0
“Desafios e Oportunidades para apesquisa no campo REA/PEA: Oestado da arte”Marcelo Fabián MainaeLEARN CENTER, UOCmmaina@uo...
http://openwalls.com/image?id=13213http://www.flickr.com/photos/aaronescobar/2569091622/in/set-72157602046046491/http://ww...
http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/Events/global_oer_logo_manual_en.pdf
LearningmaterialsLearningobjectsRepositoriesDevelopmental approachOpen Source
• LO heritage• Collections ofresources• Developments of(meta) repositories• Efforts in licensing(CreativeCommons)
OEP MOOCRepositoriesDevelopmental approachTeaching &LearningAccess toeducationInstitutional“change”Policy atdifferent leve...
2007 2008
Set up – Take-up – Build on- A 2012 Roadmap towards HE of production, sharing andusage of Open Digital Educational Content...
Collection of practices20112012 201320122012
Research repositoryAdministered by the Education Program of theWilliam and Flora Hewlett Foundation2001/9
JISC programme, UKCreationReleaseStudyhttp://www.jisc.ac.uk/whatwedo/programmes/elearning/oer.aspx
OER impact study: Research reportJISC, 20111. What benefits can OER offer to educators andlearners in HE in the UK?2. What...
OER impact study: Findings-benefitsJISC, 2011Educators++• Integration into students’ learning environments• Providing oppo...
OER impact study: Enablers & BarriersJISC, 2011• Pedagogic:– Relevance of content –match with teacherpurpose– Provenance– ...
OER impact study: Findings-benefitsJISC, 2011Learners• Low level of awareness of OER, and understanding ofcopyright issues...
OER impact study: RecommendationsJISC, 2011• Further research into the reuse, in a globalcontext, of full courses/modules ...
• ... need for proof: “value and impact remain tobe answered or supported with appropriateevidence” (McAndrew & Farrow, 20...
OER Research HUB: Hypotheses“… identify critical issues and learn from the practicalexperience derived from working to sol...
OER Research HUB: HypothesesA set of testable hypotheses:c. Open education models lead to more equitableACCESS to educatio...
OER Research HUB: HypothesesA set of testable hypotheses:g. Informal learners use a variety of INDICATORS whenselecting OE...
OER Research HUB: Methods• Surveys of attitudes andbehaviours of studentsand educators towardsOER• Structured interviewswi...
• ... need for proof “value and impact remain tobe answered or supported with appropriateevidence” (McAndrew & Farrow, 201...
Teachers• Teacher-learner interaction• Teacher training andcollaboration• Pedagogical methodologiesand practices• Quality ...
What we have and know• Availabitily of enourmous amount of OER• Acces to “advance search” repositories (andmeta-repositori...
What we need to proveWe have cumulated a lot of experience, but wehaven’t scientifically proved yet that OER/OEP:- Democra...
Research suggested approach• Practice based – theory and practice driven• DBR approach / Action research– Design T&L exper...
Research focusLO OS  OER OCW  MOOC   OE< >
   OE• Teaching practice• Learning• Education institutions• Policy• Sustainability• Access• Democracy• Internationaliza...
OportUnidad assumptions• OportUnidad– Use of OER leads to critical reflection by educators, withevidence of improvement in...
OK, now “prove it”
fresh,May 92013
GraciasObrigadoThank you
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Seminário Recursos e Práticas Educacionais Abertas no Ensino Superior: desafios e oportunidades - Marcelo Maina

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Palestra Desafios e Oportunidades para a pesquisa no campo REA/PEA: O Estado da Arte.

Marcelo Maina - UOC, Espanha

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Transcript of "Seminário Recursos e Práticas Educacionais Abertas no Ensino Superior: desafios e oportunidades - Marcelo Maina"

  1. 1. “Desafios e Oportunidades para apesquisa no campo REA/PEA: Oestado da arte”Marcelo Fabián MainaeLEARN CENTER, UOCmmaina@uoc.eduRío de Janeiro, March 12, 2013
  2. 2. http://openwalls.com/image?id=13213http://www.flickr.com/photos/aaronescobar/2569091622/in/set-72157602046046491/http://www.clker.com/cliparts/7/9/4/6/1332235920874624291smarties2.jpg
  3. 3. http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/Events/global_oer_logo_manual_en.pdf
  4. 4. LearningmaterialsLearningobjectsRepositoriesDevelopmental approachOpen Source
  5. 5. • LO heritage• Collections ofresources• Developments of(meta) repositories• Efforts in licensing(CreativeCommons)
  6. 6. OEP MOOCRepositoriesDevelopmental approachTeaching &LearningAccess toeducationInstitutional“change”Policy atdifferent levelsBusinessmodelsNetworked andglobalized setting
  7. 7. 2007 2008
  8. 8. Set up – Take-up – Build on- A 2012 Roadmap towards HE of production, sharing andusage of Open Digital Educational Content .- A set of online tutorials- Awareness raising workshops to foster the take-up of ODEC,and how to develop infrastructures, legally sound practices,educational policies, and organizational strategies.http://www.olcos.org/english/about/index.htmhttp://www.oer-quality.org/-A guide for implementing OEP- OEP best practice clearing house- A roadmap for institutional leaders, policymakers, teachers, and studentshttp://www.oer-europe.net/- A guide for OER assessment- A set of crediting scenarios- Tools supporting evaluation and creditingof OER-based learning2010/122006/72010/11
  9. 9. Collection of practices20112012 201320122012
  10. 10. Research repositoryAdministered by the Education Program of theWilliam and Flora Hewlett Foundation2001/9
  11. 11. JISC programme, UKCreationReleaseStudyhttp://www.jisc.ac.uk/whatwedo/programmes/elearning/oer.aspx
  12. 12. OER impact study: Research reportJISC, 20111. What benefits can OER offer to educators andlearners in HE in the UK?2. What are the pedagogic, attitudinal, logisticaland strategic factors conducive to uptake andsustained practice in the use of OER;conversely, what are the impediments?http://www.icde.org/filestore/Resources/Reports/OERImpactStudyResearchReport.pdf
  13. 13. OER impact study: Findings-benefitsJISC, 2011Educators++• Integration into students’ learning environments• Providing opportunities for supplementary learning, skillsdevelopment and presenting content in different ways• Saving teachers effort• Benchmarking their own practice• Teach topics that lie outside their current expertise• stimulating networking and collaboration among teachers• Improving possibilities for new collaborations in researching fields-• Lack of precision in teachers’ conceptualization of OER• Lack of awareness of Creative Commons licensing terms.http://www.icde.org/filestore/Resources/Reports/OERImpactStudyResearchReport.pdf
  14. 14. OER impact study: Enablers & BarriersJISC, 2011• Pedagogic:– Relevance of content –match with teacherpurpose– Provenance– Pedagogic intent– Granularity– Media rich– Contemporaneity– New pedagogicalmodels• Logistical– Volume of resources– Technical andimplementation issues– Discoverability– Lack of licencing• Strategic– Institutional policy– Driving agents– Recognition-rewardhttp://www.icde.org/filestore/Resources/Reports/OERImpactStudyResearchReport.pdf
  15. 15. OER impact study: Findings-benefitsJISC, 2011Learners• Low level of awareness of OER, and understanding ofcopyright issues• Preference for online over printed materials, andmaterials that are up to date;• Appreciation of the ‘walled garden’ of online resourcesprovided by their teachers,• Continuing need for training in searching for andevaluating online materials (information literacy)• Reluctance to make their own work publicly availableon the Web, especially whenformally assessed.http://www.icde.org/filestore/Resources/Reports/OERImpactStudyResearchReport.pdf
  16. 16. OER impact study: RecommendationsJISC, 2011• Further research into the reuse, in a globalcontext, of full courses/modules of OER• Further research into the optimal ways tofoster teachers’ reuse of OER.http://www.icde.org/filestore/Resources/Reports/OERImpactStudyResearchReport.pdf
  17. 17. • ... need for proof: “value and impact remain tobe answered or supported with appropriateevidence” (McAndrew & Farrow, 2013)
  18. 18. OER Research HUB: Hypotheses“… identify critical issues and learn from the practicalexperience derived from working to solve them”.2 key hypotheses:a. Use of OER leads to IMPROVEMENT in studentperformance and satisfaction.b. The open aspect of OER creates different usage andADOPTION patterns than other online resources.http://oerresearchhub.org/
  19. 19. OER Research HUB: HypothesesA set of testable hypotheses:c. Open education models lead to more equitableACCESS to education, serving a broader base oflearners.d. Use of OER is an effective method for improvingRETENTION for at-risk students.e. Use of OER leads to critical REFLECTION byeducators, with evidence of improvement in theirpracticef. OER adoption at an institutional level leads tofinancial BENEFITS for students and/or institutions.http://oerresearchhub.org/
  20. 20. OER Research HUB: HypothesesA set of testable hypotheses:g. Informal learners use a variety of INDICATORS whenselecting OER.h. Informal learners adopt a variety of techniques tocompensate for the lack of formal SUPPORT in opencourses.i. Open education acts as a bridge to formal education, and isCOMPLEMENTARY, not competitive, with it.j. Participation in OER pilots and programs leads to POLICYchange at institutional level.k. Informal means of ASSESSMENT are motivators to learningwith OER.http://oerresearchhub.org/
  21. 21. OER Research HUB: Methods• Surveys of attitudes andbehaviours of studentsand educators towardsOER• Structured interviewswith students, teachers,OER creators,policymakers and otherstakeholders• Stakeholder Focus groups• Analysis of studentperformance• Descriptions of pilotactivities and theirimpact• Case studies of OERpolicy implementation,• Critical incidence analysis• Classroom observations• Reflective journals• Learning analytics• Desk researchhttp://oerresearchhub.org/
  22. 22. • ... need for proof “value and impact remain tobe answered or supported with appropriateevidence” (McAndrew & Farrow, 2013)• Near future scenarios (forecasting OER,foreseeing Open Education) – prospectivestudies “visionary papers and imaginativescenarios on how Open Education in 2030 inEurope might look”
  23. 23. Teachers• Teacher-learner interaction• Teacher training andcollaboration• Pedagogical methodologiesand practices• Quality and innovation• Content and scope of“teaching”• Teacher engagement andmotivation• …Learners• Enrolment and supportschemes• Peer learning and interaction• Learner-teacher roles• Learning practices andoutcome• Linking formal and informallearning• Learner engagement andmotivation• …http://blogs.ec.europa.eu/openeducation2030/
  24. 24. What we have and know• Availabitily of enourmous amount of OER• Acces to “advance search” repositories (andmeta-repositories)• Ways of creating and adpating OER• Pros & Cons of using OER• Enablers and barries to adoption of OEP
  25. 25. What we need to proveWe have cumulated a lot of experience, but wehaven’t scientifically proved yet that OER/OEP:- Democratises education- Provides real opportunities to “at risk” groups- Fosters actual pedagogical change andinnovation- Is sustainable- Is productively disruptive
  26. 26. Research suggested approach• Practice based – theory and practice driven• DBR approach / Action research– Design T&L experience + Design research– Monitor and collect data– Analyse– Report• Provide “explanatory” knowledge + appliedorientation (guidelines, rules of thumb)
  27. 27. Research focusLO OS  OER OCW  MOOC   OE< >
  28. 28.    OE• Teaching practice• Learning• Education institutions• Policy• Sustainability• Access• Democracy• Internationalization of education
  29. 29. OportUnidad assumptions• OportUnidad– Use of OER leads to critical reflection by educators, withevidence of improvement in their practice (5)– OER adoption at an institutional level leads to financial benefitsfor students and/or institutions (6)– Embracing OEP straighten inter-institutional collaboration on aglobalized educational scenario.• OportUnidad trained faculty– Open education models lead to more equitable access toeducation, serving a broader base of learners than traditionaleducation (3)– Use of OER is an effective method for improving retention forat-risk students (4)– Use of OER empowers the student ….
  30. 30. OK, now “prove it”
  31. 31. fresh,May 92013
  32. 32. GraciasObrigadoThank you
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