Information Technology Reference
In-Depth Information
online) the whole course/module unchanged from the initial course design (the
majority); (ii) staff who adopt and contextualise open access courses, e.g. by
adding a textbook or writing accompanying texts (apparently a small number);
(iii) staff who download and contextualise the course/module by creating new
OER and adding these to the global resource pool (currently a small minority
of academics).
(8) Despite its early stage development, the use of OER in course design shows
great promise for helping to provide wider access to more flexible higher edu-
cation, through the design and sharing of the OER by trusted sources, and
the methods for storing and locating OER in appropriate online repositories
requires further development work (Fig. 13.3).
Using OER in course design
1. Identify the main generic
headings for course content
(key topics for discussion
and learning)
2. Search
for relevant
resources
that can be
re-used for
these
headings.
5. Select
the format
for sharing
(a wiki etc
4. Add your
new materials
to the common
pool (if required)
3. Write 'wrap-
around' materials
that contextualise
and support the
learning resources
Fig. 13.3 Five steps in course construction using OER
References
CoL (Commonwealth of Learning). (2009). Creating learning materials for open and dis-
tance learning: A handbook for authors and instructional designers. The Commonwealth
of Learning . Retrieved from, http://www.col.org/resources/publications/trainingresources/
Pages/handbooks.aspx
Dean, P., Stahl, M., Sylwester, D., & Pear, J. (2001). Effectiveness of combined delivery modali-
ties for distance learning and resident learning. Quarterly Review of Distance Education , 2 (3),
247-254.
Edushare. (2009). Project wiki. Retrieved from http://edushare.wetpaint.com
Search WWH ::




Custom Search