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Open Education Network

Open Education Network

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Open Education Network

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  1. Open Education Network http://www.open-ed.net Tagging OER for Skills Profiling user perspectives and interactions at no cost Paul Kawachi FRSA Open University ofChina kawachi@open-ed.net

  2. Open Education Network http://www.open-ed.net Tagging OER for Skills Profiling user perspectives and interactions at no cost Paul Kawachi FRSA Open University ofChina kawachi@open-ed.net http://www.open-ed.net/library/oer-profiling.ppt

  3. Open Education Network overview http://www.open-ed.net OER users want to discover good quality material at the appropriate level

  4. Open Education Network overview http://www.open-ed.net OER users want to discover good quality material at the appropriate level this is now becoming recognized, eg … the key barrier to wider adoption is the uncertainty over whether the resource is appropriate and matching the context or personal need of the user … Beyond OER : Shifting focus to Open Educational Practices - OPAL Report 2011 page 171 http://duepublico.uni-duisburg-essen.de/servlets/DerivateServlet/Derivate-25907/OPALReport2011-Beyond-OER.pdf

  5. Open Education Network overview http://www.open-ed.net OER users want to discover good quality material at the appropriate level social tagging with skills profiling can deliver this at no cost to the institution

  6. Open Education Network overview http://www.open-ed.net OER users want to discover good quality material at the appropriate level social tagging with skills profiling can deliver this at no cost to the institution these aims are specifically mentioned in the UNESCO 2012 Paris OER Declaration …

  7. 2012 WORLD OPEN EDUCATIONAL RESOURCES (OER) CONGRESS UNESCO, PARIS, JUNE 20-22, 2012 2012 PARIS OER DECLARATION 1. 9. Foster awareness and use of OER. Promote and use OER to widen access to education at all levels, both formal and non-formal, in a perspective of lifelong learning … Improve both cost-efficiency and quality of teaching and learning outcomes... Facilitate finding, retrieving and sharing of OER. Encourage the development of user-friendly tools to locate and retrieve OER that are specific and relevant to particular needs. … http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/Events/Paris%20OER%20Declaration_01.pdf

  8. Open Education Network overview http://www.open-ed.net OER users want to discover good quality material at the appropriate level social tagging with skills profiling can deliver this at no cost to the institution

  9. Open Education Network overview http://www.open-ed.net OER users want to discover good quality material at the appropriate level social tagging with skills profiling can deliver this at no cost to the institution and - initiate the intrinsic motivation to learn - sensitive monitoring against drop-out - superlative cross-recognition and mobility

  10. Open Education Network overview http://www.open-ed.net OER socialtagging user interactions atnocost e-Type-3 P L A R skills profiling

  11. Open Education Network tagging http://www.open-ed.net social tagging involves each user to rate the OER on - academic level - quality or effectiveness the original writer(s) give initial ratings and key-words re-users then add own ratings and extra key-words

  12. Open Education Network tagging http://www.open-ed.net social tagging should be expanded to include - academic level - user-friendliness - quality or effectiveness - e-format, comment - size, duration, study-time

  13. Open Education Network tagging http://www.open-ed.net social tagging should be expanded to include - academic level (cognitive) - user-friendliness (affective) - quality or effectiveness (metacognitive) - e-format, comment(environment) - size, duration, study-time (management)

  14. Open Education Network tagging http://www.open-ed.net social tagging should be in these five Domains of Learning - cognitive - affective - metacognitive - environment - management

  15. Open Education Network tagging http://www.open-ed.net there are only five Domains of Learning - cognitive - affective - metacognitive - environment - management

  16. Open Education Network tagging http://www.open-ed.net there are only five Domains of Learning we can know this from numerous surveys eg on the barriers to learning

  17. Open Education Network domains http://www.open-ed.net the domains of learning : there are five domains of learning so far identified

  18. Open Education Network domains http://www.open-ed.net Benjamin Samuel BLOOM1913 ~ 1999 Theory of Mastery Learning He classified all the educational objectives within the Cognitive, Psychomotor, and Affective domains according to their complexity. These taxonomies effectively operationalised the teaching process.

  19. Open Education Network domains http://www.open-ed.net the various Domains of Learning : Bloom's Cognitive Domain (knowledge) and Psychomotor Domain (skills) can be loosely combined together as one

  20. Open Education Network domains http://www.open-ed.net Bloom : Cognitive Domain (knowledge and skills) Bloom : Affective Domain Anderson, Bloom et al : Metacognitive Domain interface barriers, literacies, group size, lighting, support : Environmental Domain the internet, mass data, filtering, noise, time, costs, filing etc : Management Domain

  21. Open Education Network domains http://www.open-ed.net surveys find barriers to learning : = areas for surmounting or objectives Anderson, et al. (2001). A taxonomy for learning, teaching and assessing : A revision of Bloom's taxonomy of educational objectives. New York : Longman. Garland, M. (1993). Student perceptions of the situational, institutional, dispositional and epistemological barriers to persistence. Distance Education, 14 (2), 181-198. Hartman, H.J. (2001). Developing students’ metacognitive knowledge and skills. Metacognition in learning and instruction. Kluwer Academic Publishers. Leggett, W.P., & Persichitte, K.A. (1998). Blood, sweat and TEARS : 50 years of technology implementations obstacles. TechTrends, 43 (3), 33-36. Rezabek , R. (1999). Barriers to distance education enrollment. Proceedings of the TeleLearning Conference, October. Austin, TX.

  22. Open Education Network domains http://www.open-ed.net surveys find barriers to learning : eg students report - content too difficult, or language is a problem or own computer skills inadequate

  23. Open Education Network domains http://www.open-ed.net surveys find barriers to learning : eg students report - content too difficult, illiterate -

  24. Open Education Network domains http://www.open-ed.net surveys find barriers to learning : eg students report - content too difficult, illiterate - low interest

  25. Open Education Network domains http://www.open-ed.net surveys find barriers to learning : eg students report - content too difficult, illiterate - low interest, not fun

  26. Open Education Network domains http://www.open-ed.net surveys find barriers to learning : eg students report - content too difficult, illiterate - low interest, not fun, no motivation -

  27. Open Education Network domains http://www.open-ed.net surveys find barriers to learning : eg students report - content too difficult, illiterate - low interest, not fun, no motivation - slow feedback

  28. Open Education Network domains http://www.open-ed.net surveys find barriers to learning : eg students report - content too difficult, illiterate - low interest, not fun, no motivation - slow feedback, low self-esteem -

  29. Open Education Network domains http://www.open-ed.net surveys find barriers to learning : eg students report - content too difficult, illiterate - low interest, not fun, no motivation - slow feedback, low self-esteem - no space

  30. Open Education Network domains http://www.open-ed.net surveys find barriers to learning : eg students report - content too difficult, illiterate - low interest, not fun, no motivation - slow feedback, low self-esteem - no space, competing family duty -

  31. Open Education Network domains http://www.open-ed.net surveys find barriers to learning : eg students report - content too difficult, illiterate - low interest, not fun, no motivation - slow feedback, low self-esteem - no space, competing family duty - no time

  32. Open Education Network domains http://www.open-ed.net surveys find barriers to learning : eg students report - content too difficult, illiterate - low interest, not fun, no motivation - slow feedback, low self-esteem - no space, competing family duty - no time, no library

  33. Open Education Network domains http://www.open-ed.net surveys find barriers to learning : eg students report - content too difficult, illiterate - low interest, not fun, no motivation - slow feedback, low self-esteem - no space, competing family duty - no time, no library, coping stress

  34. Open Education Network domains http://www.open-ed.net surveys find barriers to learning : - content too difficult, illiterate - low interest, not fun, no motivation - slow feedback, low self-esteem - no space, competing family duty - no time, no library, coping stress

  35. Open Education Network domains http://www.open-ed.net surveys find barriers to learning : - content too difficult, illiterate - low interest, not fun, no motivation - slow feedback, low self-esteem - no space, competing family duty - no time, no library, coping stress

  36. Open Education Network domains http://www.open-ed.net surveys find barriers to learning : cognitive - content too difficult, illiterate - low interest, not fun, no motivation - slow feedback, low self-esteem - no space, competing family duty - no time, no library, coping stress

  37. Open Education Network domains http://www.open-ed.net surveys find barriers to learning : cognitive affective - content too difficult, illiterate - low interest, not fun, no motivation - slow feedback, low self-esteem - no space, competing family duty - no time, no library, coping stress

  38. Open Education Network domains http://www.open-ed.net surveys find barriers to learning : cognitive affective metacognitive - content too difficult, illiterate - low interest, not fun, no motivation - slow feedback, low self-esteem - no space, competing family duty - no time, no library, coping stress

  39. Open Education Network domains http://www.open-ed.net surveys find barriers to learning : cognitive affective metacognitive environment - content too difficult, illiterate - low interest, not fun, no motivation - slow feedback, low self-esteem - no space, competing family duty - no time, no library, coping stress

  40. Open Education Network domains http://www.open-ed.net surveys find barriers to learning : cognitive affective metacognitive environment management - content too difficult, illiterate - low interest, not fun, no motivation - slow feedback, low self-esteem - no space, competing family duty - no time, no library, coping stress

  41. Open Education Network domains http://www.open-ed.net the five Domains of Learning : cognitive affective metacognitive environment management - aptitude knowledge and skills - motivations and group orientation - self-reflection on learning - social physical and virtual forum - coping storing and retrieval

  42. Open Education Network domains http://www.open-ed.net the five Domains of Learning : cognitive affective metacognitive environment management aptitude, prior knowledge and skills necessary for performing a task or test, the content knowledge and the reflective thinking skills to be learnt motivations, attitude and decision to initiate performance, including the will to reduce own autonomy in order to achieve group learning tasks understanding how to perform, and the ability to self-monitor, to evaluate current status and plan own future learning, and willingness to help others to learn construction the social or physical forum, and any virtual or augmented reality in which learning occurs, including optimising the learning group characteristics coping critically with massive amounts of information to get appropriate input in a suitable quality for learning, storing and retrieval,and time management

  43. Open Education Network tagging http://www.open-ed.net social tagging should be expanded to include - academic level - user-friendliness - quality or effectiveness - e-format, comment - size, duration, study-time

  44. Open Education Network tagging http://www.open-ed.net social tagging should be expanded to include also - knowledge and skills profiling

  45. Open Education Network tagging http://www.open-ed.net social tagging should be expanded to include also - knowledge and skills profiling to help students find exactly what they want with the added benefits of initiating the intrinsic motivation to learn

  46. Open Education Network initiate http://www.open-ed.net the intrinsic motivation to learn is initiated through self-comparing own current status against a target ideal state through a Negative-Feedback Loop reported elsewhere in detail Kawachi, P. (2006). The will to learn : Tutor’s role. In P.R. Ramanujam (Ed.), Globalisation, education and open distance learning, (pp. 197-221). New Delhi, India : Shipra. http://www.open-ed.net/library/R3107.html

  47. Negative-Feedback Loop for initiating Motivation comparing one’s current state with a target state can create awareness, and given the opportunity and believing in a reasonable chance of success then emotion occurs and the intrinsic motivation to improve

  48. Open Education Network initiate http://www.open-ed.net Target Culture Self - Awareness Current State construct Ideal State construct initiates Motivation Impact on Context Negative-Feedback Loop for initiating Motivation

  49. Open Education Network profiling http://www.open-ed.net knowledge and skills profiling - offers zero-cost PLAR online - monitors to prevent drop-out - facilitates student / job mobility

  50. Open Education Network profiling http://www.open-ed.net knowledge and skills profiling - offers zero-cost PLAR online - monitors to prevent drop-out - facilitates student / job mobility and - makes OER functional