Hi Maria, I'd like to bring in a perspective that's a bit different, yet related. Your email touches on aspects of it.
Recently, I finished a Masters paper for my Masters program in organisation management and development, on educators' motivations in collaborative wiki spaces (er, WikiEducator). http://www.wikieducator.org/User:Randyfisher/MP and http://www.wikieducator.org/User:Randyfisher/MP/Final_Paper I experienced some collaboration with others - offline, and online (in sharing sections of the paper with them, and getting feedback). I also experienced greater collaboration with myself, and much higher productivity than I've experienced before. I set up a template, with easy access to pages I knew that I wanted to add content to. As I did my research and thinking, I just added content to the pages. At the same time, I was facilitating an L4C course - and redesigning it, to make it more interactive and fluid - http://www.wikieducator.org/Learning4Content/Workshops/Community_Media - I took my insights from my MA project, and applied them (immediately to the revision, then getting feedback from my learners both on the wiki, and in the Google Group, I was able to write my paper in a more informed way....It was an amazing experience, and Part II is coming up this January-April. While doing this, I didn't think of the various roles I was playing - but whether actually having multiple roles involved, or a single person doing multiple roles, it was an incredible experience....And, best of all, my project work is available, if someone wants to use it for some other (unintended) purpose, or simply build it into a collection and put some learning activities around it - and publish it. - Randy On Tue, Dec 30, 2008 at 4:52 PM, Maria Droujkova <droujk...@gmail.com>wrote: > Technically the collection feature in WikiEducator enables users to reuse >> existing collections and/or recreate customised collections. Also, I think >> that there are considerable opportunities for us to improve reusability >> through design. For example, identifying the educational elements with a >> high probability for customisation (eg activities) as discrete objects in >> the materials, for instance pedagogical templates or individual subsections. >> In this way we can reduce the time and effort required for reuse and >> customisation. With this model -- different teachers can then easily build >> customised collections for their teaching. I do agree that we will need to >> refine the user interface for making it easier to build customised >> collections in WE. >> >> This is something I'd be keen for us to focus on in the new year. So any >> thoughts on how we can improve the ability to customise and reuse resources >> is most welcome. We can build these recommendations into the technical >> development specifications. If all goes well -- we should be able to raise >> the funding necessary for these refinements :-). >> > > Some pedagogical approaches, formats and styles are more inviting to > customization than others. It has to do with several ideas and directions. > For example, in math, posing closed-ended questions ("What is 2+2?") does > not typically invite customization. Applications, on the other hand, invite > high level of customization. The unit study approach always calls for some > customization. I expect the issue of customization in general to be related > to such field-specific pedagogical ideas. > >> >> >> >WikiEducator is founded on the wiki-model of peer collaboration >> whereas Connexions' processes are more akin to the "producer-consumer" model >> of OER content development. Both approaches have their respective advantages >> and disadvantages. >> >> Why do you mean by peer as opposed to producer-consumer and what would >> be the advantages and disadvantages of each, as you see it? >> >> >> Towards the end of 2007, Ken Udas from the World Campus at PSU, Chris >> Geith from MSU Global and myself had a bash at distinguishing these >> approaches: >> >> >> http://www.wikieducator.org/Internationalising_online_programs/OER_producer-consumer_and_co-production_models >> >> I think the table attempting to compare these approaches needs some >> refinement and improvement ;-) -- but is nonetheless is a starting point to >> think about these differences. >> >> I think that the mass-collaboration approach which underpins >> peer-production models has greater potential for leveraging the benefits of >> self-organising OER systems (see: >> http://en.wikipedia.org/wiki/Self-organization ) -- What's interesting >> about self-organising systems is the fact that its difficult to predict >> future benefits -- they emerge over time. Also, self-organising systems are >> also more responsive and can adapt more easily to changing needs. I also >> have a strong sense that the emerging approaches will be more aligned with >> the principles of mass-customisation ( >> http://en.wikipedia.org/wiki/Mass_customization ) as opposed to the more >> traditional model of mass-standardisation we have become accustomed to in >> the classical academic publishing model. >> > > Wayne, I would like to thank you for putting together this vocabulary for > discussing the topic. It is quite helpful in thinking about my project > specifically, and more general issues, too. In the spirit of refinement, > where would "learners as co-creators of content" fit? At a first glance, it > seems to belong in the co-production models, but maybe it's a separate > dimension altogether. ossibilities: > producer-consumer-learner vs. co-production-learning vs. co-production > together with learners, as an integral part of the learning process. > > Just like blogging and other social web tools are removing the separation > in time between writing and publishing, 3.0 (to give a loose collective name > to the processes happening now) can remove the separation in time between > producing curriculum and using/learning/teaching it, and some of the > separation in roles between producers, consumers (teachers) and their > "subjects" (students). > > -- > Cheers, > MariaD > > Make math your own, to make your own math. > > naturalmath.com: a sketch of a social math site > groups.google.com/group/naturalmath: a mailing list about math maker > activities > groups.google.com/group/multiplicationstudy the family multiplication > study > > > > -- ________________ Randy Fisher Change/Transition Management; Performance, Collaboration & Engagement; Sustainable Communities & Organizations + 1 604.684.2275 wikira...@gmail.com http://www.wikieducator.org - Member, WikiEducator Community Council http://www.wikieducator.org/User:Randyfisher * Can You Do the Wiki-Wiki? http://www.wikieducator.org/Wiki_Wiki Skype: wikirandy --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "WikiEducator" group. 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