Designing for innovation around OER

This paper argues that designing collections of 'closed' educational resources (content and technologies) for use by specific student cohorts and collections of open educational resources for use by any 'learner' require different design approaches. Learning design for formal courses has been a research topic for over 10 years as the ever growing range of digital content and technologies has potentially offered new opportunities for constructing effective learning experiences, primarily through greater sharing and re-use of such content and technologies. While progress in adopting learning design by teaching practitioners has appeared slow so far the advent of open educational resources (OER) has provided a substantive boost to such sharing activity and a subsequent need for employing learning design in practice. Nevertheless there appears to be a paradox in that learning design assumes a reasonably well known and well defined student audience with presumed learning needs and mediating technologies while OER are exposed to a multitude of potential learners, both formal and informal, with unknown learning needs and using diverse technologies. It can be argued that innovative designs for formal courses involve creating structured pathways through a mixture of existing and new content and activities using a mixture of media and technologies in the process. This type of 'configurational' design that blends together given items to meet a particular need, rather than designing something fully de novo is typical in many areas of work and not just teaching. Such designs work very well when there is a small set of users of the innovation or their use of the innovation is narrow. However many innovations in information, communication and computing technologies often have multiple types of users and many more layers of complexity. In these cases, rather than heavily pre-define an innovative solution just to meet certain user requirements, it is necessary to design for greater flexibility so as to allow the users to adapt their use of the innovative solution for their own requirements once it has been deployed. The use of such an 'innofusion' approach for OER is highlighted using the case study of OpenLearn (www.open.ac.uk/openlearn)

Teaching effective communication through e-Learning

To meet the needs of a globalized world, a university curriculum needs to address theoretical and practical skills which emphasise versatility, adaptability and flexibility for a more creative workforce, adaptive in knowledge and well-equipped with a range of skills to actively contribute to the new economy. These skills include people management, problem analysis, communication skills, as well as technical skills for presentation, aspects of delivery and modes of enquiry. The greatest challenge faced by SIM University (UniSIM), Singapore’s only university for working adults, is how to respond innovatively to the demand for new and dynamic skills competencies,lifelong learning and e-technologies. In recognition of this demand, UniSIM employs an eclectic pedagogical approach in delivering its courses such as the university core module entitled Effective Communication which uses the “blended learning” model, defined as "the effective combination of different modes of delivery, models of teaching and styles of learning" (Procter, 2003). This paper examines the development process of this course and its blended learning approach which combines modern technology using interactive learning on e-platforms such as Blackboard with traditional methods using textbooks, face-to-face lectures and tutorials to enable working adults to optimize their learning experience at the tertiary level

I am not a superhero but I do have secret weapons! : using technology in higher education teaching to redress the power balance

This article explores the role of technology in supporting student learning. It expresses the view that university/college students need to have educators who act as 'superheroes' seeking to understand their students' views of the world and their learning experiences within it. The author explores how a range of 'secret weapons' namely learning and communication technologies have been used by a reluctant adopter (not a superhero) to simply and effectively engage and empower students in the classroom. The overall aim of this approach was to offer students an opportunity to learn in a way that will put them in a strong position to be successful not only at university but also in their life ahead. Beginning with a discussion of the current UK learning context and the power dynamics that exist within the university classroom, the article then goes on to offer practical and pragmatic advice on using a specific range of technologies to support student learning. These technologies are a student response system called Socrative (available as a free smartphone app); Google Sites (a free website building tool - used for enhancing case studies and designing authentic assessments); tablet computers and audio (voice) feedback recorders. The paper concludes with a range of general tips for those adopting new technologies. These include involving the wider team (fellow academics and learning technologists) as well as students. Additionally it encourages thinking about pedagogical and practical approaches that need to be considered when adopting new technology either in the classroom or in assessment

Teaching new media composition studies in a lifelong learning context

Governmental proposals for lifelong learning, and the role of Information and Learning Technologies/Information Communication Technologies (ILT/ICT) in this, idealistically proclaim that ILT/ICT empowers learners. A number of important governmental funding initiatives have recently been extended to the development of ILT in further education, which provides a particularly appropriate environment for lifelong learning. Yet little emphasis is given to more problematic research findings that students may be ‘disarmed’ in the process of learning to use technology. In the current global shift towards new forms of multimedia literacy, it is important to recognize human diversity by carrying out research focusing on the actual problems students face in adapting to Web‐based technology as a new authoring medium. A case study into multimedia creative composition carried out with FE students in 1996–9 found that students tend to experience a problematic but potentially useful period of ‘creative mess’ when authoring in multimedia, and that ‘scaffolding’ strategies can be useful in overcoming this. Such strategies can empower students to derive benefits from multimedia composition if close attention is given to the setting up of the learning environment: a teachers’ model for supporting novice hypermedia authors in further education is proposed, to assist teachers to understand and support the learning processes students may undergo in dynamic composition using new media technology

Cloud TAC: OpenStack and Technology Learning and Knowledge for teaching IT Infrastructure

In today's university environment, most students are digital natives. Therefore, it is difficult to imagine their academic life without relating it to the various cloud tools for communication and collaborative work. In this context, university professors work in new scenarios of communication and collaborative work in the classroom. This represents a transformation in the teaching-learning process assisted by new ICTs s in the cloud. Working in the cloud offers the opportunity to transmit new knowledge when using pedagogical strategies supported by computer technologies. With the combination of ICTs and modern teaching-learning processes, the concept of Learning and Knowledge Technologies (TAC) is valuable. This work exposes the academic experience of researching and developing Cloud Computing using an OpenStack configuration so that students can empower themselves with the knowledge and use of cloud technologies. Thus, to be able to teach concepts and practices on IT Infrastructure including activities such as: design, configuration, implementation and administration of a private cloud for academic uses.Instituto de Investigación en InformáticaInstituto de Investigación en Informátic

M-LEARNING - A NEW FORM OF LEARNING AND EDUCATION

At each step, the Internet and information technologies are changing many aspects of life. We live; we buy, work, manage, and communicate new ways that technology has enabled. Information and communication technology are pervasive the technology of today. It finds application in every branch of industry, and in all areas of education and the basis for the successful operation of all social and state structures. Information and communication technology (ICT) provides a good foundation for creative and effective use of knowledge. Using mobile technology in education changes the basic view of learning when, where and how to learn. M-learning is a unique type of learning because students can access the lessons anytime, anywhere. Mobile learning is learning supported by mobile devices. It represents a new form of education. The notion of mobile learning covers a wide range of devices used for learning at any place at any time. These include various wired and wireless devices (mobile phones, PDA, iPod, Sony PSP, notebook devices...). M-learning offers the possibility of using mobile devices combine many benefits of e-learning in a single portable package that can be used at any time and anywhere using mobile devices. Mobile devices are emerging as one of the most promising technologies to support learning as they offer new opportunities that do not offer static devices.&nbsp

Chemistry course for radiochemistry engineers on the platform Moodle: a support to self-education for undergraduate students

The education challenges at present times include the incorporation of information and communication technologies (ICT) in the learning-teaching process. In Higher Education the agreement between the volume of information to be processed by the student, the available student’s time and the assimilation of the courses contents is very important. The new study plans in Cuban Universities include the reduction of the number of face to face hours and the increase of the available time for the student’s independent study. Then, it is necessary to develop abilities that upgrade learning capacity during a lifetime through the self-education. The first version of a course on chemistry for radiochemistry students using the platform Moodle and Open Educational Resources (OER) as a support to the undergraduate course is presented. The detailed topic plan of the course of chemistry for radiochemists, which was distributed week by week, and different activities combining communication, interactive and collaborative modules were implemented on the platform Moodle. The whole system was tested during the first semester of the 2010-2011 academic year. The course evaluation results were carried out through a survey among the students and discussion forums. The results showed a good acceptance by the students, a better efficiency in the teaching-learning process given by better planning of the individual study, a better preparation to perform the laboratory practices, the new possibilities of communication between students and teachers, the access to OER and greater self-conscious of the students on their own process of learning

Synchronous Tools for Interaction and Collaboration

The history of distance education in many ways is a history about the evolution of synchronous and asynchronous communication technologies. Distance education, and online learning in particular, has primarily relied on asynchronous communication technologies over the years. However, COVID-19 has sparked a new interest in using synchronous tools for interaction and collaboration in open, distance, and digital education. Given this it is incumbent upon educators and researchers alike to be familiar not only with the current iteration of synchronous communication technologies but also with how they have developed and evolved over time, the affordances and constraints of synchronous communication, interaction, and collaboration, some of the different types, and the overall implications for future research and practice

Email & Online Interactive Communication

Higher education has entered an information age in which power comes to those who have information and know how to access it. However, as more and more classes rely upon the integration of these technologies in classroom activities and assignments, instructors have discovered a pedagogical bonus - more frequent communication from the students using electronic mail (Email). However, with the use of these new electronically enhanced tools comes the need for assessment. Teachers who use electronic communication tools in distance learning programs want to know how effective these tools are in terms of student outcomes. Additionally, administrators want to know if the cost of the new technologies is justified in terms of student learning

The use of ICTs in the English class: an enriching experience

Globalization has caused significant changes all over the world in different fields. Education has been particularly affected by this process of transformation, especially due to the development and fast spread of the new information and communication technologies (NICTs) which have led to a paradigm shift in the teaching-learning process. The implementation of such technologies in and outside the classroom has fostered autonomous learning thus encouraging students to become more independent and more responsible for their learning processes in new educational environments. The aim of this paper is to describe an experience using different ICTs in an ESP class and to analyse the advantages and drawbacks of using these tools in this particular context.Facultad de Humanidades y Ciencias de la Educació