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Implementation of instructional design in OER materials: a conceptual discourse

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Saptarshi Ghosh
Saptarshi Ghosh

OERs are digitised materials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research.

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Implementation of instructional design in OER materials: a conceptual discourse Dr. Saptarshi Ghosh Department of Lib.& Inf. Sci. University of North Bengal & Anamika Das Asst. Prof., Lib. & Inf. Sc. Netaji Subhas Open University, Kolkata
Introduction to OER OERs are digitised materials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research. Basic characteristics: Retain: Make and own a copy Reuse: Use in a wide range of ways Revise: Adapt, Modify and Improve Remix: Combine two or more Redistribute: Share with others
Categorising OER Learning content: Full courses, courseware, content modules, learning objects, collections and journals. Tools: Software to support the development, use, reuse and delivery of learning content, including searching and organisation of content, content and learning management systems, content development tools, and online learning communities. Implementation resources: Intellectual property licences to promote open publishing of materials, design principles of best practice and localise content.
Schematic Representation of the Presentation Open Educational Content Cognitive Model Whole-Part-Task Principle Localization Problem Instructional Design Models Culturally Portable Material Media-Mix Cognitive Overload Volitional Design and Control Lost in Hyperspace P R O B L E M S Situated Learning
Key deliverables Localization problem Culturally Portable Media Mix Lost in Hyperspace Cognitive Overload Whole-Part-Task in Instruction Designing Volitional Control Situated Learning
Localization problem
Culturally Portable
Media Mix
Lost in Hyperspace
Cognitive Overload
Implementation of instructional design in OER materials: a conceptual discourse
Whole-Part-Task in Instruction Designing
Volitional Control
ICT-enhanced Situated Learning
Conclusion A full 90% of all the data in the world has been generated over the last two years. (Source: http://www.sciencedaily.com/releases/2013/05/130522085217.htm ) So, mankind can do a lot with these information, which they have generated once. Being a cyclic process, new information and tools will be generated from these existing ones. Problems will always be there in our surroundings. Its again, our duty to find out the ways and means to solve the difficulties and inconveniences.
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Implementation of instructional design in OER materials: a conceptual discourse

  • 1. Implementation of instructional design in OER materials: a conceptual discourse Dr. Saptarshi Ghosh Department of Lib.& Inf. Sci. University of North Bengal & Anamika Das Asst. Prof., Lib. & Inf. Sc. Netaji Subhas Open University, Kolkata
  • 2. Introduction to OER OERs are digitised materials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research. Basic characteristics: Retain: Make and own a copy Reuse: Use in a wide range of ways Revise: Adapt, Modify and Improve Remix: Combine two or more Redistribute: Share with others
  • 3. Categorising OER Learning content: Full courses, courseware, content modules, learning objects, collections and journals. Tools: Software to support the development, use, reuse and delivery of learning content, including searching and organisation of content, content and learning management systems, content development tools, and online learning communities. Implementation resources: Intellectual property licences to promote open publishing of materials, design principles of best practice and localise content.
  • 4. Schematic Representation of the Presentation Open Educational Content Cognitive Model Whole-Part-Task Principle Localization Problem Instructional Design Models Culturally Portable Material Media-Mix Cognitive Overload Volitional Design and Control Lost in Hyperspace P R O B L E M S Situated Learning
  • 5. Key deliverables Localization problem Culturally Portable Media Mix Lost in Hyperspace Cognitive Overload Whole-Part-Task in Instruction Designing Volitional Control Situated Learning
  • 15. Conclusion A full 90% of all the data in the world has been generated over the last two years. (Source: http://www.sciencedaily.com/releases/2013/05/130522085217.htm ) So, mankind can do a lot with these information, which they have generated once. Being a cyclic process, new information and tools will be generated from these existing ones. Problems will always be there in our surroundings. Its again, our duty to find out the ways and means to solve the difficulties and inconveniences.