OLnet One Year on
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A summary of the thoughts and directions for the work on researching Open Educational Resources after one year of the Hewlett Foundation supported work on OLnet - The Open Learning network. Original content CC-BY. Some images CC-BY-NC
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OLnet One Year on
- 1. olnet.org OLnet one year on: Blending evidence for collective intelligence Patrick McAndrew and the OLnet research team: Giota Alevizou, Anna de Liddo, Kasia Kozinska, Elpida Makryannis, Pauline Ngimwa, Andreia Santos, and Tina Wilson
- 2. “ OER is a catalyst for Deeper Learning” Barbara Chow, Hewlett Foundation http://www.flickr.com/photos/jrandomf/4506044752
- 4. The tools for us and for others CC-BY http://www.flickr.com/photos/elsie/8229790/
- 5. Accreditation … or recognition
- 7. Global intitiatives OER Africa UK Netherlands New Zealand Brazil
- 13. OER in different contexts
- 14. olnet.org Community building on OpenLearn
- 15. Motivational Aspects Institutional Educators Policy makers Experimental pedagogies Teaching & Learning2.0 De-schooling society? Challenges : Awareness and granularity Quality & sustainability Learning Design and the reusability Paradox Accreditation Mentorship Volunteerism Participatory expertise and literacies
- 16. Collaboration cycle OpenLearn Research Report, 2006-2008
- 18. Explore, Filter and Makesense
Editor's Notes
- One area is reflected in this recent quote from Barbara Chow at the Hewlett Foundation who heads up their Education Programme. Hewlett have been instrumental in establishing the OER agenda through its funding of projects over the last 8 years. Now though they are moving their focus to the impact that OER can have on the US education system and changing attitudes to learning.
- Content
- During this research we discovered that the way a user participates doesn’t just relate to the level of engagement and the mode in which he / she decides to participate, but is also influenced by several hidden elements (reciprocity, real-world probes etc) that affect the user’s willingness and way of participating. In this figure you can see the visible layer with the 4 different modes of user participation; and the invisible layer with these elements which seem to form an underground “hidden” network that affects user participation in the community. When the dynamics of these element formations change there is a shift in position or switching between modes for the user. The process of elements interacting and forming an underground “hidden” network, an “invisible” layer, which affects user participation, seems to mimic the “fairy ring” phenomenon occurring in nature. We call this process a “fairy ring” of participation, participation that emerges like “fairy rings” in online communities, because although the “visible” layer shows the user activities in different modes, it is the “invisible” network of element interactions that controls and influences these activities. The second phase of this work will be important to support our claims and identify the specific role of each of the elements on participatory behaviour in online communities.
- Collaboration in the use and reuse of OER can be at different levels: peer-to-peer, practitioners and inter-institutional. This graphic represents the inter-institutional collaboration cycle of UnisulVirtual and OpenLearn. It places ‘mentoring’ as essential for successful collaborations.
- The collaboration grew into new projects generated by the institutional user, who turned into OER providers themselves. They offered a free Winter course in 2009 for their students, totally based on OER and had 351 registrations. In 2010 they will run it again (in June) and will also allow their students to invite a friend or family member to join the course too – it is a digital literacy program with a social inclusion agenda.
- Cohere offers a space for annotating, organizing and connecting resources and reflect collaboratively on the understanding of such resources . But ones those resources and annotations become too many in number and complexity how can we make sense of them? To tackle this issue Cohere provides filtering by semantic connection. This function helps to reduce the users’ cognitive overload in processing complex graphs and it supports them in focusing and making sense of specific issues.