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OER Synthesis and Evaluation / EvaluationToolkit - 0 views

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OER Synthesis and Evaluation / HEFCE-Review-Motivations - 0 views

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Connexions - Untitled - 0 views

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Open education: 2.5 Exploring OER - OpenLearn - Open University - 0 views

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OER Synthesis and Evaluation / HEFCE-OER-Review-Final-Report - 0 views

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Who the hell is Brian Lamb? | Barry Dahl dot com - 0 views

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Three Objections to Learning Objects - Norm Friesen - 0 views

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This paper outlines a number of problems associated with this movement, all of which arise in some way from the juxtaposition of narrow technical and specialized concepts with the general and varied dimensions and contexts of learning
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In clear contrast to the dominance of the object-oriented paradigm in programming and software design, there is no consensus among educational experts as to how learning occurs or how it can best be understood. There is no "all-pervasive" approach or "paradigm" for learning or education as is claimed for programming and software design. "Pedagogy as well as instructional design," as Allert, Dhraief, and Nejdl say, "are ill-structured domains" (2002).
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In this pattern, these innovations are introduced into educational contexts and practices clearly bearing the stamp of their technical origin. Instead of being presented in terms familiar and meaningful to educators, they bear connotations that appear unclear or even negative in these practical contexts
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Using a term that make sense only in abstruse technical discussions, and that is opaque and confusing to practitioners does not make its potential benefits clear to teachers. Instead, it presents the potential of pitting those responsible for instruction unproductively against those advocating technological change. It is not that the innovation should not come from outside of education, or that it can only come from within. It is simply that innovations must be presented in terms that are meaningful for teaching practice.
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This research shows that the rate of adoption increases significantly when innovations possess some of the following characteristics: 1) simplicity, 2) compatibility with existing methods and techniques, and 3) relative advantage in comparison with these established methods and techniques (Rogers, 1962).
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