| 
  • If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • You already know Dokkio is an AI-powered assistant to organize & manage your digital files & messages. Very soon, Dokkio will support Outlook as well as One Drive. Check it out today!

View
 

OT Structure

Page history last edited by Richard Pountney 11 years, 5 months ago

Frontpage     Open Textbook      OT Phase 1      OT Phase 2     Case Studies      Digital Bloom      Media (CY)


Outline Structure of the Open Textbook

 

Key Documents

 

Document  Description  Last updated
OT Specification Owned by RP: specification for the development of the OT including audience, format, develeping content activities, key dates, key roles, Style Guide (including media), and alternative ToCs OT Specification v1.5 (10/10/12) 
OT Editing and Development

Owned by RP: a record of the editing and development of the OT, including who is leading on sections, and global issues such as index, glossary, and structure etc

see also Notes on Developing OT (meeting RP/GM 18/10/12)

OT Editing v1.5.docx (14/10/12)
OT Style Guide Owned by IB: guide for formatting OT, abbreviations, fonts etc.    OT Style Guide.docx  (26/10/12)
OT Contents Being edited by Richard Pountney: structure and text of the the OT

OT Contents v22.docx  (26/10/12)

Contact RP for latest version

OT Contents mapped to Case Studies Owned by IB: how sections of the OT are mapped to Case Studies - to be used for indexing and cross-referencing in the OT (hpertexting)  OT Mapped to Case Studies v2.docx (22/10/12)
OT Contents mapped to Themes Owned by IB:  how sections of the OT are mapped to Themes - to be used for indexing and cross-referencing in the OT (hpertexting) OT Mapped to Themes v2.docx  (22/10/12)
OT Contents mapped to Media Owned by CY: media used in each section, identifying gaps (see CY pages on Media)

OT Mapped to Rich Media.docx  

(15/10/12)

 

 

[note the term OT is being used for the time being - we agree that as a term it has didactic and reductive  overtones - and that we will end up with a term we are all happier with]  

 

Date / Status: last updated 19th September 2012 - please edit and comment. But note the page history of this page (click top right corner) to note that we started this discussion in March 2012

 App interface example

Overall principles:

  • the resource will be constructed in a way that will allow its parts to be disaggregated, and within a Creative Commons licence (exact details tbc) to be reused and, to an extent, repurposed.
  • the OT will be a (family of) text(s) that constitutes a living document - and that while there will be a level of granularity (e.g. we might not allow case studies to be stripped into component parts) we do encourage re-use and re-purpose and engagement with the materials - a good example arises from the AERA conference in Vancouver suggested by GM in which an app of conference activities was created that allowed participants to comment, blog, twitter, Facebook etc - see image - the extent to which this is generative of other contexts is moot but possible (there is potential for the generation of new contexts)

 

Specification

At the 1 August team meeting, the team agreed that the OT should have the following features:

  • app-based (similar to AERA conference app)
  • capacity to annotate and add links
  • capacity to customise/personalise
  • direct links to social media - ability to invite a friend
  • potential to design your own case study (on the basis of the template?) and add to the bank of case studies
  • potential to create own wiki/community of practice

 

 

AG  - comments in purple NW green

Last Updated 1 August

Topic/Section  Description  Person(s) Leading  Media and Resources  Comments  Dates / Status 

1. Overview 

  • About this resource
  • About us/getting in touch with us 
  • Acknowledgements, copyright (CC) etc
  • How to use
  • Scenarios for use 
  • Mapping of the parts (to enable re-use / re-purpose) 
  • ? accessibility info (i.e. how you can customise to make more accessible etc)
  • Who the resource is aimed at??

Starting point for using the resources and a guide to making effective use

 

indication of what sort of technology will be needed to use it? all Pdf printable?

RP / AG

Screencast of how to use the OT, talking head introducing the material 

 

Visual mapping of contents with hyperlinks

 

Download of separate sections as PDF or possible as apps

 

The ability to "like" individual elements of the textbook or tweet about them etc.

Best done last but a draft of this would help us and guide the development at the start scoping

2. About Digital Literacy

  • definition(s) 
  • how DL is interepreted in this resource 
  • frameworks for DL 

Include here 

(cross-cutting) themes

  • e-safety
  • accessibility
  • critique of natives / immigrants [GM suggests we drop the natives - other metaphors we can go with instead could be residents/visitors etc.]
  • identities  
  • openness/ open practices look at possible consequences  of public exposure of material
Outline of common definition of DL (JISC and Futurelab and others)  with a critique  of how this is incomplete and how DeFT begins to examine this (??)indication that digital literacy can perhaps never be defined given that tech. media is constantly changing?

 

Advice, resources and links to info on key cross-cutting themes 

GM / JM

Visual Reproduction of common frameworks with annotation

 

Visual articulation of the DeFT DL Model

One page briefings - some could be re-purposed from resources developed for the purposes of teacher training 
Would be usful here especially to cross-reference to case studies - needs to be taken in to account if sections are used separately   scoping 
 

3. About OERs

  • definitions
  • how OER is interpreted in this context
  • contexts for OERs in Teacher Education 
Outline of how OERs and DL are related etc, examples of OERs and links to case studies etc AG/RP      scoping

4. Teacher Education and DL

  • Module for HE tutors on DL 
  • CPD for teacher education in DL (resources)
  • OERs for teacher education 

Module outline with associated Resources

Resources arising from Training Activities  

RP / JD 

Module outline and associated resources

 

video and capture of training workshops

 

DeFT OERs packaged

use Instagram??

 

 

Links to the Bedford project need to be strong here

 

Commisioning of workshops needs to built around possibility of capture and reuse 

Teachers/participants need to be informed of this, and consent gained

scoping 

5. Case Studies in DL and OERs

  • teacher stories
  • young people's voices
  • student  voices
  • tutor stories 

 

A set of cases that are interwoven and intra-woven with key DL ideas and themes 

JD / CB

Represented in Phase 2 using Digital Bloom metaphor 

Including children's work

Rich media of cases

Capture of schools'dissemination

Need to check the coverage of the case studies - and identify missing elements 

 

is this where the teachers' and students' reflections come in?

scoping 

6. Theoretical perspectives on DL and OER

  • Research Briefing on DL
  • A theory of DL that accounts for our evolving understandings re. digital practices 
  • DeFT research outputs (papers, presentations etc) 
  • Analysis of digital practices

 

 

A review and mapping of exisiting research and theory on DL with a critique of this in relation to emerging understandings arising from work in schools and with young people

 

Examination of key theoretical issues emerging from the project data

GM / CB

 

 

 

 

 

 

 

 

 

 

 

 

 

RP/AG

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Coding of all project data including media, interviews, reflectionsetc 

DL briefing detail work to be provided by Isabelle Brent 

 

DeFT (new?) theory of DL requires team collaboration - an away day for writing / thinking?? I like that idea! (AG - let's see what we can do and which creative space we could find...) is the OER going to extend the discourse on DL to its users? if so how??

scoping 

 

 

 

 

 

 

 

 

 

 

 

 

 

End Aug 12

7. The story of DeFT

  • DeFT Project methodology, process, documents and archives, including reflexive elements
  • ? links to blog, slideshare, Twitter etc.
  • any relevant documents - reports etc, 
sets the context for the work of the project and offers this design as an outcome in itself  AG / RP/ NW a set of annotated documents  with commentary, using audio and video where approrpiate

could be done as an annotated  timeline or an animated storyboard? (how about 

http://www.dipity.com/)

scoping 

 

Notes: when we have agreed an outline structure I will create a new page for each section or link to existing pages so that we can develop content and detail sections 

Comments (3)

Cathy Burnett said

at 4:14 pm on Apr 8, 2012

Hi- looks good.... just a couple of questions:
- where do the PGCE tutors' case studies go?
-where does the collection of resources go- in the case study section? (If so, would be good to list this here)

Anna Gruszczynska said

at 6:24 pm on Apr 30, 2012

Hi Cathy, the PGCE case studies are with the school case studies - see "tutor stories"

Guy Merchant said

at 10:37 am on Apr 30, 2012

Just a quick comment on the immigrants/natives bit. I think this has probably found its way from a comment I made on a paper Anna and Richard were writing. So, to go public (?) on this I just want to say that I don't think we should be rehearsing the tired old binary and superimposing it on data we collect. As we know the picture for both teachers and pupils/students is far more nuanced than that. This isn't the same thing as putting a ban on the terms. If, for example, we find teachers rehearsing these positions, that's fine. But our critique must be more subtle than that.

You don't have permission to comment on this page.