Open Educational Resources Creation In Community Networking

Author(s):

Nikolai Gorbatchev(presenting / submitting)Iouri Zagoumennov(presenting)

Conference:

ECER 2014

Network:

06. Open Learning: Media, Environments and Cultures

Format:

Paper

Session Information

06 SES 02, Online Communities in Education: Teaching, Learning and OER

Paper Session

Time:

2014-09-02

15:15-16:45

Room:

B109 Sala de Aulas

Chair:

Mart Laanpere

Contribution

Sustainable development of education system requires harmonic inclusion of contemporary results of scientific and technical progress into educational process for development of students’ personalities. Intensive development of educational technologies requires the improving of the competences of both learners (students, pupils) and educators (lecturers, teachers). Contemporary information and communication technologies (ICT) provide the technical base for the development of personal knowledge using community networking methods and the concept of social networks for the educational experience sharing.

The implementation of information-communication technologies (ICT) and Web 2.0 toolsets into the educational process has caused the increase of collaboration models application for the creation and updating of educational and methodical content. In many cases, open educational content includes the results of joint creative work of many educators, as well as students and third-party reviewers, which improve the initial content in the course of studying (discovering the discrepancies with other information resources, suggesting available alternative knowledge sources, updating the content corresponding to the results of contemporary scientific research, etc.)

Permanent data, information and knowledge exchange in the course of communication in educational communities via forums, social networks, video conferencing leads to the content volume increase. Such content may be referred to as “prospective educational information resources” as it can potentially be used in content management systems for the electronic courses creation or updating.

This paper includes some examples of creation of open educational resources in educational networking communities of school teachers, which has been initiated within the framework of the regional competition “IT-region: MINSK.EDU.BY” in Belarus (technical platforms – Moodle, SharePointLMS, Moodle; technical support – Minsk Branch of MESI, Minsk Municipal Institute for Development of Education, BelITSoft; methodical support - Minsk Branch of MESI) and continued with participation of other partners from Latvia, Russia, Armenia and other European countries.

Web 2.0 technologies for the development of educational communities networking: increasing the mobility and collaboration.
Forecast of the electronic educational services market development up to 2014 prepared by Ambientinsight (Forecast (2008) includes four generations of educational content:
2002 – 2004 – self-practice content for e-learning.
2005 – 2007 – self-practice content for e-learning with the implementation of collaborative technologies, virtual mentoring, virtual classrooms and laboratories.
2008 – 2011 – mobile content delivered with 3G networks to mobile devices, using interactive mobile applications based on real-time educational tasks.
2012 – 2014 - mobile content using technologies and instruments of collaborative practice, delivered with 4G networks to mobile devices; application of cloud computing facilities and cross-platform educational solutions; development of educational content involves personal experience of final users (tutors, students); modeling real-time educational problem situation with highly interactive mobile applications; personal aid to available content is indicated in students’ e-Portfolio used for personal competencies promotion as well as open self-promoting tool.
Considering the change of generations described above the conceptual shift from the educational management processes automation to the implementation of knowledge transfer innovative models becomes evident (fig. 1). E-learning using collaborative technologies and social networks is now set as a specific segment of educational services market with the forecast growth up to 28% from all the e-learning services until 2013 Report (2008).

Method

Managing the intellectual property of networking community as result of collective creativity. One of the most disputable issues of knowledge management is personification of authorship in networking communities. Current methods of organization of collaborative work with educational and methodical content in networking communities allows the personification of intellectual property at any stage of content creation. However, Web 2.0 technologies mean free voluntary exchange of available data, information and knowledge between the participants of networking community. Thus, the concept of knowledge alienation (sharing) was taken as the theoretical basis for knowledge management. Knowledge alienation is specific for knowledge economy and means one of methods of knowledge owner authority to dispose the components of their formalized and non-formalized information resources and their own property. For the implementation of management functions over the intellectual property of networking community, knowledge alienation process may be arranged as follows: - Personal knowledge alienation (between individuals); - Collaboration knowledge alienation (inside or between the groups of individuals); - Expert knowledge alienation (applying the external experts); - Corporative knowledge alienation (applying corporative regulations); - State knowledge alienation (applying state regulations). Educational process appears as knowledge exchange between educators (lecturers, tutors) and students. Such exchange is organized in formal and non-formal educational communities. Major aims of networking educational community are: meeting the needs in personal competences developing based on work with internal and external knowledge sources; collective improvement of shared knowledge and application of community knowledge to the creation of educational and methodical content required by the educational market. However, in the course of educational networking community growth, the problem of managing the load of produced educational content becomes very important for its sustainable development. Sustainable development of networking educational and methodical communities and the limits of effective growth. Effective growth of educational networking community means quantitative and qualitative growth of amount of community members who are able to share their professional knowledge requested by the community for development of other members’ personal competences. In the context of networking educational community development and referring to the principles of sustainable development, it is required to provide effective cooperation with the other communities within the professional infrastructure. Coping with this requirement depends on cooperation with the other networking communities at the level of social networks (Figure 2).

Expected Outcomes

Case 1: school teachers professional competencies’ permanent upgrading in the networking community for the implementation of interactive educational facilities, initiated within the framework of the regional competition “IT-region: MINSK.EDU.BY”, Belarus Intensive development of ICT requires instant training of most of specialists nowadays. Low financing of continuing education of school teachers in Belarus sometimes does not allow them to develop competences required for appropriate implementation of contemporary devices and computer applications. In order to assist the school teachers in using the ICT, Minsk Branch of MESI initiated the project of permanent upgrading the professional competencies of school teachers in networking community for the implementation of interactive educational facilities. The project was submitted to the national competition of educators “IT-region: MINSK.EDU.BY” in Belarus in 2011-13. The activity of networking educational community of school teachers from more than 15 schools had the following results: - Web-site of networking community providing access to shared content for interactive boards; - Master-classes on-line and webinars for school teachers sharing the best practices of application of interactive board at schools; - On-line courses including updatable videocontent for developing the pedagogical competences of using the interactive boards at school; - Discussions of suggested training tools and interactive content in forums and blogs of networking educational community; - Improvement and updating of published content in course of constructive debates at the web-site of community. In order to provide the copyright protection, the community also publishes the DVD-copies of online courses as electronic edition. In 2011-13 the networking community proceeded webinars and master-classes online sharing the experience of application of interactive boards for teaching various curriculum disciplines (history, linguistics, mathematics, biology, chemistry, physics, literature, informatics and programming). Webinars and master-classes were attended by representatives of schools from Belarus, Russia , Latvia and Armenia – see Figure 3.

References

1. Report (2008), E-learning: A Global Strategic Business Report, 2008. Available at: http://www.strategyr.com/eLEARNING_Market_Report.asp [Accessed: 21.10.2013] 2. Appiah А (2007), Building Post Roads of a New Millennium // Almanac, University of Pennsylvania, 2007, Volume 53, No. 34 3. Garrot T. (2003) et. ot., Un marcoteóricopara la economía del e-learning // Revista de Univestidad y Sociedad del Conocimiento, Vol. 5, n.º 1, с. 57-71 4. Forecast (2008), The US Market for Learning Technology Products and Services: 2008-2013 Forecast and Analysis, Ambient Insight, LLC. Available at: www.ambientinsight.com/Resources/Documents/ AmbientInsight_US_2008-2013_LearningTechnologyMarket_ExecutiveOverview.pdf [Accessed: 21.10.2013] 5. Gorbachev N. and Greenberg A. University Knowledge Domain Application for Educational Content Updating. // Economics, Statistics, Informatics. – 2010. – Vol. 3. pp. 141 – 147. 6. UNECE (2005), UNECE strategy for education for sustainable development. Available at: http://www.unece.org/env/ documents/2005/cep/ac.13/cep.ac.13.2005.3.rev.1.e.pdf [Accessed: 08.01.2014] 7. Morrison, J. and Weiser M. (1996), ‘A research framework for empirical studies in organizational memory’, Proceedings of the Twenty-Ninth Annual Hawaii International Conference on System Sciences. IEEE Computer Society Press, 1996. 8. Stenmark D. (2007), Integrating Knowledge Management Systems with Everyday Work: Design Principles Leveraging User Practice. Available at: http://dlib2.computer.org/conferen/hicss/1435/pdf/14350104.pdf [Accessed: 20.09.2009]

Author Information

Nikolai Gorbatchev (presenting / submitting)

MESI University in Minsk

Minsk

Iouri Zagoumennov (presenting)

MESI University in Minsk, Belarus

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