Open Resources for Online Learning
Beverly Leeds
Lancashire Business School
University of Central Lancashire
A little bit about me
• Systems Design Consultant
ICL Fujitsu
• Principal Lecturer in
Marketing
• UK HEA National Teaching
Fellow
• Learning Enthusiast
• Technology Explorer
• Researcher
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One of the largest
universities in Britain
180 years old
34,000 students of whom
20,000+ are in Preston
Our mission is
Access to Excellence
Outline
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E-learning
Positive and Negative
What will the future hold?
OOCs, MOOCs SPOCs and OERs
Finding, Designing, Using and re-Using OER
Future trends for Online Learning
Traditional vs. e-Learning
Traditional Learning
Teacher Centered
Single Media
Isolated Work
Information Delivery
Factual-based Learning
Bricks & Board
Push approach
E-Learning
Student Centered
Multimedia
Collaborative Work
Information Exchange
Skills-based learning
Technology-enabled learning
Pull approach
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Potential online-learning: Pros
•New opportunities to maximize
•Customized and flexible learning
learning potentials
•No commuting time or travel cost
•No constraints of geographical location
•Learning while working
•Learning at her/his own pace
•Just-In-Time (JIT) learning
•Learning to fit busy schedule
•Re-tooling for the unemployed
•No campus space is required
•Probably less costly
•Greater learning resources available
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Potential online-learning: Cons
Instructors need to be effective
Needs of students for equipment and service
providers
Hard for instructors to move
traditional content online
Academic integrity of online students
Time consuming for individualized
feedback
Lack face-to-face interaction
Technical training of learners
Lack of regulations of learning practices and
quality assurance
Effectiveness of assessments
Lack of e-learning culture
Equity of access to learners of
different backgrounds
E-learning must be integrated into the
mainstream accreditation and quality assurance
– guidance, design delivery and assessment
Requires new skills and responsibility
from learners
Lack of policies of intellectual property rights to
protect e-learning content authors
Content developers have to be
trained in instructional design,
learning theory
Lack of social interactive aspects of campus and
classrooms
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Future of e-Learning?
• Nobody has the exact
answer
• Graduates will be
exposed to new
information in one year
than their grandparents
in a lifetime.
• Memorizing facts will
have lower value, than
utilizing information for
decision-making.
• Change of career.
• Lifelong learning.
• Just-in-Time
(JIT)
learning.
• Career development:
learning by the
corporate
• Telecommuting
learning: distance
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rossirogerio@hotmail.com
pollyana.mustaro@mackenzie.br
OOC (Open Online Course)
(Väljataga, & Põldoja Laanpere, 2011)
• Teacher involvement
• Interaction mechanisms
Enables
Configuration of learning communities
Peers' feedback (teaching strategy)
(Fini et al., 2008)
Alec Couros
Social Media
Open Education
rossirogerio@hotmail.com
pollyana.mustaro@mackenzie.br
cMOOCs
(Siemens, 2005)
• Learning is a lifelong process and it is mediated by social networks
(communities of practice / performing activities)
• Technology has been changing the way people think
• Processing cognitive information can be supported by technology
• Interlinked dimensions (enables to understand where to find a
certain knowledge)
Integrate
Multiple points of view
Networks
Chaos
Self-organization
Complexity
Connections’ contant
updated
rossirogerio@hotmail.com
pollyana.mustaro@mackenzie.br
xMOOCs
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Open manner
Open-source Tools (charge on registration)
Thousands of students
Open Structure (flexible)
Open source information
Open evaluative processes
Guided
(McAuley et al., 2010)
Participants' self-organization
Fragmentation
Emergence
Online social network
Key Players
NAME
EdX
(May 2012)
TYPE
FUNDING
BUSINESS
MODEL
PARTNERS
COURSES
Academic
MIT, Harvard:
$30m each
U. of Tex: $5m
Gates: $1m
Non-profit;
Plans to charge
fee for
certificates of
completion
29 including
MIT
Harvard
UC Berkeley
HKU
59 courses at
October 2013;
1,200,000
users
Academic
VC: $16m
(KPCB, NEA)
Add’l equity $6m
(including
Cal Tech, Penn)
For-profit;
Plans to charge
for certification,
testing, sale of
student info, etc
83 University
partners,
including:
Columbia
U. Of Toronto
U. of Washington
400 courses at
June 2013 ;
4,700,000 users
(Sept 2013)
Academic
VC: $22m
(Andreesen
Horowitz,
Charles River,
Steve Blank)
For-profit;
In-person proctored
exam $89;
Job placement;
Plans for fee-based
online secure exams
Notables:
Sebastian Thrun
Peter Norvig
Steve Huffman
30 courses
750,000 users
(January 2012)
Coursera
(April 2012)
Udacity
(February 2012)
Adapted from: Jim Michalko, MOOCs and Libraries,
http://www.oclc.org/research/events/2013/03-18.html
MOOC benefits
Students
Institutions
• Open and global
• Institutional mission
• No size limit
• Low costs
• No pre-requisites
• Potential revenue
• Free (mostly) education
• Student driven
• Prestige
• Large volumes of data
related to student
behaviours
MOOC limitations
Students
• No formal accreditation
Institutions
• No pre-requisites
• No size limit (truly scalable?)
• No (little) student teacher
interaction
• Assessment
(Automated or
crowdsourced)
• Assessment (Automated or
crowdsourced)
• Cheating
• 3rd party platforms
• Cheating
• “Next big thing”
syndrome
• High participation – low success
• Limited support (e.g. library)
• Copyright issues
Solutions?
What’s the problem?
• Poor retention V Intentions to
complete
• No credit V Accreditation of
Prior Learning
• MOOCs are like books
• Real Problem is business
model
SPOCs
• Small Private Online
Courses
• Still publicly available
• Selective
• Credit possibilities
Gartner Hype Cycle
http://en.wikipedia.org/wiki/Hype_cycle
Open Educational Resources
• The Hewlett Foundation define
OERs as
“teaching, learning and research
resources that reside in the public
domain or have been released
under an intellectual property
license that permits their free use
or repurposing by others. Open
Educational Resources include full
courses, course materials,
modules, textbooks, streaming
videos, tests, software, and any
other tools, materials or
techniques used to support access
to knowledge.”
(Atkins et al, 2007).
Open Educational Resources
• Longer history than MOOCs
• Many supporters.
– UK Government £5.7 Million
– Hewlett Foundation
• Typically provided as courses but
also include smaller units of
learning
• Components of audio, text or
image files
• Available on the internet free of
charge usually under a Creative
Commons License (Creative
Commons, 2007)
Finding OER
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iTunesU: http://www.apple.com/education/itunes-u/
TEDtalks: http://www.ted.com/
Humbox: http://www.humbox.ac.uk/
CETL: http://www.rlo-cetl.ac.uk/
Jorum: http://www.jorum.ac.uk/
OpenLearn: http://openlearn.open.ac.uk/
• Comprehensive list provided by Wolverhamton
Blended Learning Unit here
My Funded OER Projects
Designing Online Learning
Process Model of Learning
Content
empty vessel
Process
learning cycle
Teacher is facilitator
Learner is participant
Knowledge is experienced
Teacher is expert
Learner is recipient
Knowledge is given
Learner
learning styles
Teacher is guide
Learner is central
Knowledge is discovered
Doel et al, 2002
Considerations
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Role of teacher/student
Online approach
Example of software
Instructional strategy
Evaluation
Link to Bloom’s Taxonomy
Role of Media
Crighton and Childs (2008)
Modular Approach
• Systems or Flexible
Approach?
• Modular approach
combines both
• Select Instructional
model/pedagogic approach
[
• Modular Approach using
Open Educational Resources
speeds up development
“the process of planning a
quality e-learning
experience is very likely to
be more complex and
time-consuming than
planning a conventional
classroom experience.
(Anderson & Elloumi, 2004)
See
http://carbon.ucdenver.edu/~mryder/itc_data/i
dmodels.html for a comprehensive list.]
OERs as Learning Objects
• Breaking educational
material down into modular
‘chunks’ (objects)
• Each object can have its
own defining properties
tagged
• Combined with other
objects, assembled into
sequences
• Adopted Definition of
Learning Object:
– “any digital resource that can be
reused to support learning”
(Wiley, 2000)
Modularizing course development: think of courses as several blocks which together form a larger unit’
Campbell (2004)
Characteristics of Reusable Resources
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Autonomous
Customisable
Accessible
Available
Durable
Interoperable
Appropriately sized
Hernandez et al (2008)
• Sharable
• Modular
• Pedagogy as part of the
packaging
• Open licence
• Template format
Re-Usable OERs
• “The Four R’s” :
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Re-use:
Rework:
Remix:
Redistribute:
• “The Four F’s”:
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Freedom to copy;
Freedom to modify;
Freedom to redistribute;
Freedom to redistribute
modified versions
Wiley (2007)
OERs licensed under a
Creative Commons AttributionNonCommercial-ShareAlike 3.0
Unported License.
Creating OERs at UCLan
• Single resource
• Pedagogically independent
• Variety of formats
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Audio
Video
Text
Animation
Cartoon
• Mini lectures using Adobe
Presenter
• Packaged using PebblePad – a
personal learning environment.
• Different Types
– Information giving
– Assessment
– Case Stories
• Accessible
Packaging OER
Using Gagne et al’s
Nine Events of Instruction (1985)
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Introduction,
Learning outcomes,
Reflection on prior learning,
Presentation of content,
Specified tasks for guidance
Elicit performance Practice,
Feedback for tasks,
Assessment
Enhance retention /
guidance on further study
or practice.
Re-using OERs to create OERs
Learning Activity
Introduction
And Learning Outcomes
Tasks
Resource
Resource
Resource
Resource
Resource
Resource
Creating Packaged OER at UCLan
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Independent of VLE
Stand alone
Lesson plan format
Learning Outcomes
Mixture of existing and
newly developed OER
Packaged in web format
using PebblePad
Sequence of tasks that
use the OERs
Easily re-sequenced,
repackaged or amended
Shared through OER
repository and other
public repositories.
Different Pedagogies
by mixing content and tasks
Inform
Apply
Inform
Assess
Assess
Inform
Apply
Inform
Apply
Assess
Assess
Apply
Exploratory
Enquiry
Based
Directive
Diagnostic
Re-useable Learning Objects
Learning Activity 1
Learning Activity 2
Introduction
And Learning Outcomes
Mini Lecture
Introduction
And Learning Outcomes
Tasks
Quiz
Tasks
Reading
Mini-lecture
Web link
Web link
Different Pedagogies
2013 Horizon Report on Future Technologies
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Near Term
– Massively open Online Courses
(MOOCs)
– Tablet Computing
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Mid-Term
– Games and Gamification
– Learning Analytics
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Far Term
– 3 D printing
– Wearable technology - appcessories
Variable Pricing
Paperless Education
Life Streaming Live
Human Centred Technology
P2P
Crowd Sourced Translation
Flexible Screens
Low tech Device Charging
Biometric Authentification
Emotion Recognition
rossirogerio@hotmail.com
pollyana.mustaro@mackenzie.br
Beverly Leeds,
bleeds@uclan.ac.uk
OERs (packaged and single resources) available from
www.jorum.ac.uk and www.employability.org.uk