2. Awareness of resources to support the design of
OERs
Exploration of the value of pedagogical patterns
and learning design
Introduction to
◦ Open Educational Resources
◦ Pedagogical Patterns
◦ Learning Design
The OLnet initiative
◦ Hands on experience of some of the OLnet tools and
ideas
4. Introduction to workshop and aims
Discussion of the issues and visions
Activity: Think-pair-share exercise
Sharing and discussion of the design
Reflecting on representations and mediating
artifacts
Activity: redesign “introducing social work
practice”
Towards a global vision
Hands-on challenge
5. The open provision of educational
resources, enabled by information and
communication technologies, for
consultation, use and adaptation by a
community of users for non-commercial
purposes
(UNESCO 2002)
6. Learning resources
Courseware, content modules, learning objects, learner support
& assessment tools, online learning communities
Resources to support teachers
Tools for teachers and support materials to enable them to
create, adapt and use OER; training materials for teachers
Resources to assure the quality of education and educational
practices
(UNESCO 2004)
7. New technologies offer new pedagogical opportunities
Array of Not fully
technologies exploited
Potential for reuse with Open Educational Resources
Open Educational Little evidence
Resources of reuse
8. Derived from
Alexander’s work
“Solutions to problems”
◦ Introduction
◦ Context
◦ Problem headline
◦ Solution
◦ Picture
◦ Similar patters
10. “Open Design”
Adaptive
Contextual Affordances of new Characteristics of Personalised
Networked technologies good pedagogy Situative
Immersive Social
Collective Experiential
Reflective
12. What do you think is needed to encourage
uptake and reuse of OERs?
What would be particularly useful from an OU
perspective?
What are your views on this approach?
13. Ways of educational technology – lack of take
up, well documented, the not invent here
syndrome
14. Think of a resource you have created
Describe its inherent design
Share with the person next to you
Share with the wider group
15. How many of you used an open resource? Some
yes, but not necessarily an OER
Mainly resources created by the individual
About half used some form of graphically
representation, mainly unsuccessfully, kind of
maps, a number of people used just text
What is design? There are many interpretations of
this…
Example: Online academic literacies support;
wanted to show that functionally it was up to the
16. Example: Step by step sequence of activities. A
design which had an implicit sequence was
much easier to represent
Some people tend to think textually rather than
visually
Example: the resource is a design itself and a
representation of that – bullet point and
diagram
Example: A model for students, website for
supporting module activities; showed the
17. No single way of representing designs
Text, temporal diagrams, maps, etc
Some represented a static map of the
contents or elements, others represented the
temporal sequence
Some attempted to represent the objectives
of the course – why
Value of dialogue to explain things and
question and answer coupled to represented
design (ie text and or diagrams)
18. Some specified whether design was individual
or collaborative
Many elements to design – what are the
elements and what did you use to explain to
your partner – were they mainly content,
objectives, principles, what are the essential
things you needed to represent
Did you understand what your partner was
describing, what else would you need to
better understand it?
19. Many different ways of representing and
understanding a resource
Many different element we can represent
What elements do people expose to explain a
resource
This can link to reuse of the resource, the
better I understand it the more likely it is I
can reuse it
This exercise could be done differently –
interrogate individuals and ask them their
20. Design implicit, difficult to represent
Different representations highlights different
aspects of the design
Activity has a “design” “Think-pair-share”
pedagogical pattern
Value of visual representations
21. The value of visualisation
◦ Makes design explicit and sharable
◦ Means of guiding process of design
Different ways of thinking about and
representing design
◦ Task timeline – mapping tasks, tools, resources, times
◦ Pedagogy profile – view of tasks across a course and
student workload
◦ Curriculum mapping – at a glance view mapped to
pedagogy
◦ Aligning learning outcomes to tasks and assessment
24. In groups explore the H808 design
Do this give you a good overview of what is it
the students are doing?
How much time does each task take?
Have the learning outcomes been met?
25. Liked the visual representation, although
wondered if it should be landscape on the
time dimension, a few minutes to see it was
over two weeks. Learning outcomes: Were
they assessing the design or for evaluation
afterwards? Not totally clear
Not clear what the transition between the
activities, is there a trigger/transition point?
There is collaboration build on but on a
student centric timeline so difficult to see in
this view, ‘inform other students of your
26. Visualisation informs the design and time
taken, can see weekly plan but not duration,
some students might have different
backgrounds not reflected in design.
Learning outcomes: some info missing re:
how artefacts students used are related to the
outcomes
Lack of clarify in terms of expectations, and
how long it might take, how is this being
assessed? Particularly LO3, good way of
27. Represents course well at one level in terms
of how course designer intended, but doesn’t
show what students are doing and how they
are interacting
Focuses LO1 only, LO2&3 are outcomes of
the course as a whole
Mainly covers LO1
Representation that is physical there may be
other views – pedagogical etc, would be good
to understand how sub-activities contribute
to the overall LOs
Overlaid view that grays things out and how
28. Filtering and layering of visualisation
Need legend of the different icons and what
they are for – 2 different levels 1. design, 2.
task sequence.
Could add a layer of semantic connections:
Some are cognitive, some are practical
Would be nice to have layers where you look
at this from a pattern level – might help you
to look at some of the patterns
How does the task sequence relate to the
assumed learning sequence? How much
unpacking needs to take place with the
29. Who is the design for? Designer or student?
Each will require different levels of details
Is it for use on paper or digitally??
30. Tool for visualisation designs
The method is an important as the tool
Will provide a demonstration
Hands-on exploration of the tool
Discussion
41. Explore the introduction to social work
practice OER
Represent the design of the OER visually
using the CompendiumLD notation
42. How do we create the visual representation
and what did you think of it? How was it for u?
CompendiumLD gives you an easy to follow
structure, don’t know if it would be so easy
for someone who wasn’t IT-savvy (we are
used to these kind of modeling approaches)
Looked at extract 2: basic tasks on the task
line, another line of tools
Tried to link LO to the tasks
Put in blogs with links
Was it easy to get the detail about what the
43. Thinking sequential can identify things that
don’t make sense, in some ways therefore it
exposes some of the difficulty of what the
student is being asked to do
Did you see any underlying patterns of things?
When you try to analyse a resource by itself –
read some thing, do this, write in journal, etc…
i.e. a pattern of interactions which you can see
more clearly when represented visually
Activity 1: exploring lives – has a deep and
surface level; how do we handle this
simultaneously in CompendiumLD? This relates
44. What is the added value of each
representation? Is the representation adding
something on top of the actual resource?
We had a lot of problems in doing this,
creating the representation without reading
the text is v difficult, actually therefore what
we did was try and convert a rich narrative
into a simplistic form following the bullets,
therefore is very flat; issue of ownership if
you didn’t create the resource – need to be
clear of the value
Balance of power and limitations of visual
45. “I haven’t time to read through this OER to
know if its any good” So what type of
representation would tell us if this is any
good and whether its relevant for me
Is there an issue in terms of whether the
design is inherently ”good”
Three layers:
◦ Design
◦ Opinion of goodness
◦ Discussion/context
Socialisation of designs
47. Aim is to make an OER more collaborative
Explore the collaborative pedagogical
patterns
Use the patterns to make an aspect of the
OER more collaborative
48. What process did you follow, what patterns
did you use and what was the new output you
produced?
Grp1: Recognised that there was a problem to
solve, i.e. need for collaboration, intuitively
felt that the patterns to look for sharing of
tasks/resources and found 2 potential
patterns, focused on Activity 1. Needed to
expand the time to coordinate the
collaborative activities, discovered a logistic
problem as doing two groups at one time, get
49. So had a fast and slow group working in
parallel
Patterns used jigsaw and enriching a learning
process; description of the patterns was v
helpful
Grp2: Approach was more ad hoc, focused on
sub-part of 1.3 on knowledge in social work,
wanted to augment text, how can patterns
enrich the content, Use of knowledge cards +
difference in Social work in different
countries. Included a brainstorming session
on ways of doing things in social work, come
50. Select salient methods from the
brainstorming sessions and set up a role play
game re-inacting a social work situation and
do in 2 different countries. Good example of
really trying to rethink one resource
Grp 3: Focus on knowledge aspect as well,
but wanted to focus on practice aspect,
create a care package for family with a
disabled child, looked at patterns, brainstorm
first the case and then breakout and use the
jigsaw pattern and research the issues
identified, then come back and recombined in
51. The value is that the patterns can be used as
a starting point, people can adapt and
appropriate and combine in different novel
ways
Grp 4: Looked at life story biography, listen
to audio and relate to your own life, but
seems that this lends itself to a shared, group
activity, so how can we make more
collaborative, problem for me with scripts is
that it’s a reflective activity not a problem
solving one so couldn’t find an appropriate
pattern, did come up with a sequence of
52. Need for an extensive set of patterns
Way of looking at new border objects and
their role in the learning sequence
Grp 5: 4 component and how these could be
divided, so used Jigsaw patterns, 100
students need some structuring to manage,
mapped with pyramid approach to include
experts, also pattern of guiding patterns,
pattern of enriching discussion
Did you use the visual representation to help
you with your thinking or not? Some did and
some didn’t
53. Used patterns, design and text in different
ways at different types
What do you combine and why… care!
Grp6: Looked at the patterns themselves –
like pyramid and their properties and then
looked at the activities in the course and
looked for a match, like activity 10 – no clear
answers with some guiding questions,
pyramid to work individually and then
compare or think-pair-share or discussion
group with conflict pattern might be useful
later in the course when they are more
54. Learning
outcomes
Open source, Tasks
open tools and services,
Open Educational Assessment
Resources
Free, shared,
collaborative,
cumulatively better..
Principles
“Open Design” Open
Sharable
Explicit
55. Mediating artifacts
Lesson plans
Mediating Step by step guides
artifacts Online tools
Pedagogical patterns
“Expert other”
Olnet tools
OER
Designer Creates Has an Design
inherent
User
Can we develop new innovative mediating artifacts?
How can we make the design more explicit and sharable?
Vygotsky
56.
57. Deposits
OER
Creates
Designer
Design Deposits
Quiz + beginners route
Uses
Learner A
OER Quiz + advanced route
Chooses Learner B Uses
Design
Repurposes
Tutor & deposits
58. Prior designs
Process design New designs
& resources
Content:
(OER repositories, etc)
Designs:
New OER
(Pedagogical
& designs
Patterns,
CompendiumLD designs)
59. Use post-its to reflect on the following:
◦ Workshop format
◦ Workshop content
◦ What did you like?
◦ What didn’t you like?
◦ What one action will you take away as a result of
today?
60. Many people involved but want to thank in
particular:
◦ Patrick McAndrew = Director of Olnet
◦ Yannis Demitriadis – Olnet visiting professor
◦ Andrew Brasher – CompendiumLD developer
Funders
◦ The William and Flora Hewlett foundation, the JISC,
the Open University for strategic funding
61. Institutional perspectives and hence a lot of
this is inherently historically based, perhaps
need to broaden out, build in the informal
aspects
OERs as things that come from other teaching
contexts, how can we broaden that? Without
designs and models of how people interact
we cant really reach the promise of OERs and
genuine reuse – if we add to OER some
design do we help the world? Answer is only
theoretically…
62. Adding the design layer is much more
difficult than it might appear, lots of different
ways of doing it, representing OER designs
may only be of limited value in themselves
There is a lot of open content out there, how
do we deal with all of this? How do we add
value to and make sense of the huge open
resource that is the web, I don’t have the time
to look at these resources and don’t know
who I am doing it for?
Making design explicit, helps to stop seeing
everything as a linear sequence
63. Getting people to think differently about
resources and how they can be used
Calls for interest in creating collaborative
resources and designs… build as part of a
community
Subject areas – what’s missing is anything to
do with content, think that is missing there
needs to be some way of tackling this
Collaboration – up to the people in context
what works in a particular situation, with
OERs collaboration is more like to be
invisible, in context
64. Conole, G., McAndrew, P. & Buckingham
Shum, S. (forthcoming), A new approach to
supporting the design and use of OER:
Harnessing the power of web 2.0, M. Edner
and M. Schiefner (eds), Looking toward the
future of technology enhanced education:
ubiquitous learning and the digital nature.
OpenLearn: McAndrew, P. and Santos, A.
(2008), Learning from OpenLearn Research
Report 2006-2008, Open University: Milton
Keynes
