Jun 202014
 

As the name suggests, Open Educational Resources (OER) are freely available resources for learning and teaching; such as documents, videos, syllabi, software, and images. The advantage for educators is that these resources may be deposited, shared and re-used thus saving time in creating new courses or updating existing courses (also the promotion of the particular institution or field and peer support for others in the same subject area is an advantage of sharing teaching materials). OER’s may be available as individual objects or bundled together as a package. They are most likely ‘open licensed’ through licenses such as Creative Commons or GNU and are made available either on the open web or within institutions. Also, the term ‘Open CourseWare is often used.

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What types of materials?
The types of materials that are distributed as Open Educational Resources are usually those that have been previously used in a class-room setting, or designed for a purely online or in a blended learning context. They may be materials for activities or labs, full courses, games, lecture notes, lesson plans, teaching and learning strategies, video recorded lectures, or images and illustrations. The audience for these materials may be lecturers (which is primarily the case) or may be students or even parents or administrators.
What type of licences?
Open Educational Resources are usually licenced so that they may be easily re-used within a non-commercial educational content (ie not re-sold). Many licences allow for ‘re-mixing’ which means that they may be adapted and enhanced to suit differing institutional contexts and student cohorts. Some licences only allow for sharing and re-use and no major revision (ie. ‘read the fine print’) and many are available within the certain educational copyright regime of the particular country (ie. ‘educational use of copyrighted material’ provisions). Attribution is always an important consideration, meaning that the materials taken from OER repositories must be acknowledged so that the original creators of the work are credited.
Where are OER found?
Many OER repositories are available on the open web, such as the OER Commons project or Connexions. The repositories may be run by volunteers or through paid employees on project funding provided by a university or funding agency. Although projects such as OER Commons and Connexions were designed specifically for OER, broader definitions of the term may include projects such as the Internet Archive or even Wikipedia. OER repositories may also exist at a university level to be maintained either by the university library or through the team responsible for the university Leaning Management System (LMS). Leaner Management Systems such as Desire2Learn have inbuilt repositories so that course content may be deposited and shared at a school, faculty, or institutional level (or open to the broader community).
What are the archival (technical) standards?
When OER materials are places into a repository, metadata and archival standards need to be associated with them so that they may be easily located, archived and shared in a meaningful way. SCORM (Sharable Content Object Reference Model) is a common way in which objects may be described, zipped-up into a package and re-used by different Learner Management Systems (LMS). Succinctly, SCORM is a ‘package of lessons’ that are bundled together so as to be understood by the LMS. What this means for educators, is that when placing OER materials into a repository, the correct ‘meta-data’ (data about data) is required about the material; usually inputted through a form to demarcate the type of materials and subjects addressed.
What are the archival (teaching) standards?
Many OER resources are likewise aligned with the teaching standards that may exist in different institutions or jurisdictions. The resources available are often aligned through a peer-assessment of the OER’s utility, quality of explanation, or quality of technical interactivity. The value of this for educators is the certainty that OER resources are of high quality and currency and purposefully meet teaching challenges.

Apr 032014
 
 Posted by on April 3, 2014 digital humanities, e-learning, education No Responses »

I would like to see a future for the Digital Humanities that engages fully with eLearning. It makes absolutely no sense for the DH to exclusively collaborate with the scientific support mechanisms of eResearch (ie. infrastructure). The social sciences have done ok out of eLearning and there are also lots of opportunities for the humanities in eLearning as we have most of the worlds great content.

Content is always king, especially if it is well taught!

Feb 272014
 
 Posted by on February 27, 2014 books, design, e-learning No Responses »

As with face-to-face teaching within a campus-based classroom, teaching online through Learning Management Systems is an active process that involves planning and skill to create a productive environment for learning. The tools available to teach online have now been available for quite a few years, but in recent times have become far more intuitive, integrated, and understood within the learning and teaching process. Plus the expertise developed by students to work online; to complete tasks, to act convivially and productively in groups, and to communicate over distance, is increasing desirable as many more work environments become virtualised

 There are numerous tasks that instructors can perform to promote the productiveness in Learning Management Systems. However, the integrated suite of tools in which they are made-up aren’t necessarily productive in themselves and there is a lot that instructors can do to promote their effectiveness to address teaching and learning goals. This partly involves the ability to recognise in the first instance what may work better in a face-to-face setting, and what may work better online. Then instructors must devise coherent, engaging, and convivial activities to sustain the group of students over time, both on and off-line, to work towards these goals.

What works online?

A suggested way to integrate the Learner Management System into a course; it is to first do an ‘audit’ of the curriculum. Tasks such as group writing tasks, discussions and debates, assessment tasks, and the active and critical engagement with content—such as academic articles—can be done either on or offline. It is up to the instructor to decide what mode works best for their particular content coupled with the assessment tasks and learning outcomes. There are of course, tasks that Learner Management Systems do particularly well, such as delivering of core teaching materials such as unit outlines and pre-recorded lectures. However other tasks, such as formative assessment (the informal assessment during tasks), Learner Management Systems also do well and there are an array of communication tools available in them to communicate directly to students, either individually or in a group, to aid this.

Pro-active interaction

Once a decision is made to integrate certain tools, such as forums or virtual classrooms, into the curriculum, it is important to consider how they will be moderated to ensure that the desired learning outcomes are met.  The instructor must take a proactive role to make sure that the interaction with content, the interaction between groups of students, and the interaction with the instructor are constructive and meaningful (see: Salmon; 2012). The tone and calibre of the conversations ensure students may contribute constrictive critique confidently, without the fear of derision or personal reproach.

Instructors should intervene in forums, to moderate and guide, to reward good ideas and drive conversations. This is fairly similar to what takes place in face-to-face tutorials, however there are new opportunities in online forums, such as, to summarise the debate, to reinforce common goals, to place links to content to reinforce or refute an argument, and to reiterate at intervals the benefits of contributing to the forum. Plus forum are in written form meaning they provide a reference point for pursuing ideas for subsequent written assessments.

But as with face-to-face teaching, it is also important to push, to a certain degree, the responsibility for finding course related material and discovering new information—and thus the responsibility for learning— back onto the student.  There is a danger that the instructor becomes little more than a ‘search engine’ offering quick answers to question in an uncritical, encyclopaedic way. Scaffolding, linking, and delivering information in an interesting and challenging way will promote information sharing between students thus assist in the building of knowledge through dialogue.

Building strong foundations

Online sessions may be framed as an ‘online seminar’ or ‘online tutorial’ and may be synchronous or asynchronous, again depending on the content and activities. As with face-to-face teaching, it is important to make the topic of study interesting, to ground the objects of the study in anecdotes, stories, and in real-life experience.  Also, couching the object of study in discursive dialogue between students will assist them in learning from each other. This may take the form of a group of students coming together in a forum to provide feedback on an article; to summarise and critique it, and then develop a set of questions to bring to class to further explore in a face-to-face meeting.  

In general, ideas should be presented to students in such a way that they make sense in the overall course and the substantive conversations directed towards the goal of the course. Activities may be collaborative or practice based, but always with a set of clear and coherent goals.  In summary, building a strong foundation from the start, the planning of activities and the introduction and explanation of online tools in their context will sustain students in the longer term. Both instructor and student are working towards common goals, with shared responsibilities.

For more discussion on moderating successful online forums see: Gilly Salmon, “eModeration: the Key to Online Teaching and Learning, Taylor and Francis, 2012

Nov 302013
 
 Posted by on November 30, 2013 digital humanities, e-learning No Responses »

I have been quiet of late, partly because I have been changing direction and it takes a little while to turn the ship around. I have moved into the ‘flexible’ or ‘blended learning’ field, something that I have been trying to do for a couple of years now. And the field is enormous, quite refreshing after being in the ‘start-up’ which is the digital humanities in Australia. Although there are growing academic opportunities in the digital humanities, and hopefully I have done my small bit in helping to create these, I am not really sure a traditional academic career has always been available to me or indeed been my chosen vocation. The thing that (possibly) attracted me to the DH in the first place is its lack of a prescribed career path; it had only a self-directed learning path (for lack of a  better description and often driven by luck, opportunity, choice and no choice). All roads and no roads lead to the digital humanities it seems…

John Brack's Collins Street, 5p.m

John Brack’s Collins Street, 5p.m

 

Oct 202012
 
 Posted by on October 20, 2012 collaboration, digital humanities, e-learning No Responses »

I wrote about this some time ago; about the connection between eLearning (blended learning etc.) and the Digital Humanities.  The problem is that the connection is a weak one and should be further developed. I know of very few Digital Humanities modules or plugins etc. that are be used in existing learning environments such as Moodle or Blackboard. And it is not as though the DH doesn’t have the learning materials and methods. There has been much work done on teaching digital humanities, but the work done (both research and development) seems to miss the enormous body of knowledge around LMS and educational design. This field is particularly strong in Australia and NZ and it would be good to see some movement in this area; in the same way that the DH has developed a good working relationship (if not an intellectual one), with eResearch.

Aug 162012
 
 Posted by on August 16, 2012 digital humanities, e-learning, pedagogy 1 Response »

I have started teaching in a PhD coursework subject here at the University of Melbourne; the first year that this type of subject have been offered in PhD research here. And as part of this, we have started teaching our very first Digital Humanities subject in the faculty; a lot of fun and somewhat experimental.  There are 5 of us teaching it (and about 20 PhD students); and all the instructors have many years teaching, research, and computing experience (and ways of understanding and applying computing to teaching and research problems).  The aims of the course is as follows (and we have put together our syllabus from a number of excellent sources and thanks to University of Victoria in Canada and especially Brett Hirsch of UWA for blazing a path for us). It is only a 5 week course of 2 house sessions, so barely getting our feet wet in such a large and vibrant field (and sorry some of the links may not work as you will need particular University log-in credentials to access them).

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