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Open, Sesame?: OER and MOOCs Demystifying Open Educational Resources and Massive Open Online Courses
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Open, Sesame?: OER and MOOCs Demystifying Open Educational Resources and Massive Open Online Courses

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Cheryl Hodgkinson-Williams, (the Principal Investigator of the Research on Open Educational Resources for Development (ROER4D) project) and Andrew Deacon, from the Centre for Innovation for …

Cheryl Hodgkinson-Williams, (the Principal Investigator of the Research on Open Educational Resources for Development (ROER4D) project) and Andrew Deacon, from the Centre for Innovation for Learning and Teaching (CILT), presented a short seminar for the Chemical Engineering Department at the University of Cape Town on OER and MOOCs.

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  • 1. OPEN, SESAME?: OER AND MOOCS Demystifying Open Educational Resources and Massive Open Online Courses 16 MAY 2014 Chemical Engineering seminar Cheryl Hodgkinson-Williams, Andrew Deacon, Janet Small and Sukaina Walji
  • 2. "Open Sesame" (Arabic: ‫سمسم‬ ‫يا‬ ‫افتح‬ iftaḥ yā simsim, French: Sésam e, ouvre-toi) is a magical phrase in the story of "Ali Baba and the Forty Thieves" in One Thousand and One Nights. It opens the mouth of a cave in which forty thieves have hidden a treasure. http://en.wikipedia.org/wiki/Open_Sesame_(phrase) http://en.wikipedia.org/wiki/Ali_Baba_and_the_Forty_Thieves
  • 3. What “hidden treasure” is to be found in Open Educational Resources (OER) and Massive Open Online Courses (MOOCs)?
  • 4. UNDERSTANDING THE EMERGENCE OF OPEN EDUCATIONAL RESOURCES (OER) Section 1
  • 5. What are Open Educational Resources (OER)?
  • 6. Open Educational Resources (OER)  OER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and, if specified, the re-purposing by others.  Examples of OER include full courses, course materials, modules, textbooks, streaming videos, tests, software and any other tools, materials, or techniques use to support access to knowledge (adapted from Smith & Casserly, 2006: 8).
  • 7. Precursors to OER OER Open Source Software Open Access Learning Objects Open Content
  • 8. Key enabler of OER: Alternative licensing Previously copyright was binary: All rights retained or public domain Copyright © Public domain PD Now alternative licensing options such as the GNU General Public License and Creative Commons provide a range of options where some rights are reserved Copyright © Some rights reserved Public domain PD
  • 9. Degrees of Openness of CC licensing
  • 10. Early University OER providers1999 Connexions, Rice University MIT Open CourseWare
  • 11. Early Private providers: Khan Academy (Note some materials are still copyrighted)
  • 12. Aggregators of OER  OER Commons  MERLOT  Academic earth  JORUM
  • 13. Chemical Engineering – Example 1 Open Textbook
  • 14. Chemical Engineering – Example 2 Simulatio n
  • 15. Chemical Engineering – Example 3 Video
  • 16. Chemical Engineering – Example 4 Tutorial
  • 17. Launched on 12 February 2010
  • 18. Chemical Engineering @ UCT Resource s for schools
  • 19. Where to from here for OER?  Discover the potential “treasure” out there and …  Reuse – use “as is” or copy verbatim  Revise – adapt and improve the OER so it better meets your needs by re-authoring, contextualising, re- designing, summarising, repurposing, translating, personalising, re-sequencing the content  Remix – combine or “mashup” the OER with other OER to produce new materials by decomposing, re- mixing and/or assembling content to meet your requirements  Redistribute – make copies and share the original OER or your new version with others … on UCT Open Content
  • 20. Where to from here for OER?  Research: Watch this space ROER4D
  • 21. EMERGING UNDERSTANDING OF MOOCS Section 1
  • 22. The coming of ‘MOOC’?
  • 23. High profile MOOCs https://wikipedia.org
  • 24. Sebastian Thrun
  • 25. Media hype He’s thinking big now. He imagines that in 10 years, job applicants will tout their Udacity degrees. In 50 years, he says, there will be only 10 institutions in the world delivering higher education and Udacity has a shot at being one of them. Thrun quoted in 2012 online report: http://www.wired.com/wiredscience/2012/03/ff_aiclass/all/
  • 26. MOOCs didn’t just appear
  • 27. April 2012 http://edutechnica.com/moocmap
  • 28. October 2012 http://edutechnica.com/moocmap
  • 29. April 2013 http://edutechnica.com/moocmap
  • 30. October 2013 http://edutechnica.com/moocmap
  • 31. Participants
  • 32. Completion Rates http://www.katyjordan.com/MOOCproject.html
  • 33. 6 million students / 54 staff
  • 34. ● content is NOT free ● students can NOT support each other ● MOOCs can NOT solve the problem of educational scarcity in emerging economies ● Education is NOT a mass customer industry MOOC myths ● It's NOT all about money ● will NOT create a two-tier educational system ● MOOCs are NOT inherently inferior ● We've have NOT seen how this plays out Against (from Laurillard) For (from Educause)
  • 35. COURSE LANDSCAPE Section 2
  • 36. Course offered simultaneously as a formal and as a open course. Small private open course nested inside a MOOC Massive Online Course: formal course inspired by MOOC pedagogy Students in a course taking a MOOC with added local support and additional material Massive Open Online Course Formal course with lectures and support.
  • 37. Wrapped MOOCs at UCT Time Topic Group meets every -Monday for 5 weeks Critical Thinking in Global Challenges https://www.coursera.org/course/criticalthinking Group meets every -Thursday for 5 weeks Principles of Written English https://www.edx.org/course/uc-berkeleyx/uc-berkeleyx-colwri2- 2x-principles-1348 Group meets every -Monday for 6 weeks Understanding Research: An Overview for Health Professionals https://www.coursera.org/course/researchforhealth Group meets every second Wednesday for 5 weeks Model Thinking https://www.coursera.org/course/modelthinking Group meets every Monday for 6 weeks Design and Interpretation of Clinical Trials https://www.coursera.org/course/clintrials Group meets every Wednesday for 10 weeks Data Analysis and Statistical Inference https://www.coursera.org/course/statistics Group meets every Thursday for 6 weeks University Teaching 101 *NEW* https://www.coursera.org/course/univteaching101
  • 38. WHAT COULD MOOCS LOOK LIKE AT UCT? Section 3
  • 39. MOOC categories C1 Teaching Showcase C2 Gateway Skills C3 Graduate literacies C4 Professional Showcase C5 Research showcase High-profile ‘rockstar’ MOOCs on general interest topics. Typically showcasing undergraduate teaching Help prepare students for undergraduate study and introduce skills required. Help prepare students for postgraduate study and develop general skills and expectations. Support continuing education and showcasing professional careers and qualifications. Showcase research and special interest topics that may attract postgraduate students
  • 40. A general interest high profile course that showcases the institution by means of an engaging subject or personality led. Likely to be of global interest and matches a popular understanding of high profile MOOCs Category 1 Teaching Showcase
  • 41. Provide foundational or enhancement skills, which students could take these prior to applying or attending an institution but could also replace some campus-based teaching for 'bottleneck courses' or non-core. Likely to be of local interest, either within the institution or at a country-wide setting. Category 2 Gateway Skills
  • 42. Post-graduate level courses to support application or programmes of study focussed on building postgraduate literacies. Likely to be of local or national interest. Category 3 Graduate Literacies
  • 43. Geared towards vocational skills development, re-tooling and professional development; they could be offered in conjunction with other organisations or professional bodies. Likely to be of local interest, although some specialised topics may be globally relevant. . Category 4 Professional showcase/development
  • 44. Specialised and targeted than category one courses as they assumes some existing background in the topic, but are still geared towards general or leisure learning. Likely to have global appeal. Category 5 Showcase research/specialisms
  • 45. MOOC categories summary MOOC Category Institutional purpose and examples 1 – Teaching showcase Showcase teaching and showcase faculty; general interest topics at an undergraduate level. 2 – Gateway skills Prepare students; assist with bottleneck courses or provide supplementary assistance 3 – Graduate literacies Help prepare students for postgraduate study and develop general skills and expectations. 4 – Professional showcase Support continuing education and showcasing professional careers and qualifications. 5 – Research showcase Showcase research and special interest topics that may attract postgraduate level of interest.
  • 46. MOOCs can be OER
  • 47. Where to from here?  CILT position paper - under review for journal  Enroll for a MOOC - check www.class-central.com/  Draw MOOCs into classroom - ask your students about their experiences?  Set up a study group - or join the CILT unstudy group  Scoop-it curated links http://www.scoop.it/t/moocswatch
  • 48. References  Hodgkinson-Williams, C. & Gray, E. (2009). Degrees of Openness: The emergence of Open Educational Resources at the University of Cape Town. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2009, Vol. 5, Issue 5, pp.101-116.  Smith, M.S. & Casserly, C.M. (2006). The promise of Open Educational Resources, Change: The Magazine of Higher Learning, 38(5), 8-17.
  • 49. This work is licensed under a Creative Commons Attribution 4.0 International License. Written by Andrew Deacon Andrew.deacon@uct.ac.za Janet Small Janet.small@uct.ac.za Sukaina Walji Sukaina.walji@uct.ac.za Cheryl Hodgkinson-Williams cheryl.hodgkinson-williams@uct.ac.za Graphics by Rondine Carstens rondine.carstens@uct.ac.za