2013 04-22-oer-kurs
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Erfahrungen über die Nutzung von offenen Bildungsressourcen im ICOPER Projekt und seinem Transfer in das Spitkom Projekt
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2013 04-22-oer-kurs
- 1. page 1 Repository-übergreifende Suche: Erfahrungen bei ICOPER Roland Klemke Open University of the Netherlands Expertenforum: OER-Suche 22 April 2013
- 3. page 3 Definition: Learning object Koper (2001) “a collection of content items, practice items, and assessment items that are combined based on a single learning objective”. Hodgins (1994) Lerneinheiten Self-contained Wiederverwendbar Aggregierbar Meta-daten
- 4. page 4 Definition: OER “Teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions. Open licensing is built within the existing framework of intellectual property rights as defined by relevant international conventions and respects the authorship of the work” UNESCO 2002
- 5. page 5 OER in vielfältiger Form •MOOCs •Learning object repositories •Universitäten (OCW) •Kanäle •Youtube •iTunes U •… •Referratories (Ternier, Massart, Totsching, Klerkx & Duval, 2010) •Merlot •…
- 6. page 6 Probleme der Wiederverwendung Duval, Hodgins, 2003 http://www2003.org/cdrom/papers/alternate/P659/p659-duval.html.html
- 8. page 8 ICOPER: Outcome-oriented Learning • Annahme: Lerner sind individuell und unterschiedlich • Prozess • Gewünschte Lernergebnisse (Outcomes) definieren statt Lernressourcen • Feingranular definieren statt in großen Curricula denken • Passende Ressourcen für das jeweils gewünschte Ergebniss auswählen • Nutzen: Ergebnis-orientierter Lernprozess kann personalisiert, beobachted und angepasst werden • Herausforderung: • Individualisierte Lernprozesse erfordern interoperable Werkzeuge und Inhalte
- 9. page 9 Open ICOPER Content Space Learning Outcome Definitions (LOD) Learning Outcome Profiles (PALO) Teaching Methods (TM) Learning Designs/ Units of Learning (LD / UoL) Assessment Resources (QTI) Content Providers Service Layer Content Push/Pull Interface (OAI PMH, SPI) OER Provider Authoring Tools Content Repositories Application Layer Desktop Applications Learning Management Systems Widgets, 3rd Party Tools, ... ... Open ICOPER Content Space (OICS)
- 11. page 11 IT-Wissen im SpITKom-Spiel
- 12. page 12 IT-Wissen im SpITKom-Spiel
- 13. page 13 Learning Outcomes & Content in SpITKom • Basis: European Computer Driver License (ECDL) • See: ecdl.org • ECDL Syllabus defines Learning Outcomes • Syllabus organised in 7 Modules, defines fine grained individual skills to achieve: e.g. “Understand that a cell in a worksheet should contain only one element of data, (for example, first name detail in one cell, surname detail in adjacent cell).” • Basis for defintion of IT-Skills in SpITKom • Learning Content • Learning modules, • Simulations • Assessment • Assessment questions integrated in gameplay
- 14. page 14 Open ICOPER Content Space Learning Outcome Definitions (LOD) Learning Outcome Profiles (PALO) Learning Designs/ Units of Learning (LD, UoL) Assessment Resources (QTI) Content Providers SpITKom Game CCT QTI Engine ECDL Syllabus ECDL Learning Content ECDL Assessment Items Service Layer Content Push/Pull Interface (OAI PMH, SPI) OICS Transfer
- 15. page 15 Fazit • Wiederverwendung von OER so zu gestalten, dass für den Lernenden ein angenehmer Lernprozess entsteht erfordert viel Aufwand bei der Gestaltung der auf OER basierenden Lernumgebungen • Angenehm bedeutet dabei, dass der Lernende sich nicht mit technischen Details der OER-Suche herumplagen muss, sondern sich auf den Lernprozess konzentrieren kann • Insbesondere die für den jeweiligen Lerncontext benötigten Metadaten müssen i.d.R. neu gestaltet werden, da die ursprünglichen Daten den Zielprozess nicht im Blick haben
Notes de l'éditeur
- Learning object 1994. Definition. "a collection of content items, practice items, and assessment items that are combined based on a single learning objective". The term is credited to Wayne HodginsLO 2004. Horizon This technology is in use in a rapidly growing number of universities today, as evidenced by the tremendous growth of both general and discipline-based learning object repositories, and will likely find its way into broad use within the next 12 months.Martin et al. (2011): There are few mentions to this group among the HR predictions. Learning objects were forecasted in the 2004 HR (Johnson & Laurence,2004) as arriving in the short term (2004–2005). This technology appears again in the 2010 HR (Johnson et al., 2010) as open content, which was also forecasted to have an impact in the short term because of the current trend of offering open content for free on the Web. Thistemporal gap is represented inFig. 4 as an arrow from learning objects to open content. One of the best proponents of this trend is the OpenCourseware Initiative (ocw.mit.edu) at the Massachusetts Institute of Technology (MIT).Tabuenca et al (2012): Previously, Koper (2001) had proposed a meta-language that allows to codify (see Figure 1) the pedagogic values of learning objects as units-of-study, associating each element of content with information describing its instructional strategy. Chitwood & Bunnow (2005) defined LOs with five characteristics: small units of learning, typically ranging from 2 minutes to 15 minutes; self-contained, each learning object can be taken independently; reusable, a single learning object may be used in multiple contexts for multiple purposes; can be aggregated, learning objects can be grouped into larger collections of content, including traditional course structures; are tagged with metadata, every learning object has descriptive information allowing it to be easily found by a search.
- OER repositories must do their best to provide suitable mobile contents. So far no clear work was found synthesizing how OER repositories are adapting to the mobile learning paradigm and the facilities they are providing. The contribution of this paper is giving an answer to these questions: which is the position of OER repositories after all these changes?; how are OER repositories and mobile devices coexisting?; did content repositories take the speed train of mobile computing?; how do OER owners adapt their portals to the mobile era? .
- In the last years, the usage of mobile devices has grown in many application fields of the education. Contents are mobile and LOs have evolved to Mobile Learning Objects (MLOs). OERs are stored in repositories facilitating efficient search, retrieval and re-use among different educational communities. There are existing works aiming to provide personalized learning contents based on variables supplied by our mobile devices. The work from Su, Tseng, Lin & Chen (2011) summarizes research on adapted mobile content delivery based on mobile capabilities, learners’ preferences, and network conditions.