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Global OER - Short term fellowship course
 

Global OER - Short term fellowship course

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Presentation given by Andy Lane at the SCORE short term fellowship course 6th to 10th December

Presentation given by Andy Lane at the SCORE short term fellowship course 6th to 10th December

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  • Languages available: English, French, Kiswahili, and Arabic
  • Researching OpenLearn has proved a complex and interesting challenge – data is hard to grasp not least because of the very openness which makes OER valuable. But also because it is not just the products that matter but also the process and the role OER has in sparking changes.
  • Action research into products and processes requires consideration and acceptance of a wide range of approaches, outputs and people.
  • Action research for OpenLearn has focussed on key actors and their differing contexts
  • Researching has involved many methods – eye tracking, remote observation, self recording, surveys, capturing case studies as knowledge maps and use of theoretical perspectives – but also many different people on the team and in the OU – formal researchers, other academics, internal users, student support staff, technical and media staff, and administrative staff.
  • Browsing and registered Learners have been tracked, observed, surveyed and interviewed. Most are bounce users but amongst heavy users there are two clusters - volunteer students (more interested in content and assessment) and social learners (more interested in communicating and collaborating with others).
  • Individual educators have used freedoms and tools offered in LabSpace to experiment, using content as is, modifying, publishing their own material, helped drive technical changes and been involved in learning design research.
  • LabSpace has allowed informal collaboration and experimentation with institutions and projects that has helped reputation.
  • JISC funded POCKET project a major test bed or institutional collaboration and development.

Global OER - Short term fellowship course Global OER - Short term fellowship course Presentation Transcript

  • A global OER movement? Professor Andy Lane, Senior Fellow, SCORE
  • OER involves lots of groups and organisations around the world
    • OER are explicitly funded by:
      • Foundations
      • Governments
      • NGOs
      • Institutions
      • Donations
    • OER can be found in:
      • funded institutional repositories
      • funded and non-funded community based initiatives
      • proprietary channels
      • websites of projects, groups and individuals
    • OER are being supported via
      • International and national consortia
      • Commercial activities and organizations
      • Infrastructure activities and organizations
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  • Open Sharing, Global Benefits The OpenCourseWare Consortium advancing formal and informal learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses. December 15, 2010 Presenter Name
  • advancing formal and informal learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses. December 15, 2010 Name—OCW Consortium
    • The OCW Movement
    • The OCW Consortium
    • Benefits of Membership
  • advancing formal and informal learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses. December 15, 2010 Name—OCW Consortium The OCW Movement —What is OCW? OCW is a type of Open Educational Resource (OER). OERs are a type of Open Content. Open Educational Resources Open Content OCW
  • What is OpenCourseWare?
    • High quality educational materials organized as courses
    • A package of educational materials starting a particular point in the knowledge spectrum, leading to greater understanding of the issue or topic
    advancing formal and informal learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses.
  • What is OpenCourseWare?
    • Materials organized as courses
    • Generally includes course planning documents, thematic content, learning activities and evaluation instruments
    • lecture notes
    • syllabi
    • course calendar
    • assignments, projects, tests
    • videos or recordings of lectures
    • demonstrations and illustrations of concepts
    advancing formal and informal learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses.
  • What is OpenCourseWare?
    • Materials organized as courses
    • Course planning documents, thematic content, learning activities and evaluation instruments
    • Openly licensed for distribution, re-use and modification
    advancing formal and informal learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses.
  • What is OpenCourseWare?
    • Materials organized as courses
    • Course planning documents, thematic content, learning activities and evaluation instruments
    • Openly licensed for distribution, re-use and modification
    • Materials are a reflection of the education provided by the sponsoring institution, and from the authoring instructor(s)
    advancing formal and informal learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses.
  • What is OpenCourseWare?
    • Materials organized as courses
    • Course planning documents, thematic content, learning activities and evaluation instruments
    • Openly licensed for distribution, re-use and modification
    • Materials are a reflection of the sponsoring institution’s education
    • Institutions are the decision makers for their contributions, so OpenCourseWare projects can be quite different
    advancing formal and informal learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses.
  • advancing formal and informal learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses. December 15, 2010 Name—OCW Consortium What is OpenCourseWare? Summary:
    • An open courseware (ocw) is a free and open educational resource for faculty, students, and self-learners throughout the world.
      • An ocw is not a distance-learning initiative: there are no degrees granted, no student/faculty interactions and no transcripts.
      • An ocw is a collection of high-quality learning materials presented in the form of courses.
      • OCW materials are there for using and re-purposing. Modifications welcome!
  • advancing formal and informal learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses. December 15, 2010 Name—OCW Consortium The OCW Movement —How it Started Two Questions: The OCW Movement—How it Started MIT Administration posed two Questions to the Faculty Committee:
      • How is the internet going to change education?
      • What is MIT going to do about it?
    Former MIT President Charles Vest
  • advancing formal and informal learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses. December 15, 2010 Name—OCW Consortium The OCW Movement—How it Started The Report
    • Focus on MIT’s Mission:
    • “ to advance knowledge in ways that will
    • best serve the nation and the world”
    • Use technology to openly share
    • educational materials
  • advancing formal and informal learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses. December 15, 2010 Name—OCW Consortium The OCW Movement—Global Growth As institutions and learners around the world began to realize the power of opening education to the world, the movement began on a global scale
  • advancing formal and informal learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses. December 15, 2010 Name—OCW Consortium The OCW Movement—What is the Value?
    • Meeting your organization’s desire to contribute to the social welfare of the world by making course materials free on a global scale to educators, students, and self-learners
    • Showcasing your organization’s instructional efforts by providing high quality, high visibility examples to the public, prospective students, and parents
    • Creating a repository where faculty and researchers can have their work seen by the world
    • Presenting potential funding agencies with attractive and useful opportunities for disseminating research results
  • advancing formal and informal learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses. December 15, 2010 Name—OCW Consortium The OCW Movement—What is the Value?
    • Increasing traffic to the institution’s website
    • Providing a preview of the institution’s education to prospective students, donors, employers, officials
    • Providing a cost- and time-efficient vehicle for staff and faculty training and development
    • Attracting independent funding for public service projects
    • Promoting the incorporation of high-quality educational materials produced elsewhere
    • Providing entree to a world-wide community of dedicated educators
  • advancing formal and informal learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses. December 15, 2010 Name—OCW Consortium
    • The OCW Movement
    • The OCW Consortium
    • Benefits of Membership
  • advancing formal and informal learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses. December 15, 2010 Name—OCW Consortium Our mission is to advance formal and informal learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses.
  • advancing formal and informal learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses. December 15, 2010 Name—OCW Consortium Who we are
  • The OCW Consortium • ~100 live OCW sites • ~8600 courses http://ocwconsortium.org
  • advancing formal and informal learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses. December 15, 2010 Name—OCW Consortium The OCW Consortium—Growth
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  • advancing formal and informal learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses. December 15, 2010 Name—OCW Consortium The OCW Consortium—Members Membership Categories Commit to publishing, under the institution's name, materials from at least 10 courses Publish courses in an area other than higher ed. or engage in activities that further Consortium goals Support the development of OCW in particular regions or around common interests Provide services for fees to other members and contribute substantially to support of the Consortium through their membership fees .
    • Institutional Members
    • Affiliate Members
    • Associate Consortia
    • Corporate Members
  • advancing formal and informal learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses. December 15, 2010 Name—OCW Consortium
    • The OCW Movement
    • The OCW Consortium
    • Benefits of Membership
  • advancing formal and informal learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses. December 15, 2010 Name—OCW Consortium Benefits of Membership: Consultation with experts in the Consortium Collective Visibility through international exposure Collaboration and networking with members from all over the world Sustainability
  • advancing formal and informal learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses. December 15, 2010 Name—OCW Consortium Benefits of Membership: Consultation
    • For new and existing OCW projects, OCWC staff and members are available to support you
    • OCWC conferences and ongoing forums provide members the opportunity to share solutions and best practices
    • Webinars and newsletters address common issues and new developments
    • The OCWC site and Toolkit provide tools for OCW development.
  • advancing formal and informal learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses. December 15, 2010 Name—OCW Consortium Benefits of Membership: Collaboration
    • The OCWC provides administrative support and space for Working Groups gathered around areas of common interest, such as Evaluation, Accessibility or Intellectual Property
    • The OCWC encourages members to report on nascent projects to allow time and opportunities for collaboration
  • advancing formal and informal learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses. December 15, 2010 Name—OCW Consortium Benefits of Membership: Collective Visibility
    • The OCWC website provides direct links to the sites of its members
    • The OCW Course Finder allows users to search across OCWC member sites
    • The OCWC helps develop e-visibility guidelines for its members
    • OCWC members share media exposure
  • advancing formal and informal learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses. December 15, 2010 Name—OCW Consortium Benefits of Membership: Sustainability
    • Sharing of best practices among OCWC members promotes quality and efficiency within individual projects
    • Resource-sharing across OCWC members cuts down on duplication of cost, effort and expertise
    • OCWC discussions assist members in articulating the value of OCW to their home institutions
  • The development and deployment of OER from a general European perspective European economic challenges
    • Globalisation
    • o Opening of international markets, stimulus for competitiveness, innovative products and services, shorter product cycles, quicker adaptation, more learning and faster learning
    • o Increased mobility of money, goods, information and citizens, including academic and labour force mobility
    • o Rapidly growing markets such as China and India, enforce more location/allocation decisions as potential for significant cost reduction and productivity growth
    • o All currently being impacted by the global recession ……..????
    • Demographics
    • o Is bequeathing Europe with an ageing, decreasing and more inflexible workforce
    • o Without counter action, this will decrease the general level of education of its population and the part that constitutes its workforce
    • o Shall increasingly pressurise social systems, in the sense that traditional schemes for financing the collective provisions will no longer be operable
  • Increasing Europe’s competitiveness – Lisbon agenda
    • Actions on attracting investors for Europe
    • o Complete the internal European market
    • o Improve the European and national regulation
    • o Removing the barriers to competition inside and outside Europe
    • o Expand and improve European infrastructure
    • Actions on knowledge and innovation
    • o Investment in research and development
    • o Facilitate innovation, ICT and sustainable resources
    • o Leverage on European industrial networks of excellence
    • Actions on more and better jobs
    • o Boost employment and modernise social protection systems
    • o Improve adaptability of businesses, workforce and labour market
    • o Investment in human capital through education and skills!
  • Participation in formal and informal education
    • Participation in HE (formal learning)
    • o Participation rates in European HE have generally risen
    • o Big difference between the leaders and followers
    • o The US and Nordic European countries are among the frontrunners in terms of percentage participating
    • o Percentages are indicators of accessibility and perceived value of tertiary education
    • o To catch up with Nordic leaders and US, access and importance of education must be promoted substantially
    • Participation in continuing education and training (non formal, job related)
    • o Significant variation across European Countries
    • o Nordic European countries along with US are leading
    • o More likely participation in CTE when having received tertiary education
    • o Workers in service industries are more likely to participate in CTE
  • Restructuring European Higher Education – Bologna process
    • EADTU believe that Bologna beyond 2010 should embrace:
    • o Mobility for all learners, both physical and virtual – achieving better the EC’s mobility benchmarks
    • o Mobility between informal and formal learning – open educational resources for better access to high quality knowledge for all
    • o Mobility through working lives – open and flexible, supported open learning programmes and courses for full and part time learners, delivered to the home or workplace
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    • Estimated 4 million additional teachers to meet EFA Goals
    • Substantial proportion of existing teachers are under qualified or unqualified
    • Concern over quality of current teacher education
    • Limited capacity and resources in existing institutions and systems
    • Poor working and learning conditions for teachers
    • Multitude of languages
    • Issues of status, morale and HIV/ AIDS
    Sub Saharan Africa: The challenges for teacher education
  • French Arabic Kiswahili
    • Some examples:
    • National Teachers Institute (Nigeria): Nigeria Certificate in Education (NCE) – In-service (distance) 102,000 students
    • Kyambogo University (Uganda): Diploma in Education Primary External (distance) 1,500 students
    • Open University of Tanzania (Tanzania): Diploma in Primary Education 700 students
    • Open University of Sudan (Sudan): B Ed ( distance) 45,000 students
    • Kigali Institute of Education (Rwanda): National Retraining Programme for Primary School Teachers – endorsed by Ministry for Education (Apr-08) 12,000 teachers
    • ‘ To train quality teachers who can impact positively on pupils’/students’ learning .’
    TESSA in Use
    • Evidence of improved teaching practices
    • More reflective thinking after lessons
    • Teacher and pupil enjoyment
    • Flexibility of OERs allowed use in range of programmes
    • ‘ I have enjoyed using the materials because they make classroom activities simple and easy. Pupils are now improving in their performance and it has helped me to improve my teaching skills.’ Student Teacher, Nigeria
    Emerging Findings
  • TESSA Model of intervention
    • Starting point = classroom
    • Practical, activity based teacher learning
    • Valuing of school practitioner agency
    • Implementation dispersed and decentralised
    • Alignment and interaction with existing communities of practice
    • Local autonomy: importance TESSA coordinators
  • The TESSA Resources
    • Highly structured study units - template
    • Core set of 75 study units
    • Teachers’ learning located in their own classrooms
    • Developing the professional knowledge (both subject and pedagogic) and practices of teachers
    • Contextualised to reflect the environment of the teacher
  • Materials creation and adaptation Localisation of study units by consortium partners Sharing in the Tessa OER resource bank Quality Assurance and Editing and User Testing Creation of original study units by consortium partners 4 5 6 2 Quality Assurance, Editing and User Testing 1 3
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  • Lots of activity but what is the impact?
    • Evidence of impact comes from:
      • Stories from stakeholders
      • Surveys of users
      • Observations of behaviours
      • Web traffic through Analytics
    • Evidence of viability/sustainability comes from:
      • Actual and perceived strategic value to organisation
      • New business models
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  • Designs Many aspects and issues
  • Many possible approaches
  • Social and institutional context
    • Mixing methods
    • Monitoring
    • Surveying
    • Everyone contributing
    Researchers
    • Bounce users
    • Volunteer students
    • Social learners
    Flashmeeting Learners
    • Collaborations
    • Use as is
    • Route for publishing
    • Technical changes
    • Design
    Educators
    • Experimentation
    • Staff development
    • Collaborations
    • Reputation
    XML Workshops Institutions
    • 38 Units in LabSpace
    • Staff development
    • Institutional change
    • Joining community
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  • Business models and sustainability
    • Mainstream and/or embedded within existing business model practices and processes
    • Provide additional paid for services – the Freemium model
    • Donations from supporters
    • Grants from funding bodies
    • Free labour of volunteers
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  • Finally … use open innovation to foster connections and collaborations OLnet Netgen OLnet fm Learning Design OLnet