Strategies to foster OER and OER initiatives in developing regions
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Strategies to foster OER and OER initiatives in developing regions

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An OER action research project, OportUnidad, founded by the European Commission is presented. This study, lead by a partnership of European and Latin American universities, aims to increase the......

An OER action research project, OportUnidad, founded by the European Commission is presented. This study, lead by a partnership of European and Latin American universities, aims to increase the awareness and institutional support of OER in Latin American HE. Based in this action-research project, this article analyses the impact of digital technologies in education, particularly regarding the generation, adoption and dissemination of educational content.

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  • SOURCE Hilton, J. W. (2010, January 11). The 4 R's of Openness and the ALMS Analysis: Frameworks for Open Educational Resources. Retrieved October 12, 2011, from ScholarsArchive:  http://contentdm.lib.byu.edu/cdm4/item_viewer.php?CISOROOT=/IR&CISOPTR=774&CISOBOX=1&REC=16 Frederik Truyen, EADTU 2011, Open Education from widening participation to widening transparency: reframing OER
  • The (Platonic) form of an ‘ ideal ’ OER (Wiley): ACCESS: immediately and freely accessible by every person 
LICENSING: grant the user the legal permissions with no restrictions EFFICACY: effectively support the educational goals of the user Atkins, Brown & Hammond (2007) have identified the benefits of OER by the concepts equalize access in relation to the learning and access to material, understand and stimulate use sponsor i.e. to understand and to stimulate the use of learning resources, sponsor high-quality open content i.e . foster quality in OER and finally to remove barriers . -Ossiannilsson, E; and Creelman, A. (2011) Quality improvement of the use of OER in higher education - challenges and consecuentes. EADTU. -SOURCE: Jan Hylén (2006) Open Educational Resources: Opportunities and Challenges. OECD ’ s Centre for Educational Research and Innovation. http://www.knowledgeall.net/files/Additional_Readings-Consolidated.pdf "Barabási …   preferential attachment , that is, nodes (websites) will wish to link themselves to hubs (websites) with the most connections. “ http://en.wikipedia.org/wiki/Albert-L%C3%A1szl%C3%B3_Barab%C3%A1si
  • Starting from the inception phase of the project, each LA partner will involve at least 7-8 Universities from the same country and/or from neighboring countries not involved in the original consortium. A total of 60 universities (including partners and non partners) will be involved and they will provide inputs to definition of the OER Agenda. They will also be invited to decline the OER Agenda into a local institutional roadmap and to pilot the OER training course including the start-up of open educational practices. Therefore, formal partners will act as a regional hub to guarantee a geographical coverage of the action and its sustainability.
  • Instruments to work together
  • Agenda of OER re-use for university course development The Agenda includes aspects and items related to: - Pedagogical approaches for OER, including teaching and learning aspects and links to social learning, constructive learning with peers; - Technological solutions for OER, including key technologies, standards, specifications (i.e. metadata, publishing, querying) and infrastructure; - Organisational frameworks and procedures: roles of different actors in institutions to build OER, to re-use and remix OER and cost-effective procedures for OER; - Institutional business models: how do OER affect the institutional business models; - Cooperative models for OER between institutions.
  • In order to be able to implement on their universities their own contextualised roadmap of OEP, local teachers and educators are trained to the use of OER . The on-line training course in “Open Educational Practices and Resources” is organized in a logical sequence going from the presentation and framing of the OER movement, until the integration of OER into the faculty course proposals. The Course will be available in English, Spanish and Portuguese. The OER Course will include the understanding of the OER movement, initiatives, purposes, history, and challenges, the definition of OER, OEP and the main related initiatives OCW (Open courseware) and Universia, the aligning of OER to course requirements and pedagogical pathways, the OER search in repositories and on the Web (identification) and OER reuse, remix, rework, localizing (repurposing), the creation of OER from scratch, the OER plan for action and the OER sharing to the community. The length of the course is of 80 hours and is tailored on previous detected skills. The course resources will be integrated mostly by available OER. During the delivery of the course, selected national and international moderators will act as facilitators, in close cooperation with technical moderators. Moderators will assist participants through the elaboration of learning activities that gradually assist participants in the integration of OER into their own courses and practices.
  • The move from passive consumption of educational resources to the formal engagement of educators and learners in the creative process of education content

Transcript

  • 1. http://www.flickr.com/photos/bsteele/380197909/sizes/m/in/photostream/ Open Education Conference 2012, Vancouver, BC Strategies to foster OER and OEROportUnidad initiatives in developing regionsInfo at: www.oportUnidadproject.eu
  • 2. OportUnidadPROJECT OportUnidadPROGRAMME ALFA III - Lot 1: Joint ProjectsDURATION 30 months (starting date: 1 Jan 2012)PARTNERS 12 PartnersAIM Foster openness in Higher Education
  • 3. The 4 Rs of Openness www.opencontent.org/definition Reuse—The most basic level of openness. Redistribute—People can share People are allowed to use all or part of the the work with others (e.g. email a digital article to a colleague). work for their own purposes (e.g. download an educational video to watch at a later time). Revise—People can adapt, modify, translate, or change the form the work (e.g. take a book written in English and turn it into a Spanish audio book). Remix—People can take two or more existing resources and combine them to create a new resource (e.g. take audio lectures from one course and combine them with slides from another course to create a new derivative work).Hilton, J. W. (2010, January 11). The 4 Rs of Openness and the ALMS Analysis: Frameworks for Open Educational Resources.
  • 4. ! "# # ( ) *+ ) # - . - # / # *, 1#23+4 , + # 3) ) # 7 83, ++ + # : ; # $% & *, ( 0 + # *$, 526 6 #$#2 9 4 $8 4 , +*, # , 17 2<=53, *) 2# - # + # : *) # 3, >$6 ?1? ) ! "# B) A; @ 6 ) ? * ! " #$ &() * + (% ,,&%&) (- . (/ &* 01(" 2 3&(4 &- " / &+ 5 1(6 0* ,. 1+(8 * . (9: ; 9( % * " + (+ $% 7Villar-Onrubia, Daniel, Assessing Awareness on Open Education by Means of Online Research Tools (June 17, ! !2012). Available at SSRN: http://ssrn.com/abstract=2085585 or http://dx.doi.org/10.2139/ssrn.2085585
  •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illar-Onrubia, Daniel, Assessing Awareness on Open Education by Means of Online Research Tools (June 17, ! !2012). Available at SSRN: http://ssrn.com/abstract=2085585 or http://dx.doi.org/10.2139/ssrn.2085585
  • 6. We will need to do more than merely making learning materials available.Potential barriers: The language of instruction; contextualization and localization;access to technologies other regions (cultural & social norms; languages).The technological divide might be narrower but it is deeper.
  • 7. The language gap is a significant obstacle. Yet even if OER is translated to the local language an adaptation would still be needed. English is considered an international language due to its usage in knowledge dissemination. However, the majority of learners worldwide come from non-English- speaking backgrounds.Universidad Nacional Autónoma de Méxicohttp://www.flickr.com/photos/osx/4331239071/sizes/l/
  • 8. Beyond access there are also cultural andinstitutional issues.Contextualization of resources presents significantobstacles, where local content development is crucial. Law Faculty at University of Buenos Aires, Argentina
  • 9. “The simple existence of free and open material is necessary but not sufficient for wide scale adoption and use”Pontifical CatholicUniversity of Chile
  • 10. Scopus 2007 2008 2009 2010 2011Total per languageSpanish 3 8 5 8 5Total per languageEnglish 550 606 726 888 1308Total per languagePortuguese 0 0 0 0 0
  • 11. YouTube 2007 2008 2009 2010 2011Total per languageSpanish 18 66 143 264 524Total per languageEnglish 611 1366 1951 2530 5302Total per languagePortuguese 15 37 46 65 127
  • 12. Big - visibility Visible reuse & production of licensed (institutional) OER. “preferential attachment” Institutional repositories. (Barabási, 2000) Governments Little - visibility Staff &students reuse of digital resources in /around the curriculum. Folksonomies (co-creation) {UGC in flickr, scribd, slideshare, youtube}“White, D. Manton, M. JISC-funded OER Impact Study, University of Oxford, 2011” http://www.jisc.ac.uk/media/documents/programmes/elearning/oer/OERTheValueOfReuseInHigherEducation.pdf
  • 13. Almost 600 M. inhabita nts Over 2,500 universities 7,000 HE institutions (1) 15 million students (2) 70 Latin American Ues 1 0 countries (OCW Universia) over 200 course Temoa - 30,000 ER SciELO- REDALYC (20 art . OER)Monterrey Institute of Technology and Higher Education - Web of Knowledge - Science - Thomson Reuters1.Brunner, J.J. 2007. Universidad y sociedad en América Latina. Instituto de Investigaciones en Educación. Universidad Veracruzana.2.Cruz González, D.E., D.J.L. García Cuevas, and D.E. González Suárez. (2010). “Las universidades de América Latina y El Caribe y el avance de las sociedades através de la innovación y la gestión tecnológica.” Universidad y Sociedad 2(1).
  • 14. LA PartnersUniversidade Federal Fluminense (UFF, Brazil) (candidate)Universidad Estatal a Distancia (UNED), Costa RicaUniversidad Técnica Particular de Loja (UTPL), EcuadorFundación Uvirtual, BoliviaUniversidad Virtual del Tecnológico de Monterrey (UVTM),MexicoUniversidad de la Empresa, UruguayUniversidad Inca Garcilaso de la Vega (UIGV), PeruUniversidad EAFIT, Colombia
  • 15. EU PartnersUniversità degli Studi “Guglielmo Marconi” (USGM), ItalyUniversitat Oberta de Catalunya (UOC), SpainUniversidade de Lisboa, PortugalUniversity of Oxford (UOXF), United Kingdom
  • 16. OportUnidad Regional Agenda General objective: Strengthen the EU-LA Common Higher Education Area, through a bottom-up approach, by the increasing the use of open educational practices and resources (OEP & OER) Cooperationto contribute in the economical andsocial development of HE 60 organisations in LA.
  • 17. http://www.flickr.com/photos/anaelisa2/2965802560/sizes/z/in/photostream/ Compendium of EU-LA OER practices • LA OEP awareness state-of-the-art • Local OEP awareness baseline • Interviews + case studies (EU+LA) Definition of OER Agenda Institutional roadmap Pilot OER training course (educators) Start-up of OEP http://www.flickr.com/photos/fil/3151423/
  • 18. Nomination formSelf- Nomination formOEP State of the Art in LA OER Compendium
  • 19. Guatemala (2) Honduras (2) Mexico (8) Nicaragua (2) Costa Rica (3) Panama (1) Colombia (7) Ecuador (8) Peru (1) Bolivia Brazil (3) Paraguay (1) Chile (3) Uruguay (1)Our original idea of Argentina (7)the OER network *(Partners countries)
  • 20. Our current OER EU-LA networkCampus Tec Guatemala Universidad Austral ArgentinaUniversidad Tecnologica De Honduras Honduras Universidad Católica De Santa Fe ArgentinaUniversidad José Cecilio Del Valle Honduras Universidad De Palermo ArgentinaConectando Pasos Ac Mexico Universidad Del Salvador ArgentinaInstituto Tecnológico De Morelia Mexico Universidad Del Salvador ArgentinaUniversidad Pedagógica Nacional Mexico Universidad Nacional De San Luis ArgentinaInstituto De Inv.En Educación De La U. Universidad De Ciencias Empresariales Y Mexico ArgentinaVeracruzana SocialesEscuela Normal Superior Oficial De Mexico Universidd De Santiago De Chile ChileGuanajuatoFacultad De Ciencias Políticas Y Sociales De Mexico Universidad De Los Lagos ChileLa UnamUniversidad Virt. Estado De Guanajuato Mexico Universidad Católica Del Norte ChileUniversidad De Montemorelos Mexico Universidad MetroCiencias De La Educación ChileUniversidad De Colima Mexico Universidad Del Magdalena ColombiaCetys Universidad Mexico Universidad Externado De Colombia ColombiaUniversidad Auto,Del Estado De Morelos Mexico Universidad De La Sabana ColombiaUniversidad Veracruzana Mexico Institución Universitaria De Envigado ColombiaUniversidad Autónoma De Sinaloa Mexico Instituto De Tecnologías Abiertas En Educación Colombia Centro De Comunicación Educ.Audiovisual -Universidad Autónoma De San Luis Potosi Mexico Colombia CedalUniversidad Católica Redemptoris Mater Nicaragua Fundación Universitaria Del Area Andina ColombiaUniversidad Tecnológica De El Salvador Salvador Universidad Del Quindío ColombiaUniversidad La Luz Peru Universidad Del Norte Colombia Universidad Colegio Mayor De Nuestra SeñoraUniversidad Católica Sedes Sapientiae Peru Colombia Del RosarioUniversidad Señor De Sipan Peru Universidad Autónoma De Manizales ColombiaUniversidad Nacional Agraria La Molina Peru Corporacion Politecnico Marco Fidel Suarez Colombia
  • 21. Universidad Andina Del Cusco Peru Pontificia Universidad Católica Del Peru PeruUniversidad Católica Boliviana, Santa Cruz Bolivia Universidad Técnica De Ambato Ecuador Pontificia Universidad Católica Del EcuadorUniversidade Federal De Juiz De Fora Brazil Ecuador Sede IbarraUniversidade Federal Do Rio Grande Do Sul Brazil Universidad Catòlica De Santiago De Guayaquil EcuadorUniversidade Estadual De Maringá Brazil Escuela Superior Politécnica Del Litoral EcuadorUniversidade Do Sul De Santa Catarina Brazil Pontificia Universidad Católica Del Ecuador Ecuador Pontificia Universidad Catolica Del EcuadorUniversidade Estácio De Sá Brazil Ecuador Sede Santo DomUniversidade Federal De Itajubá - Unifei Brazil Universidad Tecnológica Equinoccial Ecuador Universidad Nacional De Villarrica Del EspírituUniversidade Federal Do Rio Grande Do Sul Brazil Paraguay Santo (Unve) Universidad Católica "Ntra, Sra. De LaUniversidade Federal Do Pará Brazil Paraguay Asunción" Campus ItapPontifícia Universidade Católica Do Paraná Brazil Universidad Central De Venezuela VenezuelaUniversidad Politécnica Salesiana Ecuador Universidad Simón Bolívar Venezuela Universidad Nacional Mayor De San MarcosFacultad De Filosofía - Universidad Central Ecuador Peru (Unmsm)
  • 22. 10 Universities. translated in Spanish, Portuguese and EnglishEds. Andreia Inamorato dos Santos, Cristobal Cobo and Celso CostaUniversidade Federal Fluminense - Oxford Internet Institute
  • 23. OER CompendiumEnglish-Spanish-PortugueseUnicycle OER Project, Leeds Metropolitan University (UK)OpenER, Open Universiteit (Netherlands)Openlearn, Open University (UK)University of Alicantes Open Knowledge Strategy (Spain)Open Educational Practices, UTPL (Ecuador)TEMOA, Tecnológico de Monterrey (México)CEDERJ - TECA, (Brazil)Institucional Policy Of Open Access, OUC (Spain)OpenSpires, Oxford University (UK) David Kernohan, Programme Manager, e-Learning, JISC Faraón Llorens and Juan José Bayona, University of Alicantes, Fred Mulder, UNESCO Chair in OER. Mary Lou Forward, Executive Director OpenCourseWare Consortium. Pedro Aranzadi, Managing Director of Universia Spain Robert Schuwer, Associate Professor at the Open University of the Netherlands.
  • 24. multilingual online focus groups + context• To foster better articulated institutional policies (managerial level)• Training teachers in the use of OER and digital skills• To facilitate the collaborative work (as well as time).• To develop consistent OER research.• Aim for national and international funding.• To consider incentives the faculty.• Promote a better understanding about copyright and other licenses• To adopt institutional criteria for quality assurance in OER• To develop a federated OER solutions
  • 25. National OER State of the Art OER Compendium Online Focus Groups OER Guidelines Latin America OEP Agenda
  • 26. Open Educational Practice Agenda42 Recommendations [51 Universities] - Pedagogical approaches for OER, including teaching and learning aspects and links to social learning, constructive learning; - Technological solutions for OER, including key technologies, standards, specifications (i.e. metadata, publishing, querying); - Organisational frameworks and procedures: roles of different actors in institutions to build OER, to re-use and remix OER and cost-effective procedures for OER; - Institutional business models: how do OER affect the institutional business models; - Cooperative models for OER between institutions and communities of interest.
  • 27. http://www.flickr.com/photos/ncreedplayer/6194043404/sizes/z/in/photostream/ + http://www.flickr.com/photos/agirregabiria/3499503013/ OportUnidad Compendium Agenda of OER re-useInstitutional roadmap(s) EU-LA’s strategy for Consultations-Mid-term strategic plan: OEP in HE (managerialImplementation of OEP Agenda Policies/actions to level) of the LAat local/institutional level. boost the benefit partner of the use and re- universities-Shaped by local, cultural and use of OER in HE.institutional framework.-In consultation with the manageriallevel of the (60) universities.
  • 28. Universitat Oberta de CatalunyaStages of the on-line training course (approx. 80 hrs) Understanding Repurposing Implementing Identifying Engaging Creating Defining Aligning http://www.flickr.com/photos/5tein/2176406692/sizes/z/in/photostream/ Start-up of OER Participants will start-up OEP in their universities as part of the implementation of the institutional roadmap Universidad Estatal a Distancia (UNED), Costa Rica
  • 29. www.oportunidadproject.eu
  • 30. More information: www.oportunidadproject.euCristina Stefanelli,Università degli Studi Guglielmo Marconi@c_stefanelliDaniel Villar Onrubia,University of Oxford@villaronrubiaCristobal Cobo,University of Oxford@cristobalcobo This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.