FDOL131: unit 5

Rationale:  The move towards ‘openness’ in education has accelerated in recent years with a number of high profile institutional initiatives such as the MIT OpenCourseware project and  there is now a growing body of Open Educational Resources (OERs) and Open Educational Practices (OEP) offered by a number of institutions around the globe which not only give access to free educational courseware, such as images, video, audio and other assets to educators and learners worldwide, without an accompanying need to pay royalties or licence fees but also provide opportunities for open access participation and learning in course settings via for example Massive Open Online Courses (MOOC) which often attract large numbers of participants. The OER and OEP have emerged as a concept with great potential to support educational transformation as well as provide extended opportunities for learning in non-formal settings. This unit explores the benefits and challenges of openness in education and learning more generally and looks at ways in which educators and learners can harness and benefit from a plethora of open opportunities to engage and re-engage in learning but also to explore how OER and OEP can be re-purposed, adapted and contextualised for specific learning and teaching situations.

Molyvos - Open Hotelroom Window

opening up: what does this mean for learning?

Personalised Intended learning outcomes to be defined by PBL groups based on the PBL scenario and learners studying autonomously after reading the rationale.

  1. ILO1
  2. ILO2
  3. ILO3

(no more than three please)

PBL scenarios

[Scenario sample use story from our database]

Explore the scenario and identify in your group possible items you would like to investigate. Agree which ones you are going to study further. Remember to agree learning outcomes for the group and use FISh.

Add resources you have found useful in your investigation to the FDOL resources in diigo. At the end of the unit, you will share your solutions based on your investigation and your experiences with the rest of the learners and receive feedback from at least another group. You can present your solution use a  media-rich approach through creating a story, a report, a poster, a comic strip etc. It is up to your group to decide.

resourcesFDOL diigo group at http://groups.diigo.com/group/fdol-resources

Please check this learners’ generated collection and add further resources you find useful and link well with this unit. Remember to use tags and comment on resources shared by others.FDOL diigo list resources

Food for thought 
Food for thought activity: Learning in collaboration and in communities with Fred Garnett: Please watch the episode and answer Fred’s question

Discussion activities

  1. Google + community: Discuss aspects of Flexible, Distance and Online Learning in participants’ professional context with peers and comment on each others’ contributions.
  2. PBL groups: Work together on a specific scenario chosen linked to this unit’s theme.
  3. At the end of the unit, reflect individually and in your PBL groups on your learning and share with the wider FDOL community.
  4. Reflecting through images
On my own… What needs to happen so that the un-engaged in learning take advantage of open course and re-engage with learning?

On my own… What needs to happen so that the un-engaged in learning take advantage of open course and re-engage with learning?

Monday 22nd April 7-8 UK time, find your local time
Carol Yeager, SUNY

Webinar recording

Peer assessment and self-evaluation

  1. Reflect on your learning during this unit and capture your reflections into your portfolio. Use relevant literature. Remember to add the hashtag #FDOL131 to your title and link to Twitter. (suggested 300 words or equivalent)
  2. Share the link to your portfolio and invite others to comment
  3. Comment on reflections made by others.

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