Bridging the Gap: The Power of Open Educational Resources and MOOCs to Leverage Access to Education
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Bridging the Gap: The Power of Open Educational Resources and MOOCs to Leverage Access to Education

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ICODL Keynote - Looking at complexities of OERs - MOOCs and online learning as sources of disruptive innovations. Asks the critical question - Are MOOCs really a disruptive innovation with potential ...

ICODL Keynote - Looking at complexities of OERs - MOOCs and online learning as sources of disruptive innovations. Asks the critical question - Are MOOCs really a disruptive innovation with potential to shift existing educational markets OR is online learning the true disruptive innovation that will disrupt existing and future educational markets.

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Bridging the Gap: The Power of Open Educational Resources and MOOCs to Leverage Access to Education Bridging the Gap: The Power of Open Educational Resources and MOOCs to Leverage Access to Education Presentation Transcript

  • Bridging the Gap – From Crisis to Opportunity: The Power of Open Educational Resources and MOOCs to Leverage Access to Education Dr. Don Olcott, Jr., Ed.D., FRSA Professor of Educational Leadership and ODL University of Maryland University College ICODL 2013 Athens, Greece November 8-10, 2013
  • Access: The Global Challenge Slide graphic reprinted with permission by Donald E. Hanna (2005). All Rights Reserved International growth in demand for higher education will be the principal driver in changes in the nature of universities in the new millennium. Blight, et. al, 2000, p. 95 Number of Learner s Demand for Higher Education A sizeable new university would now be needed every week merely to sustain current participation rates in higher education. … A crisis of access lies ahead. Sir John Daniel, 1996 Expansion of Higher Education By 2010, there will be 130 million people in the world fully qualified to proceed from secondary education to tertiary education for which there will simply be no room on any campus anywhere . Henry Rosovsky, Harvard University Time
  • Disruptive Innovations Bower & Christensen (1995, p. 44)  First, they typically present a different package of performance attributes – ones that, at least at the outset, are not valued by existing customers.  Second, the performance attributes that existing customers do value improve at such a rapid rate that the new technology [Innovation] can later invade those established markets. Only at this point will mainstream customers want the technology [innovation].  Disruptive innovations have the potential capacity to destabalise mainstream markets, open new markets and are usually implemented by new start-ups inside or outside existing market leaders.
  • Are MOOCs potentially a disruptive innovation? Or is online learning the disruptive innovation? Learning to think differently about how . . . We think!
  • OER Definition Open Educational Resources (OER): OER are teaching, learning and research materials in any medium that reside in the public domain and have been released under an open licence that permits access, use, repurposing, reuse and redistribution by others with no or limited restrictions (Atkins, Brown & Hammond, 2007). The use of open technical standards improves access and reuse potential. OER can include full courses/programmes, course materials, modules, student guides, teaching notes, textbooks, research articles, videos, assessment tools and instruments, interactive materials such as simulations, role plays, databases, software, apps (including mobile apps) and any other educationally useful materials. The term ‘OER’ is not synonymous with online learning, eLearning or mobile learning. Many OER —while shareable in a digital format — are also printable. (UNESCO/COL, 2011).
  • OER Advantages  Exchange of knowledge as an open global public good.  Online collaborative OER development supports capacity building in developing countries.  Expanded repository of educational content that can be locally adapted by educators.
  • OER Limitations  ‘Free’ is relative and licensing may have restrictions.  Unsustainable business models.  Faculty resistance – it’s my IP!  Ensuring academic quality  Recommended – not required.
  • From OERs to MOOCs: Progress or Hype?  Are MOOCs sound teaching and learning practice?  Are MOOCs financially sustainable?  MOOCs are ‘open’ – but do they meet the reusable, modifiable concept of true OER?  What incentives are needed for students and faculty to engage in MOOCs?
  • Preserving ODL Best Practices  Instructional design or instructional decline.  High quality interaction paradigms may be under siege.  Stop out – drop out – or cop out?  Course teams – where do they fit in the MOOC maze?  Assessing performance-based outcomes.
  • Your Competitive Edge     You must do it cheaper. You must do it better. You may have to do it cheaper and better. You must do it different. You may have to do it cheaper, better and different with less staff.
  • THE FUTURE If you don’t know where you’re going . . . it won’t matter which path you take
  • Mobilizing Sustainable Partnerships  You may have to do it cheaper, better and different with less staff = you may need to do it together!  Open content exchange can support new models of partnerships among educational providers.  Balancing resources and risks.
  • The Power of MOOCs Sir John Daniel (2012, p. 16) Placing their xMOOCs in the public domain for a worldwide audience will oblige institutions to do more than pay lip service to importance of teaching and put it at the core their missions. This is the real revolution of MOOCs. MOOCs may also have the long-term effect of helping to cut the outsize costs of higher education, which in the US have increased by 360% above inflation since 1986. But that is another story!
  • Leaders are Innovators
  • Balancing Human with Digital Communications (When is technology too much technology?)
  • Benefits for Faculty Teaching Online
  • Resources Bower, J., Christensen, C., (1995). Disruptive technologies: catching the wave. Harvard Business Review, (Jan-Feb), 41–53. https://cbred.uwf.edu/sahls/medicalinformatics/docfiles/Disruptive Technologies.pdf Daniel, J. (2012), Making sense of MOOCs: Musings in a maze of myth, paradox and possibility. Korea National Open University. http://tinyurl.com/ak8qvdv Olcott, D. (2012). Mobilizing open educational resources in the UAE and GCC states: A primer for universities. UAE Journal of Educational Technology and eLearning, 3, September 2012 Issue, 6-13. Olcott, D. J. (2013). New pathways to learning: Leveraging the use of OERs to support non-formal education. Revista de Universidad y Sociedad del Concimiento, 10, (1), 327-344. Barcelona, Spain. Published by the Open University of Catalonia (UOC). Olcott, D. J. (2013). Access under siege: Are the gains of open education keeping pace with the growing barriers to university access. Open Praxis, 5, (1), 15-20. Published by the International Council of Distance Education, Oslo, Norway. UNESCO/Commonwealth of Learning (2011). Guidelines for open educational resources (OER) in higher education. Published by UNESCO (Paris, France) and COL (Columbia, Canada).
  • Efkaristowe! Multumesc Mucho gracias Vielen dank Merci beaucoup Grazie Thank you! dolcott@usdla.org