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| | Day One at Conference: Important Points |
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| Mobile Learning is something UCT should be strongly considering; this is a new branch of technology for education and it can lead to greater / increased access to those that do not have traditional methods of accessig quality education. This could be rewarding for the continent of Africa especially if structured correctly | Mobile Learning is something UCT should be strongly considering; this is a new branch of technology for education and it can lead to greater / increased access to those that do not have traditional methods of accessig quality education. This could be rewarding for the continent of Africa especially if structured correctly |
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| __Approaches to OER development – Rory McGreal – Tekri Athabasca University__ | __Approaches to OER development – Rory McGreal – Tekri Athabasca University__ |
| Mobile learning – people r still designing for PC / laptop / paper and transforming over. | Mobile learning – people r still designing for PC / laptop / paper and transforming over. |
| We are in the mobile world and it’s easy to design for mobile and putting on pc than vice versa. | We are in the mobile world and it’s easy to design for mobile and putting on pc than vice versa. |
| 1.6 billion Internet connections out of 6.8 billion world population. That is 25% | 1.6 billion Internet connections out of 6.8 billion world population. That is 25% |
| The world is going mobile – 3.4 billion mobile devices and 1.3 billion mobile internet users | The world is going mobile – 3.4 billion mobile devices and 1.3 billion mobile internet users |
| Mobile devices – look at accessibility, functionality, features, usability, performance and bandwidth – it’s a balancing act | Mobile devices – look at accessibility, functionality, features, usability, performance and bandwidth – it’s a balancing act |
| Fluid design – www is flexible for display on different sized screens, enabling users preferences (font size) etc | Fluid design – www is flexible for display on different sized screens, enabling users preferences (font size) etc |
| Design for mobile first – not for PC. PC is no longer the standard. | Design for mobile first – not for PC. PC is no longer the standard. |
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| | OER Development: |
| | Don’t be married to a set curriculum |
| | Be flexible, things are going to happen what you don’t count on |
| | Alternative learning routes (What are the pertinent / relevant ones that can be applied to UCT?) |
| | Why share OER - a mjaor crux in selling OER to others |
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| | WikiWijs: |
| | UCT should aim for a similar space with their OpenContent space – what can we take from this example? What can we use, incorporate etc? |
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| | Twitter: |
| | Could be an excellent way of generating interest in OER; twitter is the language of this generation - short and to the point – precisely the way many students’ minds work! |
| | What role does Twitter play at UCT? How can this social networking tool be utilised here effectively? |
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| | Variety of models for funding: |
| | What funding model is relevant for OER at UCT? |
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| | Brigham Young University OCW |
| | Financially independent – receives no funding – just enrolments. Current model is sustainable because the cost for course development and teaching are covered by registrations - interesting prospect |
| | open publishing of books drives sales - VERY IMPORTANT; iTunes for example has driven the sales of digitial music. People r willing to pay for a quality product; they however will do whatever they can to thwart the rules the more they are restricted! |
| | Future works – replicate this study with a larger number of courses, gather more data - Could this be a study UCT could replicate? |
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| | Links that can be added to the wiki: |
| | University of Westminster multimedia training videos (www.multimedica.westminister.com) |
| | University of Colorado (Phet) |
| | A sustainable model for OCW development – David Wiley – Instructional psychology and technology – Brigham Young University |
| | www.elearning.ubc.ca |
| | Freelearning.ca - 3 or 400 content sites. Need custom search engine. A WordPress sites with search engine driven by delicious tags |
| | http://globe-info.org – 59 networks (Have a million OER available, but took 5 years to do the first 5000 - Is a gradual process, but can gain significant momentum and produce fruitful results like this) |
| | http://ariadne.cs.kuleuven.be/globefinderf1/search |
| | www.open.ac.uk/sociallearn (A site to bookmark for ideas) |
| | http://tecvirtual.itesm.mx – is creating an internet / web based repository of OER and mobile resources for the instruction and development of educational researchers at u/g, masters and doctoral level. |
| | UKOER – www.jisc.ac.uk/oer |
| | University of Hong Kong – look at their OCW site – their intention from beginning was to make all their courses available |
| | Bridging formal/informal learning – Yoshimi Fukuhara – Keio University |
| | http://cnx.org |
| | http://www.col.org |
| | http://cde.athabascau.ca/online_book/second_edition.html |
| | http://wikieducator.org |
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| | Day Two at the Conference: Important Points |
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| | On a global scale the niche communities of learning have enough mass to give me more if you give me mine - Cross collaboration with other universities could produce this critical mass of information |
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| | Removing friction (very important) |
| | Remove the space between me and the resources. Barrier of access needs to go. |
| | For most of us the problem has been solved (and maybe needs to be address) |
| | MELT portal solutions – learning resource exchange for school – rate stuff, put it in your folder, share stuff, tell people and follow what other people are using. http://lreforschools.eun.org . Talk about sustainable at moment. – 131436 resources there |
| | http://portal.mace-project.eu – schools of architecture in Europe. 92% of technology is same as high school portal. – 166.637 resources |
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| | Failing is fine – you can afford to try things out. What makes sense for students – if you open the laptop – need to rethink what you are doing. - U wont find out whats best without failing; what have we failed in that we can learn from? |
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| | What happens after you publish your OER? |
| | This is a continuous question that will pop up esp from newer OER contributors. What are the answers we give them? |
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| | We create a lot, but than what? Implicit feedback that others will find it, remixes it, translate and republish their improved version. So that the next person has an abetter version to work with. |
| | That pool of resources is growing |
| | This depends on ability to find the OER you are publishing – first need to be able to find it (Finding suitable, relevant OER remains a significant challenge; this is why spaces and wikis make so much sense) |
| | Web scale search is failing OER |
| | Not a lot of literature on topic. Educators and creators ask want to find X and not finding it. |
| | Using Google and there is 1.2 million results for cell organelles – not useful (Definitely a recurring challenge for myself; The results are haphazard – there is very little direction; it takes deep searches and searches within many searches to get anywhere. No structure – makes research very difficult) |
| | How do you find CC licensed work |
| | CC don’t keep info on CCL created |
| | Build a search engine – CC RDF enhanced search |
| | Google was not initially interested in this – only after they build something (BIG ISSUE! Licensed work needs to be EXPLICITLY clear otherwise whats the point?) |
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| | Towards a social learning space for OER – Simon Buckingham – Open University UK (Brilliant example of the way forward; many lessons to be learned here) |
| | How do we do what we’re good at as a university and remain open to innovation. |
| | What can we do as university and yet harness the innovation happening (Very relevant to UCT; Something we can all ask ourselves) |
| | Four dimensions of Open (Critical avenues to harness OER) |
| | Open IP – Open Source, CC, OER |
| | Open Economics – Google, wikinomics, Amazon |
| | Open Communities – YouTube, Blogger, FaceBook, Wikipedia |
| | Open Data Standards |
| | How do we harness in the energy in Open Economics for OER |
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| | How do I get through ocean of stuff out there (good question) |
| | Learners and educators can make many levels of contribution (These need to be identified to get prospective contributors interested about buying-in to OER) |
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| | Get feedback – continuous improvement mechanism (Focus groups are important but strangely under-utilised?) |
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| | There is a lack of OER available that can help conduct research - very true! |
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| | OER is about |
| | Embedding processes and transforming practices within the institution |
| | Is abut changing a worldview on the value of sharing |
| | Is about levering the synergies |
| | (The world is heading towards OER in education just as napster transformed the music industry; those institutions getting on board early and willing to embrace will be the ones reaping the most rewards) |
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| | S - word - Sustainability is important, but how to go about it, how to fund it etc is overwhelmingly more difficult |
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| | Day 3 at the conference: Important Points |
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| | Sharing is good but is it sustainable - good question |
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| | OER needs to be made a reality because it is the way of the future |