>
> Technically the collection feature in WikiEducator enables users to reuse
> existing collections and/or recreate customised collections. Also, I think
> that there are considerable opportunities for us to improve reusability
> through design. For example, identifying the educational elements with a
> high probability for customisation (eg activities) as discrete objects in
> the materials, for instance pedagogical templates or individual subsections.
> In this way we can reduce the time and effort required for reuse and
> customisation. With this model -- different teachers can then easily build
> customised collections for their teaching. I do agree that we will need to
> refine the user interface for making it easier to build customised
> collections in WE.
>
> This is something I'd be keen for us to focus on in the new year. So any
> thoughts on how we can improve the ability to customise and reuse resources
> is most welcome. We can build these recommendations into the technical
> development specifications. If all goes well -- we should be able to raise
> the funding necessary for these refinements :-).
>
Some pedagogical approaches, formats and styles are more inviting to
customization than others. It has to do with several ideas and directions.
For example, in math, posing closed-ended questions ("What is 2+2?") does
not typically invite customization. Applications, on the other hand, invite
high level of customization. The unit study approach always calls for some
customization. I expect the issue of customization in general to be related
to such field-specific pedagogical ideas.
>
>
> >WikiEducator is founded on the wiki-model of peer collaboration whereas
> Connexions' processes are more akin to the "producer-consumer" model of OER
> content development. Both approaches have their respective advantages and
> disadvantages.
>
> Why do you mean by peer as opposed to producer-consumer and what would
> be the advantages and disadvantages of each, as you see it?
>
>
> Towards the end of 2007, Ken Udas from the World Campus at PSU, Chris Geith
> from MSU Global and myself had a bash at distinguishing these approaches:
>
>
> http://www.wikieducator.org/Internationalising_online_programs/OER_producer-consumer_and_co-production_models
>
> I think the table attempting to compare these approaches needs some
> refinement and improvement ;-) -- but is nonetheless is a starting point to
> think about these differences.
>
> I think that the mass-collaboration approach which underpins
> peer-production models has greater potential for leveraging the benefits of
> self-organising OER systems (see:
> http://en.wikipedia.org/wiki/Self-organization ) -- What's interesting
> about self-organising systems is the fact that its difficult to predict
> future benefits -- they emerge over time. Also, self-organising systems are
> also more responsive and can adapt more easily to changing needs. I also
> have a strong sense that the emerging approaches will be more aligned with
> the principles of mass-customisation (
> http://en.wikipedia.org/wiki/Mass_customization ) as opposed to the more
> traditional model of mass-standardisation we have become accustomed to in
> the classical academic publishing model.
>
Wayne, I would like to thank you for putting together this vocabulary for
discussing the topic. It is quite helpful in thinking about my project
specifically, and more general issues, too. In the spirit of refinement,
where would "learners as co-creators of content" fit? At a first glance, it
seems to belong in the co-production models, but maybe it's a separate
dimension altogether. ossibilities:
producer-consumer-learner vs. co-production-learning vs. co-production
together with learners, as an integral part of the learning process.
Just like blogging and other social web tools are removing the separation in
time between writing and publishing, 3.0 (to give a loose collective name to
the processes happening now) can remove the separation in time between
producing curriculum and using/learning/teaching it, and some of the
separation in roles between producers, consumers (teachers) and their
"subjects" (students).
--
Cheers,
MariaD
Make math your own, to make your own math.
naturalmath.com: a sketch of a social math site
groups.google.com/group/naturalmath: a mailing list about math maker
activities
groups.google.com/group/multiplicationstudy the family multiplication study
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