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Open Education Resource Institutions and Repositories

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Edited by Jonathan Vernon, Sunday, 6 Dec 2020, 09:27
The following was given as a 20 minute exercise in the 'Take Your Teaching Online' 8 week course from Open Learn. I gave it 8 or more hours. It was warranted. These resources are a godsend to taking your teaching online, materials that can be used 'off the shelf' as an single item (an eBook or Video), an lesson plan set out with objectives, activities and assessments ... or even an entire unit of studies over a period of weeks.  

I see this as a great starting place. Find a way that works for you. Work with it. Adapt it. Then in due course create your own in the image of the design that you have found works for you and your students.

My experience may well need to be reviewed. I simply have not had the time to dig around enough. All may have their merits and others may tell me if I am missing a trick. Some of these platforms need to rethink their approach regarding quality controls. I also wonder if a 'community of practice' through the likes of LinkedIn could provide support and links to resources that have a better fit for you. 

Open Education Resource Platform 

Notes and Examples 

Rate

Open Learn


https://www.open.edu/openlearn/ 


A repository of open materials produced by The Open University,

Excellent. Out of box. Just get on and do it! The Open University was established to make learning possible for those still in work, in care roles, who may have left school early or without qualifications. It’s mission with Open Learn as with the Open University and even the Business and Laws Schools is to make content accessible in every meaning of the word: attainable, usable, doable, (easier).


E.G. 

Take Your Teaching Online > https://bit.ly/39LI4Vw 

Art and Visual Culture : From Medieval to Modern > https://bit.ly/33JuMF0 

Lights, Camera, Action : technology and theatre > https://bit.ly/37GsuHQ 

Open Advent > https://www.open.edu/openlearn/advent 


5+

MIT Open Course


MIT OpenCourseWare | Free Online Course Materials 


A web-based publication of virtually all MIT course content.

Undergraduate and graduate courses in full with every possible detail provided to run such a course.


E.G. 

12 hours a week over 16 weeks: the real deal > Education Technology Studio 

Rachel Slama, Garron Hillaire, Joshua Littenberg-Tobias, and Jose Ruiperez-Valiente. CMS.594 Education Technology Studio. Spring 2019. Massachusetts Institute of Technology: MIT OpenCourseWare, https://ocw.mit.edu. License: Creative Commons BY-NC-SA


E.G. 

Special 1 Hour Seminar in Communication: Leadership and Personal Effectiveness Coaching.

Christine Kelly. 15.277 Special Seminar in Communications: Leadership and Personal Effectiveness Coaching. Fall 2008. Massachusetts Institute of Technology: MIT OpenCourseWare, https://ocw.mit.edu. License: Creative Commons BY-NC-SA

(1 hour for post-grad MBA students, 3 to 4 hours for School/College undergrads) 


5

Saylor.org


https://www.saylor.org/ 


Nearly 100 full-length courses at the college and professional levels

https://www.saylor.org/about/ 

Sounds like Open Learn and Adult Learning: articles, lectures and videos. Aiming for people seeking career change, getting into a career or getting into uni. Certification / badges ala Coursera / FutureLearn. Sign in required.  https://youtu.be/vAEZoveEUg8 


E.G.

Beginning Lower-Intermediate English as a Second Language  + 12 hours, course outcomes and materials. 

Modern Revolutions + 85 horse, course outcomes, certification and materials.


E.G

Learning in a Digital Age: digital literacies, digital citizenship, open education, media literacies and digital skills > Develop and apply digital and learning literacies that are critical for learning success in tertiary education in the 21st century. Last updated 28 Sept 2020. https://learn.saylor.org/course/view.php?id=388 


OER Africa


https://www.oerafrica.org/ 


Developing professional educational resources with the Hewlett Foundation. 

https://www.oerafrica.org/about-us 

Focus > Agriculture, Foundation Skills, Health and Teacher education for the African context.

 

E.G.

Communication Skills, Kampala university. 

Download Resource as a .docx. As a Google Doc, template to personalise with learning outcomes, modules, aims and units running to 55 pages 


4

Open Educational Resources


https://archive.org/details/education


A library that contains hundreds of free courses, video lectures, and supplemental materials from the US and China. 

Requires Email Sign in. Over 6 million videos. Hilarious archive training films. Old TV and commercials. Super 8mm on sexual maturity. 1973. Download options. The World at War. Genocide. Video 2017 ‘Kick starting Your Career’. 

Nearly 5 million books. 


E.G. 

Book > World War One, Norman Stone

First World War, Horrible Histories. Borrow for an hour. 


OER Commons


https://www.oercommons.org/


Free-to-use learning and teaching content from around the world. 

Author Open Resources. All education levels and adult learning. 


E.G. 

21st Century Skills, including for example digital fluency for adult learners.  

A set of instructional videos paired with a simple assessment. Learners that get a passing score are awarded a digital badge. These can be shared to Google Classroom. 

21st Century Skills for Teachers > Collaboration, Creativity, Communication, and Critical Thinking. Just a set of 5 slides.

 

3

Open Course Library


http://opencourselibrary.org/ 


A collection of shareable course materials, including syllabi, course activities, readings, and assessments designed by teams of college faculty, instructional designers, librarians, and other experts.

Materials shared to Google Drive: Docs, tables, lesson plans and activities. Readily adapted. However heavily US, business and manufacturing orientated. 

3

Merlot


https://www.merlot.org/merlot/ 


Tens of thousands of discipline-specific learning materials, learning exercises, and content builder webpages, together with associated comments, and bookmark collections,

A thoughtful, time consuming sign in process and account verification process that helps place you, your field of interest, institution and students before offering content. 


Filter by: discipline, material type, audience and platform 

Deeply disappointed that having clicked through categories and read through what looked like it would be an up to date YouTube video on Social Media I got the alert ‘This site does not exist’.


Thankfully the next shot, to get a resource that would help students make better presentations with slides was a hit with a TED lecture and blog > https://blog.ted.com/10-tips-for-better-slide-decks/ 


10 tips on how to make slides that communicate your idea … 

Then directly into creating a learning exercise from it with a lesson exercise sheet to complete >


The Learning Exercise form will allow you to define the tasks, audience and all aspects of the exercise for others to use with the corresponding MERLOT material. Please provide as much information and detail as possible.

Twice more a dead end.

Then not only off site, but further sign in and payment expected. 

Go through THAT official registration successfully but still have no access.  


3

OpenStax CNX


https://cnx.org/ 


Tens of thousands of learning objects, organised into thousands of textbook-style books in a host of disciplines,

Books, so pages, with diagrams, text and exercises. Search by subject, browse by keyword and publication date. 


E.G. 

SWOT analysis > https://bit.ly/2VI8ZsR 

Employer Training and Development > https://bit.ly/2VE5Fim 


However, the community is self-managed, which rather like people who blog can result in some random contributions and domination by an individual. 


3

AMSER Repository


https://amser.org/ 


A portal of educational resources and services built specifically for use by those in Community and Technical Colleges 

Applied Math and Science Repository. 


US but many subjects covered even though Science bias, with military science, arts, history etc: but the taxonomy search/browse did not work. More like an index. Some content from 2001. And three times ended up with an empty ‘folder’ with no resources to use. 

1

Solvonauts


http://solvonauts.org/


A search engine that searches across repositories (they also provide open repository software for institutions wanting to set up their own repository of OER).

No sign in. Simple, too basic, too 2010.


More like a directory. The content I considered was out of date and simply a video of someone’s presentation 

1


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Design Museum

H800: 22 Wk2 Activity 1 John Seely Brown on participation through tinkering

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Edited by Jonathan Vernon, Tuesday, 22 Dec 2020, 20:28

I agree with John Seely Brown’s emphasis, however, how should the degree of and the value of participation differ between the following four types of learning situation: primary, secondary, tertiary and ‘on the job.’

H800%20Wk1%20John%20Seely%20Brown%20Grab%202.JPG

And how does this degree of participation through-out a term, day or even a lesson in relation to the context, the ratio of teachers to pupils, the subject matter, the mix of students, the time of day, period in the week, in the term and so on. And how does such participation rank. Or measure up, in terms of efficacy – the time in which certain learning outcomes need to be met and assessed?

Learning that might be described as mechanical, compared to intellectual, for example, between how to fill a drum with uranium trioxide correctly, reliably and safely compared to learning a language. And even within these examples, how does the person’s preferred learning style come in to play?

QQ 1. Your work so far on H800 includes some individual reading and viewing/listening. Does Brown’s argument imply that this is less valuable than your group work?

Not at all.

Participation is being recognised as a shift to make more of something that has always occurred, but is enabled by current technology, so that such participation is as possible at a distance, as it is face-to-face.

The individual reading, reviewing/listening … and watching provides the assets, insights and experiences of others that are required to begin to form an opinion. As Vygotsky (1926) points out, learning doesn’t occur in a vacuum, there are stages, or step changes, related to coming to a more mature response to something. However, Brown suggests during the course of the presentation, that merely attaching oneself to the periphery of group work that interests you, could or will, if you play your role, lead to a kind of reverse centrifugal force during which you will be drawn into, or tumble in amongst, the activity at the centre of the group. The example he used was on contributing to the development of Open Source Software, the outsider attaching at the periphery and through participation, confidence, demonstration of ability, through ‘tinkering’ and engagement, gradually proving themselves worthy of participation in the ‘inner sanctum’ as it were.

QQ2. What are the implications of his argument for your own use of technology – in your own learning and teaching?

If we think of the best way to learn a language as ‘immersive,’ then perhaps there are many more occasions where similarly immersive, participatory learning could have a place and produce, as a result, better ‘results.’ That there is no point in being precious with knowledge, instead of keeping it close, let it go, build reputation, share ideas. How authors or creators/creatives earn a living from the expression of their thoughts is another issue.

Models are changing across the board

This is completely counter to my experience of secondary and tertiary education, indeed, I liken myself to Brown who talks about his writing code that no others could read and being proud of this. We kept everything close to our chests. However, putting on theatre shows and later moving into TV and Film production, I was involved in a highly participatory activity, indeed, coming in as a runner, or production assistant is/was and still is the way to gain experience, learn on the job, prove yourself and through will, willingness and personality, being drawn in or permitted into the ‘inner sanctum’ which you might call the key roles of producer, director or writer (compared to assistants to any of these, or assistants to the assistants).

QQ3. What are your reactions to Brown’s style of presentation?

The experience in person would have been satisfactory. As you listen you may take notes, may refer as appropriate to the slides he uses, as well as watching his facial expressions and body language and listening to the change in timbre, tone and pace of his voice, all adding emphasis, nuance and even colour to what he is saying. As someone from Television, who has covered lectures/talks it disappoints me that little adequate thought has been given to why certain shot sizes work better, the variety of shot sizes, the angle from which it is shot, even the lighting as Brown often steps back into the shadows, let alone when and how to use cut-aways to the slides and to the audience. However, for a change, the sound quality is good – often it is atrocious. If you get bored or distracted count how many bald heads there are, try to see who is taking notes, does someone get up and leave then return.

None of this is pertinent to the piece and should never been in the frame! Indeed, picking up on what he says later I ought to load this into iMovies or FinalCut Pro, frame him, cut in therefore, and source alternative or better slides.

To cut back its length I may cut in audience shots, whether or not they are of people at this presentation so long as they appear to make a match. What Brown himself would applaud and calls ‘tinkering,’ which is perhaps his thesis.

To tinker is good. Participation is effective.

Enrolling people, engaging them, team-work, motivational techniques … all suggests the teacher not as subject matter expert, but as host, guide or coach ... so simply the person with first-hand experience. ‘Understanding,’ he says, ‘is socially constructed’.

QQ4. What are its strengths and weaknesses compared with the webcast lecture in Week 1 about the Google Generation, or with other presentations you have seen?

Online producers are yet to convince me that they have got it right. I doubt there is a single ‘best’ way to cover such talks/lectures … you may want to preserve the veracity of the presentation and therefore cut nothing at all, indeed, professionally for multi-media and for multiple platforms ‘we’ may provide potential editors with shot sizes and cut-aways to allow them to make their own editorial decisions: this would be in keeping with what Brown describes as ‘tinkering’ later on.

Dr Ian Rowland gave a chat, without visual support. Brown gave a talk with visual support that was weak – they didn’t complement what he was saying, they lacked, IMHO, adequate emphasis.

The answer, which those in education, where the budget permits, should do, is for writers to work with visualises, as in advertising copywriters work with art directors, or giving the emphasis to the director, as directors do with another person’s screenplay/script in TV. This isn’t so far-fetched, modern educators can shoot and edit their own video, and as educators surely they ought to be more away of the need and benefits of appealing across the senses. For example, if this presentation were going to 17,000 managers across the Deutsche Bank I might have the budget to employ an illustrator/cartoonist such as Steven Appleby to make more of these supporting images – to make them more memorable and appealing, and in so doing, strengthening the message.

QQ5. Is it paradoxical that you are invited to listen to one person talking about, among other things, the importance of study groups?

It isn’t paradoxical at all. We live in a mixed and multi-media world. Those recording these events, as here, shouldn’t just be alert to accessibility issues (sight/sound), but to learning choices an audience/readers might like to make on how they engage with the material based on personal choices and circumstances.

Often, despite balking at reading all the time, I would prefer the peer-reviewed, published paper that can be read in a fraction of the time it takes to sit through a ‘talk.’ Already I behave as my 12 year old son does and would have listened to John Seely Brown, while reading the transcript, while (as I did) executing quick Google searches on all manner of things that he mentioned, from ‘what is a ‘bull meeting,’ to the credentials of those he mentioned (what does it say in Linked In) and any related reports John Seely Brown may have penned SINCE this presentation in October 2007.

REFERENCE

 

H800%20Open%20Learn%20Conference%20John%20Seely%20Brown.JPG

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