OLDS MOOC - WEEK 5
PROTOTYPE
8 - 14 February 2013
Ida Brandão
Learning outcome
- To be able to design, construct and test a simple prototype or a learning design
Tutoring: Prof. Diane Laurillard
PROJECT: «OER module for teacher training»
Course Context
Course Scenario
Actors (who is involved?)
-Teachers dealing with SEN pupils
-Team of facilitators: senior officer of MoE and 2 (or more) coordinators of ICT Resources Centres for Special Needs, depending on the number of teachers/participants to enroll.
Goals (why?)
To train teachers to create, remix and reuse open educational resources, adapted to SEN pupils needs
Settings (where & when?)
A new module on OER will be integrated in a revised course - Inclusion and Accessing Technology - in Moodle platform, during 2013. It will be developed in UDUTU authoring tool, as well.
Dates to test the next course edition will be discussed with ICT Resources Centres for Special Needs, since they'll be involved in identifying participants and provide eventual technical support (at local level).
Objects (what things are involved?)
Computer/laptop/tablet, Internet connection, course platform, email and free Web 2.0 tools.
Actions (what happens to actors?)
ICT Resources Centres for Special Needs will advertise the course/module to teachers in local schools, promoting small groups per school, to enroll in the course/module and thus acting as support peers. If required, the Centres will provide face to face help to deal with technical or instrumental issues.
Events (what do actors do?)
Gets the course starting email, registration and login access to platform, present guidelines of the course/module. Individual eportfolios will be requested to register reflections and results of assignments. Discussion forum will be used to comment assignments on a peer basis. Feedback from facilitators will be regular.
Results (what is achieved?)
Production of new OER, remixing or reusing in new learning contexts. Feedback of colleagues will be requested, eventual improvements will be desirable. A collection of eportfolios and a collection of products will be gathered in some curation/aggregation tool.
Your design: (what role does your design play?)
The design helps the learners to find their way into the topic of learning, manage the experiences, make useful connections and display what they produce.
Course narrative
An online course - «Inclusion and Accessing Technology» - has been developed during 2012, targeting SEN teachers, in the scope of an european project (partners from IT, DK, BG, AT, EE, PT and Turkey). A new module will be added, this year, to provide capacity to create, remix and reuse open educational resources. The former course was run in Moodle platform and a selected group of SEN teachers was invited to test it and validate it. A next edition will be revised according to this course evaluation and will target to a larger scope of teachers, most of them regular teachers, whose classes include SEN pupils.
The former course goals were (i) to address inclusion policies, review national and european strategies and legislation for special needs ,(ii) educational modifications and adaptations for SEN pupils learning, (iii) universal design for learning and learner centred pedagogical theories, (iv) web accessibilities and assistive technology.
Alternative assignments were proposed, with a large scope and flexibility for participants to choose what motivated them the most.
Out of 26 participants, 23 were certified at the end of the course.
The evaluation of the course used a questionnaire in Moodle and a forum of discussion. A report was elaborated with tables generated by Moodle questionnaire and open comments as well as posts of the discussion forum. The degree of satisfaction was high. The critical issue pointed out by most participants was the short time for such an intensive course, which took about two months, totally online.
A new module on OER will have to get the contributions of european partners. As each partner will be free to adapt to its own national context, a great deal of flexibility will be granted for its development and adaptation. Each partner will not only translate it (or parts of it) but take into account national resources already created and used.
Requirements to participate in an online course were introduced in the guidelines of the first course as well as a list with a set of free Web 2.0 tools and respective tutorials (video/screencasts) for participants to experiment and use in their activities/assignments.
To accomplish the learning outcomes and perform activities/assignments, learners are expected to dedicate a few hours daily, to analyse, select and search resources addressing the topics, to perform tasks individually or in group, to collaborate and share with other peers opinions, findings and comment on each others works. Evidence will be presented in individual eportfolios in order to get a certificate of participation issued by DGEducation.
As the OER module will be integrated in a former course (though revised) it will have to follow the same consistent structure. In parallel, the same module with another design in another tool (UDUTU) will be developed. In this case it may be used on a self-learning mode, or it may be coplemented with other communication or collaboration free tools.
Inclusion and Accessing Technology Course Procedures
One month before starting the course, the participants were identified and registered in Moodle platform of DG Education.
A first email was sent two weeks before starting, opening the introductory topic which included the course guidelines, so that participants might comment or make suggestions in a forum. Participants were also advised to start thinking of opening an individual eportfolio. Mahara open source was suggested (or any other tool). Mahara proved to be not so friendly as other tools, and many of the participants who had started to create eportfolios in Mahara decided to change later on to Blogger, Wordpress, Weebly, etc. Certification would be granted according to eportfolios.
The course started by mid-October and included 5 topics. Each week a new topic was opened, dedicating an extra week to present assignments and discuss them. The idea was to give flexible time, but some participants found that opening each week a new topic was to much pressure, since beyond the readings and searching, they were experimenting new tools to present their ideas and this took much more time. In the future we'll try to establish two weeks per topic.
Course Guidelines (in Moodle ebook)
- Introduction
- Target public
- Objectives
- Contents/topics
- Methodology /Virtual Learning Environment
- Assessment
- List of Web 2.0 tools and demos
- Calendar of Activities
Topic structure
- Introductory text contextualizing the theme
- Screencast presenting the topic
- Prezi addressing the theme, incorporating information and multimedia resources
- Resources aggregated in Pinterest or mosaic webpages, other links to institutional documents and publications, to websites, etc.
- Assignments - alternatives for individual or group assignments and deadlines
- Discussion forum
Certification was granted to those that aggregated all assignments of all topics in individual eportfolios and had a final reflection about the course.
Two Edcanvas were used to aggregate the individual eportfolios and a repository of all the participants' products, articles in pdf, diagrams in Bubbl.us, mindmaps in Mindmeister/ Mindomo/Cmap Tools/Mind42, comments in blogs, comment in Voicethread, presentations in Slideshare, Prezi, stories in Book Builder, games in JClic.
OER module in Moodle platform will follow the same methodology and structure, for reasons of consistency as a whole.
Learning outcomes for OER module:
- Review and reflect on concepts of Open Educational Resources; Open Learning; Open Courseware; Open Access; Open Source; Copyright and Creative Commons licences.
- Plan and design learning units and resources, adapted to the pupils' needs, considering accessibilities for SEN pupils.
- Create, remix and reuse OER, with Web 2.0 tools.
Course Map
Planning a learning unit/module/course including dimensions of (i) guidance and support, (ii) content and learner experience, (iii) reflection and demonstration, (iv) communication and collaboration. Applying to OER module:
Storyboard
OER module structure
Bubbl diagram
ACTIVITIES - OER module
Pedagogical Pattern Collector
The PPC platform allows to build activities on pre-existent patterns - http://web.lkldev.ioe.ac.uk/PPC/live/ODC.html
Activity 1 - Topic 1
Activity 1.1. - «Open» concept
Group Activity
Organize in pairs or in groups of three
- Choose one of the concepts:
Open learning/education
OER
Open initiative
Open access
Open courseware & MOOC
OERu
Open Source
- Explore Web resources, take notes, share and discuss in forum
- Comment on, at least, two other concepts from other colleagues
Individual activity (alternative)
- Look for definitions of the concepts listed above and create a mindmap with notes on the concepts
Activity 1.2. - Copyright - Creative Commons
Group Activity
Organize in pairs or in groups of three
Evaluate different viewpoints of copyright, fair use, creative commons
Watch the videos on (i)controversy of anti-piracy bills proposed in 2012 in USA, so-called SOPA - http://youtu.be/mgWDnstRzggWatch; (ii) the explanation about copyright term and fair use - http://youtu.be/MHTVI0MDF0w; (iii) Copyright Basics - http://youtu.be/Uiq42O6rhW4Watch ; (iv) video on Creative Commons - http://youtu.be/2BESbnMJg9M
Note down the perspectives of copyright holder industry, creative commons and free use.
Produce an outline of the critical differences between the interpretations and viewpoints
The different groups exchange their outlines and discuss in forum
Individual activity (alternative)
Write an article with your own viewpoints on copyright holders and digital commons perspectives
Deadline:.............
Reminder: Don't forget to register your reflctions and work in your ePortfolio
OER Module in UDUTU platform
UDUTU is a free online course authoring tool - http://udutu.com/ - a LMS that supports many types of files. It offers a set of designs and allows customization, changing logo and other features. It allows audio narration for each screen, a nice accessibility feature. It provides different templates for screens as well as templates for assessment exercices (multiple choice, jigsaw, etc). It has templates for scenarios and advanced screen templates, that add more sophistication. It allows to embed code, which is a solution to incorporate many other learning objects made in other tools.
The limitation to run online (for free) is the watermark, that can be removed clicking over every screen. On the other hand, it has the advantage of allowing to distribute the course locally, downloading a zip file that removes the watermark.
URL http://publish.myudutu.com/published/evaluations/4599/Course87369/v2013_2_12_1_47_55/course/course87369.html
This is an example of the introductory screen of OER module in UDUTU:
and an example of UDUTU backoffice with the course outline in the directory tree.
The images used for screen illustration were made with Photovi, remixing other images.
As introduction for each topic , PREZIs were created, example - http://prezi.com/datq1op8_sgm/open-learning/?kw=view-datq1op8_sgm&rc=ref-820378
As resources, some aggregators were created in different platforms:
OER - http://www.livebinders.com/play/play?id=770695
Instructional and Learning Design - http://www.livebinders.com/play/play?id=753624
Learner centred theories - http://pinterest.com/idabrandao/learner-centered-theories/
Universal design for Learning - http://pinterest.com/idabrandao/udl-design-universal/
Educonnect - http://www.scoop.it/t/educonnect
Scoop.it from other collectors:
OER - http://www.scoop.it/t/olnet-oer-research
Learning Design - http://www.scoop.it/t/initiate-what-is-learning-design
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