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Universities Without Borders

Jul 12, 2015

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Education

  • #OpenEd 2014 November 21, 2014

    Universities Without Borders

    Tim Boileau, Ph.D.Indiana State University

  • Social Learning and OER

  • OER as a Moral Imperative

    Social

    Justice

    Redistr

    ibution

    of We

    alth

    Affordab

    le Educ

    ation

    Access

    to Learn

    ing

  • OER

    Open Access = Immediate Access + Full UseOpen content vs. open learning experiences

    Process of receiving/giving systematic instruction.Conditions under which learning occurs.Formal (10%) vs. Informal (90%) Learning.

    TextbooksCoursesMedia, Games, Articles, Data

    A New Learning Paradigm

  • Social Learning Context

    OER

    Digital Curation

    Digital Literacy Pedagogy

  • Digital Curation

    Set of interdisciplinary activities for collection, preservation, maintenance, and archiving of digital information and research data, in order to add value to the information and data throughout its lifecycle.

    Boileau, 2014

  • Accumulation of Knowledge by Mankind: 1 - 1500 CE: Doubled in 1500 years (x2) 1500 - 1750: Doubled in 250 years (x4) 1750 - 1900: Doubled in 150 years (x8) Today: The accumulated knowledge of mankind

    doubles every 1-2 years (x16, x32, x64, x128,)

    (1000 miles)(3,346 Feet)

  • Digital Curation - Historical Perspective

    Libraries

    Museums

    8

  • Digital Curation - Tools

    9

  • Digital Curation - Domains

    Individuals Institutions Society

    10

  • Digital Curation - Individuals Everyone is a curator; enabled by social media-based

    curation tools Despite technology, humans face innate cognitive limitations Required skills for digital curation include:

    Analysis NetworkingAssessement Knowledge Construction

    Critical Thinking ConceptualizationDistributed Cognition Trans-Media Navigation

    Investigation Collective Intelligence

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  • Individual Digital Curation - PLN

    Painful truth: Knowledge has an expiration date Leverage social media to build your personal learning

    network (PLN) Use your social media account(s) to curate and post

    content to own personal learning network #OpenEd14 Get Started! Edublog Teacher Challenge: Create a PLN

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  • Digital Curation Tool Examples

    13timboileau.wordpress.com

    http://www.scoop.it/t/aecttweetedtimes.com/#!/timboileau

    paper.li/timboileau/

    pint

    eres

    t.com

    /tim

    boile

    au/e

    duca

    tion-

    techn

    olog

    y/

  • Digital Curation - Institutions

    Concept of curation is not new: e.g., institutional memory, archives, knowledge management

    What is new: stakeholders expect access to knowledge repositories; to contribute to, and access archived resources

    14

  • Institutional Curation - DCCDigital Curation Centre (DCC) was established in the UK in 2004, with a focus on the preservation and curation of data collected from research conducted on a global basis. The primary aims of the DCC are:

    to promote an understanding of the need for digital curation among communities of scientists and scholars;

    to provide services to facilitate digital curation; to share knowledge of digital curation among the many disciplines

    for which it is essential; to develop technology in support of digital curation; and, to conduct long-term research into all aspects of digital curation.

    15

  • DCC Curation Processes1. Conceptualize: conceive and plan the creation of digital objects, including data capture methods and storage

    options.2. Create: produce digital objects and assign administrative, descriptive, structural and technical archival metadata.3. Appraise and select: evaluate digital objects and select those requiring long-term curation and preservation.

    Adhere to documented guidance, policies and legal requirements.4. Ingest: transfer digital objects to an archive, trusted digital repository, data centre or similar, again adhering to

    documented guidance, policies and legal requirements.5. Preservation action: undertake actions to ensure the long-term preservation and retention of the authoritative

    nature of digital objects. 6. Store: keep the data in a secure manner as outlined by relevant standards. 7. Access and use: ensure that designated users can easily access digital objects on a day-to-day basis. Some digital

    objects may be publicly available, whilst others may be password protected. 8. Transform: create new digital objects from the original, for example, by migration into a different form.9. Dispose: rid systems of digital objects not selected for long-term curation and preservation. Documented

    guidance, policies and legal requirements may require the secure destruction of these objects.

    16

  • 17

  • Digital Curation - Society

    Three Global Trends in Digital Curation (end of 2013): The rise of individual access enabled by smartphones

    and tablets, The end of content scarcity as digital distribution has

    become ubiquitous, and The shift away from content ownership, facilitated by

    always-on networks, to services.

    18

  • Digital Literacy Skills

    Digital literacy skills relate to the use of digital technology tools in activities that locate, create,

    communicate, and evaluate information within a networked (online) environment, mediated by

    digital computing technologies.

    19

    Boileau, 2014

  • Skills

  • Teaching Digital Literacy Skills

    Requires a different epistemological framework than teaching other forms of literacy

    Not the same thing as teaching how to use technology What is lacking are the skills to discriminate between

    good information and bad information

    21

  • Digital Literacy - Best Practices Digital literacy should be pedagogically led and

    integrated soundly into the curriculum; Educators should use social software and collaborative

    technologies to encourage learners to work together; Educators should focus on skills that facilitate lifelong

    learning and transferable skills, and Learners should use technology tools to create

    assessable deliverables.

    22

    Mallon & Gilstrap, 2014

  • Teaching Digital Literacy (1 of 3)

    Functional Skills hands-on, experiential learning to develop competency in basic ICT skills.

    Creativity in reference to how learners think, construct knowledge objects, and apply methods for sharing and distribution of knowledge.

    Collaboration meaningful learning requires dialogue, discussion, and exchange of ideas with and in relation to others for socially constructed meaning-making to occur.

    23

    Hague & Payton, 2010

  • Teaching Digital Literacy (2 of 3) Communication digital literacy requires additional higher order

    communication skills in a world where much communication is mediated by digital technology.

    Ability to Find and Select Information related pedagogy is inquiry-based learning; these are fundamental skills that are essential for knowledge development as learners learn how to learn.

    Critical Thinking and Evaluation critical thinking is at the core of digital literacy; it includes analysis and transformation of information to create new knowledge; and requires reflection to evaluate and consider different interpretations.

    24

    Hague & Payton, 2010

  • Teaching Digital Literacy (3 of 3) Cultural and Social Understanding provides learners

    with a language and context for digital literacy to promote broader understanding and interaction in the creation of meaning.

    E-safety in teaching digital literacy, educators have an obligation to support learners in development of skills, knowledge, and understanding that will enable them to make informed decisions in order to protect themselves on an ongoing basis.

    25

    Hague & Payton, 2010

  • Digital Literacy Standards

    International Society for Technology in Education (ISTE) NETS for Teachers, Students and Administrators

    American Association for School Librarians (AASL) Standards for the 21st Century Learner

    Partnership for 21st Century Skills Framework for 21st Century Learning

    26

  • Creating Digital Fluency with OER

    Critical thinking evaluative techniques Net savviness knowing how the web works Diversity of sources preponderance of the evidence

    27

    Miller & Bartlett, 2012

  • CRAAP TestC

    Currency: The timeliness of the information Do you know when the information was published, posted, or last updated?

    Is the information current for your topic and field of study?

    RRelevance: The importance of the information for your needs Is the information appropriate for a college-level course?

    Is this an adequately in-depth discussion of the topic? Has Canadian perspective or content been provided?

    AAuthority: The source of the information Have the author's credentials or organizational affiliations been identified?

    Is the author (or authors) qualified to write on the topic? Has the piece been published by a well-known and respected publisher or organization?

    AAccuracy: The reliability and correctness of the informational content Have the author's sources been clearly cited so that you can easily find (and verify) them?

    Are there spelling, grammar, or other typographical errors?

    PPurpose: The reason the information exists Do the authors/sponsors make their intentions or purpose clear?

    Does the point of

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