2. Economic Aspects of OER Peter Baumgartner http://www.donau-uni.ac.at/imb http://www.peter.baumgartner.name This Work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 2.5 License http://creativecommons.org/licenses/by-nc-sa/2.5/

3. The Myth of Learning Objects OER Definition (revisited) Open Courses and Open Content Business & Exchange Models Conclusions and Discussion

4. Definition of OER (by OECD, Jan Hylén) Open courseware and content Open software tools Open material for e-learning capacity building of faculty staff Repositories of learning objects Free educational courses http://www.oecd.org/document/26/0,2340,en_2649_33723_357 33402_1_1_1_1,00.html Essential in my definition: no financial transaction involved

5. Open Educational Resources (EOR) Different Concepts: LOR and EOR Learning Object Repository (LOR) LO’s freely available Free educational Resources + Tools for Creating, Changing, Evaluating LO‘s not freely available Store, Find, + Other Services (Interoperability)

6. Regrouping of the Definition Open courseware and open content Open software tools Open material for e- learning capacity building of faculty staff Repositories of learning objects Free educational courses Open courseware Open content; LO = Open source Open courseware or open content (LO) Learning object (LO) Open courseware Summary: 2 main types: Open Courses and Open Content

7. Two Motives for OER 1.Production Re-usable content should decrease the productions cost of content (Learning Object, Content Sharing) 2.Education Educational Resources should be open for everybody (free access to knowledge)

8. Re-usable Learning Objects (RLO‘s) Learning Object Lecture, Chapter Course, Certification

9. Die LEGO - Metapher

10. Die LEGO - Metapher (2)

11. Die LEGO - Metapher (3)

12. Re-usable Learning Objects Independent of context Dependent of context Pedagogy Educational Scenario „ROI-Paradox“ Reusability of Objects and Instruction Paradox

13. Learning Object Media Objects (Assets): Text, Sound, Graphic, Image, Animation, Movie etc. Sound Movie Text Image Information Objects: Concepts. Facts, Principles, Processes, Procedures etc.. Media Objects are packaged to information (e.g. Functionality of a pump). Multiple Representations Learning objects: Closed collection of information objects with exactly one learning objective. 7 +/-2 information overload rule of the short term memory Addresses exactly one learning objective: How does a motor work? -> Assessment and Evaluation! Reusable in other learning contexts????

14. Learning Object (revised) IO ES EO LO IO = Information Object EO = Educational Objective ES = Educational Scenario LO = Learning Object IO = Information Object RLA= Re-usable Learning Asset

15. Teaching Method: Group Presentation

16. Teaching Method: „Ball Bearing“ (“Station Learning”)

17. IMS LD - Conceptual Model ?

18. Interaction between IO and DS IO DS Information- objects (IO’s) Didactical Settings (DS’s) R e p o s i t o r y Export IO DS LCMS Runtime DS IO DS IO DS IO DS IO DS IO DS IO Educational Scenarios Integration IO DS

19. Levels of Granularity Subject Module (Course) Learning Time: Hours - Weeks Discipline Unit Educational Scenarios Learning Time: Min. - Hours Pedagogical Unit Didactical Interaction Learning Time: Sec. - Min. Action Unit

20. Two Assumptions 1.The quality of educational settings is a mix of content AND learning environment (educational scenarios) 2.Different types of educational resources support different kinds of learning environment and vice versa.

21. Transfer Tutor Coach factual knowledge, “know-that” Transfer of propositional knowledge to know, to remember Production of correct answers Verbal knowledge, Memorisation to teach, to explain procedural knowledge, "know-how" Presentation of pre- determined problems to do, to practice Selection of correct method and its use Skill, Ability to observe, to help, to demonstrate social Practice, "knowing-in-action" Action in real (complex and social) situations to cope, to master Realisation of adequate action strategies Social Responsibilty to cooperate, to support Teaching I Teaching II Teaching III

22. Transfer Tutor Coach Teaching I Teaching II Teaching III Content ?

23. Conclusions so far Keep the Pedagogy out of the Learning Object. (Robert McCormick) Separate Didactical Model and Information Object. (CampusContent) Concentrate on the combination of Information Objects AND Educational Scenarios (Peter Baumgartner) Questions: –How to integrate the Information Objects into an appropriate Learning Environment? –How to design the Learning Environment for using the Information Objects most effectively

24. Principles of Learning Learning is fundamentally social. Knowledge is integrated in the life of communities. Learning is an act of participation. Knowing depends on engagement in practice. (Institute for Research on Learning - now defunct -, Menlo Park, California, 1999.)

25. Interacting with Self & Society Perceive & Do (Debug) Teaching & Facilitating Knowing-in-action Produce & Deposit Tutoring & Managing Interacting with Object Reflecting-in-action Artefact (user driven content) Practice & Discuss Coaching & Orchestrating Interacting with Subject (Human) Reflecting-in-practice Environment

26. “Canned” versus Open Content (I) Prefabricated content Packaged and delivered Static, seldom updated Produced by few specialists Quality control by experts “all rights reserved” User generated content Processing, interacting Dynamic, evolving Produced by many people Quality control by community “some rights reserved” http://www.olcos.org http://wikieducator.org/Open_Educational_Content

27. “Canned” versus Open Content (II) Access restricted Database, Downloads Teacher as instructor Facts, Rules, Principles Transfer of knowledge Curriculum, Courseware Open Access Web 2.0, P2P, Community Teacher as mentor/coach Competencies, Skills Construction of knowledge Informal learning http://www.olcos.org http://wikieducator.org/Open_Educational_Content

28. Open Courses & Business Models private institution public institution self learning material (autonomous learner) blended learning material (educational support) Cross-promotion Brand extension Lock-in policy Limited Access (Version, Amount, Time, Log-Ins) Show Window - attracting students Altruism Academic traditions Reputation Taxpayer Sharing Public Relations

29. Open Content & Exchange Models (I) 1.General Principle = (not monetary) exchange with mutual advantage (win-win situation) 2.Building up a new Ecology for Learning and Teaching (eg. Metadata Ecology for Learning and Teaching = MELT http://info.melt-project.eu ) http://info.melt-project.eu

30. Open Content & Exchange Models (II) Content for “a better world”: altruistic motive Content for Reputation: publicity, honours, quotation index –Development of professional career models Content for Content: –How to start up? (How to get a critical mass?) –How to compare Content? (evaluation problem) Content for other Services: Providing Metadata, Experiences –Benefit for the original Content(provider)

31. Some Barriers (Fears) to overcome copyright infringement material has to be improved for general use print publication is better than web publication lack of knowledge (of OER, of CC License) giving away business opportunities

32. Medida-Prix

33. Conclusions I = Principles of (e)Learning The production of special (e)learning content (“canned content”) loses importance. (e)Content is created in collaborative learning situations (“user generated content”) Good Content is everywhere. It has to be integrated in social learning situations (situated learning). What matters is the social (learning) arrangement, content is just a part of it. For better content sharing separate content from educational modelling/integration. Provide educational scenarios as own content type.

34. Conclusions II = Principles of OER There are different Strategies to apply for Open Content and Open Courses. Open Courses of private institutions serve often just as appetiser or as Pre-Promotions in their business models Public institutions may offer more Open Courses under a national license model for taxpayers. Open Content needs the development of exchange models to foster the individual participation. Close the link between individual motives and institutional interests through institutional career models.

35. Some Questions for Discussion Does the distinction between Open Courses and Open Content make sense? If so: What are the consequences for OER? What kind of exchange models are necessary? How to overcome the mentioned barriers? What strategy should we choose/create for a change of culture in content sharing?