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Oer panel Oer panel Presentation Transcript

  • OER and associated practices – opportunities and challenges
    Gráinne Conole,
    The Open University, UK
    g.c.conole@open.ac.uk
    OER Panel, EDEN Research Workshop
    Budapest, 26th October 2010
  • Open Educational Resources (OER)
    Basic definition
    The open provision of educational resources, enabled by information and communication technologies, for consultation, use and adaptation by a community of users for non-commercial purposes (UNESCO 2002)
    Broader definition
    Learning resources
    Courseware, content modules, learning objects, learner support & assessment tools, online learning communities
    Resources to support teachers
    Tools for teachers and support materials to enable them to create, adapt and use OER; training materials for teachers
    Resources to assure the quality of education and educational practices (UNESCO 2004)
  • Level of granularity
    ‘Atomistic’: based around learning objects (Merlot)
    ‘Holistic: aligned to course structures (MIT)
    Format
    Simple, primarily text-based
    Rich multi-faceted multimedia
    Pedagogy
    Relatively neutral
    Embedded
    OER models
    View slide
  • OER - a vision of transformation
    Beyond content – focus on activity and use
    Learners as self-directed and autonomous
    More of a focus on sharing, refinement, iteration, critical reflection
    OER as a potential catalyst to transforming educational practice
    Improvements in social inclusion, quality and innovation
    View slide
  • From resources to practices
  • The OPAL vision
    6
    Focus on the practice around OER rather than the resources
    Better understanding will lead to improvements in the quality of OER and more innovation
    Open Educational Resource Practice
    OEP constitute the range of practices around the creation, use and management of OER with the intent to improve quality and innovate education.
  • Abstracting dimensions of Practice
    Open Educational Practices (OEP)
    Practices around the creation, use and management of Open Educational Resources
    Approach
    60+ case studies of OER collected
    Dimensions of OEP derived
    Online consultation process
    http://cloudworks.ac.uk/cloudscape/view/2105
  • Open Educational Resources
    Open Learning Initiative
  • Pedagogically diverse
    Conole, McAndrew & Dimitriadis, forthcoming
  • Open Educational Practice Dimensions
    Strategies and policies
    Quality Assurance models
    Partnership models
    Business models/sustainability strategies
    Barriers and success factors
    Tools and tool practices
    Skills development and support
    Innovations
    Strategies and policies
    Quality Assurance models
    Partnership models
    Business models/sustainability strategies
    Barriers and success factors
    Tools and tool practices
    Skills development and support
    Innovations
    Strategies and polices
    Barriers and success factors
    Tools and tool practices
    Skills development and support
  • The OEP cube model
    THE DIMENSION: What?
    Strategies and Policies
    Barriers and Success Factors
    Tools and Tool Practices
    Skills Development and Support
    THE CONTEXT: Where?
    Macro level (society)
    Meso level (organisation)
    Micro level (individuals)
    MATURITY: How well is it established?
    Initial (not yet started)
    Managed
    Defined
    Optimizing (embedded / advanced)
    CONTEXT
    MATURITY
    DIMENSION
    11
  • Refining the dimension
    12
    QA models
    Partnership Models
    Strategies & Policies
    Business Models
    CONTEXT
    Sustainability Strategies
    Barriers
    Barriers and Success Factors
    Success Factors
    MATURITY
    Tools
    DIMENSION
    Tools & tool practices
    Tool Practices
    12 skills of evolving digital literacy
    Henry Jenkins
    CYBERLEARNING REPORT
    Digital Literacy
    Skills Development & Support
    Support structures and processes
  • Maturity View
    INITIAL (not yet started): Process unpredictable, poorly controlled and reactive
    MANAGED: Process characterized for projects and is often reactive.
    DEFINED: Process characterized for the organisation and is proactive (Projects tailor their process from the organisation’s standard)
    OPTIMIZING (embedded / advanced): Process is measured and controlled, the focus on process improvement
    13
    CONTEXT
    MATURITY
    DIMENSION
  • Maturity model
    14
    1AX
    1BX
    1AX
    1BX
    1BX
    1BX
    1AY
    1BX
    Levels
    1BY
    1BX
    1BY
    3AX
    Macro-level: Societal
    Meso-level: Organisation
    Micro-level: Individual
    2AX
    1BY
    3BX
    2BX
    3CX
    2AX
    2BX
    3DX
    2BX
    2BX
    2AY
    2BX
    2BY
    2BX
    2BY
    2AX
    3AX
    2BY
    2BX
    3BX
    2CX
    3AX
    3BX
    2DX
    3BX
    3BX
    3AY
    3BX
    3BY
    3BX
    3BY
    1AX
    Strategies &policies
    Barriers & successfactors
    Tools & toolpractices
    SkillsDev &Support
    3BY
    1BX
    1CX
    1DX
    Level of maturity
    Dimensions
    OER embedded in strategy
    Institutional OER repository
    Adapted from diagram by T. Koskinen
  • Uses and benefits
    Three uses
    Benchmarking
    Guidance
    Reflection and comparison
    Benefits
    Guides users in understanding how to think about the key issues.
    Flexible enough to cover the multiple stakeholders
    Sub-cubes provide practical illustrative examples
    Useful as a mechanism for institutions to self-benchmark
    15
  • Mapping the case studies
    16
  • Questions for debate
    A vision of OEP for inclusion, innovation & quality
    Learning and the context of learning have changed
    We need new approaches to learning and teaching
    How can we harness increasingly sophisticated tools and OERs?
    How can we support innovation in the use and reuse of OER?
    Will openness enable or restrict social inclusion?
    What are the quality implications in an increasingly open context?
    Will a focus on OER practices lead to improvements in quality and innovation?