3-Os/Letters
Welcome to the 3-Os space on WikiEducator.
Onsite, Online & Ongoing Action Learning Model
Letters
(
: Gurmit - do you want to put the link to the article (artifact) we discussed - Randy Fisher 18:44, 2 January 2012 (UTC))
- date required
- length (400-500 words)?
- where it will be sent - Distance Education Journal
Response
(key points)
Their main argument is that: In this paper, we have identified a number of major OER obstacles that need to be overcome, such as not taking foreign contexts into consideration, producing unalterable resources and/or failing to provide sufficient information on contexts/contents. Nevertheless, we have attempted to show that OER can indeed play a fundamental role in supporting educational development throughout the world. Yet, it has become apparent that with a little more sensitivity with regard to identifying contextual differences, with the use of a context-sensitive design and by incorporating a description of resources, OER providers could make a fundamental difference to the usability of open educational resources.
- They claim that CONTEXT & CONTENT are critical to OER usability.
- They make the assumption that the process of OER development is separate from the context & content of OER use. This assumption ignores the dynamism of learning with technologies.
- Alternative examples exist of how a dynamic approach to OER creation through strategic processes for engaging communities produces meaningful, useful and relevant OER materials and educational development - an example is WikiEducator.
- Their example is limited to German school teachers and not representative of OER for example in Africa, or cross-country projects.
- In their abstract, they ask the question - Furthermore, how can educators and providers of learning contents manage to foster and manage the creation of a worldwide knowledge society?
- Well, one answer is by community building worldwide.
- The authors have not suggested a way to overcome the 'mere provision' - we suggest that the production of OER as an immersion in praxis can address issues of inclusion, access and justice, but needs committed facilitators and greater awareness among policymakers and funders.
- it's building trust and community, not necessarily context
- brief history of the WE Community, and LearnShare by extension as community of practice - leading to materials development
- We argue that the authors have ignored the dynamic integration of context, processes and outcomes (C,P,O) that are crucial to OER success.
- using Collaborative Engagement visual
(: Randy - See my points above. We only need to make 1 argument for a short letter. Does it work for you? - --Gurmit 19:02, 2 January 2012 (UTC))
- Yup, works for me - the only caveat I would add here - is to soften up the language - like "ignore" is a bit harsh to me - Randy Fisher 19:10, 2 January 2012 (UTC)}}
(: Randy - Thanks Randy what word would you rather use? --Gurmit 19:53, 2 January 2012 (UTC))
- "needs to consider"; "take into account" - focus more on the positive
