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Open / free / p2p / DIY
     Education
  Ein Überblick für Einsteiger/innen


                Anja C. Wagner



     OERcamp | Bremen | 15. September 2012


                                   (C) FrolleinFlow - Institut für kreative Flaneure |   1
Was bedeutet ...


•   open education
•   free education
•   p2p education
•   DIY education



                     (C) FrolleinFlow - Institut für kreative Flaneure |   2
und wie ist das Verhältnis zu ...


  •   open education
  •   free education
                                OER
  •   p2p education
  •   DIY education



                       (C) FrolleinFlow - Institut für kreative Flaneure |   3
Beginnen wir mit einer
         Definition von OER


•   “open educational resources are digitised
    materials offered freely and openly for
    educators, students and self-learners to
    use and reuse for teaching, learning and
    research”.



    GIVING KNOWLEDGE FOR FREE: THE EMERGENCE OF OPEN EDUCATIONAL RESOURCES – ISBN-978-92-64-03174-6 © OECD 2007

                                                                               (C) FrolleinFlow - Institut für kreative Flaneure |   4
OER aus Sicht der OECD

•   Learning content: Full courses, courseware, content
    modules, learning objects, collections and journals.

•   Tools: Software to support the development, use, reuse
    and delivery of learning content, including searching
    and organisation of content, content and learning
    management systems, content development tools, and
    online learning communities.

•   Implementation resources: Intellectual property
    licences to promote open publishing of materials,
    design principles of best practice and localise content.

    GIVING KNOWLEDGE FOR FREE: THE EMERGENCE OF OPEN EDUCATIONAL RESOURCES – ISBN-978-92-64-03174-6 © OECD 2007

                                                                               (C) FrolleinFlow - Institut für kreative Flaneure |   5
OER




GIVING KNOWLEDGE FOR FREE: THE EMERGENCE OF OPEN EDUCATIONAL RESOURCES – ISBN-978-92-64-03174-6 © OECD 2007

                                                                           (C) FrolleinFlow - Institut für kreative Flaneure |   6
GIVING KNOWLEDGE FOR FREE: THE EMERGENCE OF OPEN EDUCATIONAL RESOURCES – ISBN-978-92-64-03174-6 © OECD 2007

                                                                           (C) FrolleinFlow - Institut für kreative Flaneure |   7
Resources are ...
•   accumulated assets that can be enjoyed
    without restricting the possibilities of others
    to enjoy them
•   they should be non-rival (public goods), or
    the value of the resource should be enlarged
    when used (open fountain of goods)
•   the resources either provide non-
    discriminatory access to the resource or can
    also be contributed to and shared by anyone
     GIVING KNOWLEDGE FOR FREE: THE EMERGENCE OF OPEN EDUCATIONAL RESOURCES – ISBN-978-92-64-03174-6 © OECD 2007

                                                                                (C) FrolleinFlow - Institut für kreative Flaneure |   8
Summary OER
•   open
    Free i.S. von Zugang, technische
    Interoperabilität, Lizenzen, Kosten (?)
•   educational
    Lehrende und Lernende
•   resources
    Content, Designprinzipien,
    Wiederauffindbarkeit, inhaltliche
    Erweiterbarkeit & Wiederverwendung

                               (C) FrolleinFlow - Institut für kreative Flaneure |   9
Ist Open Education > OER?


•   “open educational resources are a good
    thing in empowering and assisting
    teachers, yet they remain wedded to the
    idea of teachers gathering resources,
    grouping and sequencing information and
    giving the information to students.”

    Graham Attwell: A radical definition of Open Education - http://www.pontydysgu.org/2010/01/a-radical-definition-of-open-education/




                                                                                                  (C) FrolleinFlow - Institut für kreative Flaneure |   10
Aber: Digital Divide

       ACCESS

        SKILLS

   (SOCIAL) CONTENT                                            OER
     MOTIVATION

   REPRÄSENTATION
                  (C) FrolleinFlow - Institut für kreative Flaneure |   11
Und was ist die Motivation von
        OER-Anbietern?


               gesellschaftlich
  offene
                    OER                                     Gatekeeper
Gesellschaft




                                  (C) FrolleinFlow - Institut für kreative Flaneure |   12
Und was ist die Motivation von
       OER-Anbietern?


            individuell
Inklusion     OER                                      Forderung




                          (C) FrolleinFlow - Institut für kreative Flaneure |   13
Und was ist die Motivation von
      OER-Anbietern?


           erzieherisch
Vielfalt      OER                                            Filter




                          (C) FrolleinFlow - Institut für kreative Flaneure |   14
Und was ist die Motivation von
      OER-Anbietern?


           institutionell
Öffent-                                                   Wett-
               OER
lichkeit                                                 bewerb




                            (C) FrolleinFlow - Institut für kreative Flaneure |   15
Open Education




           (C) FrolleinFlow - Institut für kreative Flaneure |   16
MOOCs




        (C) FrolleinFlow - Institut für kreative Flaneure |   17
MOOCs und ihr Verhältnis zu ...


 •   open education
 •   free education
                               OER
 •   p2p education
 •   DIY education



                      (C) FrolleinFlow - Institut für kreative Flaneure |   18
Open Education

•   “If Open Education is to mean anything, it has to
    address the question of social divisions including
    class, gender and race. I am unconvinced this can
    be done from inside the existing educational
    institutions, although of course it will need the
    support of those working in those organisations.
    Instead I think we need to use the power of the
    internet to provide opportunities for education and
    learning outside the present system and to embed
    those learning activities in wider communities than
    the present institutions address.”
    Graham Attwell: A radical definition of Open Education - http://www.pontydysgu.org/2010/01/a-radical-definition-of-open-education/




                                                                                                  (C) FrolleinFlow - Institut für kreative Flaneure |   19
Open Cycle

                 Aggregate



Feed forward                                  Remix



                 Repurpose
                             (C) FrolleinFlow - Institut für kreative Flaneure |   20
Kontakt

‣ Dr. Anja C. Wagner
‣ http://acwagner.info
‣ acw@frolleinflow.com

‣ FrolleinFlow GbR
‣ http://frolleinflow.com
                            Dieses Werk bzw. Inhalt steht unter einer Creative
                            Commons Namensnennung - Weitergabe unter
                            gleichen Bedingungen 3.0 Deutschland Lizenz.
                            (C) FrolleinFlow - Institut für kreative Flaneure |   21

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Open / free / p2p / DIY Education

  • 1. Open / free / p2p / DIY Education Ein Überblick für Einsteiger/innen Anja C. Wagner OERcamp | Bremen | 15. September 2012 (C) FrolleinFlow - Institut für kreative Flaneure | 1
  • 2. Was bedeutet ... • open education • free education • p2p education • DIY education (C) FrolleinFlow - Institut für kreative Flaneure | 2
  • 3. und wie ist das Verhältnis zu ... • open education • free education OER • p2p education • DIY education (C) FrolleinFlow - Institut für kreative Flaneure | 3
  • 4. Beginnen wir mit einer Definition von OER • “open educational resources are digitised materials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research”. GIVING KNOWLEDGE FOR FREE: THE EMERGENCE OF OPEN EDUCATIONAL RESOURCES – ISBN-978-92-64-03174-6 © OECD 2007 (C) FrolleinFlow - Institut für kreative Flaneure | 4
  • 5. OER aus Sicht der OECD • Learning content: Full courses, courseware, content modules, learning objects, collections and journals. • Tools: Software to support the development, use, reuse and delivery of learning content, including searching and organisation of content, content and learning management systems, content development tools, and online learning communities. • Implementation resources: Intellectual property licences to promote open publishing of materials, design principles of best practice and localise content. GIVING KNOWLEDGE FOR FREE: THE EMERGENCE OF OPEN EDUCATIONAL RESOURCES – ISBN-978-92-64-03174-6 © OECD 2007 (C) FrolleinFlow - Institut für kreative Flaneure | 5
  • 6. OER GIVING KNOWLEDGE FOR FREE: THE EMERGENCE OF OPEN EDUCATIONAL RESOURCES – ISBN-978-92-64-03174-6 © OECD 2007 (C) FrolleinFlow - Institut für kreative Flaneure | 6
  • 7. GIVING KNOWLEDGE FOR FREE: THE EMERGENCE OF OPEN EDUCATIONAL RESOURCES – ISBN-978-92-64-03174-6 © OECD 2007 (C) FrolleinFlow - Institut für kreative Flaneure | 7
  • 8. Resources are ... • accumulated assets that can be enjoyed without restricting the possibilities of others to enjoy them • they should be non-rival (public goods), or the value of the resource should be enlarged when used (open fountain of goods) • the resources either provide non- discriminatory access to the resource or can also be contributed to and shared by anyone GIVING KNOWLEDGE FOR FREE: THE EMERGENCE OF OPEN EDUCATIONAL RESOURCES – ISBN-978-92-64-03174-6 © OECD 2007 (C) FrolleinFlow - Institut für kreative Flaneure | 8
  • 9. Summary OER • open Free i.S. von Zugang, technische Interoperabilität, Lizenzen, Kosten (?) • educational Lehrende und Lernende • resources Content, Designprinzipien, Wiederauffindbarkeit, inhaltliche Erweiterbarkeit & Wiederverwendung (C) FrolleinFlow - Institut für kreative Flaneure | 9
  • 10. Ist Open Education > OER? • “open educational resources are a good thing in empowering and assisting teachers, yet they remain wedded to the idea of teachers gathering resources, grouping and sequencing information and giving the information to students.” Graham Attwell: A radical definition of Open Education - http://www.pontydysgu.org/2010/01/a-radical-definition-of-open-education/ (C) FrolleinFlow - Institut für kreative Flaneure | 10
  • 11. Aber: Digital Divide ACCESS SKILLS (SOCIAL) CONTENT OER MOTIVATION REPRÄSENTATION (C) FrolleinFlow - Institut für kreative Flaneure | 11
  • 12. Und was ist die Motivation von OER-Anbietern? gesellschaftlich offene OER Gatekeeper Gesellschaft (C) FrolleinFlow - Institut für kreative Flaneure | 12
  • 13. Und was ist die Motivation von OER-Anbietern? individuell Inklusion OER Forderung (C) FrolleinFlow - Institut für kreative Flaneure | 13
  • 14. Und was ist die Motivation von OER-Anbietern? erzieherisch Vielfalt OER Filter (C) FrolleinFlow - Institut für kreative Flaneure | 14
  • 15. Und was ist die Motivation von OER-Anbietern? institutionell Öffent- Wett- OER lichkeit bewerb (C) FrolleinFlow - Institut für kreative Flaneure | 15
  • 16. Open Education (C) FrolleinFlow - Institut für kreative Flaneure | 16
  • 17. MOOCs (C) FrolleinFlow - Institut für kreative Flaneure | 17
  • 18. MOOCs und ihr Verhältnis zu ... • open education • free education OER • p2p education • DIY education (C) FrolleinFlow - Institut für kreative Flaneure | 18
  • 19. Open Education • “If Open Education is to mean anything, it has to address the question of social divisions including class, gender and race. I am unconvinced this can be done from inside the existing educational institutions, although of course it will need the support of those working in those organisations. Instead I think we need to use the power of the internet to provide opportunities for education and learning outside the present system and to embed those learning activities in wider communities than the present institutions address.” Graham Attwell: A radical definition of Open Education - http://www.pontydysgu.org/2010/01/a-radical-definition-of-open-education/ (C) FrolleinFlow - Institut für kreative Flaneure | 19
  • 20. Open Cycle Aggregate Feed forward Remix Repurpose (C) FrolleinFlow - Institut für kreative Flaneure | 20
  • 21. Kontakt ‣ Dr. Anja C. Wagner ‣ http://acwagner.info ‣ acw@frolleinflow.com ‣ FrolleinFlow GbR ‣ http://frolleinflow.com Dieses Werk bzw. Inhalt steht unter einer Creative Commons Namensnennung - Weitergabe unter gleichen Bedingungen 3.0 Deutschland Lizenz. (C) FrolleinFlow - Institut für kreative Flaneure | 21

Notas del editor

  1. \n
  2. \n
  3. \n
  4. \n
  5. \n
  6. \n
  7. \n
  8. \n
  9. bislang: Anspruch aus Sicht von OER-Nutzer/innen\n
  10. \n
  11. \n
  12. Auf der gesellschaftlichen Ebene arbeiten manche in Richtung offene Gesellschaft, andere suchen nur nach neuen Wegen, das klassische (Gatekeeper-)System in den virtuellen (globalen) Raum fortzuführen\n
  13. Auf der individuellen Ebene unterscheiden sich die Initiativen, inwiefern sie lediglich Selbst-Verantwortung fordern oder auch bereit sind, diese sozial (inkludierend) aufzufangen.\n
  14. Auf der erzieherischen Ebene vermag “Open Education” entweder die Vielfalt der lehrenden Personen und Institutionen unterstützen oder primär die Filter-Prozesse des klassischen Systems optimieren, indem die klassischen Lehrenden zur Zusammenarbeit angeregt werden.\n
  15. Auf der institutionellen Ebene geht es letztlich darum, ob man eher an die reinigende Kraft des Wettbewerbs oder der Öffentlichkeit glaubt.\n
  16. \n
  17. gesellschaftlich: Gatekeeper, da Anbindung an offizielle Institutionen (meist Hochschulen ) => Marketing\nindividuell: Inklusion, da eher für Selbstlernende konzipiert\nerzieherisch: Filter, da Inhalte explizit ausgewählt\ninstitutionell: Wettbewerb, da MOOCs miteinander konkurrieren um Gunst der Studierenden (über Zertifikate)\n\n\n
  18. open - sie öffnen ihr Knowhow global für alle Interessierten, aber Zugang auf anderen Ebenen bleibt problematisch\nfree - die Angebote stehen oft kostenfrei zur Verfügung - Teaser für Zertifikate und Studium, aber i.d.R. keine Weiterverarbeitung möglich \np2p - nur in explizit konnektivistischen Umgebungen, in denen Menschen aufgefordert sind, sich zu vernetzen\nDIY - für Selbstlernende durchaus geeignet\nOER - sie werden von Lehrenden durchaus genutzt, denen als Flipped Classroom mehr Zeit für Betreuung bleibt\n
  19. OER müssen Institutionen mit Gesellschaft verbinden -> das ist die Herausforderung.\n
  20. \n
  21. \n