More Related Content

Slideshows for you(19)

Similar to eLU 2015 Mallinson - Moving from Literacy to Fluency(20)


eLU 2015 Mallinson - Moving from Literacy to Fluency

  1. Moving from Literacy to Fluency – an Academic approach BRENDA MALLINSON 8th eLearning Update Emperor’s Palace, Gauteng 5-7 August 2015
  2. Problem Identification  OER Africa support for Open University Tanzania (OUT)  Aug 2013: took stock of progress & identified current needs  Participatory Action Research Study - Hewlett Grant  Question: How can OER practices support transformation in teaching and learning?  Areas requiring support identified: 1. Review and update of a variety of OUT OER-related policies 2. Further enhancement of the OUT Digital Library Portal 3. Address challenges for academic staff in moving from print based to digital culture with the ODL context
  3. Solution Objectives Guidance / Capacity Development for Academic Staff  Advancing General Digital Competencies  Developing Specific Digital Competencies in a range of areas to be identified In order to facilitate:  Guidance to students to access and use supplementary materials  Enhancement of blended and online teaching and learning  Promotion of student engagement and interaction in the Distance Education context  Efficiencies in working with the new OUT administrative paperless environment  Working with Open Educational Resources to change pedagogical practices
  4. Design and Development Artefact to be produced:  ‘Digital Fluency’ course for Academics How?  Model shared educational beliefs in conceptualising, designing, developing, piloting and implementing the course  Used Learning Design 7C’s OERs (UL & OU UK) to workshop the modules’ design  Participatory process
  5. Mod 1: Digital Fundamentals  Basic Computer Concepts  Digital Editing  Internet Fundamentals  Virtual Learning Environments  Multimedia Fundamentals
  6. Mod 2: Working with OER  OER Concepts  Creative Commons Licensing  Mixing, Adapting and Reusing OER  OER Production
  7. Mod 3: Learning Design & Development for Online Provision  Models, Frameworks and Processes  Learning Design  Learning Development  Modes of Delivery  Learning Analytics
  8. Mod 4: Academic Integrity in a Digital Age  Introduction to Academic Integrity  Intellectual Property  Promoting Academic Integrity  Data and Information Privacy
  9. Mod 5: Storage and Access of Digital Resources  The Nature of Digital Resources  Storage of Digital Resources  Access to Digital Resources  Content management Systems
  10. Demonstration Wider propagation Regional Dissemination Internal to OUT Academics Internal to IEMT
  11. Evaluation of:  Establish needs of academics  Developers experience  Lessons so far:  Time to produce an OER should not be underestimated.  Various iterative reviews required.  The content, nature, and deployment environment of the OER is important. Process Modules  Feedback after viewing from:  Participants  Facilitators  Revision in response to feedback Next steps: Communication & Dissemination  Pilot in region  Further review & revision  Publish as OER  Possible ACDE MOOC
  12. Current Status  Modules open for viewing by ACDE member institutions  Quality improvement process ongoing  By end 2015:  Publication of revised modules as an OER under CC license.  Provide a course for African academics to enhance ICT skills  Encourage further OER use by African institutions OER will be reused if they are deemed to be contextually relevant Take ownership of OER Adoption in Africa
  13. Thank You BRENDA MALLINSON SlideShare: This work is licensed under a Creative Commons Attribution 4.0 Unported License.

Editor's Notes

  1. Many academic staff at higher education institutions are experiencing pressure to engage with using ICTs to support and enhance their teaching and learning, research, and academic administration. Deepening the understanding of how OER practices can support transformation of teaching and learning at OUT and the wider African academic community will involve close collaboration with OUT departments and services beyond IEMT. These include the Quality Assurance Bureau, the Library Electronic Portal staff, and champions within the OUT academic staff community. Working closely with these champions will serve to embed institutionally, the innovative changes in practice that are envisaged as a result of the reflexive participatory action research process.
  2. it is recognised that more than ‘literacy’ is needed in today’s academic environment in order to take full advantage of the affordances of using ICTs for the full range of teaching and learning, research, and administrative duties and blended modes of provision. In order to address this issue, OUT, in collaboration with Saide’s OER Africa initiative, has conceptualised a course on ‘Digital Fluency’ to be provided as an Open Educational Resource (OER) and made available for OdeL provision. The initial topics were crafted by eliciting requirements from OUT senior management and academic staff, in consultation with their Institute of Educational and Management Technologies (IEMT).
  3. A decision was taken to model shared educational beliefs in conceptualising, designing, developing, piloting, and implementing the course. This was evidenced by an inception ‘Learning Design in the Open’ workshop using the University of Leicester’s (2012) 7Cs OER Toolkit at OUT. The objectives in mind were threefold: firstly to explore the suitabiity of the methodology for the purpose of the Digital Fluency course design; secondly to workshop 2 draft modules (Virtual Storage and Access; General Digital Literacy) as examples in order to expand their concept and design; and thirdly to form the basis of a further draft module (Learning Design) by contextualising and adapting the methodology on the Moodle platform for propogation as an internal professional development workshop at OUT. With the shared vision of designing the course for wider access, further related activities include taking into account accessibility for hearing and visisually impaired learners, scalability, and exploring the use of open digital badges for providing modular credentials. Had to satisfy all internal OUT course development regulations and go through standard processes – review & approval. Quality Review and process revision. Institute of Educational and Management Technologies (IEMT)
  4. Take up by the ACDE for possible MOOC - proposed Digital Fluency Course for Academics - expressed support for propagating its delivery across several higher education institutions on the African Continent.
  5. The lessons learned: remixing OERs with similar licenses is an achievable undertaking, and OER will be reused if relevant to the designated educational environment. It follows that the content, nature, and deployment environment of the OER is important as is its licensing for reuse.
  6. The affordance of working with existing OER when designing a learning intervention was appreciated and exploited, validating the expressed intention of the OER movement. This exercise is intended to provide encouragement for academics in developing countries to take ownership of their OER adoption. Each module has been developed using innovative learning design methodologies using open educational resources, while still adhering to the regular OUT institutional processes. The modules are in 2 forms: a word document (primary institutional source) and a Moodle course (OUT eLMS). The online version is currently open for viewing to selected ACDE member institutions in order to elicit feedback. All modules are currently undertaking quality improvement processes.