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Damage control at EDC,  Otago Polytechnic.

in the last post in my haste  I  copied and remixed  text of Leigh Blackall without  links.

migrating storks02

2010  Otago Polytechnic teaching staff are enmasse facing the prospect  migrating their online teaching from a proprietry Blackboard to an open learning management system Moodle.

As   there could be at least 3 possible optional pathways this which throws up a number of technical and communication issues and  an opportunity to explore these 3  options:

migrating-herons_2932924178_406ffa68831

1. The first option would be simply to obey the directive and to bulk transfer existing educational course content from Blackboard to Moodle. This may be the only option for teachers with privacy issues i.e. Otago Polytechnic Intellectual Property policy is to copyright with a creative commons licence (attribution 3.0 which is the @ Otago Polytechnic by default)

2. Alternatively a 2nd option would be to upload content suitable for publication on the websites such as tekotago. Blip.tv, Wikipedia, Wikibooks, Wikiversity or Wikieducator, Survey Monkey, Blogger, Google Docs, GoogleMaps, etc. Then provide links to theirs and others Open Educational Resources in their Moodle by simple links and embed codes. This would however require restricting course materials and licencing these as creative commons CCBy.

3. A 3rd option would be to upload the content to the web (as in 2 above) but run the course on the web (bypassing Blackboard and Moodle Learning Management Systems). Already this is the case for staff using social networking platforms to facilitate and collaborate across social networks; who understand creative commons copyright licencing CCBY;  can author, edit and publish educational content. Teachers and general staff need to consult and debate all these options with those who have taken up these practices. Those staff who have the departmental resourcing and support will also take this opportunity to review content; the way teach or facilitate online courses and find more up to date materials.

In the following posts, taking one scenario at a time I will review and analyse the skill set and begin by breaking  up the tasks into steps. Directing staff to a bunch of (agreed upon?!) tools and services that suit the needs of their programme with ongoing technical support to teaching and administration staff to make migration from Blackboard to Moodle presents a labrynth of possibilities for a small college.

audio Image Text

Eyes wide open

Paying homage to a spidery web on a dewey morning. Heralds the laborious nature of spinning a web and  the refreshing of day and night. New beginnings for this week and for this year.

Project publish OER from a Otago Polytechnic Blip.tv account.

I want to outline scenarios and recommend software tools. this is taking some time as my  selection and evaluation are very important. I plan to produce some video in the process.

Learning about file exporting from camtasia studio and windows movie make, file formats and file conversion.

Next delivery modes.

the fundamental principles of on-line resources are embedding slowley although at times it feels as if objectives keep changing.

This course subscribes to flexible teaching and learning principles and processes, and their application to the design of flexible learning practices.

Timelines: Self directed projects: Networking

1) Professional Development and training

Enrol in a small business development course alongwith other study

Supervisor / mentor / collaboration

Networking information on media production, market research and infrastructure

questions:

🙂 – what is already available Polytechnic existing 2009 dates to determine appropriate time frames to plan to for new course (including time lines to seek approval for the course) date for submission of flexible (informal) design of course outline, schedule (and additional information about RPL, unit standards qualification (level).
Official (mandatory) course guidelines to correspond to Polytechnics timetabling, program documents, curriculum level of standards, course schedule and information advertising then to write up the guidelines, academic quality standards, assessment schedules,

2) Budgeted expenses:
total hours of work, across different stages = approximate establishment and running costs,
hardware and software required for media production, equipment
and human resources for ongoing course development,staff training and support and student support IT
advertising and ongoing promotional material

3) Research Questions

Funding Sources:

Otago Polytechnic Copyright Policy, consultancy, infrastructure:
What marketing is available ?
Who will enrol, finance and process results (staff administrator or training in Jasper)

I’ts about getting better at evaluating advice before following it which is my learning from having just gone through a couple of weeks that (before I knew it) grew into months where for a while there some digital tools were getting more and more confusing.

As part of a course designing flexible learning plan ( in my last post) I was required to create an online digital presentation of the same plan.

Publishing open educational resources can be like getting ones wires crossed

You can’t publish multimedia slide shows created in MIcrosoftpowerpoint2007 on any servers other than MSMessenger. and if open office 2007 doesn’t format the slides i created in powerpoint then do I go back to microsoft powerpoint. But because microsoft powerpoint 2007 is not willing to allow me to play a powerpoint in another piece of software (unless it is windows moviemaker that is!) this doesn’t tempt me.

but what if

to use open office (impress) 2007 to create a slidecast (digital video presentation) I have to remove all the microsoft formatting before importing it ….into open office 2007 …

I continue to circle my original objective and eventually fail to understand why i have failed.

in hindsight

Taking the advice to use windows movie maker fell well short of providing the the best tool. But. ..why didn’t I think to ask (the obvious question) windows movie maker what export options will this provide. If anything windows movie maker only video format is WMA.

Either take or leave some good advice and don’t expect it to work first time.

Where to from here? In future (tomorrow) when it come to evaluating advice I’ll keep listening and asking questions & won’t let up until they get to the “but” – at least then I know I am getting . . .warm!

I’ll keep you posted.

DFL PLAN July 2008 (Draft)

Flexible learning design for a digital audio course

Introduction:

These days interactive course materials and learning resources can be readily produced using open source digital tools and shared across social networks. Open Educational Resources are free of copyright restriction and freely available on the world wide web. While the ‘volunteer approach’ to OER development is unlikely to gain much traction in the short to medium term, there is promise in the long term. Consider that in 2002, OER was a term used to denote higher educational resources in third world countries, today, 2008, digital media with attribution only CCby are available online to use and re-use, to mix and remix (mashup) and to reference and redistribute under fair-use guidelines.

Learning by active participation has traditionally been considered a key component in vocational training. The prevalence of embedding digital literacy in academic and ‘virtual’ technical courses now extends those opportunities for “learning by doing”. Collaborative media practices are making waves in mainstream educational environments and institutions. Particularly when students are involved in learning paradigms where ideas are generated in socially interactive forums, sharing resources and collaboration builds into OER multimedia projects.

The background:

Otago Polytechnic is a tertiary institute for technical, academic and vocational training accredited with nationally recognised certificates diplomas and degrees. From the outset Otago Polytechnic staff delivered blended programmes to both distance students and onsite students. Typically courses comprise distributed packages of e-learning and face to face classes, and online by way of a (closed platform) learning management systems, Blackboard and Moodle.

For over 2 years, a number of full time lecturing staff and 5 part-time programme designers across different departments have been exploring the use of wikis and personalised blogs to develop and manage a number of online courses and teaching resources to achieve greater flexibility in curriculum and distributed methods of delivery.

Intellectual Property Policy changes at Otago Polytechnic during 2007 mean staff can now assign copyright to their course resources (attribution only CCBy as is recommended). This innovation was designed so that more educators will design more flexibility into existing programmes. The strategic direction is toward embedding digital information literacy across into courses and delivering these across social networks. As more programmes adapt and convert existing course materials into digital multimedia these can be accessed as Open Education Resources.

Many people experience barriers to learning and not just in formal educational environments. Learning aurally auditory-musical-rhythmic learning styles can be overlooked as an enabling and rewarding experience for learners with diverse socioeconomic, cultural backgrounds, literacy numeracy needs intellectual, and physical disability.

The following plan is an outline for a flexible course design using open and distributed information and communication tools to teach the construction of course materials using digital audio.

General Aims and objectives:

1. open course to teach the construction of course materials using digital audio.

2. A blended delivery facilitating learner generated curriculum and content.

3. The informal/formal learners will be directed and guided through activities generated in a handbook (tutorial resources and activities accessed online from wikieducator and youtube).

Flexible Learning Objectives

Flexiblity related to time:
– starting and finishing course. Offering this course online would mean variable start and finish dates, pace, submitting assignments and feedback.

Flexiblity related to content:
– a participatory model of student generated content on sourcing, evaluating, use and reuse of material from the internet.

– extensive feedback system will result in an ongoing process of content creation and modification. refer to course outline for feedback system. The use of a wiki will accomodate this flexibility.

Flexibility of access:
– open access with informal and formal enrollement.
– Conditions of participation require basic level computing skills (archive/ file management) with some network navigation skills. Skills analysis of technological skill and fluency, digital literacy, internet literacy, vocabulary, self efficacy, confidence levels etc. Three categories are useful to analyse a learner profile to denote skill complexity and relative levels of mastery of those skills breakdown into three levels beginner, intermediate or advanced levels access, interpret, create, these are adapted from a wikieducator project in which a group of researchers at Otago Polytechnic are creating educational resources in the Commonwealth of Learning.

Flexiblity related to delivery:
Network Learning using social software open source platform makes it possible for:

– the programme portfolio to be constituted from open education resources and tutorials.
– flexible in meeting specific access and equity issues meet expectations for satisfactory means of delivery.
– Blended delivery online and in face to face group based activities on collaborative research.
– Self-instructional self-paced design of assigned resources online wikieducator and youtube tutorials delivery.
– Particpants can be self-paced and can work with peers where course materials and assessment schedules will be blended and non synchronous and can facilitate collaboration.

Flexiblity related to instructional design

Flexible Learning Methodologies:

– Participatory Design in tandem with peer collaboration in projects and group based activities promote the participatory model of flexible learning and flexible course delivery (Collis & Moonin, 2001)

– Universal Instructional Design is inclusive of cultural diversity and disability. Diversity learner profiles: skills, academic experience, learning styles, resources etc – previous experience producing digital audio editing with software (audacity, goldwave, cubase, pro-tools)

– Self-instructional Design Guidelines: applied in the development of self-instructional curriculum content; in particular constructing audio along with other media and delivering these as the course materials.

Access and equity:

“The first understanding of injustice is material, here attention to injustice focuses on unequal distribution of things like income, property ownership, access to paid work, to education and health care, leisure time and so on. The second understanding of injustice is cultural and symbolic…” (Bruch, 2003, p.94)

– a course for instructors encourages peer to peer support in core and complementary technology and provides resources to support technical training.

– student feedback and extensive course evaluation used to detemine whether expectation built into timelines and course assessment schedules are appropriate.

Cultural diversity:

Our contributions are: our commitment to education equity, realised through our ’staircasing’ philosophy, flexible delivery and commitment to provide an inclusive learning environment.

– Identify learner strengths both as an individual and in a collaborative group dynamic social network software and a static curriculum.
– Identify and gather evidence about areas to offer advice about ways to improve student and course outcomes and justification of flexible learning issues

Sustainability

Factors precipitating organisational changes such as declining student enrollment numbers coupled with a government reallocation of funding from “bums on seats” to student retention and graduation, all point to the need for change greater use of the internet and open access internet connectivity, more flexibility in programme frameworks, course delivery, content, and assessment and certification schedules.

Sustainabilty : Triple bottom line

Social systems: Prospective course participants include undergraduates, post graduates, staff and mature students returning to study, or entering formal studying for the first time and general public.

– Course will have synchronous events for some students to be supported when they are learning and encountering new materials and extending their use to others. Social networking software is used for dynamic asynchronous communications, and feedback and evaluation.
– course materials can be developed to be inclusive: use both core and complementary technologies that generate audiovisual resources for all economic disadvantage, disabilities, language barriers and learning disabilities.
– wikiversity has resources for other language users also see wikimedia of audiovisual resources

Ecological systems:
Reuse and fair use of open educational resources:

– model a sustainable use of technology through a design for learning that utilises connectivity and creative commons philosophy.
– observe fair use and re-use by referencing copyright guidelines by maintaining and improving on the quality when using and re-using resources with creative commons attribution.
– Indicate the type of services which already exist that compliment and/or compete with your plan.
– plan the strategic implementation of digital network literacy requires ongoing support and training.
– recognise that technological fluency and self-efficacy that has an open ended range network and generates a variety of flexible aspects to the overall design.

Economic Systems:
This design aims to address some digital literacy and technical aspects of the course present ojectives access and equity, disability and cultural differences student retention, career pathways, livelihoods .
– Develop facilities and systems which correspond with industry standards
– can be co-ordinated into module based learning
– are integrated into other courses within and beyond educational institutions
– correspond to industry based skills and qualifications which will be regenerative of livelihoods.

Existing Flexible Learning Services and relevant training

Opportunities at Otago Polytechnic: types of flexible/formal sound/design audio production modules. Fine Arts School offers an applied course in Digital Literacy application to contemporary design communication in the first year of a 3 year Bachelors of Fine Arts. Design School also offers one module in sound Design in the 2nd semester a module in a 2 year full time Interactive Multimedia Design Course. Composing Open Educational resources on wikiversity, Community Media on wikieducator

Alignment with the Polytechnic’s strategic direction:

We will continue to develop our courses for flexible delivery to facilitate learning in regional centres, in workplaces and in people’s homes (Otago Polytechnic Charter 2007 p.9).

In 2007 Otago Polytechnic senior management revised their Intellectual Property Policy. In effect, the existing All Rights Reserved default CCL was replaced by a creative commons -Some Rights Reserved – Attribution CC BY. Effectively giving staff Intellectual property ownership rights with an option to elect for some restriction.
It is to be expected that replacing an All Rights Reserved CCL default copyright with the recommended CC BY copyright will foster collaboration avoid the legalistic complications when practitioners, academics and students use re-use of digital resources that have attribution restrictions.

– To provide relevant, flexible and accessible learning opportunities which build capability, are stimulating and challenging and foster life long learning (Otago Polytechnic Charter (p.4).

Reuse and fair use of open educational resources: As part of a strategic implementation plan documenting and evaluating flexibility for on-line networks Whether this going to be enough to ensure longterm sustainablity I wonder. What will the bench marks to measure sustainable goals against.

Our contributions are: our responsiveness to our communities and to stakeholder needs, evidenced through our comprehensive programme portfolio and our flexibility in meeting expectation for alternative means of delivery (Otago Polytechnic Charter p.10).

Otago Polytechnic strategic choice is progressive both in the vision, the timing and negotiating of a creative commons Intellectual Property Policy.
There is a good deal of communication required to bring staff on board, infrastructural change required to to support recognise and renummerate staff for flexible learning innovation. Implementation implies realigning academic issues of pedagogy and effective teaching into a digital realm. The plan I have outlined attempts to outline issues of sustainablity re-using flexible online teaching and learning practices.

References:

Australian Academic and Research Libraries 6(4), 153-168 Anderson (2003) p.5
Benkler, Y. Common Wisdom: Peer Production of Educational Resources. Wikieducator project at Otago Polytechnic

Bruch, P.L. (2003) in Interpreting and Implementing Instructional Design in Basic Writing Process. Jeanne L. Higbee. Editor. (p. 93-103)

Bruch, P.L. (2003) Training -Apprenticeship Models of Skills Instruction, in Interpreting and Implementing Instructional Design in Basic Writing Process. Jeanne L. Higbee. Editor. (p. 93-103).

Butt, Danny (2002). Reshaping Undergraduate Study in New Media. ANZCA Conference proceedings, Gold Coast. Australia.

Collis, Betty and; Moonen, Jef. (2001). Flexible learning: it’s not just about distance. In Flexible learning in a digital world. Open & Distance Learning Series. London: Kogan Page Ltd.

Composing free and open educational resources created by the Wikiversity

Introduction to Open Education course by David Wiley

Otago Polytechnic Charter (2006-2010)

Procter L. (2006) Supporting Legitimate Peripheral Participation: challenges for teaching and Learning in a first year sociology course. International Review of Modern Sociology: 32 (1)

Procter L., Wartho, R. and Anderson, M (2005) Embedding Information Literacy in the Sociology Programme at the University of Otago. Australian Academic and Research Libraries Vol 36, No. 4. (153-168).

Leigh Blackall (2007) Open Educational Resources and Practices in Scope Contemporary Research Topics; Flexible learning No.1 Nov. University of Otago Print.

Lockwood, Fred. (1998). The Design and Production of Self-Instructional Materials. The Open and Flexible Learning Series. London: Kogan Page.

The Power of Flexible Learning Design a GCTLT DFLP Course at Otago Polytechnic Research (2006-2008) project into effective strategies embedding digital networked literacy and self-efficacy for e-learning across networked learning communities.

Universal Instructional Design in a computer-based Higher Education Learning Community. edited J. Higbee.

Acknowledgements:

This course plan has been developed using open source software and open educational resources.

My plan is clearly forming with more design options which are concerned with both marginalised issues like disability and cultural diversity. A Universal Instructional Design Curriculum is interesting and contains some of the elements of transformative curriculum design to become a flexible educational practice.

In this post I will be sighting evidence of sustainable practices from the Otago Polytechnics Strategic Plans. (Graduate profile, context specific online and distance education, flexible solutions, pedagogies, paradigms, student’s needs and alternative modes of delivery i.e.open source free software networks or platforms, etc.)

I will critique a Universal Instructional Design with a view to adapting the paradigm to my design. Patrick Bruch’s article demonstrates an application to teaching writing using this relatively new paradigm in particular combining teaching composition with literacy. He focuses on the cultural diversity of disability, where critical social justice. issues of resourcing and inclusion. His argument is that areas of social in-equity overlap and produce a confluence of disadvantage.

“The first understanding of injustice is material, here attention to injustice focuses on unequal distribution of things like income, property ownership, access to paid work, to education and health care, leisure time and so on. The second understanding of injustice is cultural and symbolic…” leading to misunderstanding, disrespect and exclusion. Heres my rationale for my flexi design that is one of offering multiple and easliy revisable design structures. Is online learning an inducement for someone who has already has somehow have fallen through the gap. . . (hold that thought for later).

“The fairness with which a society distributes economic wealth across socioeconomic groups directly determines criminality, imprisonment (and recidivism)” (national radio news reader) Social justice could be more grounded with revisionary feedback (listening to the learners) and whatever the student brings, (again alluding to the direct connection between materialism and social justice and cultural issues. Or tirelessly playing at cops and robbers.)

Bob Dylan frames this problem in a flexible e-learning video Subterranean Basement Blues

What does it mean to be a sustainable practitioner in our field? Does it simply by putting theory to work in one course going to make any difference beyond those few students. Promoting interaction, maintaining independence works better for some than others.

New forms of structure i.e. “modular structure imposes demands on students as well as expecting distance students to demonstrate a bewildering array of academic and multimedia literacies” (Zondiros,2007)… the student profile is changing from one of dependant and passive to technologically skilled with own support network. This could be less than 20% of new enrolements of students.

Strategies: I am thinking of designing an interactive survey student at the outset investigating the full skill base of each student, the design will be reviewed to be inclusive. For instance if any students have no access to a broadband workstation and this is reasonable to provide a blending of alternatives and as well as this, reformat course materials to promote equity. There will always be other options makes life more interesting not just more complicated. These will need to be monitored given that this is one of the reasons to yield assessments interactively as a strategy to underpin a flexible teaching practice.

Each of the assessment stages is an opportunity to gauge the sustainability of the module being taught. Assessment is a two way street because it is evaluating teaching. A students skills assessment, running record of their course evaluation could further down the track provide evidence and used for priori learning recognition RPL.

OK to start with so as to evaluate whether on-line learning i.e. modular structure delivered at a distance imposes demands on students that may not be sufficient to motivate a dependant learner which will necessitate more than putting in place various interactive support networks.

Because we expect distance students to demonstrate a bewildering array of academic and multimedia literacies, a desirable inducement for people who want to learn a number of specifics e.g. the way to make their own music for sound tracks for film? or learn how to sample music and remix,

to learn music. Is online instruction at a distance an inducement for someone wanting to become literate (and what process would I have in place were some wanting to learn convention and music notation (when there is more than just one type)

How is this understanding being reflected in your programmes… What is the logical conclusion for sustainability via strategic goal setting as the  Otago Polytechnic has been doing. I wonder.

References
Bruch, P.L.(2003)in Interpreting and Implementing Instructional Design in Basic Writing Process. Jeanne L. Higbee. Editor. (p. 93-103)

Procter L 2006. Supporting Legitimate Peripheral Participation: Challenges For Teaching And Learning In A First Year Sociology Course International Review of Modern Sociology 32 (1)

Procter L Wartho R and Anderson M 2005. Embedding Information Literacy in the
Sociology Programme at the University of Otago
Australian Academic and Research Libraries 6,(4), 153-168.

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