Global Tendencies in OER


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Presentation 'Different approaches to OER:
benefits, trends and challenges
from the learner, educator and provider perspectives' given at The International OER & IPR Workshop, 31 May – 1 June 2011, co-organized by UNESCO Institute for Information Technologies in Education in Moscow, Russia

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Global Tendencies in OER

  1. 1. Global Tendencies in Open Educational Resources (OER)<br />Different approaches to OER: <br />benefits, trends and challenges <br />from the learner, educator and provider perspectives<br />UNESCO Institute for Information Technologies in Education<br />International OER Workshop, 31 May – 1 June 2011, Moscow, Russia<br />Katarzyna Kozinska, Ph.D. Student<br />Academic Supervisors:Dr Ann Jones, Dr Patrick McAndrew, Prof Eileen Scanlon<br />Centre for Research in Education and Educational Technology (CREET)<br />Institute of Educational Technology (IET)<br />Presentation licensed under, individual images’ licenses on slides<br />
  2. 2. Aim: showcase how variety supports diversity sharing observations from on-going doctoral research supported by examples of different OER initiatives – user and provider perspectives<br />Doctoral research<br />Focus: What motivates and influences learning with different OER among diverse users?<br />Activity: Studying different OER and their users<br />Goal: Learn how different OER support learning among diverse users through establishing what drives, enhances and impedes various learning processes in order to know what to improve and preserve (or not) to help different individuals develop their talents and interests throughout lives<br />
  3. 3. OER world: Initiatives selected showcasing different approaches and visions<br />OpenLearn (2006), The Open University, UK (1969), OER & social tools<br />OpenSpires (2009), University of Oxford, UK (oldest colleges 1249/64), <br />Open Content Podcasting<br />OpenStudy, US (2007), Study Groups<br />METU OCW (2008), Middle East Technical University, <br />Turkey (1956), OpenCourseWare<br />Wolne Lektury (Free Obligatory School Readings) (2007), Modern Poland Foundation, Poland (2001), Web library<br />3<br />
  4. 4. Different visions….<br />Aiming to…’reflect the unique nature of the education offered by the collegiate University’ (Mansell et al., 2010:5)<br />International character, innovation;‘we knew that METU students and faculty were heavily using the MIT OCW courses’ KursatCagiltay, Associate Professor METU, (2003-2011,<br />MPF 'wants to give thousands of children what is the most valuable: knowledge and abilities letting them understand modern world and take advantage of its opportunities'<><br />‘Our mission is to make the world one large study group, <br />regardless of school, location, or background.’ <><br />4<br />
  5. 5. …common benefits<br />Profile Brand Reputation<br /> Impact Income<br /> Innovation <br />Learner and Educator <br />Appreciation, Use and Enjoyment<br /><br />CC Creative Commons Attribution 2.0 Generic (CC BY 2.0, by Naomi Ibuki<br />5<br />
  6. 6. Examples of use by learners and educators (sources of evidence: interviews with users and experts, documents, Websites)<br /><br />6<br />
  7. 7. What do users value?<br />CONTENT<br />VARIETY<br />QUALITY<br />USERS <br />VALUE<br />ENJOYMENT<br />‘FREENESS’<br />7<br />
  8. 8. Variety of OER <br />combined with various purposes and roles<br />of individuals and organisations involved <br />makes it possible to use OER <br />in many different ways and contexts<br />
  9. 9. OER ‘1.0’ – what is there AND how it is usedcognitive focus, knowledge transfer, structure, formal learning, e.g. OpenCourseWare, podcasts, digital books,no registrations<br /><br />CC Creative Commons Attribution-ShareAlike 2.0 Generic <br />(CC BY-SA 2.0), By Franco Folini<br />9<br />
  10. 10. OER ‘2.0’ – what is there AND how it is used<br />Interaction dimension, dialogue, collaboration, observation, problem-solving, e.g. discussion forums, learning clubs, study groups; user accounts<br />! -> 1.0 can be used ‘as’ 2.0, e.g. Web books incorporated in classroom activities (WolneLektury),<br />, <br />CC Creative Commons Attribution-NonCommercial2.0 Generic (CC BY-NC 2.0<br />By twiga269 ॐ FreeTIBET<br />10<br />
  11. 11. Co-existence of OER 1.0 and 2.0, <br />What is there AND how it is used,<br />Trend towards OER 2.0 BUT to enhance <br />NOT replace 1.0, mixed use, <br />e.g. MIT OCW enhanced by OpenStudy groups<br />
  12. 12. Researching OER is challenging <br />Various OER –> various evidence -> non-homogenous, different methods and data, e.g. semi-structured interviews, virtual output, analytics, indirect observation/ observation with elements of ethnography<br />Access to participants: no registrations – how do you reach users?<br />Analytics data: statistics only, no insight into motivations<br />Time factor: negotiating access even if registrations available<br />
  13. 13. Barriers, concerns, challenges<br />Attendance of current students<br />Public domain<br />Licenses (OER), copyright (academics, units)<br />Sustainability<br />Research, measuring impact<br />
  14. 14. Each OER is unique and helps users…<br />‘Learn and Live’ (The OU motto), e.g. OpenLearn and OU formal course learner after a stroke, enthusiasts with work & home duties, limited time<br />Improve their teaching, e.g. WolneLektury, METU OCW<br />Discuss problems with other learners, e.g. OpenStudy, which is believed to make them ‘feel more engaged and more motivated’ (Preetha Ram, OpenStudy Co-founder, in interview 2011)<br />Revise, gather resources, pursue ‘stationary’ or ‘on-the-move’ learning; ‘15% of accesses to Oxford podcasts come directly from mobile devices’ (Geng, F., Marshall, C., Wilson, R., 2011)<br />Pursue dreams, goals, e.g. OpenSpires Oxford admission podcasts <br /> Image (top right) source:, Creative Commons Attribution-ShareAlikeLicense<br />Image (photo) by DunjaAksentijevic, All Rights reserved <br />14<br />
  15. 15. Meaning of Diversity<br />Cultures, languages, skills, <br />Needs, abilities, ages, religions, nationalities<br />‘Globalization is best seen as a multidimensional and multidirectional process involving accelerated and increased flows of virtually everything – capital, commodities, information, ideas, beliefs, people – along constantly evolving axes’ <br />(UNESCO World Report: Investing in Cultural Diversity and Intercultural Dialogue (Executive summary 2009:6)<br /><br />By kynbit, CC Creative Commons Attribution 2.0 Generic (CC BY 2.0)<br /><br />15<br />
  16. 16. Conclusions: Trend towards openness and diversity WHILE preserving quality and unique character<br />Win-to-win of OER provision: (similar) benefits > barriers<br />Variety supports diversity: demand across needs, interests and abilities<br />OER 2.0 move to participation: enriches rather than replaces content, ‘the collective’ as an extension/ enhancement of the individual, not its replacement<br />OER can be fun: inspiration, encouragement, enjoyment of learning<br />Research into OER use is challenging – but necessary<br />Institution/Government engagement matters: importance of quality, trust and credibility as OER is not just ‘free’ material<br />So…’Learn and Live’! (The OU Motto) <br />
  17. 17. Questions? / Вопро́сы?<br />E-mails and OER<br />Dr Patrick McAndrew (OLnet Director): <br /><br />Dr Ann Jones (OLnet Evaluation):<br /><br />Prof Eileen Scanlon (OLnet Evaluation):<br /><br />Katarzyna (Kasia) Kozinska (OLnet member):<br /><br /><br /><br /><br /><br /><br />References & links<br />Geng, F., Marshall, C., Wilson, R., (2011) Listening for Impact: Final Report. A JISC funded study by Oxford University Computing Services into the impact of podcasting at the University of Oxford. The Learning Technologies Group, OUCS.<br />Mansell, L., Wilson, R., Highton, M., Robinson, P. (2010) JISC Final Report. OpenSpires: Open Content at Oxford University. Available from:<br />McAndrew, P., Santos, A., Lane, A., Godwin, S., Okada, A., Wilson, T., Connolly, T., Ferreira, G., Buckingham Shum, S., Bretts, J. and Webb, R. (2009) OpenLearn Research Report 2006-2008. Milton Keynes, England: The Open University.<br />UNESCO World Report: Investing in Cultural Diversity and Intercultural Dialogue (Executive summary) 2009<br /><br /><br />Interview with KursatCagiltay by Megan Driscoll<br />Quotes from interviews conducted by K.Kozinskawith Melissa Highton (OpenSpires) and Preetha Ram (OpenStudy)<br /><br />