OLTD 512 - MS. THOMSON
These sketchnotes were created in OLTD 512 during a week where we researched free resources and open education resources (OER). They were created using the Paper 53 App, one of the free resources I explored in detail. The content is an outline or overview of my unit design, also created in OLTD 512.
 
According to the Institute for the Study of Knowledge Management in Education, OER are in the public domain and “have been released under an intellectual property license that permits their free use and re-purposing by others”. Free resources are of course also free, but one major distinguishing factor is that free resources are not able to be freely modified, adapted or redistributed without permission (Institute for the Study of Knowledge Management in Education). Paper 53 is a free resource that is easy to use and fun. Although it doesn’t require great artistic ability, it does require a bit of practice. As a teacher I would use it to present overviews of courses, units, or lessons. It would also make your website more visually appealing if teaching online. As a student you could use it to create outlines for assignments, as I have done here. As our lessons shift from content-driven to process-driven, we are spending less time creating power points full of information, and more time providing platforms for students to create their own material. Part of this is learning about and understanding the resources available to students.
 
In David Wiley’s keynote speech on Open Education, he states that openness is not a technology problem, it’s a policy problem. The technology exists for education to be open, but policy prevents this. In our schools, tools used need to meet privacy policies, and if they don’t you need parent permission for students to use them. Finding good resources is already time consuming, and this adds the additional steps of first reading terms and conditions, and then asking for parent permission when necessary. Wiley also talks about the “daily divide” and how school differs greatly from a student’s daily life. The world is changing, but education is slow to keep up. Wiley mentions several ways the world is changing, including from being isolated to connected, tethered to mobile, consuming to creating, and closed to open.  As a result of this change, some learning theorists believe a new learning theory is necessary for online learning. George Siemens (2004) states that a new learning theory for the digital age is needed in order to develop resources for the networked world (As cited in Ally, 2008). Connectivism is a learning theory that encompasses global, connected learning (Ally, 2008). According to the theory of connectivism, students need to have effective research skills, the ability to learn and unlearn information and the ability to recognize invalid or old information (Ally, 2008).
 
OLTD Learning Outcomes:
Plan learning opportunities most suitable to particular learning environments.
Develop skills to optimize learning experiences.
Analyse resources for their purpose in engaging and supporting learning.
 
References:
 Ally, M. (2008). Foundations of education theory for online learning. In Theory and practice of online learning (1). Retrieved from http:www.aupress.ca/index.php/books/120146

Frequently Asked Questions” by Institute for the Study of Knowledge Management in Education. Licensed under CC BY 4.0 International License. It was adapted from “#GoOpen: OER for K-12 Educators” (www.tinyurl.com/GoOpen) by Doug Levin, also available under a CC BY license.

Wiley, D. (2009, May 6). TLT Symposium 2009: David Wiley’s keynote on Open Education. [Video file]. Retrieved from https://www.youtube.com/watch?v=VcRctjvIeyQ
 

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All images are my own and represent my personal learning metaphor: learning is natural.

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