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Making Education more_open andy lane

Making Education more_open andy lane






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    Making Education more_open andy lane Making Education more_open andy lane Presentation Transcript

    • Making Education More Open with OER Professor Andy Lane, Senior Fellow, SCORE
    • The Opportunity
      • Open Educational Resources are “… digitised materials offered freely and openly for educators, students and self learners to use and reuse for teaching, learning and research. “ Giving Knowledge for Free: The Emergence of Open Educational Resources, OECD 2007
      • “ The most promising initiative in e-learning is the concept – and the developing reality, of open educational resources.” Sir John Daniel (OU, UNESCO, Commonwealth of Learning)
      • “ The UK must have a core of open access learning resources organised in a coherent way to support on-line and blended learning by all higher education institutions and to make it more widely available in non-HE environments.” On-line Innovation in Higher Education , Sir Ron Cooke , 2008
    • The meaning of open in OER? (Geser, 2007)
    • Designs Many aspects and issues
    • Why make Educational Resources open?
      • A growing momentum behind OER worldwide and emergence of creative commons licences
      • Consistent with the OU’s commitment to social justice and widening participation
      • Helps build markets and reputation
      • Bridges the divide between formal and informal learning
      • A test bed for new e-learning developments and an opportunity to research and evaluate them
      • A way of drawing in materials from other organisations
      • Provides the basis for world-wide collaborations
    • Trends in the components of educational systems
      • Analogue >>>>>>> Digital
      • Tethered >>>>>>> Mobile
      • Isolated >>>>>>> Connected
      • Generic >>>>>>> Personal
      • Consumers >>>>>>> Creators
      • Closed >>>>>>> Open
      • After David Wiley
    • Open communities as much as open content
      • http://www.independent.co.uk/life-style/gadgets-and-tech/news/munroes-map-for-social-networksrsquo-lost-souls-2111356.html
    • OER are what you make of them
      • OER can be:
        • Designed explicitly for educational use
        • Other content used for educational purposes
      • OER can be found in:
        • funded institutional repositories
        • funded and non-funded community based initiatives
        • proprietary channels
        • websites of projects, groups and individuals
    • For individuals the greater availability and accessibility of resources has been found to help them to:
      • Learn new things or enrich other studies;
      • Share and discuss topics asynchronously or synchronously with other learners;
      • Assess whether they wish to participate in (further) formal education;
      • Decide which institution they want to study at;
      • Improve their work performance;
      • Create or revise OER themselves.
    • For teachers , individually and collectively, OER make it possible for them to:
      • Create courses more efficiently and/or effectively, particularly using rich media resources that require advanced technical and media skills;
      • Investigate the ways in which others have taught their subject;
      • Create resources or courses in collaboration with others rather than doing it all themselves;
      • Join in communities of practice which help improve their teaching practices as they reflect on the community use of new open tools and technologies;
      • Customise and adapt resources by translating or localising them.
    • For educational institutions OER offers up opportunities to:
      • Showcase their teaching and research programmes to wider audiences;
      • Widen the pool of applicants for their courses and programmes;
      • Lower the lifetime costs of developing educational resources;
      • Collaborate with public and commercial organisations in new ways, including educational publishers;
      • Extend their outreach activities
    • For governments and national agencies OER offer scope to:
      • Showcase their country’s educational systems;
      • Attract international students (to higher education at least);
      • Help drive changes in educational practices;
      • Develop educational resources in ‘minority’ languages that commercial publishers are reluctant to do so;
      • Develop educational resources that reflect local cultures and priorities;
      • Cooperate internationally on common resources to meet common needs.
    • Stages in open educational resources development
      • Legal: release of copyright through creative commons
      • Practical: provide access to content
      • Technical: develop an environment for open access
      • Pedagogic: understand the designs that work
      • Economic: devise a model for sustainable operation
      • Transformative: change ways of working and learning
    • Missing layers in the open educational innovation infrastructure open educational content documents, learning objects, datasets, multimedia, etc… content sharing tools, platforms, devices, etc … sensemaking: community discourse R&E, market intelligence: user behaviour
    • Bridging informal and formal learning
      • Learner comes first
      • Content is the hook
      • Flexibility
        • Mix and match
        • Self pacing
    • Impact on recruitment, preparation and progression
    • Designing for open learning
      • Volunteer students
      • Use exercises and submit work
      • Custom portfolios for skills development
      • Whole courses with pay-as-you-go, on-demand accreditation
      • Social learners
      • Extending learning into social networks
      • Store and reveal the actions of learners
      • Self certification using data on user interaction
    • Collaborate and cooperate
      • Preparation
      • Curriculum extension
      • Professional development
      • Narrow the digital divide
      • Work based learning
      • A common knowledge base
      • Remote communities
    • A test bed
      • Different cultural settings
      • Informal collaboration
      • Experiments
      • Uptake of new technologies
      • Supporting other universities
      • The Four Rs of OER and teaching and learning practices
      • Reuse – Use the work verbatim, just exactly as you found it
      • Rework – Alter or transform the work so that it better meets your needs
      • Remix – Combine the (verbatim or altered work) with other works to better meet your needs
      • Redistribute – Share the verbatim work, the reworked work, or the remixed work with others.
      • David Wiley, 2007
      Open educational practices
      • Educational materials can act as a mediating object between teachers and learners
      Open educational practices Educational material Teachers Learners
      • Teacher-content interaction
      • Purpose of content
      • Degree of meaning/sense-making in content
      • Structure of content
        • Learning outcomes
        • Assessment
        • Feedback
      • Community involvement
        • Teacher - teacher
        • teacher - learner
      Open educational practices
      • Learner-content interaction
      • Prior sense-making
      • Level of engagement
      • Testing sense-making
      • Augmented sense-making
      • Community involvement
        • Learner-learner cooperation
        • Learner-learner collaboration
      Open educational practices
      • Teacher- learner interaction
      • Course designer
      • Expert
      • Guide
      • Facilitator
      • Examiner
      Open educational practices
      • The implications of OER for mediating teaching and learning opportunities
      • Granularity– the size and inter-dependence of modules
      • Judging the appropriate mix between:
      • - Pedagogic support (built into content)
      • - Personal support (self reflection and guidance)
      • - Peer support (mutual reflection and guidance)
      • - Professional support (expert reflection and guidance)
      • The use of new social computing technologies in facilitating support and interaction
      • Greater sharing of practice amongst teachers and learners