The title refers to an acronym which I came across while
searching one of the repositories for content relating to the evaluation of
online sources: Currency, Reliability, Authority, Accuracy, Purpose. Nice and
easy to remember. The title could also (maybe somewhat harshly) refer to my
first impressions of some of the OER repositories…
My short course in digital skills would be aimed at
undergraduates, specifically to aid their transition into Higher Education. I’m
looking for material on digital literacies (a very broad term obviously), and
in this case two particular strands which are ‘being a digital learner’ and
‘managing digital identity’.
As I’ve already had some experience searching for this type
of material, I went into the task thinking that it should be relatively easy to
locate open resources on this topic. It was instructive to compare the resources
I’m already aware of to what could be (easily and quickly) found on these 6 OER
repositories.
* I spent a lot of time on this and found the search process frustrating so the table below isn't very comprehensive and I haven't included any specific links..
Week
|
Topic
|
Resources
|
Suitability (G/M/B)
|
Weeks 1 – 3
Being a Digital Learner
|
Finding & Evaluating
online resources
(search skills and developing critical awareness of web
content)
|
I was able to locate some good materials, a few of which I
knew about already. However, the searches also turned up a lot of irrelevant
content and many times took me to resources which no longer existed or had
moved.
|
M
|
Creativity Tools
(moving from consumer
to producer of content: video,
audio, blogging, Prezi etc.)
|
For guides and How Tos, there are better sources out there
without going through repositories (e.g. from YouTube itself, blogger, Prezi
etc.)
|
B
|
|
Building your
learning network
(e.g. using Twitter, social bookmarking, research portals
etc.)
|
Some good content on Twitter, although a Google search
turned up the same or better resources more quickly.
|
M
|
|
Weeks 4 & 5
Managing your Digital Identity
|
Staying safe online
|
A lot of the content which came up was aimed at schools
and teenagers. Not so much came up for university students.
|
B
|
Managing your
online identity
|
I’d run out of patience by this stage….
|
-
|
The disappointing results may have been partly due to inept
search strategies on my part. As this is just a test exercise, perhaps I needed
to give more thought to exactly what I was looking for and how to phrase my
searches. It's important to think about:
- What exactly am I looking for?
- What kind of resources would support this kind of online delivery?
- Aside from the content, what are the learning processes and activities which would support my students' learning objectives? (it's not all about content...)
- How much time am I prepared to spend adapting material I find?
For example, if I’m looking for specific tutorials on how to
use a particular Web 2.0 tool, some of the best sources are provided by the companies
themselves, so a simple link to the relevant content would suffice. (e.g a Blogger tutorial, Google's own Google Docs tutorials etc.) So the important consideration would be how I would like students to use this source of information and what processes/activities would support this.
A lot of
the OERs returned appeared to be articles or case studies which, while they may
be interesting, or thought-provoking, would not necessarily be any use for an
online course. If I’m looking for a complete learning resource – perhaps a
presentation, screencast, PDF guide, learning object etc. then it becomes more
difficult to find something which fits the particular context I’m working in. For
example, there are quite a few online Information Literacy tutorials provided
by libraries, however, in many cases they will include information on
searching their own specific library site, so at this point you also need to
look at whether it is possible (and feasible) to adapt it for reuse in your
context.
In summary, although
there are undoubtedly good resources out there, it was so time-consuming to
find these that it was hardly worth it, especially as what you do find will
often still need repurposing.
A well worded Google search was far more effective – perhaps
because I’m more used to using it. Also, I’ve found that a lot of the really
good materials in this area, because of the nature of their subject matter, are
in fact released under CC licenses anyway. I wouldn’t use Ariadne or Merlot
again. OpenLearn and MIT I would use if I was looking for broader, less
granular learning resources, perhaps for myself.
I also have some reservations about these OER repositories as they seem to reinforce the idea that 'content is king' - all you need to do is find that elusive perfect resource that's out there somewhere and you can sit back and put your feet up. This, of course, is not the case.
It's perhaps worth asking whether people who are creating really good
and up to date online resources now consider that they should put them in
repositories? Or would they be more likely to tweet,
upload to Slideshare, put it on a blog and reach out to their own community that way? Perhaps
that is the key – for these kind of resources to be most effective they should
build on pre-existing communities of practice and be aimed at smaller
audiences, rather than putting everything into a one-size-fits-all database.
Final thought: I'm finding it difficult to filter out content going on the blog which is relevant to my own interests (Higher Education). Would it be an idea to add an extra tag (alongside #H817) to each blog post we make (for example #HigherEducation or #secondary or #furthereducation) to make it easier to filter out blog posts which are most directly relevant to us? I know that it's also good to be exposed to ideas from other sectors, but at least this way we could start with the most directly relevant content... - the Categories at the bottom seem too vague and numerous to be useful in this respect. We could even tag it with the Activity number as well.... Any thoughts?
No comments:
Post a Comment