Towards a sustainable open educational resources development model : tapping into the cognitive surplus of student-generated content

Open Educational Resources (OER) have created opportunities for learners around the world. Previous research investigated different OER development models for higher educational institutions and other educational communities. However, maintaining sustainability remains the main challenge of OER projects, as there is a high demand on raising awareness of the value of OER in higher education, as well as the need for expanding a participation base in the OER development process and improving the quality of OER. As a response to these challenges, the research documented in this thesis presents a new OER development model that establishes communities of practices around OER in higher educational institutions, where the knowledge production that takes place inside classrooms provides sustainable resources for the OER development process. OER literature also shows initiatives on engaging students in the OER development process, however, there is a lack of rigor research that shows the principles of engaging students in this process. Hence, this study is focused on identifying the design principles of the sustainable OER development model that engages students in generating OER. The model was designed to establish communities of practice of students and teachers to work collaboratively in generating learning resources. In the context of computing and information technology studies for undergraduate learning environments, students generate a surplus of projects in different study units with some projects repurposed, however, a surplus of projects that are generated on every academic semester are rarely tapped into. This abundance of knowledge production is described as ‘cognitive surplus’ and tapping into it can maximise the value of these projects. Therefore, the proposed OER development model taps into the cognitive surplus of student-generated content, where instead of generating summaries and portfolios, students create learning resources based on the unit topics using content authoring software tools. In this model, teachers work as facilitators and co-creators, providing evaluation of learning resources in order to be published as OER. To engage students in generating learning resources for OER, the learning assessment approach was taken from assessing student projects on reproducing information to a new level where students engaged in structuring, designing, collecting and evaluating content for generating learning resources which was then shared online as OER. These activities maximised students’ responsibilities, because sharing work online motivated them to improve the quality of the learning content. To be able to design a new OER development model, there was a need to understand the characteristics of the learning environment, including students, teachers and the learning material. In addition, developing a pedagogically informed approach to adopt the OER development model in learning environments, which can help with improving students’ learning performance and advance the teaching practices through open educational practices (OEP), was also required.Therefore, to fulfil these requirements, this thesis elaborates on the literature review of the related areas of the OER development model and provides analysis of the emerging concepts and related theories. The thesis also presents and reflects on the stages of model development, refinements and evaluation over the lifetime of the study, and provides practical evidence on the potential sustainability of the model in real-life learning environments

ALT-C 2012 Abstracts

This is a PDF of the abstracts for all the sessions at the 2012 ALT conference. It is designed to be used alongside the online version of the conference programme. It was made public on 7 September 2012

Reuse of Digital Learning Resources in Collaborative Learning Environments

With background in the proliferation of Information- and Communication Technologies(ICTs) in educational institutions, there is a growing interest in deploying ICT that complies with specifications and standards for learning technologies in these institutions. A key to obtaining the benefits of cost-efficiency and quality that motivate this interest is reuse of digital learning resources. Despite the significant efforts being made in design and deployment of learning technology standards facilitating the reuse of learning resources, the phenomenon of reuse is understudied. Central standardization initiatives originate in the requirements for training in large corporations and the US military. My research is concerned with learning resource reuse in educational institutions, with a particular interest in pedagogical approaches emphasizing the social aspects of learning. The central aim of my research is to develop a conception of reuse that facilitates systematic analysis of learning resource reuse in ICT-mediated collaborative learning environments. This aim locates my research at the intersection between learning technology standardization and the research area of Computer Supported Collaborative Learning (CSCL). The theoretical basis for my research is sociocultural perspectives on human learning and development. This perspective contends that the process of learning is essentially a social process, situated in cultural and historical contexts. The sociocultural understanding of technological agency, that human actions are mediated by artifacts, has fundamentally shaped my understanding of learning resource reuse. I have used the more specific approach of Cultural-Historical Activity Theory as my analytical framework,which implies that I have studied the students, teachers, and technology designers’ engagement with learning resources as activity. The empirical basis for the research is formed by three interpretive case studies. Two of the case studies were carried out on an introductory course on object-oriented programming at the University of Aarhus in Denmark, during two consecutive semesters. The third case study was conducted on the development of a framework for technology-enhanced inquiry learning at the University of California, Berkeley, USA. The most important contribution of my research is that it brings the issue of how learning resources are reused in educational institutions into the foreground. The intermediate conv cept of reuse developed in this thesis informs the two research areas CSCL and learning technology standardization. It serves as a mechanism for discussing the issue of scalability of CSCL systems, and provides empirically informed perspectives on reuse to the learning technology standardization community. I argue that standardization will become more relevant for CSCL research as experimental CSCL systems are brought into educational institutions and help shape the everyday practice in these institutions. Learning technology standards represent an opportunity for the CSCL research community to reify findings on productive collaborative interactions, and to implement sustainable CSCL systems in educational institutions. The conception of reuse can be used in deliberations on standards deployment in educational institutions. It can help guide decisions on which learning resources to design according to standards, and the findings on how the specifications SCORM and IMS Learning Design accommodate collaborative learning approaches can assist decision-makers in choosing appropriate mechanisms for facilitating reuse of learning resources. For the design of learning technology standards, the conception of reuse offers an opportunity to think about how well the standards reflect reuse practice. The findings on how learning resources are reused can also be used for redesigning standards with respect to reducing complexity. In addition to the findings on reuse, my empirical research on social interactions in distributed CSCL settings has yielded new insights on the communicative conditions constituted by CSCL environments in the problem domain of university-level introductory objectoriented programming. My research pays particular attention to how the mediating ICTs shape these interactions, as well as taking other aspects of the learning situations into account

A note on organizational learning and knowledge sharing in the context of communities of practice

Please, cite this publication as: Antonova, A. & Gourova, E. (2006). A note on organizational learning and knowledge sharing in the context of communities of practice. Proceedings of International Workshop in Learning Networks for Lifelong Competence Development, TENCompetence Conference. September 12th, Sofia, Bulgaria: TENCompetence. Retrieved June 30th, 2006, from http://dspace.learningnetworks.orgThe knowledge management (KM) literature emphasizes the impact of human factors for successful implementation of KM within the organization. Isolated initiatives for promoting learning organization and team collaboration, without taking consideration of the knowledge sharing limitations and constraints can defeat further development of KM culture. As an effective instrument for knowledge sharing, communities of practice (CoP) are appearing to overcome these constraints and to foster human collaboration.This work has been sponsored by the EU project TENCompetenc

From collaborative virtual research environment SOA to teaching and learning environment SOA

This paper explores the extension of the CORE VRE SOA to a collaborative virtual teaching and learning environment (CVTLE) SOA. Key points are brought up to date from a number of projects researching and developing a CVTLE and its component services. Issues remain: there are few implementations of the key services needed to demonstrate the CVTLE concept; there are questions about the feasibility of such an enterprise; there are overlapping standards; questions about the source and use of user profile data remain difficult to answer; as does the issue of where and how to coordinate, control, and monitor such a teaching and learning syste

The Impact Of A Professional Development Program On Teachers\u27 Practice And How Context Variables Influenced Such Practice: A Case Study

This case study investigated how context variables influenced the impact of a state-funded longitudinal professional development (PD) program on the participant teachers\u27 practice. Data was collected to compare differences in Science Content Knowledge, Science Pedagogical Content Knowledge, and the teachers\u27 practice over the course of the PD program. Contextual variables related to district restructuring and school implementation of district policy evidence a direct effect on time spent on science instruction, specific instructional strategies used, and on the development of a professional community among the participants. This case study substantiates the implication that districts and school policies must provide adequate support for teachers to implement what is learned in professional development to enact any effective science education reform at the elementary school level

Opening Up Education: The Collective Advancement of Education through Open Technology, Open Content, and Open Knowledge

Given the abundance of open education initiatives that aim to make educational assets freely available online, the time seems ripe to explore the potential of open education to transform the economics and ecology of education. Despite the diversity of tools and resources already available -- from well-packaged course materials to simple games, for students, self-learners, faculty, and educational institutions -- we have yet to take full advantage of shared knowledge about how these are being used, what local innovations are emerging, and how to learn from and build on the experiences of others. Opening Up Education argues that we must develop not only the technical capability but also the intellectual capacity for transforming tacit pedagogical knowledge into commonly usable and visible knowledge: by providing incentives for faculty to use (and contribute to) open education goods, and by looking beyond institutional boundaries to connect a variety of settings and open source entrepreneurs.These essays by leaders in open education describe successes, challenges, and opportunities they have found in a range of open education initiatives. They approach -- from both macro and micro perspectives -- the central question of how open education tools, resources, and knowledge can improve the quality of education. The contributors (from leading foundations, academic institutions, associations, and projects) discuss the strategic underpinnings of their efforts first in terms of technology, then content, and finally knowledge. They also address the impact of their projects, and how close they come to achieving a vision of sustainable, transformative educational opportunities that amounts to much more than pervasive technology.Contributors:Richard Baraniuk, Randy Bass, Trent Batson, Dan Bernstein, John Seely Brown, Barbara Cambridge, Tom Carey, Catherine Casserly, James Dalziel, Bernadine Chuck Fong, Richard Gale, Gerard Hanley, Diane Harley, Mary Huber, Pat Hutchings, Toru Iiyoshi, David Kahle, M. S. Vijay Kumar, Andy Lane, Diana Laurillard, Stuart Lee, Steve Lerman, Marilyn Lombardi, Phil Long, Clifford Lynch, Christopher Mackie, Anne Margulies, Owen McGrath, Flora McMartin, Shigeru Miyagawa, Diana Oblinger, Neeru Paharia, Cheryl Richardson, Marshall Smith, Candace Thille, Edward Walker, and David WileyAbout the Editors:Toru Iiyoshi is Senior Scholar and Director of the Knowledge Media Lab at the Carnegie Foundation.M. S. Vijay Kumar is Senior Associate Dean and Director of the Office of Educational Innovation and Technology at MIT

Blended Learning and Teaching in Higher Education: An International Perspective

Blended learning is not a new topic for educational research in Higher Education (HE). However, before the first wave of the Covid-19 pandemic, blended learning was studied by a "niche" of researchers and educators interested in technology integration in teaching and learning. It was not difficult to meet HE professionals who had never or only poorly reflected on the topic of how to integrate digital technology in teaching and learning before March 2020. All in all, this special issue provides a deeper understanding of what Blended Learning will be in the near feature, encompassing not the simple combination of online and physical presence, but a combination of delivery tools and media used to provide information and to support interaction, a combination of different methods of instruction and teaching/learning, and a combination of learning contexts

A literature review of the use of Web 2.0 tools in Higher Education

This review focuses on the use of Web 2.0 tools in Higher Education. It provides a synthesis of the research literature in the field and a series of illustrative examples of how these tools are being used in learning and teaching. It draws out the perceived benefits that these new technologies appear to offer, and highlights some of the challenges and issues surrounding their use. The review forms the basis for a HE Academy funded project, ‘Peals in the Cloud’, which is exploring how Web 2.0 tools can be used to support evidence-based practices in learning and teaching. The project has also produced two in-depth case studies, which are reported elsewhere (Galley et al., 2010, Alevizou et al., 2010). The case studies focus on evaluation of a recently developed site for learning and teaching, Cloudworks, which harnesses Web 2.0 functionality to facilitate the sharing and discussion of educational practice. The case studies aim to explore to what extent the Web 2.0 affordances of the site are successfully promoting the sharing of ideas, as well as scholarly reflections, on learning and teaching