Open Educational Resources and the Future of Open Universities
Niall Sclater Director, Virtual Learning Environment Programme The Open University, UK UOC UNESCO Chair in eLearning International Seminar Barcelona 22nd Nov 2006
Worldwide resources
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Content
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Solo study
Groupwork
Activity
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OU resources
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Blog example 1
The "stitched" picture that I've linked to at the bottom of this post started life as a *.jpg file that was nearly 7 MB in size, so people wont be bothered to wait for it to open. I needed to learn how to make it smaller. Today I learned more about the "Auto Panorama" function on my Olympus C720 Ultra Zoom camera. Follow the link below to access a 203 KB version of the stitched "panorama" shot
• Identifies problem • Identifies learning need
• Identifies resource to solve problem • Identifies learning activity • Link to tool • Example of work
Blog example 2
I don’t agree with Ben Goldacre's article that humanities graduates are now taught to mistrust science and push the idea of it as just one of many competing discourses. Science is not more important than anything else. It’s good they’re taught about different ways of looking at things. • Disagrees with author
• Counter argument • Counter argument • Emotional response • Describes/evaluates article • Recounts own experience to justify own opinion
But the other thing that frankly scared me was that the article - for the first time I think - really expressed the damage that the media can do with the rubbish it writes in search of a story.
I'm not sure I could stand up and point to one news organisation that takes their responsibility in this area seriously, that has really brought home Ben Goldacre's point for me
• Agrees with author
Examples of possible codes
goes off track pleased with outcomes poses a problem argues it through logical thinking tries different solutions confused appropriate exploration talks about pet gives reason for opinion poses counter-arguments reflects on value of learning process compares with other reading finds solution, discusses hobby recounts social event broad/narrow view of problem appropriate solution choices challenges established theory gets frustrated does not find solution good/poor use of background knowledge identifies appropriate resources identifies learning need acknowledges need for new strategy agrees/not with student X builds upon argument of student X
Web 2.0 and OpenLearn
No.
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O’Reilly’s advice
The Long Tail: Data is the Next Intel Inside
Impact on OpenLearn
Offer specialist subjects and consider everyone as a potential user Build on the quality assured content that we have.
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Users Add Value
Allow users to contribute to increase the value of existing content by participation in forums and journal, and by providing new content in the LabSpace.
Let users rank content easily and use highlight active areas to identify what is working and where users are going. Adopt Creative Commons and make clear that reuse is permitted and encouraged. Release new tools in the LabSpace while monitoring use and getting feedback from users
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Network Effects by Default Some Rights Reserved The Perpetual Beta
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Cooperate, Don't Control
Software Above the Level of a Single Device
Separate availability of sensemaking tools and look for new tools to come in from the users.
Use XML as the basis for our material and work on conversion to accessible formats such as DAISY and to be viewable as print and mobile.
I bet a lot of people would like…
Wouldn’t it be great if…..
Developer
I’m fed up with…
Developer
Developer Software
User
User
Developer
Community
satisfaction of helping others status business benefits
personal marketability
Developer
better Software software
recognition
User
User
Developer
Community
Early Day Motion
EDM 179 SOFTWARE IN SCHOOLS
21.11.2006
Pugh, John That this House congratulates the Open University and other schools, colleges and universities for utilising free and open source software to deliver cost-effective educational benefit not just for their own institutions but also the wider community; and expresses concern that Becta and the Department for Education and Skills, through the use of outdated purchasing frameworks, are effectively denying schools the option of benefiting from both free and open source and the value and experience small and medium ICT companies could bring to the schools market.
Questions
• • Can distance universities survive in a World where content is free? Should we put more emphasis on supporting students to reuse content developed elsewhere and less on developing our own resources? Can we build self-sustaining communities around open resources where learners and teachers discuss and enhance the content?
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sclater.com openlearn.open.ac.uk