1. Visioning for the future, harnessing the power of
openness
Gráinne Conole,
The Open University, UK
E-learning expo conference, Athens, 2nd October

2. + Orientation
Focus
Social inclusion
 Open, social and
participatory media
 A vision of openness –
Open Practices
 Open Design
 Open Delivery
 OpenResearch
 Open Evaluation
 Implications for learning
and teaching
Innovation Quality

3. Open, social and participatory media
New tools/practices are
leading to new forms of
learning and teaching
Media sharing Sharing
Blogs & wikis Communicating
Web 2.0
Social networking Networking
Virtual worlds Interacting
Shift from:
Web 1.0 – content repository and static information
Web 2.0 – user generated content and social
mediation

4. A typology of new technologies
Technology Examples
Media sharing Flckr, YouTube, Slideshare, Sketchfu
Media manipulation and mash ups Geotagged photos on maps,
Voicethread
Instant messaging, chat, web 2.0 MSN, Paltalk, Arguementum
forums
Online games and virtual worlds WorldofWarcraft, SecondLife
Social networking Facebook, Myspace, Linkedin, Elgg,
Ning
Blogging Wordpress, Edublog, Twitter
Social bookmarking Del.icio.us, Citeulike, Zotero
Recommender systems Digg, LastFm, Stumbleupon
Wikis and collaborative editing tools Wikipedia, GoogleDocs, Bubbl.us
(Conole and Alevizou, 2010), Review of Web 2.0 tools in Higher Education
Syndication/RSS feeds Bloglines, Podcast, GoogleReader
http://cloudworks.ac.uk/cloudscape/view/1895

5. A redefining of what ICT means
Communication+
Virtual worlds,
online games &
Audio & video immersive environments
conferencing Social
networking
Google
Forums wave
Wikis
Email
Blogs
Instant
messaging Twitter
Web
pages Media sharing Mash ups
Interactivity

6. Co-evolution of tools and practice
Affordances of Characteristics
technologies of users
Reflection Preferences
Affordances (Gibson)
‘All"action possibilities" latent in
an environmentt…
Dialogue but always inEvolving to the actor
relation
Interests
and therefore dependent on their
practices
capabilities.’
Aggregation Skills
For instance, a tall tree offers the
affordances of food for a Giraffe
Interactivity a sheep.
but not Context
Basic Symbolic 1st wave technologies 2nd wave technologies
communications representations (phone, radio, fax, networks, mobiles, the
& gestures (words, numbers) TV, CD/DVDs) Internet)

7. Digital skills (Jenkins, et al., 2008)
Play
Visualisation Performance
Negotiation Appropriation
Simulation Multi-tasking
Networking
Distributed cognition
Transmedia navigation Collective intelligence
Judgment

8. The reality gap
Paradoxes
Technologies not fully exploited
Little evidence of use of OER
Predominance of ‘old practices’
Media sharing
Blogs & wikis
Reasons
Technical, pedagogical,
organisational…
“Lack of time, research vs. teaching,
lack of skills, no rewards, no
support….”
Solutions?
Models and frameworks
Learning design
Pedagogical patterns
Virtual worlds & Open Educational Resources Social networking
online games

9. Redefining openness…
Design Delivery
Courses design Use of free tools
& shared openly & resources
Peer critiquing
Sharing
What is/will be the impact of
Repurposing
an increasingly open
Open
technologically mediated
practices
Networking learning environment in
Inquiry
learning and teaching?
Collective
Research intelligence Evaluation
Sharing of Critical
research data reflection
Also see Alex Couros, Edmedia, 2010

10. Open Design
Open Research
Open Delivery
X-Delia
Open Evaluation

11. Open Design: Learning design
Shift from belief-based, implicit approaches
to design-based, explicit approaches
A design-based approach to
creation and support of courses
Encourages reflective, scholarly practices
Promotes sharing and discussion
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Rebecca Galley, Paul Mundin

12. The learning design concept wheel
Cloudworks
Learning Design taxonomy
Mediating artefacts
Affordances
Foundations Collaboration
Representation ’Design
Challenge’
DialogPlus toolkit
Phoebe planner
Pedagogic planner
Resources
Excel template
CompendiumLD
Course views

13. Translates into…
Awareness sessions
Tailored
‘LD-lite’ workshops
guided
pathways of
different
Design challenges
levels of
intensity and
Master’s level OER
length
Free format

14. Representation The Open University, UK
KE312
How are courses typically represented? Working together with children
How explicit is the inherent design?
What’s the problem?
Text-based/focus on content
Doesn’t show what the course is really
like or what it consists of

15. Course views: conceptual and data-driven
Learning Outcomes
Pedagogy Profile Course Map Course Dimensions
Task Swimlane
Course Performance Cost effectiveness

16. KE312 - Course map
Guidance & Support
Course guide, study calendar,
study planner, 20 learning
guides, General assessment
guidelines and assignments
Content & Activities Tutor support: 1:20, 21 hours
Communication
3 co-published books, DVDs of 3
practice settings, core questions,
&Collaboration
thinking points in course books F-t-F tutorials near beginning,
Own experience and practice middle and end, Course-wide
PDFs, e-journal articles & café forum, Tutor-group forums
websites, activities in learning Reflection & with sub-groups for each block
guides, 5 website interactivities Demonstration
Journal space in the Mystuffe-
portfolio,
6 assignments online (50% of
overall score)
Course summary
Key words
KE312 - Working together with Children, Practice-related, aligned to latest professional
60 pt course over 32 weeks, 3 blocks/20 guides
framework for multi-agency working, rich cases
Whole weeks devoted to assignments
Read-Relate to practice – Reflect - Write
Consolidation week (week 22)

17. Pedagogy profile
Map of learner tasks to time
periods (weeks, semesters, etc.)
6 types of learner task +
assessment
Assimilative
Information handling
Communication
Productive
Experiential
Adaptive
Assessment
Each cell indicates the amount of
time spent on each type of task
Learning Activity Taxonomy - Conole, 2008

18. Course dimensions
Guidance & Content &
Support Activities
Reflection & Communication
demonstration & Collaboration

19. Learning outcomes
Mapping learning outcomes to:
Activities
Assessment
Based on Biggs’ work (1999) on
constructive alignment
Maps course and highlights any
gaps

20. Task swimlane
Focus on the tasks learners do
Base on:
Roles (learner, tutor, etc.)
Tasks (read, discuss, etc.)
Tools and resources
Outputs
Advantages
Makes design explicit
Maps out design
Sharable with others
Good at activity level
Use
Mind mapping tools –
CompendiumLD, CMap,
Freemind
Pen, paper and stickers

21. Visualisation tools
Mind mapping
tools
Pen, paper
and stickers
Excel templates

23. Tutor costs

24. Working between the views
Learning outcomes
Course map
Pedagogy profile
Course dimensions
Task
swimlane

25. Modeling with data-derived views
What happens to course performance, if…
Include more collaboration
Decrease the amount of tutor support
Increase use of Web 2.0 tools?
5 conceptual
views
What are the cost implications of…
Including more online assessment
More student-generated content
Introducing use of SecondLife?
Course Business Models project
Mick Jones, Andrew Russell, Paul Mundin, Peter Wilson

26. + Weighing it all up
Pros Cons
 Makes design explicit  Design is a complex process!
 Foregrounds specific aspects of the  Understanding the views
design
 Acts as a scaffold/guide to the design
 Recognising their limitations
process
 The dangers of a formulaic approach
 Views act as a shared dialogic
mediating artefact  Time to master/appropriate
 Comparative analysis  The difficulty of shifting entrenched
practice
 Check points and reflection
 Still to be empirically validated
 The power of sharing and discussing

27. Cloudworks
 A space for sharing and
discussing learning and
teaching ideas
 Application of web 2.0
practice
 Examples for teachers &
learners to share/discuss
 A space for collaboration
& communication
 Helps develop skills
needed for engaging with
new technologies’

28. Title
Author
Core
Tags
Location
Discussions
Improvements

29. Basic definition
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)
Broader definition
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)

30. Pedagogically rich

31. Olnet: Open Learning network
From producing open Network
resources to use of open
resources
•Build capacity
•Find evidence
•Refine the issues
Research
Fellowships
Conole, McAndrew&Demtriadis, Forthcoming

32. Conole, McAndrew&Demtriadis, Forthcoming

34. Deposits
OER
Creates
Teacher A
Design Deposits
Quiz + beginners route
Uses
Learner A
OER Quiz + advanced route
Chooses Learner B Uses
Design
Repurposes
Teacher B & deposits

35. A vision of transformation
Beyond content – focus on activity and use
Learners as self-directed and autonomous
More of a focus on sharing, refinement,
iteration, critical reflection
OER as a potential catalyst to transforming
educational practice
Improvements in social inclusion, quality and
innovation

36. From resources to practices

37. The OPAL vision 37
Focus on the practice around OER rather than the
resources
Better understanding will lead to improvements in
the quality of OER and more innovation
Open Educational Resource Practice
OEP constitute the range of practices around the
creation, use and management of OER with the
intent to improve quality and innovate education.

38. Abstracting dimensions of Practice
Approach
60+ case studies of OER collected
Dimensions of OEP derived
Derivation of the OEP cube model
Validation
Spotlight on OER on Cloudworks
EDEN workshop
OER activity on Cloudworks
Ongoing online consultation process
http://cloudworks.ac.uk/cloudscape/view/2105

39. Validation: OER activity on Cloudworks
 27 Cloudscapes and 13 Clouds
evaluated
 Kinds of activities
 Reviews, events, debates,
other
 Intentional, practical, social
 Types of Clouds
 Instructional, informational,
archival Notes, resource
aggregator, project
descriptions, discussion &
debate spaces, interviews
Alevizou et al. 2010

40. Emergent issues from OER research
 Motivations for sharing and
incentives for participation
 Financial sustainability and
licensing jurisdictions
 OER tracking, usage patterns
and users motivations
 Quality and credentials
 Effectiveness metrics
 Types of research and
dissemination of empirical
results
 Linking research with policy and
practice

41. The OEP cube model 41
 THE DIMENSION: What?
 Strategies and Policies
 Barriers and Success Factors
CONTEXT
 Tools and Tool Practices
 Skills Development and Support
 THE CONTEXT: Where?
 Macro level (society)
 Meso level (organisation)
 Micro level (individuals)
 MATURITY: How well is it established?
 Initial (not yet started)
 Managed
 Defined
 Optimizing (embedded / advanced)

42. The cube model 42
Levels
Macro-level:
Societal
Meso-level:
Organisation
Micro-level:
Individual
OER
embedded
in strategy Institutional
OER repositor
Adapted from diagram by T. Koskinen

43. Uses and benefits 43
 Three uses
 Benchmarking
 Guidance
 Reflection and comparison
 Benefits
 Guides users in understanding how to think about
the key issues.
 Flexible enough to cover the multiple stakeholders
 Sub-cubes provide practical illustrative examples
 Useful as a mechanism for institutions to self-
benchmark

44. Final thoughts
A vision for the future, harnessing the power of openness
 Learning and the context of learning have changed
 We need new approaches to learning and teaching
 How can we harness increasingly sophisticated tools and OERs?
 How can we support innovation in the use and reuse of OER?
 Will openness enable or restrict social inclusion?
 What are the quality implications in an increasingly open context?
 How can we ensure research better informs policy and practice?

45. Sources
 Mash ups http://www.flickr.com/photos/richardellard/4524139966/
 Molecule http://www.flickr.com/photos/8272941@N07/498827420/
 Periodic table http://www.flickr.com/photos/chemheritage/3984920162/
 Music sheet http://www.flickr.com/photos/anyaka/21848267/
 One world http://www.flickr.com/photos/psd/2731067095/
 World of warcraft http://www.flickr.com/photos/shardsofblue/3981216281/
 Questionmarkhttp://www.flickr.com/photos/crystaljingsr/3914729343/
 http://suifaijohnmak.files.wordpress.com/2009/11/communication-sep08_leskovec_tdef_page_03_480.jpg
 Yin-Yang image http://learn4kicks.files.wordpress.com/2009/09/yinyangconceptmap.gif
 Imperial collage second life island http://knowledgecast.wordpress.com/2009/07/10/icl-tour2/
 Personal Inquiry project http://www.pi-project.ac.uk/resources/
 E-Portfolios http://www.jiscinfonet.ac.uk/infokits/e-portfolios

46. Sources
 http://www.geeky-gadgets.com/samsung-galaxy-s2-android-3-0-and-a-2ghz-processor-06-07-2010/
 http://thehottestgadgets.com/2008/05/samsung-to-debut-3m-mini-projectors-with-new-phones-00280
 http://www.dontwasteyourtime.co.uk/elearning/ipad-is-it-any-good-for-the-classroom-or-learning/
 http://www.erwinvanlun.com/images/uploads/SmartGlasses.jpg
 OpenLearningInitiative
 http://distancelearn.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=distancelearn&cdn=education&tm=6&f=00&su=p897.
 Molecule http://www.flickr.com/photos/8272941@N07/498827420/
 Periodic table http://www.flickr.com/photos/chemheritage/3984920162/
 Music sheet http://www.flickr.com/photos/anyaka/21848267/
 One world http://www.flickr.com/photos/psd/2731067095/
 World of warcraft http://www.flickr.com/photos/shardsofblue/3981216281/
 Questionmarkhttp://www.flickr.com/photos/crystaljingsr/3914729343/
 Crystal ball http://mashable.com/2009/08/20/ted-future/

47. Sources
 iPhonehttp://virulentwordofmouse.files.wordpress.com/2009/12/iphone.jpg
 eBook readers http://wowio.files.wordpress.com/2007/07/reader-options2.jpg