1. Open Education Network http :// www. open - ed. net National Capacity Building of ODL Professionals on OER Quality -------------------------------------------------------------------------- open educational resources C E M C AB R A O U workshop organised by the Commonwealth Educational Media Centre for Asia in collaboration with Dr B R Ambedkar Open University

2. Open Education Network http :// www. open - ed. net Saving Time & Money using OER for profiling -------------------------------- ------------------------------------------ Paul Kawachi FRSA kawachi @ open - ed. net http : // www. open - ed. net / oer-quality / profiling. ppt profiling

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

4. Open Education Network 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 overview

5. Open Education Network 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 overview

6. Open Education Network 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 … overview

7. 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 2012 W ORLD O PEN E DUCATIONA L R ESOURCES (OER) C ONGRESS UNESCO, P ARIS, J UNE 20-22, 2012 2012 PARIS OER DECLARATION 1. 9.

8. Open Education Network 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 overview

9. Open Education Network 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 overview

10. Open Education Network http :// www. open - ed. net overview O E R social tagging e-Type-3 P L A R skills profiling user interactions at no cost

11. Open Education Network 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 tagging

12. Open Education Network 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 tagging

13. Open Education Network 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) tagging

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

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

16. Open Education Network 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 tagging

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

18. Open Education Network http :// www. open - ed. net Benjamin Samuel B LOOM 1913 ~ 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. domains

19. Open Education Network 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 domains

20. Open Education Network 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 domains

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

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

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

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

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

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

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

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

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

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

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

33. Open Education Network http :// www. open - ed. net domains - 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 surveys find barriers to learning : eg students report

34. Open Education Network http :// www. open - ed. net surveys find barriers to learning : domains - 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 http :// www. open - ed. net surveys find barriers to learning : domains - 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 http :// www. open - ed. net surveys find barriers to learning : cognitive domains - 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 http :// www. open - ed. net surveys find barriers to learning : cognitive affective domains - 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 http :// www. open - ed. net surveys find barriers to learning : cognitive affective metacognitive domains - 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 http :// www. open - ed. net surveys find barriers to learning : cognitive affective metacognitive environment domains - 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 http :// www. open - ed. net surveys find barriers to learning : cognitive affective metacognitive environment management domains - 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 http :// www. open - ed. net the five Domains of Learning : cognitive affective metacognitive environment management domains - 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 http :// www. open - ed. net the five Domains of Learning : cognitive affective metacognitive environment management domains 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 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 tagging

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

45. Open Education Network 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 tagging

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

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

50. Open Education Network 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 profiling

51. Open Education Network 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 profiling

52. Open Education Network http :// www. open - ed. net knowledge and skills profiling - offers zero-cost PLAR online plar

53. Open Education Network http :// www. open - ed. net knowledge and skills profiling - offers zero-cost PLAR online Type-1 PLAR : for course entry ( including all domains ) Type-2 PLAR : for avoiding duplicating in-course work Type-3 PLAR : for self-comparing own profile to target profile plar

54. Open Education Network http :// www. open - ed. net knowledge and skills profiling - offers zero-cost PLAR online Type-1 PLAR : for course entry ( including all domains ) Type-2 PLAR : for avoiding duplicating in-course work Type-3 PLAR : for self-comparing own profile to target profile e-Type-3 PLAR can be offered open access online plar

55. Open Education Network http :// www. open - ed. net plar complexity level each knowledge or skill involved the profile can be self-constructed by each student, using an online template

56. institutionally provided occupational profile or target course level profile student profile input prior qualifications e - PLAR output student online applies own profile over target to discover fit zero - cost open - access online e -Type - 3 PLAR

57. Open Education Network http :// www. open - ed. net knowledge and skills profiling - monitors to prevent drop-out monitor

58. Open Education Network http :// www. open - ed. net knowledge and skills profiling - monitors to prevent drop-out the institution can hold templates of the levels improving at every stage of the course for an average student to complete the course the student can self-assess own status against a template and the tutor can monitor all this to prevent drop-out monitor

59. Open Education Network http :// www. open - ed. net knowledge and skills profiling - monitors to prevent drop-out after tagging OER then any discrepancy where the student is under-achieving can automatically give suggested OER to help improve monitor

60. Open Education Network http :// www. open - ed. net knowledge and skills profiling - facilitates student / job mobility mobility

61. Open Education Network http :// www. open - ed. net knowledge and skills profiling - facilitates student / job mobility students can study OER or courses abroad to improve own profiling = student mobility and at any time match their profile to that of employers mobility

62. Open Education Network http :// www. open - ed. net knowledge and skills profiling - facilitates student / job mobility in Canada, govt website gives detailed profiling http://www10.hrsdc.gc.ca mobility

65. Open Education Network http :// www. open - ed. net knowledge and skills profiling - facilitates student / job mobility in America, govt website gives detailed profiling http://www.acinet.org/skills in Britain, many websites use skills profiling http://www.workingforcharity.org.uk/skills_profile https://www.ctp.org.uk but not yet in Asia... mobility

66. Open Education Network http :// www. open - ed. net knowledge and skills profiling - makes OER functional summary

67. Open Education Network http :// www. open - ed. net knowledge and skills profiling - makes OER functional Case Study : own profile overlays onto a target state to reveal missing skills then online search can find the required skills - tagged OER  Statistical Methods Advanced level-2 free at Helsinki University  English Language Academic Reading for the Natural Sciences level-3 free at WikiEd and the student can take these OER to create matching profiles the well-fitting profile can then be sent to target college or job case

68. tagging OER with knowledge and skills profiling is zero or low-cost, and brings ultimate functionality to Open Educational Resources Open Education Network http :// www. open - ed. net summary

69. Open Education Network http :// www. open - ed. net knowledge and skills profiling - makes OER functional “ if we want to achieve and/or foster educational justice in the world by producing and providing OER, we will need to do more than merely making such learning materials available ” Richtera, T., & McPherson, M. ( 2012, page 202 ). Open educational resources: education for the world ? Distance Education, 33 (2), 201–219. summary

70. tagging OER with knowledge and skills profiling challenges ? Open Education Network http :// www. open - ed. net summary

71. tagging OER with knowledge and skills profiling challenges ? eg the time and effort needed to tag each OER students and teachers always do this anyway - all we need do is add a standard tag template Open Education Network http :// www. open - ed. net summary

72. We are, What we Find Open Education Network http :// www. open - ed. net summary

73. We are, What we Find " What we find, changes who we become " Open Education Network http :// www. open - ed. net summary Morville, P. (2006). Ambient findability : What we find changes who we become. Cambridge : O'Reilly

74. Open Education Network http :// www. open - ed. net You can download these slides freely from the website http : // www. open - ed. net / oer-quality / profiling. ppt or by email to me at kawachi @ open - ed. net