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From institutional repositories to personal collections of learning resources

From institutional repositories to personal collections of learning resources. Julià Minguillón 1,2 , Jordi Conesa 1 1 Computer Science , Multimedia and Telecommunication Studies 2 UNESCO Chair in e-Learning Universitat Oberta de Catalunya Barcelona, Spain. Table of contents.

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From institutional repositories to personal collections of learning resources

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  1. From institutional repositories to personal collections of learning resources Julià Minguillón1,2, Jordi Conesa1 1Computer Science, Multimedia and TelecommunicationStudies 2UNESCO Chair in e-Learning Universitat Oberta de Catalunya Barcelona, Spain

  2. Table of contents • The UOC Virtual Campus and the institutional repository • Management of learning resources • The gatekeeper • The #metaOER project • Preliminary pilot experiences • Discussion • Future work PLE'11, July 11-13, Southampton, UK #PLE_SOU

  3. UniversitatOberta de Catalunya • Created in 1994, 200 students → > 40000 • Completely virtual (but some F2F evaluation) • Virtual classroom: • Calendar • Communication spaces • Evaluation activities • Learning resources • Open but monolithic VLE → PLE-1 PLE'11, July 11-13, Southampton, UK #PLE_SOU

  4. Institutional repository • Open repository: teaching, research and institutional resources • DSpace based: • Preservation more important than dissemination • Permanent URLs (handles) + RSS • Managed by librarians, neither teachers nor students… …but self-archiving is possible • Good for storing, not for searching/browsing PLE'11, July 11-13, Southampton, UK #PLE_SOU

  5. Learning resources • Teachers create collections of learning resources (readings, examples, exercises, …) • But it is not easy to add or change resources • Resources are linked to a given course and are available only from the virtual classroom • Irregular use of all the available resources • Learners adopt a very passive role!!! PLE'11, July 11-13, Southampton, UK #PLE_SOU

  6. Integration in the learning process • Do not provide learners with everything they need (they might not need the same!) • Final users (students, teachers) should be able to discover and share new resources • Promote informational competences: • Searching, filtering, summarizing, sharing • Activities are more important than resources PLE'11, July 11-13, Southampton, UK #PLE_SOU

  7. delicious • Social bookmarking web 2.0 service • Large community of users • Users can become “friends” • Triplets: URL, user, {tags} → 1 / 10 / 100 ratio • Highly connected to Wikipedia and other large repositories (i.e. OCW) • Accessible via API or brute HTML parsing PLE'11, July 11-13, Southampton, UK #PLE_SOU

  8. Mining delicious • Use delicious search engine and API • Retrieve “all” triplets for a given concept • Discover similar resources: • Resources clustered by tags • Resources tagged by “expert” users • Improve descriptions by analyzing tags: • Misspelling • Additional tags PLE'11, July 11-13, Southampton, UK #PLE_SOU

  9. Our proposal • Do not use the virtual classroom mechanisms for organizing learning resources • Use the institutional repository to store them • Create small collections using a delicious account with some predetermined tags • Ask learners to use delicious to organize and describe their own personal collections • Use a gatekeeper (a.k.a. gardener) to “tidy up” PLE'11, July 11-13, Southampton, UK #PLE_SOU

  10. The gatekeeper • delicious account + RSS / API bots • Specialized / thematic (i.e. Statistics, OERs) • Maintain a collection sharing the same hashtag (i.e. #metaoer) • Provides learners with selected resources • Analyzes the community of practice and reintroduces knowledge as recommendations: new resources, tags, expert users, … PLE'11, July 11-13, Southampton, UK #PLE_SOU

  11. Sharing resources • The teacher maintains a collection of resources for a given subject in DSpace + delicious • Learners are aware of the RSS of the collection • A bot searches resources for a given #hashtag proposed by all users (learners, teachers, any) • It analyzes tags from all users sharing such resource and proposes a possible description • The teacher decides whether such new resource can be part of the collection PLE'11, July 11-13, Southampton, UK #PLE_SOU

  12. The #metaOER project • UOC UNESCO Chair in e-Learning • OER evangelization: courses, workshops, … • Collection of Open Resources on Open Educational Resources • Categories: awareness, open formats, metadata, licenses, software, repositories • Resources tagged with #metaoer are considered to become part of the collection PLE'11, July 11-13, Southampton, UK #PLE_SOU

  13. Preliminary pilot experiences • First virtual course on OERs (May 2011): • 40 students (teachers) → 23 active • Only 4 had a delicious account • Workshop on OERs (July 2011): • 90 attendees → 50 participated in the survey • 14 use delicious • Only 9 “use” the institutional repository PLE'11, July 11-13, Southampton, UK #PLE_SOU

  14. Discussion (I) • The reality is not so 2.0: • Only a few users share resources in delicious • Even less users edit Wikipedia pages • The number of resources in other languages than English is small • Users need to be trained to use delicious and become Wikipedia editors • Some learners prefer the 1.0 model! PLE'11, July 11-13, Southampton, UK #PLE_SOU

  15. Discussion (II) • Analyzing tags cannot be done “online” • Users need to share some predetermined vocabularies • The gatekeeper cannot be intrusive • The teacher needs to supervise the job done by the gatekeeper • A second bot could connect the delicious collection with DSpace automatically PLE'11, July 11-13, Southampton, UK #PLE_SOU

  16. Future work • Implement all bots • Add services on top of DSpace:add a comment, rate, make favorite, subscribe, … • Better support for multimedia and other non-document resources (i.e. streaming) • Integrate the system in the virtual classroom (VLE) as well as a widget (PLE) • Anything else? PLE'11, July 11-13, Southampton, UK #PLE_SOU

  17. In a few sentences… • If we provide learners with everything they need, they adopt passive roles • If teachers arrange everything in advance, they adopt passive roles • Open Educational Resources are out there search, discover, tag, share, use • The PLE is just a combination of existing tools and some bots that help to automate tasks PLE'11, July 11-13, Southampton, UK #PLE_SOU

  18. Thank you! Julià Minguillón Computer Science, Multimedia and Telecommunication Studies UNESCO Chair in e-Learning jminguillona@uoc.edu twitter/@jminguillona http://unescochair-elearning.uoc.edu PLE'11, July 11-13, Southampton, UK #PLE_SOU

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