Group items tagged

A second general difference separating learning objects from their open educational counterparts is indicated by the absence of any explicit reference to the openness or the open and noncommercial character of the resource.

What is significant in each definition is precisely what is included and excluded: Each definition highlights (either directly or indirectly) modularity as a technological and design attribute for the object and its content, emphasizing the “self-contained,” “building block” or “object-oriented” nature of the technology.

Multimedia Educational Resource for Learning and Online Teaching (MERLOT)

this project recently met its original ambitious goal of placing all of MIT’s course content online by 2007

Massachusetts Institute of Technology (MIT)

the funding for the operations of many of the projects is either provided by a parent institution

by a governmental organization

or by a combination of these types of sources.

he many projects that have fallen inactive or been discontinued

the nature and the enormity of the sustainability challenge online educational resource collections face.  

The clear sustainability lesson from both this listing of inactive projects and the earlier listing of active efforts is the importance of ongoing, operational institutional or consortial funding for educational resource collections and the difficulty of realizing alternative funding models. Online educational resource initiatives of this kind, one can conclude, need to be seen as processes or services rather than as products that persist of their own accord.

Only projects that are large-scale, well-funded, and able to benefit from a first-mover advantage (i.e., being one of the first of their kind) seem to have any chance of developing collections whose scope extends to all educational subjects

The issue of sustainability of OER projects, unsurprisingly, was one of the top concerns

awareness raising and promotion; communities and networking of creators and users; and capacity development, specifically as it relates to the development and pedagogical application of OERs.

The necessary preconditions for viability – awareness, capacity, community, cultural change – are identical with what would be the results of success.

the majority of the use of this material not only takes place outside of the USA, it also occurs outside in the context of reuse and adaptation by teachers or instructional designers.

“OCW use is centered on subjects for which MIT is recognized leader

32% of faculty say that putting materials online has improved their teaching

David Wiley presents a conclusion that may be of the utmost significance for OER: “The time will come when an OpenCourseWare or similar collection of open access educational materials will be as fully expected from every higher education institution as an informational website is now” (2006, p. 6).

They need not risk financial and cultural capital on creating yet another collection or repository, but instead can invest it in the quality and accessibility of their course offerings.

It only asks of its members a contribution of 12 courses to its growing collection of over 10,000 courses

The point, as Wiley explains, is that “this strategy of openness” holds out the promise of “catalyzing further innovations” (2006).

arguments and evidence are more important than facts and figures

communicating clear goals and expectations

incorporating multiple active learning opportunities

providing frequent, prompt, and constructive feedback

creating teacher support resources

an exploratory study of the practices of exemplary online teachers, Lewis and Abdul-Hamid (2006)

efforts to provide constructive and individualized feedback to students

facilitating student interaction

paying attention to how a course is organized and how teacher presence is enhanced

involvement and learning

most of the literature deals with the “science” of online teaching rather than the “art” of online teaching. In this paper, we attempt to remedy this state of affairs

Faculty Learning Community

The program typically includes a curriculum about enhancing teaching and learning with regularly-scheduled meetings and activities that provide participants with opportunities pertaining to the FLC’s major focus. An important component of an FLC is an emphasis on the scholarship of teaching and learning

eLearning Pedagogy FLC

Its general goal was to increase faculty interest in learning and teaching with instructional technologies

Peers are viewed as important in the learning process by creating an environment where “students can reason together and challenge each other” (p. 53) and grapple with the content together while building a sense of community

participants attended monthly meetings that included teaching and learning activities, development and training opportunities, and community building

participants read the literature on the scholarship of teaching and designed individual projects that allowed the assessment and evaluation of their instructional changes, suitable for presentation or publication in a professional journal

At the start of our FLC, we read Bain’s book, with the goal of discussing it in terms of its implications for teaching online

during these discussions, each FLC member listed out the major and most interesting points from Bain’s book

understanding is more important than remembering

we analyzed the advantages and disadvantages of what the best teachers studied by Bain did in terms of online teaching

creating effective student interactions with faculty, peers, and content

confronting intriguing, beautiful or important problems, authentic tasks that will challenge [students] to grapple with ideas, rethink assumptions and examine mental models of reality

behaviors such as demonstrating and encouraging trust and potential in students, flexibility, self-directed learning, communicating learning and success intentions to students, and conveying realistic goals and expectations.

foster engagement through effective student interactions with faculty, peers, and content

see the potential in every student, demonstrate a strong trust in their students, encourage them to be reflective and candid, and foster intrinsic motivation moving students toward learning goals

The best teachers want students to learn, regularly assess their efforts and make adjustments as needed, and accommodate diversity with sensitivity to student needs and issues

we summarized the major categories of behaviors shown by Bain’s best teachers that are most applicable to online teaching and learning

Class content – through its design, lectures, discussions, and assignments – supports the student learning objectives

Accordingly, the best teachers use meaningful examples, stimulating assignments, and thought provoking questions to motivate students to know more about their discipline

creating a community of learners where the quantity and quality of interactions with peers and faculty foster student engagement

Student-to-faculty interaction is considered paramount in fostering student engagement

student-to-student interaction is equally important as the quality and quantity of exchanges are predictors of success

students should “feel a personal and emotional connection to the subject, their professor, and their peers

The most important role of the teacher is to ensure a high level of interaction and participation

This is achieved by means of greater student-to-faculty contact, participation in class discussions, and a more reflective learning style

it is imperative that students be active, not passive, to create a true learning environment