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Investigación en REA: un recorrido hasta el presente y la agenda pendiente
Investigación en REA: un recorrido hasta el presente y la agenda pendiente
Investigación en REA: un recorrido hasta el presente y la agenda pendiente
Investigación en REA: un recorrido hasta el presente y la agenda pendiente
Investigación en REA: un recorrido hasta el presente y la agenda pendiente
Investigación en REA: un recorrido hasta el presente y la agenda pendiente
Investigación en REA: un recorrido hasta el presente y la agenda pendiente
Investigación en REA: un recorrido hasta el presente y la agenda pendiente
Investigación en REA: un recorrido hasta el presente y la agenda pendiente
Investigación en REA: un recorrido hasta el presente y la agenda pendiente
Investigación en REA: un recorrido hasta el presente y la agenda pendiente
Investigación en REA: un recorrido hasta el presente y la agenda pendiente
Investigación en REA: un recorrido hasta el presente y la agenda pendiente
Investigación en REA: un recorrido hasta el presente y la agenda pendiente
Investigación en REA: un recorrido hasta el presente y la agenda pendiente
Investigación en REA: un recorrido hasta el presente y la agenda pendiente
Investigación en REA: un recorrido hasta el presente y la agenda pendiente
Investigación en REA: un recorrido hasta el presente y la agenda pendiente
Investigación en REA: un recorrido hasta el presente y la agenda pendiente
Investigación en REA: un recorrido hasta el presente y la agenda pendiente
Investigación en REA: un recorrido hasta el presente y la agenda pendiente
Investigación en REA: un recorrido hasta el presente y la agenda pendiente
Investigación en REA: un recorrido hasta el presente y la agenda pendiente
Investigación en REA: un recorrido hasta el presente y la agenda pendiente
Investigación en REA: un recorrido hasta el presente y la agenda pendiente
Investigación en REA: un recorrido hasta el presente y la agenda pendiente
Investigación en REA: un recorrido hasta el presente y la agenda pendiente
Investigación en REA: un recorrido hasta el presente y la agenda pendiente
Investigación en REA: un recorrido hasta el presente y la agenda pendiente
Investigación en REA: un recorrido hasta el presente y la agenda pendiente
Investigación en REA: un recorrido hasta el presente y la agenda pendiente
Investigación en REA: un recorrido hasta el presente y la agenda pendiente
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Investigación en REA: un recorrido hasta el presente y la agenda pendiente

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Presentación en http://www.utpl.edu.ec/openday_oportunidad/pages/programa.html

Presentación en http://www.utpl.edu.ec/openday_oportunidad/pages/programa.html

Published in: Education, Technology
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  • 1. “Investigación en REA: un recorrido hasta el presente y la agenda pendiente” Marcelo Fabián Maina eLEARN CENTER, UOC mmaina@uoc.edu Loja, September 12, 2013
  • 2. http://openwalls.com/image?id=13213 http://www.clker.com/cliparts/7/9/4/6/1332235920874624291smarties2.jpg / http://www.flickr.com/photos/aaronescobar/2569091622/in/set-72157602046046491
  • 3. http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/Events/global_oer_logo_manual_en.pdf
  • 4. Learning materials Learning objects Open Source Developmental approach Repositories
  • 5. • LO heritage • Collections of resources • Developments of (meta) repositories • Efforts in licensing (Creative Commons)
  • 6. Repositories Developmental approach OEP Teaching & Learning MOOC Business models Access to education Institutional “change” Policy at different levels Networked and globalized setting
  • 7. 2007 2008
  • 8. Set up – Take-up – Build on 2006/7 - A 2012 Roadmap towards HE of production, sharing and usage of Open Digital Educational Content . - A set of online tutorials - Awareness raising workshops to foster the take-up of ODEC, and how to develop infrastructures, legally sound practices, educational policies, and organizational strategies. http://www.olcos.org/english/about/index.htm http://www.oer-quality.org/ -A guide for implementing OEP - OEP best practice clearing house - A roadmap for institutional leaders, policy makers, teachers, and students 2010/11 http://www.oer-europe.net/ 2010/12 - A guide for OER assessment - A set of crediting scenarios - Tools supporting evaluation and crediting of OER-based learning
  • 9. Collection of practices 2011 2012 2012 2012 2013
  • 10. Research repository Administered by the Education Program of the William and Flora Hewlett Foundation 2001/9
  • 11. JISC programme, UK Creation Release Study http://www.icde.org/en/resources/reports/reports_2011/OER+impact+study:+Research+report.b7C_wJjKWs.ips
  • 12. OER impact study: Research report JISC, 2011 1. What benefits can OER offer to educators and learners in HE in the UK? 2. What are the pedagogic, attitudinal, logistical and strategic factors conducive to uptake and sustained practice in the use of OER; conversely, what are the impediments? http://www.icde.org/filestore/Resources/Reports/OERImpactStudyResearchReport.pdf
  • 13. OER impact study: Findings-benefits JISC, 2011 Educators ++ • Integration into students’ learning environments • Providing opportunities for supplementary learning, skills development and presenting content in different ways • Saving teachers effort • Benchmarking their own practice • Teach topics that lie outside their current expertise • Stimulating networking and collaboration among teachers • Improving possibilities for new collaborations in researching fields • Lack of precision in teachers’ conceptualization of OER • Lack of awareness of Creative Commons licensing terms. http://www.icde.org/en/resources/reports/reports_2011/OER+impact+study:+Research+report.b7C_wJjKWs.ips
  • 14. OER impact study: Enablers & Barriers JISC, 2011 • Pedagogic: – Relevance of content – match with teacher purpose – Provenance – Pedagogic intent – Granularity – Media rich – Contemporaneity – New pedagogical models • Logistical – Volume of resources – Technical and implementation issues – Discoverability – Lack of licencing • Strategic – Institutional policy – Driving agents – Recognition-reward http://www.icde.org/en/resources/reports/reports_2011/OER+impact+study:+Research+report.b7C_wJjKWs.ips
  • 15. OER impact study: Findings-benefits JISC, 2011 Learners • Low level of awareness of OER, and understanding of copyright issues • Preference for online over printed materials, and materials that are up to date; • Appreciation of the ‘walled garden’ of online resources provided by their teachers, • Continuing need for training in searching for and evaluating online materials (information literacy) • Reluctance to make their own work publicly available on the Web, especially when formally assessed. http://www.icde.org/en/resources/reports/reports_2011/OER+impact+study:+Research+report.b7C_wJjKWs.ips
  • 16. OER impact study: Recommendations JISC, 2011 • Further research into the reuse, in a global context, of full courses/modules of OER • Further research into the optimal ways to foster teachers’ reuse of OER. http://www.icde.org/en/resources/reports/reports_2011/OER+impact+study:+Research+report.b7C_wJjKWs.ips
  • 17. • ... need for proof: “value and impact remain to be answered or supported with appropriate evidence” (McAndrew & Farrow, 2013) https://www.medev.ac.uk/oer13/67/view/
  • 18. OER Research HUB: Hypotheses “… identify critical issues and learn from the practical experience derived from working to solve them”. 2 key hypotheses: a. Use of OER leads to IMPROVEMENT in student performance and satisfaction. b. The open aspect of OER creates different usage and ADOPTION patterns than other online resources. http://www.open.ac.uk/about/open-educational-resources/oer-projects/oer-research-hub
  • 19. OER Research HUB: Hypotheses A set of testable hypotheses: c. Open education models lead to more equitable ACCESS to education, serving a broader base of learners. d. Use of OER is an effective method for improving RETENTION for at-risk students. e. Use of OER leads to critical REFLECTION by educators, with evidence of improvement in their practice f. OER adoption at an institutional level leads to financial BENEFITS for students and/or institutions. http://www.open.ac.uk/about/open-educational-resources/oer-projects/oer-research-hub
  • 20. OER Research HUB: Hypotheses A set of testable hypotheses: g. Informal learners use a variety of INDICATORS when selecting OER. h. Informal learners adopt a variety of techniques to compensate for the lack of formal SUPPORT in open courses. i. Open education acts as a bridge to formal education, and is COMPLEMENTARY, not competitive, with it. j. Participation in OER pilots and programs leads to POLICY change at institutional level. k. Informal means of ASSESSMENT are motivators to learning with OER. http://www.open.ac.uk/about/open-educational-resources/oer-projects/oer-research-hub
  • 21. OER Research HUB: Methods • Surveys of attitudes and behaviours of students and educators towards OER • Structured interviews with students, teachers, OER creators, policymakers and other stakeholders • Stakeholder Focus groups • Analysis of student performance • Descriptions of pilot activities and their impact • Case studies of OER policy implementation, • Critical incidence analysis • Classroom observations • Reflective journals • Learning analytics • Desk research http://www.open.ac.uk/about/open-educational-resources/oer-projects/oer-research-hub
  • 22. • ... need for proof “value and impact remain to be answered or supported with appropriate evidence” (McAndrew & Farrow, 2013) • Near future scenarios (forecasting OER, foreseeing Open Education) – prospective studies “visionary papers and imaginative scenarios on how Open Education in 2030 in Europe might look” http://blogs.ec.europa.eu/openeducation2030/open-education-2030/
  • 23. Teachers • Teacher-learner interaction • Teacher training and collaboration • Pedagogical methodologies and practices • Quality and innovation • Content and scope of “teaching” • Teacher engagement and motivation •… Learners • Enrolment and support schemes • Peer learning and interaction • Learner-teacher roles • Learning practices and outcome • Linking formal and informal learning • Learner engagement and motivation •… http://blogs.ec.europa.eu/openeducation2030/open-education-2030/
  • 24. What we have and know • Availabitily of enourmous amount of OER • Acces to “advance search” repositories (and meta-repositories) • Ways of creating and adpating OER • Pros & Cons of using OER • Enablers and barries to adoption of OEP
  • 25. What we need to prove We have cumulated a lot of experience, but we haven’t scientifically proved yet that OER/OEP: - Democratises education - Provides real opportunities to “at risk” groups - Fosters actual pedagogical change and innovation - Is sustainable - Is productively disruptive
  • 26. Research suggested approach • Practice based – theory and practice driven • DBR approach / Action research – Design T&L experience + Design research – Monitor and collect data – Analyse – Report • Provide “explanatory” knowledge + applied orientation (guidelines, rules of thumb)
  • 27. Research focus LO OS  OER  OCW  MOOC    OE <>
  • 28.    OE • • • • • • • • Teaching practice Learning Education institutions Policy Sustainability Access Democracy Internationalization of education
  • 29. OportUnidad assumptions • OportUnidad – Use of OER leads to critical reflection by educators, with evidence of improvement in their practice (5) – OER adoption at an institutional level leads to financial benefits for students and/or institutions (6) – Embracing OEP straighten inter-institutional collaboration on a globalized educational scenario. • OportUnidad trained faculty – Open education models lead to more equitable access to education, serving a broader base of learners than traditional education (3) – Use of OER is an effective method for improving retention for at-risk students (4) – Use of OER empowers the student …. http://oportunidadproject.eu/es/
  • 30. OK, now “prove it”
  • 31. fresh, May 9 2013
  • 32. Gracias Obrigado Thank you

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