Changing the learning landscape

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6 Νοε 2013 (πριν από 3 χρόνια και 5 μήνες)

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Changing the learning landscape

Reusing open educational resources (OER) and open data in social
science research methods teaching and learning

Changing the learning landscape

Reusing open educational
resources (OER) and open data
in social science research
methods teaching and learning

Dr Ester Ehiyazaryan
-
White, University Centre Doncaster

Changing the learning landscape


SCORE teaching fellowship
02/2011
-
03/2012:


Focus on raising awareness of
OER and open practice, working
closely with research methods
tutors across Social Sciences at
University Centre Doncaster
(UCD)



UCD teaching fellowship
02/2012


09/2012


Focus on the student experience
of learning with OER and open
data.



Role of the tutor

Useful types of OER

Different practices in
teaching research
methods


Learner experiences

OER and open data

Pedagogy of
embedding in T&L
practice


Context

Changing the learning landscape


Raising awareness in UCD staff of the
value of OER; active involvement in the
evaluation and embedding of OER in
academic practice


Exploring the potential of OER and open
data to research methods teaching and
learning.


Working towards the embedding of OER in
teaching practice across several disciplines,
with a focus on research methods skills and
knowledge.


Knowledge management, sustained
engagement with open practice in the
institution


Aims

engagement

pedagogy

embedding

sustainability

Changing the learning landscape

Teacher Education

Applied Social Sciences

Criminal Justice



Questions focused on the pedagogical effectiveness/
responsiveness of the OER (LOAM tool,
Windle

et al, 2010)


Questions focused on pedagogical, technical and quality issues
(ORIOLE project)


Collection of existing OER set up through
Cloudworks

http://cloudworks.ac.uk/cloud/view/5548


OER on
Coudworks

selected to provide a range of pedagogical and
technical attributes allowing tutors to explore OER with different
granularity
,
context specificity
,
adaptability
,
interactivity
.

OER evaluation by tutors

Changing the learning landscape

The tutor’s role


OER provide access to material which
tutors would find it difficult to generate
themselves


E
-
moderating/ communities of learning
-

Human contact is a necessary element in
the knowledge construction process
(
Njenga

and
Fourie
, 2010)


Maintaining the boundaries between
providing access to information and
constructing knowledge


Tutors’ stance:
OER provide access to
information. The tutor’s role is to facilitate
the underlying knowledge construction.


Read tutors’
comments

Changing the learning landscape

Concerns regarding reuse

Engaging in reuse
which offers
potential for
rethinking and
innovating
curricula

Prioritising OER
which are quick
and easy to reuse
(time saving)

Changing the learning landscape

Embedding OER in research methods
teaching

Changing the learning landscape

Challenges

Challenges for the learner


Key difficulty in research methods
learning


the knowledge and
concepts are not immediately related
to professional or subject contexts
which students have chosen to
study.


Research methods constitute
troublesome knowledge:


‘when what is to be assessed lies
outside their prior knowledge and
experience’


(Land and Meyer, 2010, p. 62)




Contextualising abstract
concepts
-

OER flexible
enough to allow for
context specific
adaptation



Discursive resources and
stimuli which create
opportunities for the
learner to think like a
researcher.



‘Real world’ ESDS data

The role of OER and
open data

Changing the learning landscape

Embedding OER in T&L

Online QDA, University
of Huddersfield


Web link:

http://onlineqda.hud.ac
.uk/


Jorum persistent link:

http://resources.jorum.ac.u
k/xmlui/handle/123456789/
5644

Changing the learning landscape


Key challenge


learners need
to acquire theoretical knowledge
as well as procedural skills


the
OER was seen as supporting self
directed study


Advantages

-

interactivity and
learner control


being able to
pause, rewind, take notes
at their
own pace.
Supportive of self
directed learning.


Embedding OER in T&L

Read learners’
comments…

Changing the learning landscape

The value and dangers of interactivity



Interactive coding exercises


useful as
they allow the learner to practice interactive
coding exercises.


Danger



students may learn the procedural
layer without understanding the underlying
principles of constant comparison, or stages in
coding.


learning of troublesome knowledge requires
some form of
transformation

in the learner.
Unless this transformation takes place, the
learner may be unable to acquire knowledge
and could instead engage in a form
of
‘mimicry’ or ritualistic/surface learning

(Meyer and Land, 2005: 382).

Read learners’
comments…

Embedding OER in T&L

Changing the learning landscape


The Economic and Social
Data Service
-

a jointly
-
funded
initiative sponsored by the
Economic and Social Research
Council (ESRC) and the Joint
Information Systems Committee
(JISC).


Giving access to large scale
quantitative and qualitative data


Covering a broad range of
subjects including economics,
education, employment and
labour, environment, health,
housing, law, crime and legal
systems, population statistics
and society and culture etc…

http://www.esds.ac.uk/


Open data

Changing the learning landscape

Advantages of using real
world data:


Addresses troublesome
knowledge


the data is
subject specific and situates
learning in context.


Statistical analyses return
results which learners can
relate to knowledge acquired
in other modules (examples:
social policy; child
development)


For more on the value
of
secondary
data (Smith,
2011):


http://www.bera.ac.uk/resour
ces/using
-
numeric
-
secondary
-
data
-
education
-
research


Open data

Changing the learning landscape

Open data


Growing Up in
Scotland


large
scale child
development
survey; similar to
the
Millennium
Cohort Study



Openly accessible
data through the
Economic and Social
Data Service (ESDS)

Changing the learning landscape

Learners explored:


Food and nutrition


formation of healthy eating habits


Neighbourhood and community


active citizenship;
social policy


Activities with others


distributions of outdoor/ indoor
play


Demographic factors


work, employment and income


Learners’ perceptions:


SPSS was considered user friendly


The scale of real world data


daunting; students
would have preferred to work with their own data


Learners needed to establish a personal connection
with the study and a better understanding before
analysing the ESDS data




Read learners’
comments…

Learner feedback

Changing the learning landscape

Open data

Understanding
quantitative
research
methodologies:
longitudinal cohort
studies

Understanding
social policy:
children’s health,
education, welfare

GUS open
data

Understanding
descriptive
statistics

Skills in SPSS
use

Changing the learning landscape

Sustainability

Changing the learning landscape

Activities to promote sustainability:


Virtual Graduate School


Doncaster college hosted website aimed
at supporting postgraduate study through providing a range of
resources:



Qualitative and quantitative research methods


Writing for publication and dissemination of research


Ethics guidance on research projects


Advanced literature searching


Open access

Drawing on OER and linking out to open courseware modules of
study.

Content being developed by teaching staff at University Centre
Doncaster

Sustainability

Changing the learning landscape

Thank you

Dr Ester Ehiyazaryan
-
White, Lecturer in Professional and eLearning
Development, University Centre Doncaster


Email:
ester.ehiyazaryan@don.ac.uk

Tel:
0130 255 3809

Twitter:
@
eehiyazaryan

SlideShare
:
http://www.slideshare.net/EsterEhiyazaryan


Changing the learning landscape

References



Ehiyazaryan
-
White, E. (2012) ‘Developing Open Academic Practices in Research Methods Teaching within an HE in FE
Context’, Journal of Interactive Media in Education (JIME), [online], Available from:
http://www
-
jime.open.ac.uk/
,
Accessed: 04/10/2012.


Land
R. and Meyer, J. (2010) Threshold Concepts and Troublesome Knowledge (5): Dynamics of Assessment. In Eds.
Meyer, J., Land, R., Baillie, C.,
Threshold Concepts and Transformational Learning.
London: Sense Publishers.



Njenga
, J. K.,
& Fourie
, L. C. H. (2010) The Myths about e
-
Learning in Higher Education.
British Journal of Educational
Technology, 41
(2): 199
-
212.


School of Human and Health Sciences (2013)
Online QDA: Learning qualitative data analysis on the web.
University of
Huddersfield. [Online]. Available from:
http://onlineqda.hud.ac.uk/
. [Accessed: 21st March, 2013].


Scottish Centre for Social Research (2012)
Growing Up in Scotland Study: Providing Information to Help Develop
Policies Affecting Children and their Families in Scotland
. [Online]. Available from:
http://www.crfr.ac.uk/gus/index.html

[Accessed 4th October, 2012].


Smith, E. (2008) Secondary data analysis: an introduction. In
Using Secondary Data in Educational and Social
Research,
Maidenhead: McGraw
-
Hill Education.


Smith, E. (2011) Using numeric secondary data in educational research, British Educational Association online resource.
[Online]. Available from:
http://www.bera.ac.uk/resources/using
-
numeric
-
secondary
-
data
-
education
-
research

[Accessed
13 September 2012].



Windle, R, Wharrad, H., Leeder, D., Morales, R. (2010) ‘Analysis of the Pedagogical Attributes of Learning Objects’
[Online], SONET: Educational Technology Group, The University of Nottingham, Available from:
http://sonet.nottingham.ac.uk/projects/loam/
, Accessed: 30/11/2011.