OER Africa – An Introduction (Kenya Methodist University, Meru) October 2009


Published on

Presentation by OER Africa to the Kenay Methodist University, Mere in Kenya, 8th October 2009.

Published in: Education, Business
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • The Health OER network comprises OER Africa, the University of Michigan, Kwame Nkrumah University of Science and Technology, University of Ghana, University of the Western Cape and University of Cape Town.
  • Prepared for the Hewlett Foundation by OER Africa
  • Prepared for the Hewlett Foundation by OER Africa
  • OER Africa – An Introduction (Kenya Methodist University, Meru) October 2009

    1. 1. OER AfricaAn introductionKenya Methodist University Meru, Kenya 8th October, 2009
    2. 2. Who we are OER Africa is an innovative new project, headquartered in Nairobi, under the auspices of SAIDE. SAIDE Established to play a leading role in driving the development and use of OER in Africa. OER Africa brings together all of SAIDE’s OER-related activities under a common conceptual framework designed to ensure that the full value proposition of OER is unleashed to the greatest possible effect in African education. Seed funding from the William & Flora Hewlett Foundation and a wide variety of projects and partnerships running across Africa, to deploy African experts and expertise to harness the concept of OER to the benefit of education systems on the continent and around the world.8th October, 2009 Introduction to KeMU 2
    3. 3. What is the Vision of OER Africa? Vibrant and sustainable African education systems and institutions that play a critical role in building and sustaining African societies and economies, by producing the continent’s future intellectual leaders through free and open development and sharing of common intellectual capital.8th October, 2009 Introduction to KeMU 3
    4. 4. What is the Mission of OER Africa? To establish dynamic networks of African OER practitioners by connecting like-minded academics from across the continent to develop, share, and adapt OER to meet the higher education needs of African societies. By creating and sustaining human networks of collaboration – face-to-face and online – OER Africa will enable African academics to harness the power of OER, develop their capacity, and become integrated into the emerging global OER networks as active participants rather than passive consumers.8th October, 2009 Introduction to KeMU 4
    5. 5. What is / are OER?The concept : Educational resources that are freely available for use by educators and learners, without an accompanying need to pay royalties or licence fees. OER is not synonymous with online learning or e- learning; Within an African context, it is anticipated that many of the resources produced – while shareable in a digital format (both online and via offline formats such as CD-ROM) – will be printable.8th October, 2009 Introduction to KeMU 5
    6. 6. The OER Value Proposition Whilst OER concept means different things to different people, we believe that it can make the following potential contributions to African education: 1. Increased availability of relevant, need-targeted learning materials can contribute to more productive learners and faculty members. 2. Because OER removes restrictions around copying resources, it holds potential for reducing the cost of accessing educational materials.8th October, 2009 Introduction to KeMU 6
    7. 7. OER Value Proposition (2) 1. The principle of adaptation contributes to enabling learners to be active participants in educational processes – to learn by doing and creating – not just by passively reading and absorbing. 2. Collaborative partnerships of people working in communities of practice are key: collaborative OER processes built on networks of peer members can lead to increased availability of relevant, need-targeted learning materials8th October, 2009 Introduction to KeMU 7
    8. 8. OER Value Proposition (3) 1. OER has the potential to build capacity in African education by providing educators with access, at low or no cost, to the tools and content that they need to boost their ability to produce high quality educational materials and complete the necessary instructional design to integrate such materials into high quality programmes of learning.8th October, 2009 Introduction to KeMU 8
    9. 9. Requirements for SuccessfulImplementation Collaborative partnerships within Africa, and between African education institutions and those from other parts of the world; Ownership by African educators of resulting OER products – simply importing content into Africa from other parts of the world will do nothing to solve capacity and resource constraints in African education systems.8th October, 2009 Introduction to KeMU 9
    10. 10. Requirements for Success (2) Development of OER cannot be a sideline activity – dev’t of learning resources should be integrated into institutional or systemic processes in order to be successful and sustainable. Policies, e.g. intellectual property rights, Policies remuneration, and promotion, need to support and sustain licensing of educational materials as OER. Whilst potential of OER lies within active collaborations and a new economic model for procuring and publishing learning materials, ultimate key will be that OER will help over- stretched educators to manage their work more effectively.8th October, 2009 Introduction to KeMU 10
    11. 11. Our Operational Approach Wherever possible, to try to build relationships with existing networks of African education systems, institutions, and educators, and provide support of different kinds to the networks, to institutions, and to individual educators:8th October, 2009 Introduction to KeMU 11
    12. 12. 1. Institutional Policy Engagement Success and sustainability of OER is predicated upon its meaningful integration into the institutional processes of a university. OER Africa offers African universities practical support in the mapping and review of their existing policies with regard, for example, to intellectual property rights, materials development, and remuneration. We facilitate the adaptation of such policies / their elaboration into an over-arching OER policy framework that, in accordance with your particular circumstances, will support and sustain the development and use of OER.8th October, 2009 Introduction to KeMU 12
    13. 13. 2. Development or AdaptionOER for Higher Education Programmes Aim is improved quality and more effective management of delivery costs; Examples range from single modules to processes aimed at developing entire programmes; Support to HEI program dev’t or adaptation takes 10 key forms;8th October, 2009 Introduction to KeMU 13
    14. 14. Development or Adaption (2) upporting initial design and planning of the proposed development process; ssisting in materials audits so as to catalogue their intellectual property and the copyright conditions governing those materials; roviding ongoing guidance regarding licensing issues; earching global repositories and other appropriate sources for potentially relevant materials;8th October, 2009 Introduction to KeMU 14
    15. 15. Development or Adaption (3) Facilitating materials development/adaptation processes where required; Supplying instructional design expertise to support the process as appropriate; Providing management support to materials development processes where this is required; Assisting with generation of meta-data for OER produced (whether new or adapted); and Using the OER Africa platform – www.oerafrica.org – to make OER produced in Africa accessible to the global OER community.8th October, 2009 Introduction to KeMU 15
    16. 16. 3. Support to Collaborative Networks  Assisting to convene the network (particularly in instances where a need for collaboration has been identified, but no functioning network yet exists);  Facilitating processes to design collaborative projects for such networks;  Supporting development of funding proposals for the network (particularly important as much collaboration is undermined by the limits of available funds to allow institutions to dedicate human capacity to collaborative activities); 8th October, 2009 Introduction to KeMU 16
    17. 17. 3. Support to Collaborative Networks  Managing collaborative projects in the field of OER, where this is requested by the network;  Providing online tools for collaboration and sharing through the OER Africa website; and  Providing other forms of support as appropriate to help to ensure the success and sustainability of the network. 8th October, 2009 Introduction to KeMU 17
    18. 18. WORKING WITH PARTNERS: HEALTH OER8th October, 2009 Introduction to KeMU 18
    19. 19. 8th October, 2009 Introduction to KeMU 19
    20. 20. OER Africa Activities (Summary)Structured Institutional Engagement: Initial OER Sensitization & Exploration; Policy Reviews to support development supportive institutional environment; Materials Audits; Proof of Concept Pilots in support of the reinvention of African higher education program curricula; Regular & ongoing communication / relationship- building. building A one-stop OER online platform – www.oerafrica.org8th October, 2009 Introduction to KeMU 20
    21. 21. Q & A8th October, 2009 Introduction to KeMU 21
    22. 22. “Give a man a fish; you have fed himfor today. Teach a man to fish; and you havefed him for a lifetime” Author unknown Thank you Catherine Ngugi Project Director catherine.ngugi@gmail.com
    23. 23. Thank you Catherine Ngugi Project Directorcatherine.ngugi@gmail.com