by Megan Robertson on 19 Jul 2012 10:39
Thursday, 19 July 2012
Continuing my reading of OER1 with a brief overview of copyright & the benefits of Creative Commons licensing (copyleft as it’s sometimes known). Nothing new but a useful reminder and an interesting analysis of the benefits and disadvantages of taking this approach to the construction of learning resources. On the whole, I’m in favour of it, if only because I’ve learned loads from others and like to put something back. The whole point of MoodlePoodle is sharing ideas about e-learning…
Then the next task, to read an extract about what research has to say about well-structured online learning. Like the Open Polytechnic of New Zealand course in developing materials for Moodle, this is a nice distillation of things that experience has shown me work, again helping me understand why it is that they are effective.
Key points include directed interaction between students, building a community amongst learners (which requires effort and intervention from course facilitators), involvement in activities (else you might as well give your learners a book to read!), feedback on how well individuals are doing with the course (through quizzes, assessments, peer review), support available for those who struggle… and some element of control by the learner of their learning.
Interesting diagram of different ‘types’ of course, suited to different cohorts of learners, with advice as to how to use each style to best effect.
Then a task, to specify what part of the diagram the OpenLearn courses looked at earlier fit into best. I would think the ‘NW’ one (teacher determined, task specific)… which also happens to be the one I find easiest to learn from. And there’s the rub: there is always a tendency to teach (or write resources) in a way that you would like to be taught, which often isn’t the way the real live learners in your classroom or on your website want to learn.
In searching for ideas specifically for HE, the SW quadrant, teacher-determined open-ended strategic learning activities, sounds appealing: give the students a solid foundation which they can use as a springboard to base independent learning in whatever direction appeals to them. There’s good stuff in all the styles, though, and a blend may work even better.