1. Harnessing OER research
Ideas for a new network of producers, users and researchers
Gráinne Conole
g.c.conole@open.ac.uk
13th International IAU conference
Utrecht University
17th May 2008

4. Multiple-forms of
media representation
Variety of
opportunities
for interaction

5. Community build

6. How can we harness this to
What has the research told use
develop better tools and more
about the creation and use of
supportive environments for
OERs?
OER use?

7. F
L
Focusing on the tools:
Web 2.0 research
Focusing on the learner:
Learner experience research
Focusing on the pedagogy:
OER and Learning design research

8. Evidence base
OER resources,
Surveys
use of tools
Design process,
Interviews
perception of OERs
Tools and
Workshops resources in use
Automatic data Patterns of online
and web stats user behaviour
User perspectives
Audio/video logs
and reflections

9. Tools Mechanism for
to guide OER The challenge fostering
design and use communities

10. OER Guidelines
repository on selection
Select
Design Learning
tools environment
Design OER cycle Use
Design
repository Evaluate Monitoring
tools
Data Data
representation tools analysis tools

11. New specialised tools
Representing &
visualizing
Researching
OERs
Finding &
Aggregating
sharing
& meaning making

12. Cohere
CompendiumLD
“Learnanaytics”
12
CLouDworks

13. CompendiumLD
Standard
Compendium
icon set
Customised Main workspace for creating
Learning Design
icon set visual maps and designs

14. Building a design
Student Student
Tasks Resources
Activity
List of countries
Each student selects three
countries
Assignment LO – skills:
searching of data Find and retrieve data
Internet
and assessing about these three countries
quality of data
Output
DONE: What if they Post research to group wiki
Resource
need more help?
Wiki
Time
Role Group nominate person to
eliminate multiple entries Forum
Stop
LO – skills: how to
collaborate with
others
Coordinator makes
changes Rest check and
Task
agree
Tool
Each student posts at least one
comment on forum
Student gets feedback from
tutor

15. Student Student Tutor
Tasks Resources Tasks
Each student selects three
Creative
countries
Check resource ok
LO – skills: how to for Level 1 students
collaborate with Group nominate person to
others eliminate multiple entries
and agree dispute process
Library key skills support
pack: internet
LO – skills: Find and retrieve data
searching of data about these three countries
and assessing
quality of data Internet
Post research to group wiki What method
used to post?
DONE: What if they Wiki Written / audio etc.
need more help?
Forum
What else could
DONE: Could Rest of group tutor be doing?
nominated person Check summary and
have greater role? post comment
Each student posts at least one
comment on forum about experience
of achieving learning outcomes
Reflect on tutor feedback Tutor reads comments and
gives feedback to group
Effective

16. Learner navigation and sense-making

17. Cloudworks
Find and share designs
Cloudlets Resources
Designs Tools
Web 2.0 principles:
tagging, profiles, user generated

18. Cloudlets
Descriptive
titles
Short
& sweet
Simple
tags

19. Web 2.0 principles
User profiles with dynamic
input updates
Simple tagging

20. Function Specialised tools Generic tools
Design CompendiumLD Mindmaps, authoring tools
Google, Library catalogues,
OpenLearn
Select User generated content
Cloudworks
(Slideshare, Flickr,Youtube)
Personal learning
Institutional Learning
environments
Environments
Use (blogs, wikis, social
(e.g. Moodle),
bookmarking,
Knowledge forum
to do lists, social networks)
Generic research tools
Evaluate “Learnanalytics” tool
(SPSS, NVIVO)

21. A vision for a participatory
network of producers, users and
researchers of OERs...

22. OER network
People/networks
Meta-analysis/
synthesis
Tools, methods,
approaches
Designs, evaluations,
case studies

23. References
• McAndrew, P., Godwin, S. and Santos, A. (2008), Identifying web2.0 learning in open
educational resoruces, JCAL special issue
• Godwin, S. and McAndrew, P. (2008) Exploring user types nad what users seek in an Open
Content Based educational resource, Edmedia Conference,Vienna
• Conole, G. (accepted), Research methodological issues with researching the learner voice, in
Handbook of Research on New Media Literacy at the K-12 Level: issues and challenges, L. T.
W. Hin and R. Subramaniam (Eds), IGI Global: Hershey, PA
• Conole, G., Brasher, A., Cross, S., Weller, M., Clark, P. and White, J. (forthcoming),Visualising
learning design to foster and support good practice and creativity, Educational Media
International
• Conole, G. and Weller, M. (2008), Using learning design as a framework for supporting the
design and reuse of OER, Special issue of JIME on Open Education Resources, available online
at http://jime.open.ac.uk/2008/05/jime-2008-05.pdf
• Okada, A. and Buckingham Shum, S. (2008), Using knowledge mapping to fster open
sensemaking communities, Edmedia Conference,Vienna, July 200

24. OPENLEARN.OPEN.AC.UK
BLOG: WWW.E4INNOVATION.COM