Conole opal


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Conole opal

  1. 1. The future of Open Educational Practices <ul><li>Gráinne Conole, </li></ul><ul><li>University of Leicester </li></ul><ul><li>Online Educa, OPAL Awards, Berlin </li></ul><ul><li>2nd December 2011 </li></ul>
  2. 2. <ul><li>Technologies not extensively used (Molenda) </li></ul><ul><li>Lack of uptake of OER (McAndrew et al.) </li></ul><ul><li>Little use beyond early adopted (Rogers) </li></ul><ul><li>Despite rhetoric and funding little evidence of transformation (Cuban, Ehlers) </li></ul>Pandora’s box What would it mean to adopt more open practices? Open design, open delivery, open research and open evaluation? Teacher practices: paradoxes
  3. 3. Pandora’s box Pandora’s box Open design Open delivery Open scholarship Open research Open practices
  4. 4. Open design Shift from belief-based , implicit approaches to design-based, explicit approaches Encourages reflective, scholarly practices Promotes sharing and discussion Learning Design A design-based approach to creation and support of courses
  5. 5. Course views Course map Learning outcomes Pedagogy profile Task swimlane Course dimensions
  6. 6. But does it work? Evaluation data I find the document quite thought-provoking , especially as a starting point in this journey for developing good understandings I could understand the learning design process and would feel able to use this when designing some learning activities It is iterative and so helps with ironing out any issues
  7. 7. Open resources
  8. 8. Open courses: MOOC / M assive O pen O nline C ourse
  9. 9. Open accreditation Peer to Peer University OER University
  10. 10. <ul><li>A space for sharing and discussing learning and teaching ideas and designs </li></ul><ul><li>Application of the best of web 2.0 practice for teaching </li></ul><ul><li>To bridge the gap between technologies and use </li></ul><ul><li>Teachers say they want: examples, want to share & discuss </li></ul><ul><li>Helps develop skills needed for engaging with new technologies’ </li></ul>Open scholarship
  11. 11. Community indicators Participation Sustained over time Commitment from core group Emerging roles & hierarchy Identity Group self-awareness Shared language & vocab Sense of community Cohesion Support & tolerance Turn taking & response Humour and playfulness Creative capability Igniting sense of purpose Multiple points of view expressed, contradicted or challenged Creation of knowledge links & patterns Galley et al., 2010
  12. 12. Open scholarship Weller: / Open Digital Networked Discovery Integration Application Teaching Boyer
  13. 13. Open research
  14. 14. Key issues and questions <ul><li>What are the implications for formal educational institutions of adopting open practices? </li></ul><ul><li>How do we move beyond projects and initiatives to a more coherent portfolio? </li></ul><ul><li>How do we move from innovation to implementation and embedding? </li></ul><ul><li>How do we ensure research feeds into policy and practice? </li></ul><ul><li>How do we change culture towards more open practices? </li></ul>
  15. 15. Next steps <ul><li>Develop a community around openness </li></ul><ul><li>Set up dialogue mechanisms to feed research into policy and practice </li></ul><ul><li>Carry out and evaluate case studies of implementation </li></ul><ul><li>Mirror OPAL methodology to other aspects of open practices (design, delivery, research and scholarship) </li></ul><ul><li>Work towards a Pan-European Open Educational Practices Manifesto </li></ul>