FIPSE-CAPES project (Summer-2011) :–: Projeto FIPSE-CAPES (Inverno-2011)
During the months of May-July students from USU and UGA and students participating in the exchange (UNICAMP) will be expected to engage in four different activities:
1. Seminar. Meetings to discuss issues related to Open Educational Resources. We will meet weekly for two hours (see below)
2. Building an OER digital library. As part of the seminar we will collectively build an online repository (digital library) with articles, videos, and other media about Open Educational Resources which will be made available in our site. You will do this as part of the seminar – a bit of homework.
3. Participate in one ongoing project with other members of the group. You will be allocated to one of these projects which will continue during your time back at the US universities. You will work independently with your group, but will have a weekly meeting (1-2 hours) with the project coordinators.
- Teacher-guide to OER
- Database of Portuguese-language OER repositories
- School-guide to installing and making use of Greenstone (digital library software) in Portuguese based on existing documentation
4. Visits to schools. You will be expected to participate in a school activity during your stay with one of the three school partners. Our goal is to find a match between school needs and your interests. Therefore, your activity wil negotiated with the school administrators. These include supporting teachers in activites, helping with the computer laboratory, proposing a short seminar, and many other options.
Seminar details. The topics listed below and are based on a recent research project conducted to evaluate introductory courses on OER by major organizations. The facilitator will propose a reading or video for every meeting. Each participant is responsible for individually finding or summarizing one source: at least one academic article, books section (openly licensed resource) which you will summarize (critical summary) to include in our digital library. During the meetings you are expected to talk about the article/resource you find.
You will install and learn how to use the Greenstone digital library software to create a complete record of the resource. You will need to summarize the main points of the academic source (3-5 paragraphs) to include in your record. We are interested in finding resources in Portuguese. If you find resources in English your summary will need to be done in Portuguese to be included in our digital library. For videos, we expect you to add subtitles and a summary.
Once we are done with the course we will post the entire digital library online. Remember the library is meant as a resource for teachers so your use of language should focus on issues and concerns, which are closely related to this context.
We have a total of 6 meetings:
- May 30 – Hosting OER-Introduction to Greenstone (@CMU with Profa. Cláudia Wanderley)
- June 6 – Resources-Based Learning (@NIED with Prof. Richard West, USU)
- June 13 – Defining OER (@NIED with Prof. Tel Amiel)
- June 20 and 27 – (away at conference, work on school-based projects)
- July 5 – Why OER (@NIED with Prof. Tel Amiel)
- July 12 – Legal Concerns (@NIED with Prof. Tel Amiel)
- July 19 – Teaching and Learning with OER (@NIED with Prof. Tel Amiel) – Last meeting
Introduction, basic course setup (confirmed – 18:00, at NIED)
Discussion: Seminar, project and planning (Q&A)
Reading for next week: Witten, I., et. al. – Introduction to How to build a digital library.
Greenstone workshop with Prof. Claudia Wanderley (18:00, Ciclo Básico, 2nd floor, CMU)
Today’s discussion – Hosting OER, the Greenstone Digital Library
Reading for next week: Instructional resources and Learning Objects
Everyone (for discussion June 6)
- Text: Campbell, L., Flageolle, P., Griffith, S., & Wojcik, C. (2002). Resource-based learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved , from http://projects.coe.uga.edu/epltt/
- Video: WILEY, D. Openess, localization, and the future of learning objects. 2007. Disponível em: < http://opencontent.org/presentations/bcnet07/ >.
Group-work (reading and critical summary in Portuguese in your digital library for June 6). Bring your critical summary (printed) to the meeting on the 6th.
- DOWNES, S. Learning objects: Resources for distance education worldwide. International Review of Research in Open and Distance Learning, v. July, 2001. Disponível em: < http://www.irrodl.org/index.php/irrodl/article/view/32/378 >
- WILEY, D. (2000). Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy. http://www.reusability.org/read/ e WILEY, D. RIP-ping on Learning Objects. http://opencontent.org/blog/archives/230
- NUNES, C.; GAIBLE, E. Development of multimedia materials. In: HADDAD, W. D. e DRAXLER, A. (Ed.). Technologies for education: Potentials, parameters, and prospects. Paris: UNESCO, 2002. p.94-117.
- NASCIMENTO, A.C.A., Objetos de aprendizagem: entre a promessa e a realidade.
(room LL02 at the School of Education/FE)
Today’s discussion – Instructional resources and Learning Objects, facilitated by Prof. Rich West (USU, Center for the School of the Future)
Reading for next week – Defining OER:
- PLOTKIN, H. Free to learn (pp. 36). San Francisco: Creative Commons. (pages 1-15)
- WILEY, D. (n.d.). Defining the “open” in open content Retrieved January 10, 2011, from http://opencontent.org/definition
at NIED (18-20hs)
Today’s discussion – Defining OER. No critical summaries this week. Tel will facilitate a discussion based on the Plotkin article and Wiley summary on “openness”.
Reading for next week – Why OER:
Short reading for everyone:
- TOMAŠEVSKI, K. Removing obstacles in the way of the right to education. Raoul Wallenberg Institute. Lund, Sweden, p.51. 2001 (pages 5-13, read more of the rest if you are particularly interested, short sections)
Individual/group reading. Everyone should prepare a short (10 minute, no more) presentation (oral, slides) to explain what you read and explain how you think it relates to OER and challanges/promotes “open” education. Don’t forget to do your critical summaries in Portuguese.
- BENKLER, Y. Common wisdom: Peer production of educational materials. Center for Open and Sustainable Learning at the Utah State University. Logan, Utah. 2005 (Daniel + Chris)
- TAYLOR, J. C. Open Courseware Futures: Creating a Parallel Universe. Journal of Instructional Science and Technology, v. 10, n. 1, p. 9, 2007. http://www.ascilite.org.au/ajet/e-jist/index.html (Jennifer + Ashley)
- SON, R. V. We cannot train more teachers, we must empower them with technology. 2011. Disponível em: http://edutechdebate.org/teacher-training/we-cannot-train-more-teachers-we-must-empower-them-with-technology. (Aline + Sam)
- SAVIANI, D. Escola e democracia. Edição comemorativa. Capítulo 1. (Elayne, via e-mail)
July 5 (exceptionally, Tuesday)
at NIED (18-20hs)
Today’s discussion – Why OER. Presentations by each group (see readings and other information above). We will view, in class:
- Vídeo: Good Copy, Bad Copy: “A documentary about the current state of copyright and culture” http://www.goodcopybadcopy.net/
- Presentation: Laurence Lessig at OSCON 2002: “<free culture>”: http://randomfoo.net/oscon/2002/lessig/free.html
Reading for next week – Legal concerns:
- MIZUKAMI, P. N., & Lemos, R. (2008). Culture: The emergence of open business. In L. Shaver (Ed.), Access to knowledge in Brazil: New research on intellectual property, innovation and development (pp. 25-63). New Haven, CT: Yale Law School. (Jennifer)
- LESSIG, L. (2004). Free culture. New York: Penguin Books. (pp. 1-47) (Sam + Daniel)
- MIZUKAMI, P. N., Lemos, R., Magrani, B., & Souza, C. A. P. d. (2008). Exceptions and limitations to copyright in Brazil: A call for reform. In L. Shaver (Ed.), Access to knowledge in Brazil: New research on intellectual property, innovation and development (pp. 67-114). New Haven, CT: Yale Law School. (Aline + Elaine)
July 12 (Tuesday)
at NIED (15-17hs)
Today’s discussion – Legal concerns (see readings above). Everyone should prepare a short (15-20 minute) presentation (oral, slides) to explain what you read and explain your comments and critiques. Don’t forget to do your critical summaries in Portuguese. We will also talk about current reform to law in Brazil, and review Creative Commons licenses and their implications.
Readings for next week – Challenges and Suggestions for OER
June 19 (Tuesday)
at NIED (15-16:30 hs & 16:30-17:30/project discussions)
Today’s discussion – Challenges and Suggestions for OER
- All article summaries from previous classes must be in by today via email.
- For UNICAMP students: we will take another 30-60 minutes to discuss your projects, courses and your work while in the USA.
- The “Current Challenges” section (2 pages) of the Hewlett Foundation OER report from 2011 (the largest agency to finance OER around the world).
- The “Recommendations” section (8 pages) of the OLCOS OER 2012 roadmap.
Based on these two short sections write a with your personal reflection on the most important challenges K-12 schools face in the use and adoption of OER. You should prepare a four paragraph blog entry, following this scheme:
- Two paragraphs – Based on all our work this semester, identify two of the most important challenges for OER adoption at the K-12 level (one paragraph each, explaining what they are). Do not use obvious or common challenges. You have learned a lot about OER, and you know a good bit about school contexts. Use what you know and the readings above to put forth two interesting and very specific challenges you envision. Something like, “teachers need to know more about technology” qualifies as a very simplistic idea (we don’t want that!). Think about the more subtle issues we have discussed.
- Two paragraphs – Two feasible (could be tough, but feasible), short-term suggestions (one paragraph for each suggestion) explaining what you would suggest to K-12 teachers, administrators, or administrators which be done now to move us towards an OER framework.
Ideas we want to cover, in no particular order, and subject to change:
- Hosting OER
- Digital libraries
- Overview of OER-DL we wll create
- What are digital libraries
- Installing Greenstone workshop!
- Defining OER
- OER versus Learning Objects
- Meaning of “Open”
- Granularity paradox
- Why OER
- Right to education
- Common goods
- The case of textbooks
- Legal concerns
- International conventions
- Local regulations (USA/Brazil)
- Intelectual Property versus Patents
- Creative Commons licenses
- Licensing your material
- Structural concerns
- Finding OER
- Repositories and concerns with them
- Portals and reuse
- Teaching and learning with OER
- The OER cycle and sharing OER
- Issues and concerns for basic education (K-12)
- Using OER in teaching and learning in formal education environments
- OER for teacher training
- Technical issues related to OER
- Acessibility issues
- Technical openess
- Creating OER
- Localization and adaptation
- Cultural and linguistic issues
- Tools for creating, using and reusing