I produced this ‘Learning Design Landscape’ cube some time ago, when trying to pull together various aspects around learning design in the second decade of the 21st century, and my own work in this area.
Posted by askawild on October 3, 2014
What are the best workflows to save and organise content that one finds online, but doesn’t immediately have time to read?
First a few questions:
- How do you find online content on a daily basis, how does content find you?
- What is your current workflow? How/where do you save content that you find online but want to read later?
- What services do you use? What works well? What doesn’t?
- If you could ‘fix’ one thing in the current workflow, what would it be?
- What would your “dream” tool do for you?
This is what I think:
Whatever service I choose, I want it to allow me to save articles, videos, websites, and blog posts I come across throughout a day:
- with one click
- to one single place
- a place that is easy to view, aesthetic, easy to stay organised (so that it’s a pleasure to come back to it)
- a place that I can easily access
- from any device
- online or offline
If you access the Internet from multiple devices throughout the day you know exactly what I’m talking about.
I use my laptop at work, my smartphone on the move (e.g. reading tweets while waiting for a bus), my iPad when travelling for meetings and conferences (and on the sofa in the early mornings and evenings).
I stumble across things that I’d like to read or watch later constantly in my work. Sometimes curated content is distributed via e-mail and I know this will be something good, but it’s not relevant to my task at hand and I don’t want to get distracted. I need a place to ‘shift it’ to for later…
When reading tweets on my iPhone, I come across and filter different kinds of content. I can read short articles on a small screen but not the longer, more demanding ones – I will do it later…
My iPad is for me a wonderful ‘consumption’ device, allowing for paperless reading of articles, news, blog posts, watching of short videos.
It’s usually from my iPad that I access ‘Pocket’, my favourite service for managing read-it-later content. It’s an app for web, desktop and mobile use.
This is why I like it:
- First of all (for the non-initiated): there are excellent tutorials available in the help section on how to manage your reading list across devices and media
- It caters a lot of different styles how to collect stuff
- In your browser, you can use a bookmarklet: click on the special ‘pocket’ bookmark to add the current web page to the stream
- You can email a link to email@example.com, which will automatically sort it in
- You can add stuff from your favourite apps, including twitter and flipboard
- It will automatically syndicate your various devices.
And last but not least: it’s private🙂. I can collect whatever I want, without spamming anyone in my circles, groups, or neighbourhood. I can filter first, then share either in Diigo or Mendeley.
Posted by askawild on March 21, 2013
Last Thursday I co-facilitated a workshop ‘Climbing the stairway to OER nirvana’ at the ALT 2012 Conference. The workshop was led by Chris Pegler and the remaining contributors were Suzanne Hardy and Alannah Fitzgerald (well done everybody!). In the workshop we used images of stairways and a set of stakeholder cards which served to explore where different stakeholders stand in a stairway and what kind of a stairway it is (Is it a stairway at all? Is it helpful to think of it in terms of a stairway?). But there were not only stairways involved, there were also ladders….
Why stairways and ladders?
Chris, Suzanne and Alannah came up with their model of a stairway to OER nirvana during a symposium organised by SCORE in October last year. The outcome of their brainstorming session at that time is summarised in Chris’s introduction to the workshop here, if you want to find out more.
At the same time, in September last year, I started my 9 month research project to investigate the ways in which higher education institutions, individual faculties and support staff foster reuse of OER among their academics. As part of my research methodology I used a sketch of a ladder and a set of colour coded cards to help my 19 interviewees (promoters of OER, lecturers who took part in ‘OER training’ and faculty OER champions) articulate what engagement with OER reuse means to them, how it can manifest itself and how it can be fostered. I used ladder as a metaphor as it conveys well a message of direction and progression from an established practice of sharing and reuse of materials in general, through emerging awareness of OER to full uptake and commitment to the concept of OER and OEP. This is what I have collected in the end:
The final output – the OER Engagement Ladder – represents three major levels of engagement with OER reuse: Piecemeal, Strategic and Embedded (i.e. optimal) and three ‘realisation’ steps: Understanding, Need and Reflection:
BTW the image is licensed CC BY so feel free to take it, adapt it, reuse it as long as you attribute the original.
In the full research report I describe in detail how engagement with OER manifests itself at each level, what makes people disengage from using OER, and what are the enabling factors that reinforce engagement and support lecturers in moving up the ladder. You can also see a brief overview of the findings in my presentation here
If you have a role as staff developer you might also be interested in the appendixes of the report which provide a summary of tactics used by OER promoters to convince lecturers that using OER can be beneficial, as well as examples of how to deal with discoverability issues.
Back to the ALT-C workshop
Together with Suzanne Hardy I was co-facilitating one of the two groups. It was really exciting to listen to the conversations and see how often they reflected what I have found out in the study! Both groups felt that the journey to ‘OER nirvana’ was a mix of plateaux (i.e. you get to a certain level and then you stay there for a while) and obstacles/steps/elevators (I can’t recall the exact names they used) that either keep you from moving up (e.g. if you experience a certain barrier) or help you move up really quickly (e.g. if you directly experienced the benefits, or if you received a bespoke support that helped remove the barrier).
Looking for the best metaphor for people’s engagement with OER our group came up with a board game that very much resembled something that any one in the UK knows really well – snakes & ladders. Chris Follows is planning to take this idea forward so keep an eye on process.arts if you like both board games and OER.
Stairways and ladders might not be the most adequate metaphors for people’s engagement with OER, but they definitely trigger fascinating, useful and insightful discussions!
Posted by askawild on September 17, 2012
I am currently attending OER12 conference in Cambrigde. Today I will be moderating a panel: “Embed, don’t bold on. Promoting OER use in UK universities”
I will have 5 experts on my panel.
Why this topic?
We all know that academic buy-in is crucial for sustaining the OER movement.
We also know that academic staff need support in using OER, not only to start-off but also to take take their OER engagement forward.
In the UK a major funding for OER-related projects came from the HEA/JISC OER programme. The first two strands of JISC funded OER projects were focused mainly on releasing materials and creating institutional workflows. This has shifted, however, and, what is now in the foreground is the use-side of OER and institutional support for taking the engagement with OER forward. There is a nice blogpost describing this shift written by Amber Thomas at the JISC digital infrastructure team blog.
So against this background, the question we are going to address in this panel is:
−how to take OER engagement forward?
−what works and what doesn’t when it comes to raising engagement with OER use amongst academics?
Why I am moderating?
Mainly because these happen to be also the questions I am trying to answer within my SCORE fellowship.
What all the panelists have in common?
All panelists are SCORE fellows as I am, they are all interested in the use-side of OER and they are all involved in the initiatives that are aimed at promoting OER use among academics in their institutions. What differs is the approaches they take.
And this is what brought us together today:
−We want to share the approaches
−See how they are different, what do they have in common.
−How can we build on each others knowledge, experience and insights into what works and what doesn’t to improve our institutional support services and to give some recommendation to those who are just starting with their efforts to get academic buy-in.
Posted by askawild on April 17, 2012
A mindmap with the OER reuse landscape which I created last year as part of the JISC-funded OER impact study needs updating! It was supposed to be a living document. Well, it was. For a little while. It even got attention and contribution from overseas! But now it looks oudated and… dead. It’s been only a year and the discourse about OER has changed so much. I’m still in this field. Still looking and reuse side of things. As part of my SCORE fellowship with the OU I am investigating the ways in which Higher Education Institutions in the UK are trying to raise engagement with OER use amongst their academics. As a buy-product of my research I am collecting links to webistes, guides, handbooks, toolkits and tools that can support academics in their OER (re)use practice. Maybe this should become a part of the exsiting mindmap?
Posted by askawild on April 11, 2012
I am currently in Nottingham, participating at the ALT Conference. Tomorrow morning I am going to be one of the facilitators of the workshop “Innovating in teaching with an intelligent design environment” organised by the LDSE project team that I have joined very recently. In the workshop the participants will try out the very early prototype of the LDSE tool designed to support the teachers in the process of creating, sharing and reusing learning designs.
Posted by askawild on September 7, 2010
Paradygmat 2.0 is the name of a brand new blog that Ilona Buchem and I lunched last week. We will be writing about issues related to Personal Learning Environments – at least for now. Pontydysgu hosts the blog and Graham Attwell wrote some nice introductory words to welcome us and make us visible to as many Polish-speaking researchers as possible. Yes, this blog will be entirely in Polish. We hope to connect with Polish-speaking research community.
Posted by askawild on April 27, 2010