Baltic Nordic resources

Starting point for collaboration

Discussion and debate: Focus topics

Regional events

Clustering conference

Links to social networks: facebook, …

NORDLET

42

European Initiatives: OpenScout

Continuous learning in management …

Development of management skills essential

Growing need for learning materials– Diverse topics, up-to-date, high-quality, inexpensive– Easy to access, skill-specific, adaptable, re-usable

Open educational management content available, but many usage barriers

… utilizing openly accessible learning materials

Easy-to-use web services to access open content

Support all phases of using open learning materials

Re-publish Re-publishSearchSearch Validate solutionValidate solution

Re-use / adapt

Re-use / adapt

Validate re-

usability

Validate re-

usability

43

OpenScout Consortium

content federation

skill & competence services

authoring, adaptation

user community

industrial learning technology, content connectors

reference scenarios, evaluation

Open Scout Architecture

…..

…..

Connector (Enterprise Service Bus, ESB)

CLIX

LCMS

iGoogle

Social Networks

Repositories

OpenLearn

OpenER

Slidestar

…..

Tool library Service library

Basic Search

Competence browsing

and search

Tool recommendati

ons

FM

Toolkit collection

Social Networking

Metadata about users, usage and tools

OpenScout repository federation

User profiles

tool profiles

Social Metadata

Usage Metadata

OpenScout

website

OpenScoutportal

Harvested LOM

Domain classification

Competence metadata

Enriched LOM (AP)

Re-publish

USER CO

MM

UN

ITY (Early adopters)

USER CO

MM

UN

ITY (Large scale)

Harvest

ContentEnrichment

Almost done

At least 1 evaluation done

Started…In progress

Planned, not implemented

…..

44

Key aspects

Largest European access point for management, business and related areas

Competence –based learning– Fitting your curriculum

Tools and services– Which tool for which process

Community of trusted colleagues

Widget-based user-interface which enable users to access the provided services in a user-friendly and convenient way, e.g. searching and retrieving of related learning objects.

Open Scout Prototype

46

Consider networks…

Work on shared teaching and development

Use, add, discuss contents

Find people and materials

Develop the idea of open education

Adapting and Internationalizing OER: Background, Practices, Applications, and Case Study

Prof. Dr. Jan M. Pawlowski

Sample Task

Design a blended learning course on water management for teachers

Small budget available, high quality needed

Key decision: make or buy– Or collaborate!

The adaptation process

Key issues– How to internationalize materials?– What is the effort?– Which materials are promising and

useful?

Search Adapt Share & Exchange

General OER-model

Pirkkalainen (2010)

Process example

• OER process model refined for internationalization purposes• Possible flow of actions resulting to content adaptation and

delivery

Relationship of the factors

Mapping the contextual factors to the adaptation criteria is crucial

How does this work in practice?

Step by step approach– Search– Adapt– Share and Exchange

What are the key decisions?

What are state of the art solutions for those steps?

Which issues are open and need further investigation?

SearchChoose the starting point for your search – in this step, find a good starting repository for your search. We recommend to either use a specific repository for a certain topic (e.g. OpenScout for Management, LRE for school contents) or a federated repository which searches more than one source. Check whether there are multi-lingual features (search, vocabulary, …).

Clearly state your requirements and needs: What are the main characteristics of your content besides the topic area – which is the age group, context (school, Higher Education, SME training, etc), instructional context. All these aspects can usually be specified in the search engines and make it more likely to find good results

Check the quality of a resource: Has the resource been reviewed by colleagues? Has it been certified or has it achieved good ranking from previous re-users?

Check the internationalization requirements: Are there national / regional concepts in the content? Does the curriculum fit? Is the resource appealing?

Ask colleagues and networks: It is promising also to ask experienced colleagues or search forums by fellow teachers as an example. In most cases, you easily find a colleague sharing good ideas and hints.

Familiarize yourself with some basic licenses: Most OER use a creative commons license which aims at providing a simple transparent scheme. In most cases, re-use is allowed when informing the author in non-commercial settings. However, the Creative Commons website for OER helps to clarify what your legal situation is and also provides a tool to build licenses for your needs. http://wiki.creativecommons.org/Creative_Commons_and_Open_Educational_Resources or http://creativecommons.org/choose/?lang=en_GB

Search and try: Most repositories provide direct access to resources, so it might be useful just to try out a few resources and see how it fits your context.

Summarize the characteristics and estimate the adaptation effort

Make your decision: You cannot use all resources but soon you will find resources and colleagues which are fitting your context.

Search

SearchChoose the starting point for your search – in this step, find a good starting repository for your search. We recommend to either use a specific repository for a certain topic (e.g. OpenScout for Management, LRE for school contents) or a federated repository which searches more than one source.

Check whether there are multi-lingual features (search, vocabulary, …).

Consider global repositories: http://globe-info.org

Consider domain / sectors specific repositories: http://lreforschools.eun.org/

http://learn.openscout.net

Browse those and validate their resources (see chapter on quality)

Can you search for your native language, can you search automatically for translated metadata? Can you get translated results?

Check if there are communities where you can seek support and collaboration.

Search

SearchClearly state your requirements and needs: What are the main characteristics of your content besides the topic area – which is the age group, context (school, Higher Education, SME training, etc), instructional context. All these aspects can usually be specified in the search engines and make it more likely to find good results

Sample requirements attributes

Domain

Sector / level

Age group

Type of resource (ppt, simulation, pictures, assessment, …)

Learning outcomes / curriculum

Didactic approach

Topic

Rights

Author / institution

Quality (certification)

Cultural attributes!

Search

Search: Culture ProfilesCulture Profile Instance (Nation / Region)

Culture Profile Instance (Group)

IMS LIP• Identification• Goals• Qualifications• Activities• …

Culture Profile Specification• General• Reference• Educational• Culture• Communication• …

E-Portfolio• Organizations• Identification• Resources • Products• …

Culture Profile Instance (Actor)• …• Experience 1: Study

Netherlands• Experience 2: Project

Korea• Native Culture:

Germany• …

Instantiation

RCDEO• Competency

description• Evidence• …

Presentation

Contains Product

Defined Culture Competencies

Contains Characteristic

Search

See also: Pawlowski, 2008

SearchCheck the quality of a resource: Has the resource been reviewed by colleagues? Has it been certified or has it achieved good ranking from previous re-users?

Organizational Quality certifications– ISO 9000, ISO/IEC 19796-x– Accreditation

Individual recommendations

Rankings / ratings / recommendations – Do you get rankings from

similar users?– Trust?

Search

Search Search

Source: http://www.openscienceresources.eu/

SearchCheck the internationalization

requirements:

Are there national / regional concepts in the content?

Does the curriculum fit?

Is the resource appealing?

What are the differences between originating and target culture?

How can culture models be applied to the resource?

Content analysis

Specific concepts and practices and their cultural specific meanings (laws, business logic, behavior, norms, music, traditions, ….)

Language, language conventions, politeness, …

Knowledge in context (what is common knowledge, what is made explicit?)

Curriculum fit

Learning outcomes and didactics

Group work

Teacher roles

Localization– Dates, formats, numbers, units

User interface – pictures, navigation, shapes,

numbers, colors, …

Search

14 Dimensions of Henderson (in the field of education / learning)

Epistemology: Objectivism – ConstructivismPedagogical Philosophy: Instructivist – ConstructivistUnderlying Psychology: Behavioral – CognitiveGoal Orientation: Sharply-focused – UnfocusedExperiential Value: Abstract – ConcreteTeacher Role: Didactic – FacilitativeProgram Flexibility: Teacher-Proof – Easily ModifiableValue of Errors: Errorless Learning – Learning from experienceMotivation: Extrinsic – IntrinsicAccommodation of Individual Differences: Non-Existent – Multi-FacetedLearner Control: Non-Existent – UnrestrictedUser Activity: Mathemagenic – GenerativeCooperative Learning: Unsupported – IntegralCultural Sensitivity: Non-Existent – Integral

See also: Edmundson (2007)

EpistemologyObjectivism Constructivism

Knowledge is•comprehensive•structured •accurate•measured by tests

Knowledge is•Individually constructed •with multiple perspectives•‘measured’ by the ability to create learning strategies

The implication is that, once learners have learned about X learning units, they have mastered the topic.

Course allows participants to learn about X learning units, but then they are required to cite examples of how they could adapt the knowledge to accommodate each style.

Pedagogical Philosophy Instructivist Constructivist

•stress goals and objectives •are founded in behavioral psychology

•encourage meta cognitive learning strategies•based on previous concepts or schema

Courses have clearly identified and measurable learning objectives, so participants know exactly when they have ‘learned’ the desired material

In the course participants are asked to relate the learned material to examples they have seen in their work or lives

Underlying Psychology Behavioral Cognitive

•only ‘correct’ responses accepted•learners are allowed to build knowledge based on previous experience

Learners are expected to complete tasks exactly as ordered

Learners are allowed to integrate their experiences into learning

Goal Orientation Sharply-focused Unfocused

•clearly defined, pre-set goals

•No pre-set goals

•Self set goals

If the learner knows the material, they have successfully achieved the goals

One activity in the course has participants reflecting on what they learned and how they learned it, then analyzing their own learning style based on what they discovered.

Experiential Value Abstract Concrete

•Abstract•indicating ‘removed from reality’•“ignores” specific influence factors of the real world

•indicating relevance to the learner’s world•takes all influence factors into account

Learners are not expected to relate content to their past or potential experiences. Focus on models

Learners are encouraged to apply ‘knowledge’ to their activities at work

Teacher Role Didactic Facilitative

•Teacher presents the knowledge•Focuses on lectures

•Teacher facilitates learning without controlling outcomes•Focuses on group works and assignments

The instructor of the course is the expert and all questions or concerns can be resolved by this expert

When students have questions or concerns that they could, with some help, resolve or discover answers on their own, the instructor helps them learn to find the solution themselves.

Program Flexibility Teacher-Proof Easily Modifiable

•Course and learning activities are fixed•No Changes are possible

•Teacher accepts suggestions and errors•Program can be changed if necessary

The instructor contributes knowledge; it is up to the student to learn it. The teaching techniques would not be the cause of faulty learning.

The instructor recognizes his/her faulty instructional activity and modifies it to suit the learners

Value of Errors Errorless Learning Learning from experiences

•Errors are not tolerated in any way•Students learn until either they generate no errors

•Errors are a part of the learning process•Errors will be analyzed to learn from them

Once students can consistently and errorless define and describe the content, they have ‘learned’.

If students make a mistake, they are offered another opportunity to learn by recognizing their error and then correcting it

Motivation Extrinsic Intrinsic

•Motivation originates from factors separate from the learner •“the need to get the best grade”

•Motivation originates from within•“a true desire to learn”

Students are memorizing facts and definitions to pass the course.

Students are genuinely interested in learning new knowledge or skills and applying them to real life situations

Accommodation of Individual Differences

Non-Existent Multi-Faceted

•Differences of individual learning style and strategies are not considered

•knowledge and learning presented in a variety of ways •learners can utilize what most suits their preferences

Only text reading and drill-and-practice are offered as course activities

Students can read text, watch online videos or analyze case studies in order to learn.

Learner Control Non-Existent Unrestricted

•The learner must learn along a predetermined path•Learning activities and their order is fixed

•learn by discovery, which means the learner has unrestricted control of the path•The learner can control what to do when

The learners are sequentially mastering the content and will know when their learning is complete

The learners can chose the learning activities that appeal to them

User Activity Mathemagenic Generative

•Learners have the opportunity to access the same content, but in different ways

Learners are engaged in the process of creating learning material

Learners access pre-set learning material.

Learners are allowed to expand upon other uses of knowledge and are asked to research an example

Cooperative Learning Unsupported Integral

•Learners work independently of others•Individual work

•Learning is encourage through cooperative activities among learners•Group work

Each learner protects his or her knowledge, as success is determined by mastering the topic to the instructor’s satisfaction

The instructor provides activities which allow learners to exchange ideas and experiences, thus augmenting the information and skills learned

Cultural Sensitivity Non-Existent Integral

•The cultural differences are completely ignored (even if unintentionally)

•The cultural differences are an integral part of the course and learning

The instructor assumes that all learners will learn equally by the way he/she teaches and by the activities presented.

The instructor or designer of the course attempts to keep images and examples free from stereo- types and uses internationally recognized symbols.

Context Metadata (Pawlowski, Richter, 2007)

Culture

Companies

Rules, standards and

agreements

Human actors

Financial aspects Media richness

Internet security

Demographical development

Learner satisfaction

Religion

Geography & education

infrastructure

Technical infrastructure

Rights

History

Politics

State of development

Information & Knowledge

Systems

SearchAsk colleagues and networks: It is promising also to ask experienced colleagues or search forums by fellow teachers as an example. In most cases, you easily find a colleague sharing good ideas and hints.

Search for relevant colleagues

Who do you trust in the field?

Identify communities, linkedin, facebook, xing etc

Create your networks for education sharing

Search

Search: Collaboration network construction

Topic / ContextB

Topic / ContextA

First degree trusted network

Second degree trusted network

Efficient network organization is the key to successTools are needed to facilitate the processOpen Issues:– Factors?– Organization?– The right

network?

Search

Usefulness: Parameters

ContentTopicContextTypeDidactical settingQuality…

PeopleProximity– Geographical– Cultural– Personal

Trustworthiness– Experiences– Recommendations– …

+

Search Search

SearchFamiliarize yourself with some basic licenses: Most OER use a creative commons license which aims at providing a simple transparent scheme. In most cases, re-use is allowed when informing the author in non-commercial settings. However, the Creative Commons website for OER helps to clarify what your legal situation is and also provides a tool to build licenses for your needs.

Some CC licensing attributes

Use or modifications?

Commercial or non-commercial

Collaboration or acquisition ?

National or international?

Further publication or private use?

Search

SearchSearch and try: Most repositories provide direct access to resources, so it might be useful just to try out a few resources and see how it fits your context.

Summarize the characteristics and estimate the adaptation effort– Comparison of requirements and characteristics– Adaptation options– Tools options– Time, efforts, cost…

Internationalization aspects– Cultural / business logic changes– Content change– Language aspects – Curricular / didactical changes– User interface changes

Search

SearchMake your decision: You cannot use all resources but soon you will find resources and colleagues which are fitting your context.

Search

Attribute Description 0 Comment Language English X Parts need to be translated

Topic Pythagoras theorem Age group 12-16 X Fit exactly

Method Interactive simulation, assisted by teacher

X Needs to be explained in detail for distance learning pupils

Quality Description Standards Curriculum fit Quality of contents Interactivity Media use Appropriateness of

methods Technical

requirements Technical

correctness Motivational

Culture Content Method Goal orientation Experiment value Teacher role Flexibility Value of errors Motivation Learner control User activity Cooperative

learning / group work

Communication Interface design

(characters, metaphors, numbers, colors)

Summary Summary of fitness

AdaptationSmall involvement or more? As a first step, a strategic decision is needed – will you only re-use materials or do you see this as a potential for strategic collaboration. Simple re-use just requires downloading the resource and adapting some graphics (just like changing a powerpoint slide design). In some cases, you might find the materials as a good starting point, but you would add concepts and enrich / enhance the contents and share it again with the original author and a community – this can lead to dynamic content enhancements and – even more important – trusted communities.

Tools: Some materials are simpler to modify (web pages, wiki pages), some need more effort. The selection of good (and free) tools to make changes is essential for a good process.

Collaborate: It is always advisable to let the original author and potential colleagues know about your plans. By this, you can clarify the authors’ intentions but also initiate a longer cooperation. People who share their materials are in most cases more than willing to discuss and listen to your suggestions.

Adapt and try: Making your adaptations, bringing in new ideas, discussing improvements with colleagues. This is the main challenge of this phase. However, you should always try the result before publishing it again.

Adapt

AdaptationSmall involvement or more? As a first step, a strategic decision is needed – will you only re-use materials or do you see this as a potential for strategic collaboration. Simple re-use just requires downloading the resource and adapting some graphics (just like changing a powerpoint slide design). In some cases, you might find the materials as a good starting point, but you would add concepts and enrich / enhance the contents and share it again with the original author and a community – this can lead to dynamic content enhancements and – even more important – trusted communities.

Strategy check

Estimate potentials

Check partnerships

Network development

Adapt

AdaptationTools: Some materials are simpler to modify (web pages, wiki pages), some need more effort. The selection of good (and free) tools to make changes is essential for a good process.

Summarize requirements and functions needed

Content analysis

Translation / sub-titles

Learning Design

Packaging / metadata

Assessments

Graphics

Simulations

Collaboration

…

Some starting points

http://learn.openscout.net/tools.html

W3C: http://www.w3.org/International/ (technical aspects of internationalization and localization)

Adapt

Adaptation: Sample Adapt

Content Adaptation need ToolSample how to apply Pythagoras theorem to measure distances

Use map from home town Exchange mapUse screen capture tool

Learning activity Adaptation need ActionsSpontaneous group work to measure distances

Use same age / gender groupEach group gets one mentor

Build groups beforehands, provide strong guidance

Language aspect Adaptation need ActionsEnglish as main language

Translate to Finnish Use subtitle tool for video lecturesTranslate cases (external agency)

UI Aspect Adaptation need ActionsBackground colors not appealingNavigation not intuitive

Change background colors and logoChange navigation structure from left to top navigation

For ppt: change master slideFor simulations: use simulation generatorRestructure navigation in coffeecup tool

AdaptationCollaborate: It is always advisable to let the original author and potential colleagues know about your plans. By this, you can clarify the authors’ intentions but also initiate a longer cooperation. People who share their materials are in most cases more than willing to discuss and listen to your suggestions.

Adapt and try: Making your adaptations, bringing in new ideas, discussing improvements with colleagues. This is the main challenge of this phase. However, you should always try the result before publishing it again.

Adapt

Share and exchangeRe-publish your results: If you have made changes, you should send your results back to the original author. However, consider whether your work could be interesting to other people in the community. It will generate a dynamic process which might give you even more ideas.

Discuss and share: What were the steps when you adapted the materials? Share your open educational practice and your experiences, it will help other colleagues who later help you with their experiences as well.

Build your network: It is an illusion that all educators around the world will cooperate and work together. However, it is quite important to build a successful network of colleagues who work in similar areas, who share your ideas and principles for education and who you would simply trust. In those networks, you easily get good recommendations and new ideas.

Share & Exchange

Share and exchange Share & Exchange

Collaboration activity

Person / Organization Actions

Notification Author XYZ Notify author of usage intention

Resubmission LRE and own repository Resubmit with author’s permission

Further collaboration and development

Group A: Author XYZ, colleague X, teacher Y

Suggest small group for refining the resource

Feedback StudentsGroup A

Send feedback to group A

Experience sharing

Group A Provide improvement suggestions, provide good / bad cases

Next development goals

Group A Suggest improvement changes, develop work plan

Conclusion

Step by step approach guides through the OER adaptation process

Key issues:– Internationalization aspects– Cultural aspects– Searching in the right places– Using the best tools– Validating the solution, determining the added

value

But: Many issues are still context-dependent, there is no one fits all-solution

Agenda

12.45 – 14.00 Planning and initial adaptation of a course: Finding and Retrieving OER

Finding the appropriate resource

Validating its usefulness and potential

14.30 – 15.30 Adapting OER, Re-publishing OER

Finding appropriate tools: Authoring, translating, …

Republishing OER in repositories

15.30 – 16.00 Discussion of experiences

Task

Creating a 2 hour blended learning course

Based on existing materials

See work sheets

Task: Pythagoras theorem

Imagine the following situation: You are developing a new class for pupils in school in Mathematics. It is your task to prepare the lesson with a very short preparation time. Additionally, the lesson should be usable for blended learning and distance learning settings.

The lesson should introduce the Pythagoras theorem – pupils should understand the concept of right-angled triangles and should be able to apply them for selected settings.

For the first two lessons, you should prepare – A slide set introducing the topic– An experimental environment in which students can learn– An assessment to check whether the pupils have progressed in the topic.

 http://descartes.cnice.mec.es/materiales_didacticos/Pytha_Theorem/index.htm

Feedback

Please provide feedback:

Do you find OER an appropriate solution

Can you imagine to use OER with other origins than your home country?

What were the main problems to a) find, b) retrieve, c) re-author OER?

Who would you involve when working with OER (colleagues, contractors, learners, …)

Please comment on the workshop:

Was it useful for your context?

Were the contents appropriate? Why / why not?

Was the exercise realistic and useful?

Would you consider to continue in this topic?

References

Blanchard E., Razaki R. & Frasson C. (2005): Cross-cultural adaptation of e-Learning contents: a methodology. Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Chesapeake, Virginia.Edmundson, A. (2007): Globalized E-Learning, Cultural Challenges. Idea Group, U.S.; 2007.Richter, T., Pawlowski, J.M. (2007): The Need for Standardization of Context Metadata for e-Learning Environments, Proc. of e-ASEM Conference, Seoul, Korea, Oct. 2007. Pawlowski, J.M. (2008): Culture Profiles: Facilitating Global Learning and Knowledge Sharing, ICCE 2008, Taiwan, Nov. 2008. - Draft Version in PDF Format

Contact us…

Prof. Dr. Jan M. Pawlowskijan.m.pawlowski@jyu.fi

GLIS on the web…

http://users.jyu.fi/~japawlow

NORDLET OpenScout

http://www.nordlet.org/ http://www.openscout.net