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Arnold prato cirn12

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  • 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. 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, arnold@hm.edu
  • 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, arnold@hm.edu
  • 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, arnold@hm.edu
  • 5. Whar are Open Educational Resources? II Source: OECD 2007 Slide 5 CIRN 2012, Patricia Arnold, arnold@hm.edu
  • 6. What are Open Educational Resources? III Source: SURF 2012, 4 Slide 6 CIRN 2012, Patricia Arnold, arnold@hm.edu
  • 7. Example MIT OpenCourseWare http://ocw.mit.edu/index.htm Slide 7 CIRN 2012, Patricia Arnold, arnold@hm.edu
  • 8. Example OpenLearn OU http://openlearn.open.ac.uk/ Slide 8 CIRN 2012, Patricia Arnold, arnold@hm.edu
  • 9. Example OER Commons Connected to renaissance of the „Commons“ http://www.oercommons.org/ Institute for the Study of Knowledge Management in Education (ISKME), William and Flora Hewlett Foundation Slide 9 CIRN 2012, Patricia Arnold, arnold@hm.edu
  • 10. Example OpenCoursewareConsortium http://www.ocwconsortium.org/ Slide 10 CIRN 2012, Patricia Arnold, arnold@hm.edu
  • 11. Example Open Textbook on Learning and Teaching withTechnologies (L3T) http://l3t.eu Slide 11 CIRN 2012, Patricia Arnold, arnold@hm.edu
  • 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, arnold@hm.edu
  • 13. Example Peer-to-Peer-University (P2PU) https://p2pu.org/en/ Slide 13 CIRN 2012, Patricia Arnold, arnold@hm.edu
  • 14. Example Massive Open Online Courses (MOOCs) http://opco12.de Slide 14 CIRN 2012, Patricia Arnold, arnold@hm.edu
  • 15. „X-MOOCs“: Public Ivy League? source Slide 15 CIRN 2012, Patricia Arnold, arnold@hm.edu 15
  • 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, arnold@hm.edu
  • 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, arnold@hm.edu 2006, OPAL 2011
  • 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, arnold@hm.edu 2006, OPAL 2011
  • 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, arnold@hm.edu
  • 20. Thank you … Partially funded by…..for your attention! Questions? Discussion! Contact: Patricia Arnold Professor of Socio-Informatics Munich University of Applied Sciences arnold@hm.edu patriciaarnold.wikispaces.com Slide 20 CIRN 2012, Patricia Arnold, arnold@hm.edu
  • 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“ (http://edupunksguide.org /) 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“ http://opco12.de/ 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, arnold@hm.edu
  • 22. Was sind Creative Commons Lizenzen? sechs verschiedenen CC-Lizenzen (deutscher Rechtsraum, Version 3.0) Slide 22 CIRN 2012, Patricia Arnold, arnold@hm.edu
  • 23. Was sind Open Educational Resources? II Quelle: e-teaching.org, in Anlehnung an OECD 2007, 31 Slide 23 CIRN 2012, Patricia Arnold, arnold@hm.edu