Open, Sesame?: OER and MOOCs Demystifying Open Educational Resources and Massive Open Online Courses


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Cheryl Hodgkinson-Williams, (the Principal Investigator of the Research on Open Educational Resources for Development (ROER4D) project) and Andrew Deacon, from the Centre for Innovation for Learning and Teaching (CILT), presented a short seminar for the Chemical Engineering Department at the University of Cape Town on OER and MOOCs.

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Open, Sesame?: OER and MOOCs Demystifying Open Educational Resources and Massive Open Online Courses

  1. 1. OPEN, SESAME?: OER AND MOOCS Demystifying Open Educational Resources and Massive Open Online Courses 16 MAY 2014 Chemical Engineering seminar Cheryl Hodgkinson-Williams, Andrew Deacon, Janet Small and Sukaina Walji
  2. 2. "Open Sesame" (Arabic: ‫سمسم‬ ‫يا‬ ‫افتح‬ iftaḥ yā simsim, French: Sésam e, ouvre-toi) is a magical phrase in the story of "Ali Baba and the Forty Thieves" in One Thousand and One Nights. It opens the mouth of a cave in which forty thieves have hidden a treasure.
  3. 3. What “hidden treasure” is to be found in Open Educational Resources (OER) and Massive Open Online Courses (MOOCs)?
  5. 5. What are Open Educational Resources (OER)?
  6. 6. Open Educational Resources (OER)  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 and, if specified, the re-purposing by others.  Examples of OER include full courses, course materials, modules, textbooks, streaming videos, tests, software and any other tools, materials, or techniques use to support access to knowledge (adapted from Smith & Casserly, 2006: 8).
  7. 7. Precursors to OER OER Open Source Software Open Access Learning Objects Open Content
  8. 8. Key enabler of OER: Alternative licensing Previously copyright was binary: All rights retained or public domain Copyright © Public domain PD Now alternative licensing options such as the GNU General Public License and Creative Commons provide a range of options where some rights are reserved Copyright © Some rights reserved Public domain PD
  9. 9. Degrees of Openness of CC licensing
  10. 10. Early University OER providers1999 Connexions, Rice University MIT Open CourseWare
  11. 11. Early Private providers: Khan Academy (Note some materials are still copyrighted)
  12. 12. Aggregators of OER  OER Commons  MERLOT  Academic earth  JORUM
  13. 13. Chemical Engineering – Example 1 Open Textbook
  14. 14. Chemical Engineering – Example 2 Simulatio n
  15. 15. Chemical Engineering – Example 3 Video
  16. 16. Chemical Engineering – Example 4 Tutorial
  17. 17. Launched on 12 February 2010
  18. 18. Chemical Engineering @ UCT Resource s for schools
  19. 19. Where to from here for OER?  Discover the potential “treasure” out there and …  Reuse – use “as is” or copy verbatim  Revise – adapt and improve the OER so it better meets your needs by re-authoring, contextualising, re- designing, summarising, repurposing, translating, personalising, re-sequencing the content  Remix – combine or “mashup” the OER with other OER to produce new materials by decomposing, re- mixing and/or assembling content to meet your requirements  Redistribute – make copies and share the original OER or your new version with others … on UCT Open Content
  20. 20. Where to from here for OER?  Research: Watch this space ROER4D
  22. 22. The coming of ‘MOOC’?
  23. 23. High profile MOOCs
  24. 24. Sebastian Thrun
  25. 25. Media hype He’s thinking big now. He imagines that in 10 years, job applicants will tout their Udacity degrees. In 50 years, he says, there will be only 10 institutions in the world delivering higher education and Udacity has a shot at being one of them. Thrun quoted in 2012 online report:
  26. 26. MOOCs didn’t just appear
  27. 27. April 2012
  28. 28. October 2012
  29. 29. April 2013
  30. 30. October 2013
  31. 31. Participants
  32. 32. Completion Rates
  33. 33. 6 million students / 54 staff
  34. 34. ● content is NOT free ● students can NOT support each other ● MOOCs can NOT solve the problem of educational scarcity in emerging economies ● Education is NOT a mass customer industry MOOC myths ● It's NOT all about money ● will NOT create a two-tier educational system ● MOOCs are NOT inherently inferior ● We've have NOT seen how this plays out Against (from Laurillard) For (from Educause)
  35. 35. COURSE LANDSCAPE Section 2
  36. 36. Course offered simultaneously as a formal and as a open course. Small private open course nested inside a MOOC Massive Online Course: formal course inspired by MOOC pedagogy Students in a course taking a MOOC with added local support and additional material Massive Open Online Course Formal course with lectures and support.
  37. 37. Wrapped MOOCs at UCT Time Topic Group meets every -Monday for 5 weeks Critical Thinking in Global Challenges Group meets every -Thursday for 5 weeks Principles of Written English 2x-principles-1348 Group meets every -Monday for 6 weeks Understanding Research: An Overview for Health Professionals Group meets every second Wednesday for 5 weeks Model Thinking Group meets every Monday for 6 weeks Design and Interpretation of Clinical Trials Group meets every Wednesday for 10 weeks Data Analysis and Statistical Inference Group meets every Thursday for 6 weeks University Teaching 101 *NEW*
  39. 39. MOOC categories C1 Teaching Showcase C2 Gateway Skills C3 Graduate literacies C4 Professional Showcase C5 Research showcase High-profile ‘rockstar’ MOOCs on general interest topics. Typically showcasing undergraduate teaching Help prepare students for undergraduate study and introduce skills required. Help prepare students for postgraduate study and develop general skills and expectations. Support continuing education and showcasing professional careers and qualifications. Showcase research and special interest topics that may attract postgraduate students
  40. 40. A general interest high profile course that showcases the institution by means of an engaging subject or personality led. Likely to be of global interest and matches a popular understanding of high profile MOOCs Category 1 Teaching Showcase
  41. 41. Provide foundational or enhancement skills, which students could take these prior to applying or attending an institution but could also replace some campus-based teaching for 'bottleneck courses' or non-core. Likely to be of local interest, either within the institution or at a country-wide setting. Category 2 Gateway Skills
  42. 42. Post-graduate level courses to support application or programmes of study focussed on building postgraduate literacies. Likely to be of local or national interest. Category 3 Graduate Literacies
  43. 43. Geared towards vocational skills development, re-tooling and professional development; they could be offered in conjunction with other organisations or professional bodies. Likely to be of local interest, although some specialised topics may be globally relevant. . Category 4 Professional showcase/development
  44. 44. Specialised and targeted than category one courses as they assumes some existing background in the topic, but are still geared towards general or leisure learning. Likely to have global appeal. Category 5 Showcase research/specialisms
  45. 45. MOOC categories summary MOOC Category Institutional purpose and examples 1 – Teaching showcase Showcase teaching and showcase faculty; general interest topics at an undergraduate level. 2 – Gateway skills Prepare students; assist with bottleneck courses or provide supplementary assistance 3 – Graduate literacies Help prepare students for postgraduate study and develop general skills and expectations. 4 – Professional showcase Support continuing education and showcasing professional careers and qualifications. 5 – Research showcase Showcase research and special interest topics that may attract postgraduate level of interest.
  46. 46. MOOCs can be OER
  47. 47. Where to from here?  CILT position paper - under review for journal  Enroll for a MOOC - check  Draw MOOCs into classroom - ask your students about their experiences?  Set up a study group - or join the CILT unstudy group  Scoop-it curated links
  48. 48. References  Hodgkinson-Williams, C. & Gray, E. (2009). Degrees of Openness: The emergence of Open Educational Resources at the University of Cape Town. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2009, Vol. 5, Issue 5, pp.101-116.  Smith, M.S. & Casserly, C.M. (2006). The promise of Open Educational Resources, Change: The Magazine of Higher Learning, 38(5), 8-17.
  49. 49. This work is licensed under a Creative Commons Attribution 4.0 International License. Written by Andrew Deacon Janet Small Sukaina Walji Cheryl Hodgkinson-Williams Graphics by Rondine Carstens