Post on 22-Apr-2015
description
E-learningand OERprimer for libraries
Vrije Universiteit BrusselProf. dr. Frederik Questier
Workshop for Lib@web 2013VLIR International Training Program
29th of November 2013 @ University of AntwerpManagement of Electronic Information and Digital Libraries
This presentation can be found athttp://questier.com
http://www.slideshare.net/Frederik_Questier
During this workshop:reflect about
➢ How can e-learning and OER be useful for libraries?
➢ How can libraries help their organisation or members with e-learning and OER needs?
Student PIRGs(Public Interest Research Groups)
➢ “(US) students spend an average of $900 a year on textbooks and course materials”
➢ “Textbook prices have increased four times the rate of inflation since 1994!”
Student PIRGs(Public Interest Research Groups)
➢ “Why are textbooks so expensive?➢ Publishers undermine the used book market.➢ Publishers “bundle” textbooks with extra CDs, passcodes
and workbooks.➢ More expensive➢ Supplements expire at end of semester
➢ Publishers keep faculty in the dark about prices.➢ textbooks market is broken”
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“Schools we have todaywere designed around commonsense assumptions
that had never been scientifically tested”
R. Keith Sawyer
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Our knowledge about learninghas evolved
Behaviourism Learning = change of behaviourStimulus → responseLearner is passive receiver of knowledgeMind = black box
Cognitivism Focuses on how the brain worksMetacognition, learning strategiesMotivation
Constructivism Knowledge is actively constructed by the learnerNew knowledge is linked to prior knowledgeLearners discover themselves facts and relationships
Social Constructivism Social interaction plays a fundamental role Discussions lead to deeper understanding and increased motivation
Constructionism Constructing an artifact or something that can be shared leads to better learning
Connectivism Learning is a process of connecting nodes or information sourcesKnowledge and learning may reside in non-human appliancesTry to see connections between fields, ideas, and conceptsKnow-what & Know-how → Know-where
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information scarcity → information abundance !
Total information is now doubling every year !
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Surveys
How much of the knowledge
you need for your job
is in your own head?
>75% | 75-50% | 50-25% | <25%
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Surveys
How much of the knowledge
you need for your job
is in your own head?
1986 75% → 2010 10%
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The longer one studies,
the more one comes to realize
how much one does not know
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% tested genius in Divergent Thinking(used to generate creative ideas by exploring many possible solutions)
Source: Breakpoint and Beyond by George Land and Beth Jaman
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One Laptop Per Child
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Virtual Learning Environment VLE
Learning Management System LMS
Learning Content Management System LCMS
Personal Learning Environment PLE
Virtual classroom VC
Integrated tools
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Face to face learning F2F
Blended learning b-learning
Online learningDistance learning
Mobile learning m-learning
Formal learningInformal learning
Modes of learning
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Class conferencing software
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Evolution in E-learning?e-learning 1.0 e-learning 2.0
open source software
content management
tools
personal learning environment
closed source software
solitary platform integrated in ICT-environment
closed to outer world open where useful,closed where necessary
only own institution connected with other institutions
focus on technology focus on pedagogy
consumption interaction
courses communities
teacher oriented student centered
knowledge management
upload of materials authoring environment
intelligent assistant
institutional learning environment
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Open educational resources (OER)
digitised materialsoffered freely and openly
for educators, students and self-learnersto use and reuse
for teaching, learning and research
Believing that OER can
widen access to quality education,
particularly when shared by many countries
and higher education institutions,
UNESCO champions OER
as a means of promoting access, equity and quality
in the spirit of the Universal Declaration of Human Rights.
Creative Commons
➢ www.creativecommons.org
➢ 6 combinations of➢ Commercial – no commercial use allowed➢ Modifications – no modifications allowed➢ Sharealike – not sharealike
Share what you want,keep what you want
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These generic repositories in Chamilo 2.0 are nice
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Specialized learning object repositories are nicer!
S. Ternier et al., Interoperability for Searching Learning Object Repositories: The ProLearn Query Language, D-Lib Magazine, 2008, Volume 14 Number 1/2, doi:10.1045/january2008-ceri
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Let's avoid the empty box
feeling!
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Content is King ?
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How can wemake the bestof our content?
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Content must be
Searchable
Accessible
Interoperable
Durable
Reusable
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How?
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How?
Interoperability through standards
Searchable through metadata
Stored inLearning Object Repositories (LOR)
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The path towards standards
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SCORM
Sharable Content Object Reference Model (SCORM)
collection of standards and specifications for web-based e-learning
Origin: US Department of Defense
packaged into a transferable ZIP file
SCORM 2004: Sequencingset of rules that specifies the
order in which a learner may experience content objects.
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AICC
Aviation IndustryComputer-Based Training Committee
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IMS Global Learning Consortium
Question and Test Interoperability specification (QTI)
Content Packaging Specification
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IEEE Learning Object Metadata
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Simple Dublin Core Metadata Element Set
1. Title 2. Creator 3. Subject 4. Description 5. Publisher 6. Contributor 7. Date 8. Type 9. Format 10. Identifier 11. Source 12. Language 13. Relation 14. Coverage 15. Rights
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Common Cartridge Alliance
Includes:
Content Packaging v1.2Question & Test Interoperability v1.2
IMS Tools Interoperability Guidelines v1.0IEEE Learning Object Metadata v1.0
SCORM v1.2 & 2004
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Tin Cap API
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A Learning Record Store (LRS) =a place to store learning records.
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Learning Analytics
Gephi export,
learning interactions,
R. Carlos, F. Questier
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We all can learn fromLearning Analytics!
➢ The Learning Analytics Cycle, by Doug Clow, http://dougclow.wordpress.com/2011/02/28/the-learning-analytics-cycle/
Is this ICT supported
learning paradigm shift
possible without
teacher learning/training?
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Research studies show that
how much and how effectively
teachers integrate ICT
in their teaching process
depends mainly on their educational vision
(not age, gender, ...)
OER Barriers?
➢ Barriers for usage➢ Lack of awareness➢ Bandwith in developing countries➢ Not enough OER yet➢ Bandwith➢ Hard to localize
➢ Barriers for production➢ Teachers attitude➢ Skills➢ Copyright➢ Limitations of LMS? (licenses, access control)➢ Funding➢ Institutional policy
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Recommendations for opennessRecommendations for opennessinfrastructureinfrastructure
➢ Implement national or institutional portals and repositories for:Implement national or institutional portals and repositories for:
➢ Free Open Source Software
➢ E-learning materials
➢ Scientific publications
➢ Research data
➢ Open up and connect your Virtual Learning EnvironmentsOpen up and connect your Virtual Learning Environments
➢ OERs
➢ Roaming for students and staff
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Exercise
What can libraries dorelated to e-learning & OER?
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One extra idea:
Integrate library andvirtual learning environment
OpenURL
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DARETO SHARE
Questions? Thanks!
Questier.com
Frederik AT Questier.com
www.linkedin.com/in/fquestie
www.diigo.com/user/frederikquestier
www.slideshare.net/Frederik_Questier
This presentation was madewith 100% Free SoftwareNo animals were harmed
@fquestie – http://questier.com
Copyright acknowledgements➢ Question! CC-by by Stefan Baudy➢ http://cogdogblog.com/2012/07/17/mooc-hysertia/➢ http://www.onlinecollege.org/2012/08/21/25-tips-make-most-mooc/ ➢ GNU Head Joseph W. Reiss Free Art License or the GNU GPLv2➢ Share matches CC-by-nc-nd by Josh Harper➢ Screenshot http://www.chamilo.org/➢ Edupunk: http://blogs.pstcc.edu/drbrown/files/2009/11/Picture-4.png➢ Flipped-Classroom-CC-BY-NC-SA-2-by-ransomtech➢ OPEN, CC-by-nc-sa by Tom Magliery
➢ Empty box, CC by-nc-nd by Mike Bitzenhofer
➢ Share matches CC by-nc-nd by Josh Harper