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Oer panel

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  • 1. OER and associated practices – opportunities and challenges Gráinne Conole, The Open University, UK g.c.conole@open.ac.uk OPAL research panel Paris, 8-9th November 2010
  • 2. Purpose • 20 international experts to discuss a roadmap and guidelines on the question how to make OER first rate choices in educational organizations and surrounding issues.
  • 3. 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)
  • 4. cloudworks.ac.uk/cloudscape/view/2209 Twitter: OPAL10
  • 5. 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
  • 6. From resources to practices
  • 7. The OPAL vision 7 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. Focus on the practice around OER rather than the resources Better understanding will lead to improvements in the quality of OER and more innovation
  • 8. 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
  • 9. 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 polices Barriers and success factors Tools and tool practices Skills development and support 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
  • 10. 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 10
  • 11. Refining the dimension 11 Strategies & Policies Barriers and Success Factors Tools & tool practices Skills Development & Support QA models Partnership Models Business Models Sustainability Strategies Barriers Success Factors Tools Tool Practices Digital Literacy Support structures and processes 12 skills of evolving digital literacy Henry Jenkins CYBERLEARNING REPORT CONTEXT
  • 12. 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 12 CONTEXT
  • 13. Maturity model 13 Macro-level: Societal Meso-level: Organisation Micro-level: Individual Levels OER embedded in strategy Institutional OER repository Adapted from diagram by T. Koskinen
  • 14. 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 14
  • 15. Mapping the case studies 15 Micro Meso Macro Strategies and policies Personal motivations and goals Institutional strategies and policies in place Embedded in national policy and funding Barriers and success factors Tension between research and teaching Lack of appropriate structure Lack of funding or rewards Tools and tool practices Use of web 2.0 tools to discuss OER Institutional OER repository National repository available Skills development and support Peer review and discussion Institutional workshops on OER Hewett OER projects and OCW
  • 16. Question 1 • What opportunities do OER offer from your perspective?
  • 17. Question 2 • What do you think are the key challenges to achieving this vision?
  • 18. Question 3 • 4 dimensions of OEP (strategy and policy, barriers and success factors, tools and tool practice, staff development/support) • What are your views on these? • Is there anything else we should include?
  • 19. Question 4 • What kind of guidelines derived from these dimensions of OEP would be useful for those involved in creating, using and managing OER?
  • 20. Breakout Groups – Room XV • Ulf Ehlers • Tom Wambecke • Tim Unwin • Ricarda Reimer • Dirk Schneckenberg • Maruja Guttierez-Dias (Tuesday) • Thomas Richter • Jan Pawlowski • Diego Leal
  • 21. Breakout Groups – Room 36 level 13 • Chris Pegler • David Storti • Indrajit Banerjee • Zeynep Varoglou • Andy Lane • Ville Venäläinen • Jose Luis Ramos • Julia Minguillion Alfonso • Steve Ryan
  • 22. Breakout Groups – Room 19 level 6 • Anna-Kaarina Kairamo • Goncalo Silva • Abel Caine • Susan D’Antoni • Hans Põldoja • Eta De Cicco • Seb Schmoller

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