Key aspects of effective online learning environments
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Collaborate Live Session for the PGCAP Online Learning Environments course being run at the University of Edinburgh 2016. Week 3 of the #pgcapOLE was guest tutored by Stuart Nicol and Stephanie (Charlie) Farley from the Open Educational Resources service (Education Design and Engagement, IS).
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Key aspects of effective online learning environments
- 1. Welcome to Week 3 (OERs) of the PGCAP:Online Learning Environments Please run through the following before we begin:
- 2. Welcome Can you hear the presenter talking? if you hear the presenter if you cannot hear the presenter Audio Check
- 3. Welcome Always use the hand raise button to queue up your question. When called upon to ask your question type a question in the “Text Chat Area” or, if you have a microphone, click on “Talk” then speak your question. Asking Questions **Start recording session
- 4. Welcome Introductions Stuart Nicol Stephanie (Charlie) Farley Open Educational Resources Education, Design and Engagement, IS Open.ed@ed.ac.uk Agenda: • Introduction – Stuart Nicol • Practical Activity discussion – Charlie • OER as Assessment – Stuart Nicol
- 5. A practical OER activity: Create a digital artefact by reusing existing openly licensed resources, and then to consider making the artefact an OER by sharing it under an open licence of your choosing. This is something we cover in our OER workshops so some of you may already be familiar with the activity, and so be able to go further with exploring where to find and then share your resources.
- 6. Aim: Create an ‘infographic’, or short video presentation from open resources Focusing on: • Where to source openly licensed resources • How to attribute Creative Commons licensed materials • Signpost where and how to share and licence your work http://piktochart.com
- 7. Step 1: What are the three most important things that make an effective online learning environment? By AIGA [Public domain], via Wikimedia Write down three short phrases or words that describe the things you have chosen. Note: the purpose is to find things we can illustrate visually.
- 8. Step 2: Search for 3 suitable images that visually support your message What is a suitable image? How would you identify an image that is/not suitable?
- 9. Search for images CC Search provides a useful ‘meta-search’ over a number of media platforms: http://search.creativecommons.org/
- 10. Step 3: Create an infographic from the template supplied, or a short presentation in Media Hopper. Remember to provide image attribution. http://piktochart.com
- 11. It’s a good idea to keep track of attribution information as you go (and keep it if possible). Think of this as an “asset register.” Keep track of resources resources you use Attributing Creative Commons Materials by ccAustralia & CCI ARC, licensed under CC BY 2.5
- 12. Make sure you get the attribution right The Creative Commons Wiki provides detailed information on how to correctly attribute resources in a number of contexts: https://wiki.creativecommons.org/Best_practices_for_attribution Good: "Creative Commons 10th Birthday Celebration San Francisco" by tvol is licensed under CC BY 4.0 Average: Photo by tvol / CC BY Incorrect: Photo: Creative Commons
- 13. Where should I share my OER? There are several options for sharing your OER depending on subject area and target audience. Media Hopper is good choice for audio or video.
- 14. OER for assessment: a student perspective • MSc DE (Digital Futures for Learning): the course is ‘co-created’ by participants • Assessment built around developing an Open Educational Resource (OER) • Purpose of the assignment: “to facilitate learning for the whole group” • Requires “a pedagogical approach which is both carefully structured and very free in terms of content”
- 15. Components of assessment • 30% Position paper (basis of content for OER) • 40% OER (30% peer-assessed & tutor moderated / 10% self-assessed) • 30% Analysis paper
Editor's Notes
- We want you to look for images that have been licensed for re-use. A suitable image is an image that has been licensed for re-use. Also check that it is licensed for the ways in which you want to use it, for example if you want to modify, adapt or alter the image then you will need an image that doesn’t have the Non-Derivative (ND) restriction.
- http://search.creativecommons.org is a useful tool that allows you to select the type of licensed material you are looking for and applies this to a search on one of the listed platforms. Each of those platforms has a search function that limits results to items on particular licences. You can set this on the platforms themselves by using the ‘advanced’ search settings. By clicking on : I want something that I can… use for commercial purposes - Results will include material that has been licensed and doesn’t impose the NC or Non-Commercial restriction. By clicking on: I want something that I can… modify, adapt, or build upon Results will include material that has been licensed and doesn’t impose the ND or Non-Derivative restriction. Any resources that have been licensed with a Non-derivative restriction may be used but only in their complete and un-altered form.
- Think about where on your resource you will be able to provide the attribution, and what information you will need in order to provide a good attribution. Thinking about placement of attribution is important and will vary depending on how and in what format you are using the resource. As you can see in the slides provided today we’ve chosen to provide image attribution directly underneath the images that have been used, we could also just as well have placed these on an additional slide at the end of the presentation. But where might you attribute a sound file or song used in a podcast, or a video?
- We recommend keeping track of attribution information on your resources as you go (and to keep it if possible). Think of this as an asset register, a directory of useful resources that you may want to come back to or re-use in other projects.
- In addition to the Author, Title, Source, and licence, what other information could be useful to know about a resource before you use it? Date – when it was created, depending on the material it may be no longer relevant, or indicative of a certain time period. Additional restrictions or requests by the copyright holder – we came across an image on Wikimedia commons recently where the creator had placed an attribution only licence on their image but requested a message if the image was re-used as they were curious as to who would use it and how. There are correct and incorrect ways to attribute resources you have used, general practice is to provide a URL link back to the source of the resource, along with the title, author, and licence details.
- Many of these platforms provide easy settings for applying Creative Commons licences to your work. More information on how to do this on various platforms has been provided on Open.Ed at http://open.ed.ac.uk/how-to-guides/how-to-apply-a-cc-license-on-a-publishing-platform-youtubeflickrwordpress/
- This was an assessment task that Stuart Nicol complete as a student on the MSc DE. It involved creating an OER using licensed materials and then sharing this in an appropriate environment, and was also part of participating “to facilitate learning for the whole group”.
- The assessment involved creating the resource, but also writing up a position and then an analysis paper on the experience.
- Normally an assessment is only seen by the student and the assessor. By creating an OER as part of an assessment you know that your effort, your work, will be useful in an ongoing practice beyond just the assessment itself.