Collaborative Learning 2.0: Open Educational Resources

Collaborative Learning 2.0: Open Educational Resources

Alexandra Okada (The Open University, UK), Teresa Connolly (The Open University, UK) and Peter J. Scott (The Open University, UK)
Release Date: March, 2012|Copyright: © 2012 |Pages: 378
DOI: 10.4018/978-1-4666-0300-4
ISBN13: 9781466603004|ISBN10: 1466603003|EISBN13: 9781466603011
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Description & Coverage
Description:

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.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Collaborative Learning
  • Continuing Professional Development
  • New media environments
  • OER in higher education
  • Open Educational Resources
  • Personalization interfaces
  • Social Media
  • Social Networking
  • Virtual Worlds
  • Web 2.0
Reviews and Testimonials

An impressive array of chapter authors use case studies and analyses to dig deeply into understanding how to effectively support learners and other users as they engage in individual and collaborative development and learning using [Open Educational Resources]. [...] This book provides a powerful introduction into how ideas and activities such as these and more are changing the way that we think about schooling and learning.

– Marshall Smith, Director of AcrossWorld and former Director of International Affairs at the U.S. Department of Education.

Organized into four sections each with their own introduction, the chapters range from narratives and case studies to analytical empirical works, sharing theory and practical writings, focusing on the widening participation and open educational resource communities; the production, reuse, and recreation of open educational resources; sharing user-generated content; and social learning, rich media, and games. [...] This volume is geared for those in higher education, although some of the knowledge might also cross into lower schools such as fostering OER communities of practice with teachers, digital storytelling, peer-support, and collaborating.

– Sara Marcus, American Reference Books Annual

Action research, case studies, personal reflection on experience and formal reports, combined with such diverse topics as the study of architecture, engineering, professional development for teachers, open laboratory networks and learning a foreign language, are brought together in this text, ensuring that any reader with an interest in OERs will find the book thought-provoking.Collaborative learning 2.0: open educational resources is a useful resource for anyone wishing to explore the potential of OER and to gain insight into recent developments and experiences.

– Helen Nitschke, Australian International School, Australian Library Journal

This collection (...) does deliver a wide-ranging review of the ideas and activities currently driving OER and how they are changing the way educators are thinking about teaching and learning.

– David Mason, Victoria University of Wellington, Online Information Review, Vol. 37, No. 4
Table of Contents
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Editor/Author Biographies
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.
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Editorial Review Board
  • Andy Lane, The Open University, UK
  • Patrick McAndrew, The Open University, UK
  • Vijay Kumar, Massachusetts Institute of Technology, USA
  • Jutta Treviranus, University of Toronto, Canada
  • Marcus Sprecht, Open Universiteit, Netherlands
  • Carlos Delgado Kloos, Universidad Carlos III de Madrid,  Spain
  • Bernd Simon, Wirtschaftsuniversität, Austria
  • Philip Schmidt, University of the Western Cape, South Africa