Published on February 27, 2014
ASSUMPTIONS • • • • • You are familiar with ODL. Familiar with course material before /handouts at least. You are internet savvy or computer literate. You can independently source for research materials online. You are familiar with NUC/ODL instructional design standard and elements.
FUNDAMENTALS OF CONVENTIONAL COURSE MATERIAL Wordy/Textual Void of engaging elements No restriction to word volume (Min & Max) Abstract In Concept and Explanation Teachers-Centered Comprehension Requires Author No Clear Feedback/Evaluation among others.
INSTRUCTIONAL DESIGN FORMAT According to the standard outlined by NUC in accordance with ODL, any study session designed for Nigerian distance learners MUST consist of at least 80% of the elements itemized below; 9) Tables, their Captions and their Numbering 10) Boxes, their Captions, Numbering and Contents 11) Case Studies, their Captions and their Numbering In-text questions and answers (ITQs and ITAs) 12) References to other parts of the text 7) Activities 13) Summary 8) Figures, their Captions and their Numbering 14) Self-assessment questions (SAQs) and their Answers 1) Study Session number and title 2) Section and Sub-section headings 3) Introduction (un-numbered) 4) Learning Outcomes 5) Bold terms 6)
WHERE TO START Here you will be learning about the following; 1. What OER means 2. History 3. Benefits (Tutor & Students) 4. Characters Behind OER 5. OER Repositories
WHAT IS MEANT BY THE ACRONYM ‘OER’ Right at the heart of learning are resource materials used in transferring ideas/knowledge. OER is an acronym of (Open Educational Resources) which means teaching, learning and research resources/materials which are made available FOR FREE in the open domain or repositories. They are fundamentally released under an intellectual property license with unrestricted permission for use, re-use and re-purposing by others.
OER are teaching and learning resources that have been licensed openly that anyone can use them without having to pay for loyalty of license fee.... They include; A Whole Course, Curriculum, Course Materials, Textbooks, Modules , Streaming Videos, multi-media Applications, Podcasts, textbooks, simulations, games, syllabi, quizzes, assessment tools, learning applications and any other educational tools or materials which are useful in supporting access to knowledge.. All offered FOR FREE ANY EDUCATIONAL TOOLS OR MATERIALS OFFERED FOR FREE
VARIOUS OER CONTENTS: 1) Modular Course Components Search 2) Photo/Image Search 3) Recorded Lectures & Video Tutorials Search 4) Audio/Music Search 5) General Education Search 6) Open Textbook Search 7) Simulation and Animation Search 8) Complete Courses Search
4 R’s OF OER There are basically four (R's) that makes the difference. You can do the following with OER and never for other resource materials that are openly-licensed. REMIX REUSE REDISTRIBUTE REVISE
Let’s Have Some Fun….. How do you think OER can help you as a lecturer.....? R Each participant should supply one benefit….. How do you think it can help your students too.....? Each participant should supply one benefit…..
BENEFITS OF OER STUDENTS Independent and flexible learning opportunities TUTORS/FACILITATORS Exploration of course materials before enrolling Supplementing lectures and learning materials with readily available OER content for open sharing Better preparation before classroom arrival . Usage of openly licensed materials to build your own resources Serves as supplementary learning materials Promotion of your work to a global audience Determine what classes or program to enroll in Aiding Researches and Inter-culturation of ideas. Eases tutors' single-handed responsibilities of course content provision Ideas/Meaning Multiplicity
CHARACTERS BEHIND OER Open Educational Resources are being championed by various characters or organizations all geared towards emancipation of knowledge through donation, distribution or transfer of educational resources to the interested scholars at MOST devoted. These characters include Institutions: http://ocw.mit.edu, http://opencontent.uct.ac.za/ etc. Community/Individual Donations/Organizations: http://www.oerafrica.org/
WHERE TO FIND REALLY GOOD OER OER Commons: www.oercommons.org/ OER Consortium: oerconsortium.org/ Google: https://www.google.com.ng/advanced_search?hl=en-NG&fg=1 YouTube Channels 'Crash Course' / ted-ed 'www.ed.ted.com' Wikipaedia: en.wikipedia.org/ Connexions: cnx.org These repositories are likened to CBN housing currencies of other banks that are free for public use... A resource obtained from any of them takes you to the host oer page/website.
HOW TO FIND OER ON SEARCH ENGINES Boolean Logic: Boolean logic simply is a way to link words and phrases together to ensure you get a list of sites that are valuable to you, so you don't waste a lot of time looking at sites that aren't useful. You will use words called Boolean operators to link key words and phrases. These Boolean operators are: AND Some search engines accept signs OR like ‘-’ ‘+’ NOT When you want 2 or more key words to be searched together as a phrase, you must put quotations around that phrase.
FOR EXAMPLE If you want AIDS statistics in Lagos, type: AIDS AND Nigeria AND statistics or try AIDS + Nigeria + statistics Moreso, If you are getting sites that include related words that you don't want, use the word NOT (some search engines use the minus '-' sign instead) before a word to exclude sites with those words. For example If you want sites on the Renaissance in Europe, but you keep getting sites on the Harlem Renaissance, type: Renaissance NOT Harlem or try Renaissance - Harlem If your hit list is too small, or you get no hits at all, try using the word OR between related words or synonyms. example AIDS OR HIV AND Nigeria AND Statistics
GOOGLE ADVANCE SEARCH Advanced Search: This is the strategic step of limiting the non-essential hits that may likely come with your query on search engine. Let’s work through on www.google.ca www.ask.com www.bing.com www.dogpile.com www.webopedia.com www.archive.com www.gigablast.com/ http://search.yahoo.com/?fr=altavista www.galaxy.com/ http://search.aol.com/aol/webhome http://clusty.com/ https://duckduckgo.com
OTHER OER WEBSITES www.lemill.net www.wikiversity.org www.itunes.ucl.ac.uk www.xnxx.com/ www.jorum.ac.uk/ www.discovery.ucl.ac.uk www.ucl.ac.uk/OER/projects www.humbox.ac.uk www.heacademy.ac.uk/OER www.ota.ahds.ac.uk/ www.jocw.jp www.ocw.mit.edu/index.htm www.xpert.nottingham.ac.uk www.languagebox.ac.uk/ www.nsdl.org/ www.oercommons.org www.hippocampus.org www.free.ed.gov www.curriki.org/welcome www.cnx.org www.openlibrary.org www.bartleby.com www.amser.org www.ocwconsortium.org www.opendoar.org/find.php www.search.creativecommons.org www.youtube.com/user/UCLTV www.archive.org/details/education
ADAPTATION PROCESS OF OER Adaptation process in ODL content development simply refers to the strategic deployment of local contents and terminologies in open-sourced resource materials which are being used for content development. It is expected of every OER to have every elements of foreign ideas, image, concepts, terms, examples etc. which are replica of various cultures of the various OER authors. Therefore, let us observe various areas in an OER that requires adaptation.
AREAS THAT NEED ADAPTATION IN OER Images Examples Address Characters/Names Case Studies Units/Chapters/Volume etc. Terminologies Currencies Towns/Locations Foodstuff Formatting Illustrations Content Arrangement
CONCEPT OF INSTRUCTIONAL DESIGN FOR NIGERIAlearning about; Here you will be ODL 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Steps Necessary Elements Construction of good learning outcomes Connections of program, learning, itqs &saqs Reference to other parts of the study Construction of good ITQs & ITAs Construction of good SAQs & Notes Construction of good Case Studies Incorporation of multimedia to study session Incorporation of hyperlinks and external resources to study session
STEPS 1) 2) 3) STUDY SESSION NUMBER & TITLE INTRODUCTION LEARNING OUTCOMES a) Sub-Session Nos & Title b) Explanations c) ITQs & ITAs d) Tables e) Boxes f) Diagrams g) Case Study/Studies h) Bullets 5. 6. SUMMARY SAQS BODY
INSTRUCTIONAL DESIGN BUILD-UP & STUDY SESSION ELEMENTS FOR EVALUATION I. II. III. IV. V. VI. Study Session Number and title Introduction (Un-numbered) Learning Outcomes Section and Sub-section headings Summary References to other parts of the text STUDY ELEMENTS FOR EVALUATING STUDIES 1) In-Text Questions and Answers (ITQs and ITAs) 2) Activities, their Captions and their Numbering 3) Case Study 4) SAQs
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