Collaborative Learning 2.0: Open Educational Resources: Open Educational Resources

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Okada, Alexandra
IGI Global, Mar 31, 2012 - Education - 378 pages
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Current advances and convergence trends in Web 2.0 have changed the way we communicate and collaborate, and as a result, user-controlled communities and user-generated content through Web 2.0 are expected to play an important role for collaborative learning.

Collaborative Learning 2.0: Open Educational Resources offers a collection of the latest research, trends, future development, and case studies within the field. Without solid theoretical foundation and precise guidelines on how to use OER and Web 2.0 for collaborative learning, it would certainly be very difficult to obtain all the benefits that these “user-generated content, resources and tools” promise. The purpose of this handbook is to understand how OERs and Web 2.0 can be deployed successfully to enrich the collaborative learning experience and ensure a positive outcome in terms of user generated knowledge and development of skills.

 

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Contents

Widening Participation in Higher Education through Open Educational Resources
1
The UNESCO OER Community 20052009
16
Knowledge Sharing and Collaboration as Indicators of Learning in OER Communities
38
Fostering OER Communities of Practice with Teachers
51
Section 2
72
Open Educators and Colearners as DJs
78
I Search Therefore I Learn Active and Collaborative Learning in Language Teaching
103
Adapting OER for Professional Communities
126
Open Educational Resources and Web 20 for Formal Learning in Information and Computer Sciences
238
PeerSupport and Open Educational Resources
253
Crowdsourcing Education on the Web
272
Open Educational Resources
287
Section 4
304
Towards a Social Learning Space for Open Educational Resources
309
Supporting Collaborative Learning in the Architectural Domain
328
Collaborating over Rich Media
357

Digital Storytelling with Web 20 Tools for Collaborative Learning
145
Redrawing the Boundaries in Online Education through Media Literacy OER and Web 20
164
Managing Assessment Resources in the Open ICOPER Content Space
183
Section 3
201
Connected
204
Blogospheric Learning in a Continuing Professional Development Context
222
Web 20 Open Remote and Virtual Laboratories in Engineering Education
369
OERopoly
391
Compilation of References
410
About the Contributors
437
Index
450
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About the author (2012)

Alexandra Okada is a Research Fellow at the Knowledge Media Institute of the Open University, UK. She is also a guest Lecturer at Getúlio Vargas Foundation FGV Online Rio de Janeiro, Brazil and the University of the Arts London, UK. Her current research focuses on Content Development for Reuse and Adaptation Strategies in the ICOPER and OPENSCOUT projects. Both projects are a consortium of European Institutions whose aim is to provide mechanisms to ensure European-wide user cooperation to access a critical mass of integrated educational content. Her postdoctoral research in Knowledge Mapping focused on the uses of knowledge media technologies to foster open sense making communities in the OpenLearn project from 2006 to 2008. Dr. Okada holds a BSc in Computer Science, a MBA in Knowledge Management and Marketing and a MA and PhD in Education. Her publications comprise more than 50 papers in international conferences and academic journals, 20 book chapters and 5 books.

Teresa Connolly is a Project Officer in the Knowledge Institute of the Open University, UK. She has extensive professional experience in research and teaching in the areas of Geographic Information Systems (GIS), Academic Practice, Educational Technology and Open Educational Resources (OER). Currently Teresa is working on the Responsive Open Learning Environments (ROLE) project funded by the European Community. Previously she worked as a Lecturer in OER on the OpenLearn project and has researched and developed a number of innovative OER study units related to psychology, project management, Welsh history and OpenLearn Scotland. Currently she is developing a visualisation of the global OER landscape in conjunction with the UNESCO chair in OER, Athabasca University, Canada.

Peter J. Scott is the Director of the Knowledge Media Institute of the Open University, (http://kmi.open.ac.uk). KMI is a 70-strong Research and Development Unit on the OU campus in Milton Keynes, which explores the future of learning and the boundaries between knowledge and the media we use to work with it. Peter’s own research group in the institute, the Centre for New Media, has 15 of these folk and prototypes the application of new technologies and media to learning at all levels. Peter’s current research interests range widely across knowledge and media research. Three key threads at the moment are: telepresence; streaming media systems; and ubiquity. In June 2008 he coordinated the launch of The Open University into the Apple iTunes U. portal, which is currently at 27 Million downloads (October 2010). He has a BA (1983) and PhD (1987) in Psychology. Before joining the Open University in 1995, Dr Scott lectured in Psychology and Cognitive Science at the University of Sheffield. He has a textbook in each of these subjects, with a large range of associated teaching multimedia support applications. He is the coordinator and scientific director of STELLAR, the EU’s 7th Framework Network of Excellence in Technology Enhanced Learning. [Editor]

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