![C-SAP OER pilot project overview (1) ,[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Empfohlen
Empfohlen
Weitere ähnliche Inhalte
Was ist angesagt?
Was ist angesagt? (19)
Andere mochten auch
Andere mochten auch (8)
Ähnlich wie OER2011: Tacit models of resource creation
Ähnlich wie OER2011: Tacit models of resource creation (20)
Mehr von CSAPSubjectCentre
Mehr von CSAPSubjectCentre (20)
Kürzlich hochgeladen
Kürzlich hochgeladen (20)
OER2011: Tacit models of resource creation
- 1. OER in the Social Sciences: Tacit models of resource creation Anna Gruszczynska, C-SAP (Higher Education Academy Subject Centre for Sociology, Anthropology and Politics)
Hinweis der Redaktion
- : making educational resources more “open” and less reliant on tacit pedagogic practice by using insights gained from the process of peer review and social science knowledge production. Notion of 60 credits contribution. With other activity. Existing content, not new content. JORUMOpen – overview if possible
- The general aim was to establish partners’ experiences of opening up their educational resources and to examine to what extent other academics could do the same with their material (with or without project support). Subject benchmarks, professional identities etc vs. core curricula – much freedom in social science, identified in rationale, but a challenge for the project. Rationale for pedagogic intention, re-use and dis-aggregation (awkward terms, part of problem with learning tech discourse) A need for learning design, structure, meaningful purpose, notion of the polished repertoire
- a. courses are designed as 'sets' of modules (i.e. they have been modularised) b. modules (in line with HE convention and practice) are aligned with learning outcomes, and a form of assessment c. the contextualisation of modules involves intent that is often implicit / tacit / invisible - and constructing them to be shared requires this intent to be re-examined by a) the originator b) future user(s) d. stripping away contextual info in modules in order that they might be re-used is problematic in that insufficient structure may remain for others to use Localised Context-bound Located on institutional VLEs Linked to assessment practices Linked to learning outcomes Encode ‘tacit’ understandings Implied pedagogies / approaches Varied in nature of ‘artefact’ (digital format)
- the ‘diagnostic’ tool allows users to take the OER descriptions created during the project, and adapt and save for their own purposes. It also offers a guided / supported process for creating new OERs from other module content.
- What depositors assumed The main users will be knowledge experts Quality control is provided by university procedures Accessibility - also as per university procedures Sustainability - just the short term, but no clear view Prerequisites - not a key issue, assumed resource is adaptable – material offered at diff levels