Teaching Approaches/Adapting and sharing resources: Difference between revisions
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Searching in this way is a good idea in two respects – it reduces the number of items you have to deal with and ensures that you get material which you can reuse. For example, when we did this search, using the word ‘fish’, and restricting the results to those ‘labeled for reuse’, we were able to reduce the hits on Google images from over 104 million to a more much manageable 500. | Searching in this way is a good idea in two respects – it reduces the number of items you have to deal with and ensures that you get material which you can reuse. For example, when we did this search, using the word ‘fish’, and restricting the results to those ‘labeled for reuse’, we were able to reduce the hits on Google images from over 104 million to a more much manageable 500. | ||
''' | '''Reviewing your sources''' | ||
When looking for material to use in the classroom, using ‘reliable, high quality’ sites to start with can take some of the guesswork out of finding resources that can be re-used legally. The objective of this course activity is to revisit the sites you normally use, and review them to see whether they are good sources of legal-to-use information. | When looking for material to use in the classroom, using ‘reliable, high quality’ sites to start with can take some of the guesswork out of finding resources that can be re-used legally. The objective of this course activity is to revisit the sites you normally use, and review them to see whether they are good sources of legal-to-use information. | ||
Go to the sites that you normally use as sources of material (or choose ones that other people shared in the forum during Activity 1). Note down any information about the copyright associated with those sites. To what extent can you legally use material from them? | Go to the sites that you normally use as sources of material (or choose ones that other people shared in the forum during Activity 1). Note down any information about the copyright associated with those sites. To what extent can you legally use material from them?}} | ||
=Wikis= | =Wikis= | ||
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So what is a wiki? A wiki is a website for sharing and developing ideas, materials, plans etc. Any page of the website can be changed by anyone (sometimes usernames and passwords are needed, sometimes edits can be anonymous). Only one person can edit any one page at one time but as soon as they have finished and saved, anyone else can then edit it. | So what is a wiki? A wiki is a website for sharing and developing ideas, materials, plans etc. Any page of the website can be changed by anyone (sometimes usernames and passwords are needed, sometimes edits can be anonymous). Only one person can edit any one page at one time but as soon as they have finished and saved, anyone else can then edit it. | ||
'''Exploring Wikis''' | |||
Wikis are gaining popularity with teachers who recognise its power as a creative and collaborative tool. Teachers are exploring ways of integrating them into their teaching and learning. Some are sharing examples of pupil work, others are encouraging pupils to contribute to a class wiki. | Wikis are gaining popularity with teachers who recognise its power as a creative and collaborative tool. Teachers are exploring ways of integrating them into their teaching and learning. Some are sharing examples of pupil work, others are encouraging pupils to contribute to a class wiki. | ||
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{{:Sharing ideas - developing wikis (primary)/Resource/Table2}} | {{:Sharing ideas - developing wikis (primary)/Resource/Table2}} | ||
'''Wiki Structure''' | |||
'''Thinking about structure''' | |||
Wikis, like any other website can have different structures to suit different contexts. These range from a single web page to a series of linked web pages both of which can be edited by individuals or groups of people. | Wikis, like any other website can have different structures to suit different contexts. These range from a single web page to a series of linked web pages both of which can be edited by individuals or groups of people. | ||
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By looking at other examples of wikis and seeing what other people are doing and thinking about how to use wikis, you will be able to generate ideas about how you might structure and use a wiki to suit your own context. | By looking at other examples of wikis and seeing what other people are doing and thinking about how to use wikis, you will be able to generate ideas about how you might structure and use a wiki to suit your own context. | ||
'''Further Reading''' | |||
You might like to look at these further resources | You might like to look at these further resources | ||
* ‘[http://www.vital.ac.uk/community/mod/resource/view.php?id=1205&direct=1 Collaborative learning the wiki way’] Engström and Jewett (2005) - available [[file:Collaborative learning the wiki way.pdf| here]] | * ‘[http://www.vital.ac.uk/community/mod/resource/view.php?id=1205&direct=1 Collaborative learning the wiki way’] Engström and Jewett (2005) - available [[file:Collaborative learning the wiki way.pdf| here]] | ||
Revision as of 14:38, 30 August 2012
Introduction to OER, Creative Commons, and Open Government Licence
See also, our links page
Adapting and Sharing our Resources
8 How can you deepen your engagement with the ORBIT community and others involved in working with teachers in an open educational resource (OER) environment? [Community of practice]
The ORBIT materials are OERs. This means that they can be freely shared, adapted and used by anyone.
You might start with the community closest to you – in your own context. If you are a teacher educator working in a college or university, these questions might help:
- To what extent do teacher educators at my institution work together?
- How could I benefit from increasing this collaboration?
- Am I personally prepared to put the effort into working together?
- How can I start a conversation about how to do this?
Teacher development may start in an institution, but schools and communities are involved as well.
- How can you share your ORBIT experiences with others who work with teachers in schools and in your local community?
You could use the following steps for selecting and preparing to use ORBIT activities in the curriculum:
- Select an appropriate theme or teaching approach that you’ve identified as needing attention, or which is on your curriculum/scheme of work for the next few weeks – this might be one which you find particularly challenging to teach, one which your learners have struggled with or a new way of teaching that you want to try out.
- Locate and review relevant ORBIT materials to identify suitable sections which match your chosen theme, topic or skill.
- Ask yourself what you as a teacher have planned to achieve through teaching your theme and topic.
- Read the ORBIT activities and related case studies and resources.
- Select the relevant ORBIT activities or case studies that match what you planned to achieve. Find the resources you need.
- Adapt the ORBIT activities to suit your pupils and your surroundings
You should consider the prior knowledge and experiences either of the teachers, or the pupils they’re working with. (Adapted from TESSA Working With Teachers, section SharingPractice).
Copyright
How to Stay Within the Law
Everyone has favourite websites they use to find information. You may have found some new ones that looked very useful when you shared your sources with colleagues in Activity 1. When you use these sources to find useful-looking material, apart from making sure that it is of good quality, you also need to take account of the conditions surrounding its use. Simply being on the web does not make something freely available to use in all circumstances. Intellectual Property Rights (IPR), of which copyright is just one part (along with Patents, Designs and Trademarks) protect the creators of ideas. Materials that are in some way ‘fixed’ like text, music, pictures, sound recordings and web pages, are protected by the Copyright, Designs and Patents Act 1988 and may often have an accompanying symbol (©) and/or legal statement.
In most circumstances, works protected by copyright can only be used – and ‘used’ can mean copied, scanned, distributed, stored, adapted, broadcasted or shown - in whole or in part with the permission of the owner. You are personally responsible if you use material without having the necessary permissions and could face prosecution and a hefty fine. You also have a moral duty to act as a good role model to the students in your care in order to help them recognise the importance of keeping legal.
In some cases, obtaining this permission results in a fee being charged and obtaining permission can be time consuming. Our focus within this course is on identifying resources that you can use free of charge and don’t need to seek further permission to use. However, in order to be able to do that you need to know a little more about copyright. (Adapted from Copyright: keep it legal/Resource, section CopyrightWithinTheLaw).
Look at these examples of material, which are readily available on the web. For each item note down answers to the following question
- What copyright information can you find out about it?
- What can you ‘do’, legally, with this information, in terms of re-using it?
- A video about combustion. http://www.tes.co.uk/teaching-resource/Secondary-Science-Using-ICT-Investigating-Combustion-with-Year-7-Using-Gas-Sensors-6084454/[1]
- An article about Uluru, including text and pictures. (use http://nature.new7wonders.com/archives/wonder/uluru)
Like printed materials or works of art, everything published on the web is protected by copyright, even if it looks as if it is ‘free’ information. The rules on copyright, which are already complicated, become more complex in an online world, because it is so easy to copy and transfer electronic information to other people.
The bottom line on copyright is that anything you find on the web, whether text, an image, video clip or piece of audio, ‘belongs’ to someone else, and you should check the copyright statement if there is one, to ascertain what you can legally do with the material. (Adapted from Copyright: keep it legal/Resource, section CopyrightPractical).
Unpicking copyright
{{{3}}} (Adapted from Copyright: keep it legal/Resource, section CopyrightPractical).
Wikis
What is a Wiki
{{{3}}} (Adapted from Sharing ideas: developing wikis (primary)/Resource, section Whole).
In 2008, Becta published the results of a study of the use of Web 2.0 tools in Key Stage 3 and 4 classrooms. You can access this report 
, or in editable (.doc) format File:Becta report.doc. This is a lengthy report covering all aspects of Web 2.0 tools (including social networking and blogging) but there are some sections that focus on the use of wikis.Go to page 20 of the report for statistics relating to teacher perceptions of wikis and experiences of their use in the classroom. Reflect on the final bullet point that relates to use of wikis and their management. Think about whether wiki management could be an issue for you and your learners and how you might deal with this, for example, creating wikis for smaller groups and introducing a code of conduct. Add to your notes from the previous activities any further thoughts arising from your reading.
Go to page 34 and read the section that considers the issues of private versus collaborative learning. An important point is made here about some learners who prefer their own private space for learning and therefore find it difficult to engage in collaborative activities. Reflect on whether any of your learners may have this preference and could find collaboration through a wiki to be difficult. Could you encourage such learners to become involved by careful selection of a small group of students to work on a wiki-based activity? Again, add any thoughts you have to your notes. (Adapted from Learning together introducing wikis/Resource, section BECTA).
