Beyond talk and chalk: modes of cross-cultural OER reuse

774 views

Published on

Published in: Technology, Business
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
774
On SlideShare
0
From Embeds
0
Number of Embeds
23
Actions
Shares
0
Downloads
5
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide
  • BUT actually if we consider ourselves as part of the picture it is more that we are supplying one element in a cultural mix
  • OLnet participated at the conference E-learning Africa 2010 (Lusaka, Zambia), and also paid a visit to Aisha Project School. The goal was to understand how teachers at Aisha have been using OER with the support of UK funded initiatives. There is a mix of ‘chalk and talk’ and the use of technologies to enhance learning at the school, given that the learners have no access to text books. However, the teachers at Aisha have been moving away from chalk and talk and using more enquiry-based learning to teach with OER – indicating that OER can encourage new teaching practices.
  • OLnet was invited to participate in a number of events in Brazil, involving university executives, educators, researchers and students. The goal was to raise OER awareness and to understand how teachers perceive and use OER in Brazil, particularly content that is available in English. Various workshops and focus-group were ran and OLnet gained further knowledge of the motivations and barriers of using OER cross-culturally.
  • Beyond talk and chalk: modes of cross-cultural OER reuse

    1. 1. Beyond chalk and talk: modes of cross-cultural OER reuse Dr Andreia Inamorato dos Santos [email_address] SCORE – Support Centre for Open Resources in Education 14 th July 2011
    2. 2. Outline <ul><li>Research questions on OER reuse </li></ul><ul><li>Discussion of barriers to OER reuse </li></ul><ul><li>Discussion of motivations for OER reuse </li></ul><ul><li>Case studies on cross-cultural OER reuse </li></ul>
    3. 7. Research questions <ul><li>  </li></ul><ul><li>What are the main barriers to OER reuse? </li></ul><ul><li>What are the main drivers for OER reuse? </li></ul><ul><li>How do OER change traditional teaching and learning practices? </li></ul><ul><li>What evidence do we have for OER reuse? </li></ul>
    4. 9. What are the motivations for reuse? <ul><li>Motivations? </li></ul><ul><li>Enablers? </li></ul>
    5. 10. Case-study 1 <ul><li>UnisulVirtual – Brazil </li></ul><ul><li>Context: University in the South of Brazil, in the island of Florianópolis. More than 35000 students, UV provides an example of OER reuse by translation, adaptation and the creation of new business models. </li></ul>
    6. 11. What is it about collaboration? Andreia I. Santos Andreia Santos – opened2007 – a.i.santos@open.ac.uk
    7. 12. Andreia I. Santos
    8. 13. Andreia I. Santos
    9. 14. The interfaces UnisulVirtual OpenLearn
    10. 15. Andreia I. Santos
    11. 16. Andreia I. Santos
    12. 17. Andreia I. Santos
    13. 18. Culturall mix http://www.lumaxart.com/
    14. 19. Collaboration cycle Andreia I. Santos
    15. 20. Case-study 2 <ul><li>Aisha Project School – Lusaka, Zambia </li></ul><ul><li>School supported by the project OER4Schools, Cambridge University UK. </li></ul><ul><li>The aim is to encourage the use of ICT and enquiry-based learning through OER. </li></ul>
    16. 22. http://cloudworks.ac.uk/cloud/view/3994
    17. 24. Case-study 3 <ul><li>  Open University Masters´ Course H800 </li></ul><ul><li>Technology Enhanced Learning: Practices and Debates </li></ul><ul><li>In situ editing – repurposing open educational content (unit in OpenLearn) </li></ul>
    18. 25. Case-study 3 <ul><li>  </li></ul><ul><li>‘ The idea of redesigning something offered by the OU is a little daunting, even if they do have publishing/editing control. I will probably limit myself to some key skills modules where I can do less damage.’ </li></ul><ul><li>Learner A </li></ul>
    19. 26. Case-study 3 <ul><li>‘ You cannot actually do any damage because your work is copy of the original’ </li></ul><ul><li>Learner B </li></ul><ul><li>‘ You may not do any damage but it is still daunting all the same. I think most of us have respect for other people´s text and feel quite shy to meddle with it. Perhaps a younger generation will feel less inhibited?’ </li></ul><ul><li>Learner C </li></ul>
    20. 27. Latin American Repository <ul><li>Banco Internacional de Objetos Educacionais (BIOE) </li></ul><ul><li>International Database of Learning Objects </li></ul><ul><li>http://objetoseducacionais2.mec.gov.br/ </li></ul>
    21. 32. Thank you! <ul><li>[email_address] </li></ul><ul><li>Blog: aisantos.wordpress.com </li></ul><ul><li>Twitter: aisantos (English) </li></ul><ul><li>Twitter: ainamorato (Portuguese) </li></ul>

    ×