Arnold prato cirn12


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Arnold prato cirn12

  1. 1. Open Educational Resources: The Way to Go, or“Mission Impossible” in (German) Higher Education?Patricia ArnoldMunich University of Applied Sciences, GermanyCIRN 2012 Community Informatics Conference: Ideals meetReality, Monash Centre, Prato Italy 7-9 Nov. 2012
  2. 2. Open Education in Germany – some stories to start… “Even in Germany theOpening e-portfolio view to question is ‘which MOOCthe public contradicts to take?’ instead of ‘how touniversity‘s IT policy… take a MOOC?” (Franz 2012, transl. PA ) „Open Education - Billions in the US, questions in Germany” (Dobusch 2012) “The Edupunks are coming! ” (ZEIT 14.06.2012, transl. PA ) 2012: - one decade of „Open Educational Resources - Paris OER Declaration (UNESCO 2012 ) Slide 2 CIRN 2012, Patricia Arnold,
  3. 3. Agenda1. Some Preliminary Remarks2. Open Educational Resources – Concept and Recent Developments3. Examples – Internationally and in German-speaking Higher Education4. Backstage – Drivers and Impediments5. Conclusions Questions? – Discussion! Slide 3 CIRN 2012, Patricia Arnold,
  4. 4. What are Open Educational Resources? I No agreed upon definition, coined by UNESCO 2002 “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, 26)). “digitized materials offered freely and openly for educators, students and self-learners to use and re-use for teaching, learning and research” (Hylen 2006, 1) No or low barriers in terms of costs, technologies or copyrights „open“ refers to 4 Rs: reuse, revise, remix, redistribute apply alternative licensing such as e.g. Creative Commons Licences) Slide 4 CIRN 2012, Patricia Arnold,
  5. 5. Whar are Open Educational Resources? II Source: OECD 2007 Slide 5 CIRN 2012, Patricia Arnold,
  6. 6. What are Open Educational Resources? III Source: SURF 2012, 4 Slide 6 CIRN 2012, Patricia Arnold,
  7. 7. Example MIT OpenCourseWare Slide 7 CIRN 2012, Patricia Arnold,
  8. 8. Example OpenLearn OU Slide 8 CIRN 2012, Patricia Arnold,
  9. 9. Example OER Commons Connected to renaissance of the „Commons“ Institute for the Study of Knowledge Management in Education (ISKME), William and Flora Hewlett Foundation Slide 9 CIRN 2012, Patricia Arnold,
  10. 10. Example OpenCoursewareConsortium Slide 10 CIRN 2012, Patricia Arnold,
  11. 11. Example Open Textbook on Learning and Teaching withTechnologies (L3T) Slide 11 CIRN 2012, Patricia Arnold,
  12. 12. Recent Development: Open Educational Practices OPAL-Study 2011: “Beyond OER: Shifting Focus from Resources to Practices” “practices which support the production, use and reuse of high quality Open Educational Resources (OER) through institutional policies, which promote innovative pedagogical models, and respect and empower learners as co- producers on their lifelong learning path” (OPAL 2011, 12). Including innovative educational designs, e.g. Massive Open Online Courses MOOC (learner centered, peer learning, collaborative learning) Slide 12 CIRN 2012, Patricia Arnold,
  13. 13. Example Peer-to-Peer-University (P2PU) Slide 13 CIRN 2012, Patricia Arnold,
  14. 14. Example Massive Open Online Courses (MOOCs) Slide 14 CIRN 2012, Patricia Arnold,
  15. 15. „X-MOOCs“: Public Ivy League? source Slide 15 CIRN 2012, Patricia Arnold, 15
  16. 16. Slow Uptake in German–speaking Higher EducationProxy indicators no national OER strategy, OER research program or OCW initiavive 1 Austrian University in OCW Consortium <5% German-speaking universities in iTunesU Few examples in international reports Two empirical studies Braun 2008, Deimann & Bastiaens 2010 -> slow uptake Slide 16 CIRN 2012, Patricia Arnold,
  17. 17. OER: Backstage – Drivers & ImpedimentsDrivers Impediments Conviction knowledge as a public good  Complex process of negotiation between stakeholders Better leveraging of public funding  Lacking sustainable business Reach new target groups models Reducing costs of content creation  Difficult to reach critical mass Internal quality assurance  Lacking support & training for staff Experimenting with educational innovative  Lack of institutional support  Lack of skills & tools Include international perspective  Lack of trust & time Gain access to high-quality materials  Lack of quality & matching Broaden education, autonomous  Matching opportunities learning, informed choice  Lacking accreditation UNESCO 2009, OLCOS(Geser) 2007, SIG OER 2012, OECD (Hylen) Slide 17 CIRN 2012, Patricia Arnold, 2006, OPAL 2011
  18. 18. OER: Backstage – Special Barriers in Germany?Braun 2008 / Deimann & Bastiaens 2010 Deeply uprooted practice not to employ teaching material other than that is self-produced (not-invented here) Lacking materials that match cultural context and competence level Language barrier Too few good practice examples Legal issues: little knowledge of alternative licensing Technical issues: few easy to use repositories and sharing tools Federalist educational system -> even more difficult to devise a national strategy Less competiveness between universities UNESCO 2009, OLCOS(Geser) 2007, SIG OER 2012, OECD (Hylen) Slide 18 CIRN 2012, Patricia Arnold, 2006, OPAL 2011
  19. 19. Conclusions – how to push uptake forward? Top-down elements: national and organizational strategies, incentive systems Bottom-up approaches: more good practice examples Promote alternative licensing, e.g. Creative Commons Further research questions: how to design incentive systems?, how to build communities around OER-repositories?, actual student use of OER in German speaking higher education? Didderen & Verjans (2012, 15) “The key question here is whether our higher education institutions and individual instructors can afford to adopt a ‘wait-and-see’ attitude in the light of these [OER and OEP] movements. Asking that question in fact amounts to answering it! Slide 19 CIRN 2012, Patricia Arnold,
  20. 20. Thank you … Partially funded by…..for your attention! Questions? Discussion! Contact: Patricia Arnold Professor of Socio-Informatics Munich University of Applied Sciences Slide 20 CIRN 2012, Patricia Arnold,
  21. 21. Bezug zur Tagung und Aktualität des Themas II „Die Edupunks kommen!“ , ZEIT-Interview mit Ayad al Ani, europe wirtschaftshochscule Berlin, 14.06.2012, 69): neue Formen des selbst bestimmten, vernetzten Studierens mit OER Materilalien wie MOOCS (Massive Open Online Courses), iTunes U -> Edupunk‘s guide to a D.I.Y credential“ ( /) Ende 2011 MOOC mit Stanford Professor Thrun zu Künstlicher Intelligenz mit mehr als 160 000 Studierenden, zurzeit läuft deutschsprachiger MOOC zu „Trends im E-Teaching“ mit mehr als 1000 TN UNESCO 2012 World Open Educational Resources (OER) Congress startet am 20.06.2012 in Paris Der Begriff “Open Educational Resources” feiert in diesem Jahr 10jährigen Geburtstag Slide 21 CIRN 2012, Patricia Arnold,
  22. 22. Was sind Creative Commons Lizenzen? sechs verschiedenen CC-Lizenzen (deutscher Rechtsraum, Version 3.0) Slide 22 CIRN 2012, Patricia Arnold,
  23. 23. Was sind Open Educational Resources? II Quelle:, in Anlehnung an OECD 2007, 31 Slide 23 CIRN 2012, Patricia Arnold,