Innovative experiences of Open Educational Resources towards academic knowledge mobilization: Latin-American context
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The idea with open educational practices (OEP) is to represent the activities of how educators are using open educational resources (OER) in practice for teaching or research, as for example for ...

The idea with open educational practices (OEP) is to represent the activities of how educators are using open educational resources (OER) in practice for teaching or research, as for example for reuse, revision, remixing, redistribution and production of new OER to promote innovative pedagogical techniques and strategies to empower learners on their lifelong learning path.

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Innovative experiences of Open Educational Resources towards academic knowledge mobilization: Latin-American context Presentation Transcript

  • 1. Innovative experiences of Open Educational Resources towards academic knowledge mobilization: Latin-American context Vladimir Burgos Liaison Officer of Innovation and Educational Technology at the Center for Innovation in Technology and Education in Tecnológico de Monterrey (ITESM). Project manager of OCW Tecnológico de Monterrey & temoa.info (Knowledge Hub OER Index)Proceedings of OpenCourseWare Consortium Global2011: Celebrating 10 Years of OpenCourseWare Creative Commons Attribution License http://creativecommons.org/licenses/by/3.0/
  • 2. 2 “The creation and transference of knowledge is one of the strategies of wealth and prosperity most promising and challenging in the emergence of a knowledge-based society”We need to go beyond knowledge sharing and disseminationof OER towards open educational practices (OEP).
  • 3. Frame of reference Open Educational Resources (OER) 3 “OER are teaching, learning and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use or re-purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials or techniques used to support access to knowledge“Atkins, D; Brown, J; Hammond, A (2007). Report to The William and Flora Hewlett Foundation (February 2007); pp.4, http://www.hewlett.org/oerSmith, Marshall S.; Casserly, Catherine M. (2006). The Promise of Open Educational Resources; Change: The Magazine of Higher Learning; Sep-Oct 2006; 38(5); p. 8 (EJ772126)
  • 4. Frame of reference Open Educational Practices (OEP) 4 “Open Educational Practices (OEP) are a set of activities around instructional design and implementation of events and processes intended to support learning. They also include the creation, use and repurposing of Open Educational Resources (OER) and their adaptation to the contextual setting. They are documented in a portable format and made openly available”The OPAL Report 2011 “Beyond OER: Shifting Focus to Open Educational Practices”, The "Open Educational Quality Initiative", retrieved at 23 February, 2011 from http://oer-quality.org/
  • 5. 5To move forward in the creation and sharing of knowledgerepresented as open educational resources (OER), it isimportant to recognize and properly document the use and thetype of knowledge being generated in educational institutions(i.e. courses, articles, lectures, documentation, research, etc).Open educational practices (OEP) may help us to makeevident the use we are giving to OER, this through thedocumentation of teaching methodologies and strategies,learning activities, study cases and any other forms ofpresenting evidences of use of OER through the socializationof educational experiences.
  • 6. Knowledge value 6The objective has to be the discovery, instrumentationand operationalization of a sustainable cycle of virtuousvalue creation, as a side effect of the capitalization of theflow of information and knowledge in the activitiesproduced by the most valuable asset of the organization(human capital). OER
  • 7. Comunnities of practice (CoP) 7To succeed towards a knowledge-based economy,organizations including educational institutions needto recognize their knowledge assets and facilitate adissemination process through active localcommunities.
  • 8. Barriers of academic knowledge mobilization 8 According to OPAL (2011) in its report “Beyond OER: Shifting Focus to Open Educational Practices” there are five relevant barriers that need to be addressed to ease the task to individuals to use OER: 1. Lack of institutional support; 2. Lack of technological tools; 3. Lack of skills and time of users; 4. Lack of quality or fitness of OER; 5. Personal issues (lack of trust and time). The report argues for building confidence in the use of OER to enhance their actual usage as well as the creation of open learning frameworks to transform the way we see education nowadays.The OPAL Report 2011 “Beyond OER: Shifting Focus to Open Educational Practices”, The "Open Educational Quality Initiative", retrieved at 23 February, 2011 from http://oer-quality.org/
  • 9. Study case: academic knowledge mobilization 9 The case that is presented refers to a Mexican university, the Tecnológico de Monterrey (www.itesm.edu) that has been working since 2007 on several open educational projects. The Tecnológico de Monterrey is a private, non-profit academic institution founded at the year of 1943 and composed of 31 campuses across Mexico. Since 1989 it has been a pioneer in distance education, and with more of 20 years of experience through its Virtual University, it currently reaches 29 countries and offers undergraduate, postgraduate, continuing education, and social programs completely online.
  • 10. Academic knowledge mobilization 10The biggest challenge we face is to foster the value of use ofexisting knowledge in the process of sharing, assimilation andapplication of focused knowledge to specific needs throughlocal communities of practice. Sharing Selection Dissemination Mobilization Academy University Government Infomediary INTERNET --------------- Industry Catalog of OER NGO Communities People
  • 11. Towards academic knowledge mobilization 11The idea with open educational practices (OEP) is to identify(document) the activities of how educators are using OER intheir daily practice for teaching or research, as for example forreuse, revision, remixing, redistribution and production of newOER to promote innovative pedagogical techniques andstrategies to empower learners on their lifelong learning path.
  • 12. Sharing Selection & Dissemination Mobilization [d1] [d5] OER content repository OER content lists [a] http://catedra.ruv.itesm.mx Topics (learning activities) OCW Consortium http://www.temoa.info/node/33487 www.ocwconsortium.org [d2] OER content lists [c] Anthologies (course) http://www.temoa.info/node/45210 [d6] Knowledge Hub OER Communities of Practice temoa.info Inter-institutional research projects & training of faculty www.cudi.edu.mx [d3] [b] OER eBook Educational methodologies OpenCourseWare http://ocw.itesm.mx/ OER Catalog [d7] [d4] OER for basic education “K-12” Case studies http://khubk12.blogspot.com OER content repository http://catedra.ruv.itesm.mx//handle/987654321/8712
  • 13. Sharing of knowledge (publication)http://ocw.itesm.mx/ 13
  • 14. Selection & Dissemination of knowledgewww.temoa.info 14
  • 15. 15Criteria to select and evaluate OER Resources are public and inclusive (full content) Free (no charges or fees) Permanent publication (lifelong) Without subscriptions or further obligations for users Resources in the public domain or released under an intellectual property license (we evaluate a formal declaration of intellectual property and respect to authorship of the resources; for example Creative Commons (CC) licenses or customized licenses).
  • 16. Documented process of selection, categorizationand communication of OER 16 Identification, Searching, Filtering, Selection, Documentation INTERNET Manual (human) Socialize and share Webpages SemiautomaticRepositories (technology/human) Potential reuse, diffusion, sharing discovery and evaluation. Common metadata • Ease adoption • Remixing OER to build new knowledge Metadata harvesting • One single window of process discovery of OER
  • 17. Mobilization of knowledge 17OER Content Playlists to promote and facilitate remixing of corecomponents of courses… share new ideas for teaching by creating newtopics and course subjects with OER from the catalog Create new content: • Course • Topic • Activity Index subjectsExamples of playlists:1. OER as textbook alternatives (anthologies of resources)2. OER as reusable resource3. OER as learner generated/ modified content
  • 18. 18 Course: Introduction to Physics- Mechanics http://www.temoa.info/node/38310Topics Subscribe to RSS feedsShare with friendsand colleaguesthrough socialnetworks Legal terms of use
  • 19. 19 Bibliographic references for OER Syllabus (Educational context) • Learning objectives • Subject general • Basic information • Teacher information • Institutional informationInstructional metadata• Basic information • OER from several content providers • Authorship • Educational level• Student information • Lecture hours• Teacher information • Instructors academic profile • Recommended academic experience • Evaluation policy• Institutional information • Course type • Type of academic term • Course identifier
  • 20. 20How to cite theOER from theplaylist
  • 21. 21The community may review andrate the course The “board” represents a [Topic] The “student” represents an [Activity] The “World” represents an [OER]
  • 22. 22The community may discuss ordebate about the course
  • 23. Mobilization of knowledgehttp://tinyurl.com/bookREA 23 Adoption of OER in a graduate course for the master degree of education: “Research for the improvement of educational practices” As a result, 30 study cases were documented through a methodological research process on the subject of adoption of the OER in learning activities, in several knowledge disciplines and educational levels. www.lulu.com
  • 24. Mobilization of knowledgehttp://catedra.ruv.itesm.mx/ 24OER content repository
  • 25. Mobilization of knowledgewww.ruv.itesm.mx/convenio/catedra/ 25 Integration of OER Communities of Practice Networking with research groups Inter-institutional research projects & training of facultywww.cudi.edu.mx
  • 26. Lessons learned and recommendations 26 A good educational practice is to promote among the academic community a culture of “prosumers” that, according its definition, is about people whom produce something (product/ service) for their own consumption. Support and recognize the relevance of OER initiatives at the institutional level (involvement of decision makers and staff). Promote a new culture and educational practice to acquire the skills required to exploit fully the use of OER, for example, digital literacy and information literacy.
  • 27. Lessons learned and conclusion 27 Promote a community-based system of open sharing of educational best practices, with the intention of facilitating the effective reuse of OER and learning of significant experiences in the use of OER in teaching and learning activities. Clarify and define licensing schemes and mechanisms for the protection of copyright and intellectual property to foster openness of OER, and to foster its use and ownership of OER.
  • 28. Based on: 28Burgos, J.V, and Ramírez, M.S. (2011). Innovative experiences of Open Educational Resources towardsacademic knowledge mobilization: Latin-American context. In Proceedings of OpenCourseWare ConsortiumGlobal 2011: Celebrating 10 Years of OpenCourseWare. Cambridge, MA. USAVladimir BurgosLiaison Officer of Innovation and Educational Technology atthe Center for Innovation in Technology and Education inTecnológico de Monterrey (ITESM).Project manager of OCW Tecnológico de Monterrey Marisol Ramírez Full time Professor at the Graduate School of Education (EGE),& temoa.info (Knowledge Hub OER Index) and Principal of the Research Group of Investigation of Innovation in Technology and education in Tecnológico de Monterrey (ITESM)Thanks!vburgos@itesm.mxsolramirez@itesm.mx
  • 29. Attribution for images used: http://commons.wikimedia.org/wiki/Category:Nuvola_icons Category:Nuvola icons (Creative Commons Attribution/Share-Alike License) http://commons.wikimedia.org/wiki/File:Carly-Art_-_Wild_bee_hive_%28by-sa%29.jpg By Carly & Art (Wild bee hive) [CC-BY-SA-2.0 (www.creativecommons.org/licenses/by-sa/2.0)], via Wikimedia Commons http://commons.wikimedia.org/wiki/File:Bee_hives_on_the_heath,_Duck_Hole,_New_Forest_-_geograph.org.uk_-_563523.jpg Jim Champion [CC-BY-SA-2.0 (www.creativecommons.org/licenses/by-sa/2.0)], via Wikimedia Commons http://commons.wikimedia.org/wiki/File:European_honey_bee_extracts_nectar.jpg By John Severns = Severnjc (Photo by John Severns.) [Public domain], via Wikimedia Commons http://www.photoxpress.com/stock-photos/flower/green/plant/3735853 Free stock photo - flower green plant [Photoxpress_3735853.jpg], via PhotoXpress Wind pollination [Flowers] http://www.everystockphoto.com/29