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1. towards open pedagogical practices


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Delivered in the context of the Graduate Diploma in Teaching, Learning and Scholarship

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1. towards open pedagogical practices

  1. 1. Towards open pedagogical practices Dr Angélica Rísquez @angelica_tel
  2. 2. NF Digital Roadmap Recommendation 3, Priority 5 (2015: 41): Develop and implement open education principles and practices for Irish education that are aligned with EU policy and emerging international practice.
  3. 3. content/uploads/2015/07/Project-1- LearningResourcesandOpenAccess-1607.pdf Open Educational Resources (OER): 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 re-purposing.
  4. 4. RQ1 How can digital teaching and learning resources be effectively utilised and shared? • N=192 survey with academics • Focus groups with academics, librarians and educational technologists: – FG1 (11 participants) from UL/MIC – FG2 (16 participants) from 6 institutions, both public and private, in the Dublin region – FG3 (8 participants), all from NUI Galway
  5. 5. Levels of awareness of OER No. % I am not aware of OER 29 15 I have heard of OER 37 19 I am somewhat aware 37 19 I am aware of OER and some of their use cases 63 33 I am very aware of OER and know how they can be used 26 14 Totals 192 100
  6. 6. How they look for OER to reuse No. % Library ebooks and ejournals 74 10 Search engine (e.g. Google) 149 20 Open learning repositories 40 5 Sharing among colleagues 84 11 Twitter 33 4 LinkedIn 15 2 Professional/discipline association 56 7 Conference/journal articles 63 8 Online courses/MOOCs 43 6 Commercially authored content 15 2 YouTube 102 14 iTunes 11 1 Slideshare 42 6
  7. 7. Awareness of licensing mechanisms
  8. 8. How do you deal with copyright issues? (open ended)
  9. 9. 65% state they share resources… but ‘sharing’ is largely private (with colleagues and students though a virtual learning environment). Only 9% shared through repositories and 13% through the web Source: White and Manton (2011: 5)
  10. 10. contribute-work-open-educators-factory-project …a research effort aiming to explore how to transform university teachers from “agents of resistance” into “agents of change” for openness in education
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  12. 12. A. Open learning design B. Open content C. Open teaching D. Open assessment A3. Open designer B3. OER expert C3. Open teacher D3. Open evaluator A2. Collaborative designer B2. OER Novice C2. OER novice D2. Innovative evaluator A1. Individual designer B1. New to OER C1. Traditional teacher D1. Traditional evaluator
  13. 13. Roles FOR THE MOTION • Proposer • Proposer's Seconder AGAINST THE MOTION • Opposer • Opposer's Seconder First, we will divide the class in two teams
  14. 14. Motion This house believes that any third level educator should aspire to be an “open” educator
  15. 15. Procedure 1. Motion is presented by chairperson, both teams prepare argument (15min) 2. Proposer speaks for the motion (3min) 3. Opposer speaks against the motion (3min) 4. Retreat: both teams prepare responses to issues raised (10min) 5. Proposer’s seconder speaks for the motion (2min) 6. Opposer’s seconder speaks against the motion (2min) 7. Debate closes. Chairperson asks the Proposer and Opposer to briefly sum up his/her main idea (30sec) 8. Voting for/against the motion
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  18. 18. Motion Third level lecturers should aspire to be “open” educators