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OER and associated practices – opportunities and challenges
OER and associated practices – opportunities and challenges
OER and associated practices – opportunities and challenges
OER and associated practices – opportunities and challenges
OER and associated practices – opportunities and challenges
OER and associated practices – opportunities and challenges
OER and associated practices – opportunities and challenges
OER and associated practices – opportunities and challenges
OER and associated practices – opportunities and challenges
OER and associated practices – opportunities and challenges
OER and associated practices – opportunities and challenges
OER and associated practices – opportunities and challenges
OER and associated practices – opportunities and challenges
OER and associated practices – opportunities and challenges
OER and associated practices – opportunities and challenges
OER and associated practices – opportunities and challenges
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OER and associated practices – opportunities and challenges

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OER Panel Presentation by Professor Gráinne Conole, The Open University, UK for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to …

OER Panel Presentation by Professor Gráinne Conole, The Open University, UK for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).

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  • 1. OER and associated practices – opportunities and challenges<br />Gráinne Conole, <br />The Open University, UK<br />g.c.conole@open.ac.uk<br />OER Panel, DEHub/ODLAA SUMMIT<br />Sydney, 14 to 18 February 2011<br />
  • 2. Open Educational Resources<br />Open Learning Initiative <br />
  • 3. Level of granularity<br />‘Atomistic’: based around learning objects (Merlot)<br />‘Holistic: aligned to course structures (MIT)<br />Format<br />Simple, primarily text-based<br />Rich multi-faceted multimedia<br />Pedagogy<br />Relatively neutral<br />Embedded<br />OER models<br />
  • 4. Pedagogically diverse<br />Conole, McAndrew &amp; Dimitriadis, forthcoming<br />
  • 5. OER - a vision of transformation<br />Beyond content – focus on activity and use<br />Learners as self-directed and autonomous<br />More of a focus on sharing, refinement, iteration, critical reflection<br />OER as a potential catalyst to transforming educational practice<br />Improvements in social inclusion, quality and innovation<br />
  • 6. From resources to practices<br />
  • 7. The OPAL vision<br />7<br />Focus on the practice around OER rather than the resources<br />Better understanding will lead to improvements in the quality of OER and more innovation<br />Open Educational Resource Practice<br />OEP constitute the range of practices around the creation, use and management of OER with the intent to improve quality and innovate education. <br />
  • 8. Abstracting dimensions of Practice<br />Open Educational Practices (OEP)<br />Practices around the creation, use and management of Open Educational Resources<br />Approach<br />60+ case studies of OER collected<br />Dimensions of OEP derived<br />Online consultation process<br />http://cloudworks.ac.uk/cloudscape/view/2105<br />
  • 9. Open Educational Practice Dimensions<br />Strategies and policies<br />Quality Assurance models<br />Partnership models<br />Business models/sustainability strategies<br />Barriers and success factors<br />Tools and tool practices<br />Skills development and support<br />Innovations<br />Strategies and policies<br />Quality Assurance models<br />Partnership models<br />Business models/sustainability strategies<br />Barriers and success factors<br />Tools and tool practices<br />Skills development and support<br />Innovations<br />Strategies and polices<br />Barriers and success factors<br />Tools and tool practices<br />Skills development and support<br />
  • 10. The OEP cube model<br />THE DIMENSION: What?<br />Strategies and Policies<br />Barriers and Success Factors<br />Tools and Tool Practices<br />Skills Development and Support<br />THE CONTEXT: Where?<br />Macro level (society)<br />Meso level (organisation)<br />Micro level (individuals)<br />MATURITY: How well is it established?<br />Initial (not yet started)<br />Managed<br />Defined<br />Optimizing (embedded / advanced)<br />CONTEXT<br />MATURITY<br />DIMENSION<br />10<br />
  • 11. Refining the dimension<br />11<br />QA models<br />Partnership Models<br />Strategies &amp; Policies<br />Business Models<br />CONTEXT<br />Sustainability Strategies<br />Barriers<br />Barriers and Success Factors<br />Success Factors<br />MATURITY<br />Tools<br />DIMENSION<br />Tools &amp; tool practices<br />Tool Practices<br />12 skills of evolving digital literacy<br />Henry Jenkins<br />CYBERLEARNING REPORT<br />Digital Literacy<br />Skills Development &amp; Support<br />Support structures and processes<br />
  • 12. Maturity View<br />INITIAL (not yet started): Process unpredictable, poorly controlled and reactive<br />MANAGED: Process characterized for projects and is often reactive.<br />DEFINED: Process characterized for the organisation and is proactive (Projects tailor their process from the organisation’s standard)<br />OPTIMIZING (embedded / advanced): Process is measured and controlled, the focus on process improvement<br />12<br />CONTEXT<br />MATURITY<br />DIMENSION<br />
  • 13. Maturity model<br />13<br />1AX<br />1BX<br />1AX<br />1BX<br />1BX<br />1BX<br />1AY<br />1BX<br />Levels<br />1BY<br />1BX<br />1BY<br />3AX<br />Macro-level: Societal<br />Meso-level: Organisation<br />Micro-level: Individual<br />2AX<br />1BY<br />3BX<br />2BX<br />3CX<br />2AX<br />2BX<br />3DX<br />2BX<br />2BX<br />2AY<br />2BX<br />2BY<br />2BX<br />2BY<br />2AX<br />3AX<br />2BY<br />2BX<br />3BX<br />2CX<br />3AX<br />3BX<br />2DX<br />3BX<br />3BX<br />3AY<br />3BX<br />3BY<br />3BX<br />3BY<br />1AX<br />Strategies &amp; policies<br />Barriers &amp; successfactors<br />Tools &amp; toolpractices<br />SkillsDev &amp;Support<br />3BY<br />1BX<br />1CX<br />1DX<br />Level of maturity<br />Dimensions<br />OER embedded in strategy<br />Institutional OER repository<br />Adapted from diagram by T. Koskinen<br />
  • 14. Uses and benefits<br />Three uses<br />Benchmarking<br />Guidance<br />Reflection and comparison<br />Benefits<br />Guides users in understanding how to think about the key issues.<br />Flexible enough to cover the multiple stakeholders<br />Sub-cubes provide practical illustrative examples<br />Useful as a mechanism for institutions to self-benchmark<br />14<br />
  • 15. Mapping the case studies<br />15<br />
  • 16. Questions for debate<br />A vision of OEP for inclusion, innovation &amp; quality<br />Learning and the context of learning have changed<br />We need new approaches to learning and teaching<br />How can we harness increasingly sophisticated tools and OERs?<br />How can we support innovation in the use and reuse of OER?<br />Will openness enable or restrict social inclusion?<br />What are the quality implications in an increasingly open context?<br />Will a focus on OER practices lead to improvements in quality and innovation?<br />

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