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Paula Shaw

01_1114.doc - 0 views

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plagiarism

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Paula Shaw

European Journal of Open, Distance and E-Learning - 2 views

www.eurodl.org/

EDEN eurodl research

shared by Paula Shaw on 20 Apr 12 - Cached
  • Paula Shaw on 20 Apr 12
     
    Research articles produced by EDEN
Paula Shaw

The Extended Argument for Openness in Education: Introduction to Openness in Education - 0 views

learn.canvas.net/...ment-for-openness-in-education

future H817 openness

shared by Paula Shaw on 14 Mar 14 - No Cached
  • three principal influences of openness on education: open educational resources, open access, and open teaching.
  • Many struggle to understand why there are those who would take the time and effort to craft educational materials only to give them away without capturing any monetary value from their work.
  • Education Is Sharing Education is, first and foremost, an enterprise of sharing. In fact, sharing is the sole means by which education is effected. If an instructor is not sharing what he or she knows with students, there is no education happening.
  • ...8 more annotations...
  • Education is a matter of sharing, and the open educational resources approach is designed specifically to enable extremely efficient and affordable sharing.
  • Clearly, the Internet has empowered us to copy and share with an efficiency never before known or imagined. However, long before the Internet was invented, copyright law began regulating the very activities the Internet makes essentially free (copying and distributing). Consequently, the Internet was born at a severe disadvantage, as preexisting laws discouraged people from realizing the full potential of the network.
  • While existing laws, business models, and educational practices make it difficult for instructors and learners to leverage the full power of the Internet to access high-quality, affordable learning materials, open educational resources can be freely copied and shared (and revised and remixed) without breaking the law. Open educational resources allow the full technical power of the Internet to be brought to bear on education. OER allow exactly what the Internet enables: free sharing of educational resources with the world.
  • Under the current copyright laws, instructors are essentially powerless to legally improve the materials they use in their classes. OER provide instructors with free and legal permissions to engage in continuous quality-improvement processes such as incremental adaptation and revision, empowering instructors to take ownership and control over their courses and textbooks in a manner not previously possible.
  • when the National Science Foundation gives a grant to a university to produce a pre-engineering curriculum, you and I have already paid for it. However, it is almost always the case that these products are commercialized in such a way that access is restricted to those who are willing to pay for them a second time. Why should we be required to pay a second time for the thing we've already paid for?
  • "Open access" refers to research articles that are freely and openly available to the public for reading, reviewing, and building upon.
  • MOOCs are typically based on a "connectivist" philosophy that eschews educator-specified learning goals and supports each person in learning something different. One way of understanding the MOOC design is to say that it applies the "open" ethos to course outcomes. In other words, students are empowered to learn what they need/want to learn, and the journey of learning is often more important than any predefined learning outcomes.
  • Openness is impacting many areas of education—teaching, curriculum, textbooks, research, policy, and others. How will these individual impacts synergize to transform education? Will new and traditional education entities leverage the Internet, the affordances of digital content (almost cost-free storage, replication, and distribution), and open licensing to share their education and research resources? If they do, will more people be able to access an education and, if so, what will that mean for individuals, families, countries, and economies? If scientists and researchers have open access to the world's academic journal articles and data, will diseases be cured more quickly? Will governments require that publicly funded resources be open and free to the public that paid for them? Or will openness go down in the history books as just another fad that couldn't live up to its press? Only time will tell.
Paula Shaw

An Open Future for Higher Education (EDUCAUSE Quarterly) | EDUCAUSE.edu - 2 views

www.educause.edu/...open-future-higher-education

future higher education educause H817

shared by Paula Shaw on 26 Jan 14 - No Cached
  • splitting up the functions of content, support, assessment, and accreditation.
    • Paula Shaw
      Paula Shaw on 27 Jan 14
       
      This is how we have started to understand how UDOL functions as a 'disaggregated model'
  • open approach is likely to encourage the crossing of boundaries between inside and outside the classroom, games and tools for learning, and the amateur and the expert.
    • Paula Shaw
      Paula Shaw on 27 Jan 14
       
      This is reflective of 'Activity Theory' and social constructivism. However, open approaches haven't yet solved the issue of safety - we have an academic responsibility for the students in our charge which we can't honestly guarantee in open environments.
  • new attitude toward research and scholarship is needed
  • ...56 more annotations...
  • clear across all business sectors is that maintaining a closed approach leads to missing out on ways to connect with people and locks organizations into less innovative approaches.6
  • where explicit permission to freely use and modify code has developed a software industry that rivals commercial approaches, a proposed "open content" license7
    • Paula Shaw
      Paula Shaw on 27 Jan 14
       
      We know that OER are licensed under Creative Commons but what about MOOCs? There are things in MOOCs that are open like You Tube videos but what about the written content and activities. It is not yet clear how accessible these are for repurposing.
  • Such a model has limitations in how it can scale, given the need for physical buildings and direct contact.
  • core high-quality learning materials linked to cohorts of students working through those materials and receiving feedback from tutors.
  • The development of appropriate pedagogical models depends on understanding how people learn.
  • transmission metaphor
  • resonance with the idea of the lecture
  • learning as identity creation
  • construction of human identity as the key underlying purpose of learning, which has four components: Practice Meaning Community Identity
  • belonging, relating to the social configurations in which we participate in shared enterprise
  • becoming — the process by which we define who we are and how learning changes who we are
  • John Seely Brown
    • Paula Shaw
      Paula Shaw on 27 Jan 14
       
      Writes and lectures extensively about the shift in education especially online. His wiki is worth a look: http://www.johnseelybrown.com/
  • learning is less about transmission, or indeed less about knowledge, and rather about how to operate at personal and society levels has resonances in the current striking change in learning environments.
  • user gains the ability to personalize educational resources in the widest sense
    • Paula Shaw
      Paula Shaw on 27 Jan 14
       
      I am not sure I entirely agree with this. Certainly in closed environments like Blackboard the tutor or more appropriately in UDOL, the author has the ability to select what they think is the most appropriate tool, I would't say that the user (student) has the opportunity to 'personalize educational resources'. In open environments like MOOCs the users do have more choice of communication tools which are still limited by their own abilities, so not in the 'widest sense.' In both open and closed environments  I still think that the ability to personalise 'educational resources in the widest sense' is controlled by the content author.
  • customized learning agenda
    • Paula Shaw
      Paula Shaw on 27 Jan 14
       
      This isn't about personalizing the content but more about personalizing the way in which they navigate the content
  • a disaggregation of the content, support, assessment, and accreditation functions integrated into most education systems
    • Paula Shaw
      Paula Shaw on 27 Jan 14
       
      Although we use the term 'dis-aggregated model' in UDOL this is the first time I have seen it in print. Our dis-aggregated model is similar but our 'support' has been separated into tutor support and OLA support, 'assessment' is combined with tutor support except for Study centre+ and accreditation is a university regulations system.
  • As the technology emerges to support this form of learning, it is hard to know how to best apply it or combine it with existing methods and structures.
  • an imperative to experiment with the ways in which it might work.
  • content plays a direct teaching role, explaining tasks and incorporating ways to assess progress.18 This means that the value the OU has placed on its content differs from that of more conventional universities;
  • move toward open educational resources in its OpenLearn initiative risks its existing market while also offering a greater chance of reuse.
  • Enhancing the OU's reputation Extending the university's reach to new users and communities Recruitment of students from those who come to see OpenLearn Supporting widening participation
    • Paula Shaw
      Paula Shaw on 27 Jan 14
       
      These I see as means of marketing the OU.
  • Providing an experimental base of material for use within the university
    • Paula Shaw
      Paula Shaw on 27 Jan 14
       
      I don't think we have considered this, We have thought about tasters but it is assumed that the taster content will be in its final state. Testing out small sections of a module, perhaps 1 or 2 units to gather information about interest and/or relevance would be useful.
  • Accelerating uptake and use of new technologies
    • Paula Shaw
      Paula Shaw on 27 Jan 14
       
      We haven't really thought about testing our just 1 or 2 technologies here either, or even a new simulation tool.
  • Acting as a catalyst for less formal collaborations and partnerships
    • Paula Shaw
      Paula Shaw on 27 Jan 14
       
      I m assuming here they mean research collaborations? but partnerships - Karl?
  • analysis of user behavior, then questionnaires targeting those who used the site more heavily, supported by follow-up interviews and monitoring of activities taking place with the open content. The results from one of these studies (n = 2,011) highlighted two distinct clusters of learners: "volunteer" students and "social" learners.21
  • The volunteer students sought the content they wanted to learn from, and they expected to work through it. These learners were most interested in more content, tools for self-assessment, and ways to reflect on their individual learning. Because OpenLearn provides a learning environment (see Figure 1) with many of these tools, some learners showed these traits in practice, even completing essays and indicating that they met word length conditions, either in the public forums or in the more private learning journals. The social learners were less motivated to work through the content. Rather, they seem to see learning as a way to meet people with shared interests. This cluster of learners ranked communication tools more highly and were more interested in advanced features on the website.
  • content-driven learners were more numerous in the survey data than social learners, it nevertheless seems that offering open content supports both models for learning, with users interpreting the site as designed to meet their needs.
  • Casual users may find their answers quickly rather than through engaging with the material in detail, though it is notable that around 10 percent choose to view the content in its complete "print version."
  • open approach allows universities to support learners at an additional marginal cost over providing access to students registered at each institution, although those costs are not insignificant. The total investment for initiating the OpenLearn service exceeded $11 million, of which nearly $9 million came from The William and Flora Hewlett Foundation, which is clearly not repeatable across all institutions. Initiative-based funding completed in May 2008; since then the continuation of OpenLearn has depended on mainstreaming the approach22 so that production of open content happens alongside other production of content. Recent figures from MIT also reflect reduced reliance on outside funding as the institutional priority was recognized.23 On the other hand, it is worrying that Utah State University chose to cancel its open courseware program in reducing its costs to meet the financial downturn in 2009.24
  • The view of individuals learning in their own time and at their own pace continues to have a clear role and fits with other aspects of "learning to be," in which mastery of an area needs to combine access to individual knowledge sources with interaction and practice in the field.
  • parallel by empowering the learner to either engage quietly with content or to gather around the content as an attractor that brings together a sufficient mass of learners for social support and exchange to occur, related to but not dependent on the specific content.
  • Technology, and mobile technology in particular, offers interesting ways of supporting the transitions made by learners across settings, for example between classrooms and after-school clubs, or between in-school working and working in the field.
  • focus less on the age-related generational aspect while finding real evidence of "net behaviors" occurring in all student groups, changing the way some people relate to their educational experience
  • Our studies indicate that the merging of these two worlds can bring benefits in connectedness, willingness to learn, and engagement.
  • One difficulty has been the disjunction between the play experience and the need for demonstrable learning feedback.
  • European project called eXcellence in Decision-making through Enhanced Learning in Immersive Applications (xDelia) aims to use wearable sensors (see Figure 3) and serious games to identify and address the effects of emotional regulation in financial decision making in three fields: professional trading, private investment, and personal finance.
  • mixes games technology and feedback but also careful evaluation to address the learning concerns and fit the needs of industry. Again, this challenges conventional routes to education, as it is unclear that accreditation and assessment are the drivers; instead, motivation comes from more authentic experiences and links to others facing the same problems.
    • Paula Shaw
      Paula Shaw on 27 Jan 14
       
      I would tend to agree, I haven't yet seen an example of gaming that really meets the need of assessment and from this point of view it is hard to justify the ROI.
  • This approach is exemplified in citizen science, where members of the public contribute to scientific projects without needing significant specialist training or expertise
  • Evidence-Based Inquiry Learning across Formal and Informal Settings (PI),
  • Research on "serious games"31
  • peer participant in authentic activities
  • The iSpot Nature Observation Site
    • Paula Shaw
      Paula Shaw on 27 Jan 14
       
      Have the environment health team just invented a similar app?
  • CMU found that adding metrics to the content itself increased its efficacy for learners by giving them feedback; it also enabled researchers to understand how the online content was being used.34 A mix of methods were applied in OpenLearn to build a picture of activity, combining conventional questionnaires and interviews with monitoring of blogs and analytics.
  • we are carrying out targeted research projects, building capacity through fellowships, and identifying and sharing results.
    • Paula Shaw
      Paula Shaw on 27 Jan 14
       
      Something we don't yet have the capacity or expertise for? I think when we come to discussing research there will be tension between subject related research on research about online learning
  • Results from research into the open world are of necessity often tentative and based on partial data, which conflicts with some of the norms of academic research — it seems that some Web2.0 principles allowing rapid software development also tolerate the idea of a "permanent beta."35 The slow rate of publication and the demands of review are at odds with busy practitioners' desire to contribute their observations and opinions for rapid reflection.
  • OLnet adopts a model of collective intelligence supported by appropriate tools36 where ideas can be challenged or agreed with rather than proved and assessed.
  • Open research also raises ethical and practical issues. One of OLnet's research subprojects investigates how participatory learning takes place across socially driven sites
  • . The ethical and pragmatic view is that such research activity is appropriate because no harm can be foreseen; realistically, it is not possible to obtain the informed consent we seek in other cases when we gather user data. The next stage in open research is to make the data as well as the conclusions public, and we are taking steps to build this practice into OLnet by providing less formal reports38 as we progress and organizing data in tools for others to access. These methods are still in development, but represent part of the movement toward a new understanding of the role of research and scholarship when information sharing and connections can be made very rapidly.
  • we are exploring the links between these practices to provide a model of digital scholarship.
  • drawing attention to the power openness might have as an agent for change.
  • However, the move to being more open also raises challenges across each of the core functions of a university: business, teaching, and research.
  • Even more significant changes are happening in the world of information, however. Internet systems are causing us to question the value of personal knowledge and to establish new measures of shared and self-published information that has not been judged by conventional academic systems.
  • There is no easy answer as to how to operate in this new world, though it seems unlikely that a face-to-face fixed location model can respond as effectively as other models.
  • in producing educational material, it is important to look beyond the immediate audience to target a potentially wider group of learners.
  • ; the main opportunity may lie not in being a producer of content but rather in being an effective user and supporter of learners using such content
  • , then skills in bringing together good patterns or designs for learning44 and connecting them with assessment and accreditation will be extremely valuable
Paula Shaw

Toward a Luddite Pedagogy - Hybrid Pedagogy - 0 views

www.hybridpedagogy.com/...toward-luddite-pedagogy

pedagogy

shared by Paula Shaw on 09 Sep 14 - No Cached
  • Paula Shaw on 09 Sep 14
     
    Interesting article about the true meaning of Luddites and how this related to detect today.
Paula Shaw

A Dynamic, Multi‐Level Model of Culture: From the Micro Level of the Individu... - 0 views

iaap-journals.onlinelibrary.wiley.com/...j.1464-0597.2004.00190.x

policy PROPHET Framework

shared by Paula Shaw on 23 Apr 20 - No Cached
  • Paula Shaw on 23 Apr 20
     
    This is an excellent piece that explains how different levels of the organisation find it difficult to understand each other
Paula Shaw

Analysis of New Technology Trends in Education: 2010-2015 - IEEE Journals & Magazine - 0 views

ieeexplore.ieee.org/...8400521

PROPHET Framework

shared by Paula Shaw on 23 Apr 20 - No Cached
  • Paula Shaw on 23 Apr 20
     
    This paper analyzes the evolution of technology trends in education from 2010 to 2015, using as input the predictions made in the Horizon Reports on Higher Education, published yearly since 2004. Each edition attempts to forecast the most promising technologies likely to impact on education along three horizons: the short term (the year of the report), the midterm (the following two years), and the long term (the following four years). This paper applies social analysis, based on Google Trends, and bibliometric analysis, with data from Google Scholar and Web of Science, to these predictions in order to discover which technologies were successful and really impacted mainstream education, and which ones failed to have the predicted impact and why. This paper offers guidelines that may be helpful to those seeking to invest in new research areas
Paula Shaw

Blended learning: the new normal and emerging technologies | International Journal of E... - 0 views

educationaltechnologyjournal.springeropen.com/...s41239-017-0087-5

elearning blended-learning

shared by Paula Shaw on 23 Apr 20 - No Cached
  • Paula Shaw on 23 Apr 20
     
    This study addressed several outcomes, implications, and possible future directions for blended learning (BL) in higher education in a world where information communication technologies (ICTs) increasingly communicate with each other.
Paula Shaw

Design-Based Research: An Emerging Paradigm for Educational Inquiry, 2003 - 0 views

journals.sagepub.com/...0013189X032001005

Design-based Research

shared by Paula Shaw on 23 Apr 20 - No Cached
  • Paula Shaw on 23 Apr 20
     
    Seminal ideas about design-based research
Paula Shaw

European Journal of Open, Distance and E-Learning - 0 views

www.eurodl.org/index.php

Horizon Scanning PROPHET Framework

shared by Paula Shaw on 23 Apr 20 - No Cached
  • Paula Shaw on 23 Apr 20
     
    We offer a review of recent research and opinions. We include more formal research-based and "grey" literature around transformation in education - at a watershed moment of challenge, change and turmoil - for the UK Higher Education sector and its relationship with Europe. Juxtaposed on the changes in the UK and European political and educational ecologies, is the turbulence of the morphing of Open and Distance Learning into the much higher profile Online and Digital Education, and its place and contribution to achieving preferred and viable futures in the world. We explore the wicked problem of defence and stasis in the university sector despite the huge drivers for change. We explore ways in which learning with and from the future can be encouraged. We anticipate opportunities for universities to reimagine and adopt their roles in changing environments and to make challenging, developing and disruptive contributions to the online world and to offer advantage, benefit and foresight to their students and staff.
Paula Shaw

Performativity, Commodification and Commitment: An I-Spy Guide to the Neoliberal Univer... - 0 views

www.tandfonline.com/...00071005.2011.650940

Marketisation

shared by Paula Shaw on 23 Apr 20 - No Cached
  • Paula Shaw on 23 Apr 20
     
    I do not use the term neoliberal here lightly, it is one of those terms which is so widely and loosely used that it is in danger of becoming a detached signifier. What I mean by it here is 'a complex, often incoherent, unstable and even contradictory set of practices that are organized around a certain imagination of the "market" as a basis for the universalisation of market-based social relations, with the corresponding penetration in almost every single aspect of our lives' (Shamir, 2008, p. 3).
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