Design to Integrate Knowledge Building with Individual Learning in Open Learning Resources
•Télécharger en tant que PPTX, PDF•
0 j'aime•519 vues
This presentation calls for designs of new social media to fill the gap of learner communication and collaboration in current Educational Resources (OER) movement. While various OER projects have created a vast ocean of quality learning materials, comparably little effort has been put on nurturing a learner community around a single or multiple OER repositories. The Knowledge Building pedagogy which emphasizes social and cultural aspects of learning could come in and play a role in this movement. No design idea has been discussed in this presentation, but many questions that have to be answered are put forward for discussion.
Recommandé
Contenu connexe
Tendances
Tendances (20)
En vedette
En vedette (19)
Similaire à Design to Integrate Knowledge Building with Individual Learning in Open Learning Resources
Similaire à Design to Integrate Knowledge Building with Individual Learning in Open Learning Resources (20)
Plus de Bodong Chen
Plus de Bodong Chen (12)
Dernier
Dernier (20)
Design to Integrate Knowledge Building with Individual Learning in Open Learning Resources
- 1. Design to Integrate Knowledge Building with Individual Learning in Open Educational Resources Bodong Chen December 2, 2010
- 2. Agenda Review of SSI Design context Open Educational Resources (OER) Open Learning Initiative (OLI) Gap Design to integrate OLI with KF Design for OER Additional analysis needed and questions
- 3. Idea-centered Knowledge Building Environment Main challenges: How to give lives to ideas in any online environment? How to support knowledge-building discourse for idea development in open learning context? Statement of Strategic Importance Images adapted from a poster presented on Mozilla Drumbeat Festival 2010 by Monica Resendes.
- 4. Open Educational Resources (OER) Definition: content, tools, and software MIT OCW, Connexions, Creative Commons… In the past, mostly focusing on development of quality content and make it accessible1 Moving to use and learning support Open Learning Initiative (OLI) Strengths Scientifically based high-quality course materials Enact instruction or support instructors Incorporate cognitive tutor systems, virtual labs, simulations, and data log analysis to build strong feedback loops “Accelerated learning” Background: Design Context 1. Smith (2009). 2. Image adapted from Atkins, Brown, & Hammond (2007).
- 5. OLI Image adapted from Thille(2010).
- 6. OLI
- 7. OLI
- 8. OLI learning curve analysis
- 10. “When we are faced with a flattening world where collaboration is becoming the norm, forcing students to work alone seems to miss the point.” — Will Richardson, 2006
- 11. Problem Missing of social-cognitive dimensions of learning As the knowledge society is built to a large degree on digital environments of work and social communication, such (open educational) practices must foster a creative and collaborative engagement of learners with digital content, tools, and services in the learning process (OLCOS, 2007).
- 12. OLI/KF Design OLI: Highly structured course materials KF: Self-sustained discourse environment
- 14. utility and usability evaluation (interview, log data analysis)
- 17. Previous work Cohere: a tool to create, connect, and share ideas. OLnet project by Knowledge Media Institute (KMi)
- 18. Initial Thoughts: “digital backpack”
- 19. Additional Analysis What are the usual patterns of learning with OERs? How do OER providers support learning, especially self-learning? Will OER learners find a tool that promotes connections and community useful? How dense the connections in a community should be to make knowledge building happen? Can loose, broad connection bring about knowledge building? Any design concerns? Any implementation concerns? Is browser plug-in a promising direction?
- 20. References Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995). Cognitive tutors: Lessons learned. Journal of the Learning Sciences, 4(3), 167-207. Atkins, D., Brown, J. S., & Hammond, L. (2007). A Review of the Open Educational Resources (OER) Movement: Achievements, Challenges, and New Opportunities. Retrieved from http://www.oerderves.org/wp-content/uploads/2007/03/a-review-of-the-open-educational-resources-oer-movement_final.pdf Bajzek, D., Brooks, J., Jerome, W., Lovett, M., Rinderle, J., Rule, G. & Thille, C. (2008). Assessment and Instruction: Two Sides of the Same Coin. Paper presented at the World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008, Chesapeake, VA: AACE. Iiyoshi, T., & Kumar, M. S. V. (2008). Opening up education: the collective advancement of education through open technology, open content, and open knowledge: MIT Press. Jerome, W., Rinderle, J. & Bajzek, D. (2008). Tools for Constructing Targeted Feedback in Online Instruction. Paper presented at the World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008, Chesapeake, VA: AACE. Johnstone, S. M. (2005). Open educational resources serve the world. Educause Quarterly, 28(3), 15-19. Lovett, M., Meyer, O., & Thille, C. (2008). The Open Learning Initiative: Measuring the Effectiveness of the OLI Statistics Course in Accelerating Student Learning. Journal of Interactive Media in Education, 2008(1). Open Educational Practices and Resources. (2007). OLCOS Roadmap 2012. In GuntramGeser, Salzburg Research & EduMedia Group (Eds.) Available from http://www.olcos.org/english/roadmap/download/index.htm Smith, M. S. (2009). Opening Education. Science, 323(5910), 89-93. Thille, C. (2008). Building Open Learning as a Community-Based Research Activity. In T. Iiyoshi & M. S. V. Kumar (Eds.), Opening Up Education: The Collective Advancement of Education through Open Technology, Open Content, and Open Knowledge. Cambridge, Massachusetts, London, England: The MIT Press. UNESCO. (2004). Second Global Forum on International Quality Assurance, Accreditation and the Recognition of Qualifications in Higher Education: "Widening Access to Quality Higher Education". Retrieved from http://unesdoc.unesco.org/images/0014/001417/141781e.pdf
- 21. ?
Notes de l'éditeur
- In any online environment, either learning activities, or regular browsing activities.Too broad, so narrow down to OER.
- Currently, I am involved in a project with a team from Carnegie Mellon University. The team is working on an OER project called Open Learning Initiative. [screenshot, final presentation.png] Open Learning Initiative is one of the most prestigious projects in the OER movement. The team compiles a team of content expert, learning scientists, and software engineers together, and develop a web-based learning environment that contains high-quality learning materials, and learners from around the world can independently study those materials without guiding of a teacher. To make this happen, the OLI team inherits a lot of legacy in CMU on development of intelligent tutoring system. They integrate some kind of intelligent tutoring systems, virtual laboratories, simulations, and Digital Dashboard of Learning into the learning environment, and try to create a really powerful feedback loop to facilitate learning in a dynamic, responsive, and flexible way. As shown in several studies in the past few years, in CMU’s beginning statistics course, students can complete the same amount statistics content by learning in the OLI environment—no lectures, with two optional weekly discussion sessions—in only half amount of time as traditional lectures do, with similar final test scores and better learning gains. That’s a great success in open education.Community college – professional educationSelf-learners
- Strong feedback loopBut mostly students learn by themselves, by interacting with content.
- However, its current pedagogical model lacks affordances that directly address the socio-cognitive dimensions of learning. For instance, although individual learners using the OLI can have access to educational resources from top universities, they do not have the social supports, the knowledge sharing, and collaborative building of understanding that can be gained in a quality campus milieu. In these studies mentioned earlier, OLI courses were mostly used in blended learning environments, with the presence of a class or at least an instructor with whom students could meet weekly. Important questions now include: Can these “stand alone” environments scale-up to a broader learning community? If so, what forms of learning support are needed for teachers? Can we facilitate new pedagogical elements and technologies that would encourage and facilitate peer-to-peer communication and collaboration? Providing the infrastructure to support peer-to-peer collaboration and discourse is where Knowledge Building theory and technology can play a significant role in the world of OER. So we decided to find a way to integrate knowledge-building discourse into OLI individual learning.
- In January 2011, we are going to do a pilot using the integrated system in a statistics class... Ways to evaluate the design. “Technology Acceptance Model” – usefulness and usability; because we are not supposed to evaluate “information quality” and “quality of the entire system”, it does not make a lot of sense to use the “Information Systems Success Model” to evaluate the design.