Transcript Document

Unleash the Cognitive Surplus inside
classrooms through OER
Mais M. Fatayer, MSc, PhD Candidate
School of Computing, Engineering and Mathematics
University of Western Sydney
Unleash the Cognitive Surplus inside classrooms through OER by Mais Fatayer. Licensed CC BY 4.0
Outline
1. Challenges for OER movement in HEI
2. The proposed model
3. Integrating the OER development model in
study unit
4. Research outcome
1. Challenges for OER movement in HEI
Challenges for OER movement in HEI
The OER movement is still facing the
following challenges in HEI:
• Lack of awareness of the value
of OER/OEP in higher education
(Glennie et al. 2012, p.23; McGill 2013b ,p.10).
• Lack of participation in OER
development and challenges of
engaging students in generating
OER (Atkins et al. 2007; Wiley 2007a; McGill 2013a).
• Concerns of quality mechanism that
adjust the quality of the learning resources
(Bates 2011a; Bates 2011b; Hodgkinson-Wiliams 2010; Hylén 2007).
2. The proposed model
The OER development model
3. Integrating the OER development model in study unit
Integrating the OER development model
in 3 study units at the University of Western Sydney
Introduction to IT
Foundation of
statistical
analysis and
decision making
Data Mining
3. Integrating the OER development model in study unit
The Data Mining Experience – Spring 2013
Week 4
Week 2
Learning Resource Card
Design
Introductory
workshop
Week 7
Learning
Resource
Card
Content
Reusability
Package
Content
Authoring
Software
workshop
License
Publish
Week 13
Week 10
Week 9
Draft project
Quiz
Final
Presentation
3. Integrating the OER development model in study unit
Student-Generated Learning Resources
• http://dataminingandvisualisat
ion.wordpress.com/
• http://uwsdatamining.wordpr
ess.com/
• http://rameeabdallah.files.wor
dpress.com/
• http://krisspasevski.wordpress
.com/
• http://marketbasketlearning.w
ordpress.com/
• http://clustering1.wordpress.c
om/
• http://dataminingtechn1ques.
wordpress.com/
Students presentation
Data Mining Spring 2013
http://dataminingandvisualisation.wordpress.com/
http://uwsdatamining.wordpress.com/
3. Integrating the OER development model in study unit
Quality criteria to evaluate student-generated
learning resources (SGLR) fitness to OER
Cohesion
Interoperability
Reusability Decomposability
Granularity
Technical
Interactivity
GUI Design and Presentation
Navigation
Open license
Availability
Aliveness
Openness
Community of Practice
Trust (Teacher/Learner)
Motivation
Structure
Referencing Alignment to Learning Objectives
Educational
Quality of exercise
Accuracy
Content
4. Research outcome
Score
Technical
Frequency
Frequency
Frequency
External Evaluators Feedback (SGLR=30)
Score
Score
Openness
Educational
The histograms show that students were more competent to demonstrate
skills in technical dimension than openness and educational in their learning
resources .
4. Research outcome
External Evaluators general feedback
“The resources I reviewed varied widely
in the type and extent of interactivity.
Most were heavily content-focused and
the articulation of measurable and
assessed learning outcomes was patchy
at best.” Senior Lecturer in Higher
Education – School of Medicine –
University of Western Sydney - SGLR= 6,
Health and Science.
4. Research outcome
“Actually students did a pretty good job. And next lot of students may be add on to
the resources. Real test is whether other students made use of the resources and
found them useful. I am pretty sure that lot of effort went towards it and they would
have learned lot from this exercise. …” Senior lecturer - School of Mathematics &
Applied Statistics – University of Wollongong –SGLR=4, Statistics.
“As a general comment about the student work, they were overall interesting
approaches with some variation amongst them…” Senior lecture at School of
Computing – University of Western Sydney – SGLR=7, Data Mining.
4. Research outcome
Participants Feedback
Statistics and Data Mining teacher
“ I think that the model worked better for the theoretical
unit ….students work now can be improved by future
students instead of the old portfolio approach.…there was
not much of difference in terms of quality of projects for
good students, however, students at [bottom section]
they produced better projects by generating the teaching
resources comparing to bottom students in previous
years… students have to understand what they were
doing before they started the learning resources and
reuse external resources…” interview script
4. Research outcome
Participants Feedback
Participating students from the three units:
• The Approach
• The Tools
• The Value
4. Research outcome
Participants Feedback
25% of student-generated
learning resources (SGLR) has
been shared as OER.
48% of students used the CCBY or CC-BY-SA licenses with
their SGLR.