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Alevizou, P: Engaging with Open Education

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Introduction to the panel: This panel will address key issues and provide empirically grounded insights on learning about, with, and through open educational resources (OER). Open educational resources are educational materials that are freely shared by those who seek to learn and those who seek to teach. OERs are viewed by many as a revolutionary idea that could create more accessible, equitable education on a global scale; yet, the benefits and challenges of OER adoption in practice are not yet understood. Many OER initiatives are pursuing a vision of education as a ‘public good’, and international policy agendas on education are shifting from the idea of simply providing access to content, towards the notion of creating ‘Open Participatory Learning Ecosystems’; these efforts have outpaced our understanding of how educational systems behave when they become more open. Open education requires further empirical investigation. Each of the individuals on this panel brings expertise that speaks not only to understanding
the potential value of OER, but also to understanding barriers and challenges of OER adoption.

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Alevizou, P: Engaging with Open Education

  1. 1. Engaging in Open Education: Key Issues by Panagiota Alevizou Researcher @ OLnet Institute of Educational Technology, The Open University WikiSym '10, July 7-9, 2010, Gdańsk, Poland [email_address] http://iet.open.ac.uk/people/p.alevizou   olnet.org
  2. 2. <ul><li>access to resources </li></ul><ul><li>sharing </li></ul><ul><li>engagement in learning </li></ul>olnet.org
  3. 3. olnet.org http://www.flickr.com/photos/bartelomeus/4184705426/ OLnet aims to explore ways to learn in a more open world, linked to OER and influenced by social media Derivative, cc-by: @ karen kropper: http://cloudworks.ac.uk/cloud/view/2978
  4. 4. transitional OER definitions <ul><li>From resources… </li></ul><ul><ul><li>The open provision of educational resources , enabled by ICTs, for consultation, use and adaptation and for non-commercial purposes (UNESCO, 2002) </li></ul></ul><ul><ul><ul><li>Public domain </li></ul></ul></ul><ul><ul><ul><li>Free access </li></ul></ul></ul><ul><ul><ul><li>Re-purposing? </li></ul></ul></ul>olnet.org
  5. 5. OER: transitional definitions <ul><li>To communities & practices … </li></ul><ul><ul><li>key tenet of open education is that education can be improved by making educational assets visible and accessible and by harnessing the collective wisdom of a community of practice and reflection” (Iiyosh and Kumar, 2008: 10) </li></ul></ul><ul><ul><ul><li>Connection </li></ul></ul></ul><ul><ul><ul><li>Transparency </li></ul></ul></ul><ul><ul><ul><li>Improvement </li></ul></ul></ul>olnet.org
  6. 6. olnet.org Concept: http://www.flickr.com/photos/will-lion/2645808133/ Quote: http://trendwatching.com/trends/2007top5.htm Image: http://www.flickr.com/photos/max_westby/8723398/ Repurposed from Karen Cropper @ http://cloudworks.ac.uk/cloud/view/2978
  7. 7. Expanded from Marguliers’ (2005) conceptual mapping of OERs ( see also OECD, 2007, Conole and Weller, 2008) Implementation bodies inter-governmental organisations, consortia, translation bodies, policy and funding institutions
  8. 8. Motivation, collaboration & context in diverse OER communities CarnegieFoundation Unesco More info: http://olnet.org/node/103
  9. 9. Motivational Aspects <ul><li>Institutional </li></ul><ul><li>Educators </li></ul><ul><li>self- and social- learners </li></ul><ul><li>Experimental pedagogies </li></ul><ul><li>Teaching & Learning 2.0 </li></ul><ul><li>De-schooling society? </li></ul>
  10. 10. Motivational Aspects <ul><li>Changing Mindsets </li></ul><ul><li>Knowledge exchange & student engagement </li></ul><ul><ul><ul><li>‘ Connect scholars and practitioners within a bounded discipline or professional community’ </li></ul></ul></ul><ul><ul><li>‘ Cultural bias is addressed when different type(s) of knowledge are exchanged transparently in the platform’ </li></ul></ul><ul><ul><li>‘ OERs can be mediators for changing the mentality of an old educational system that was top down and authoritative’ </li></ul></ul>
  11. 11. Motivational aspects <ul><li>Dialogue on pedagogical wrappers </li></ul><ul><li>‘ We can form these network-improvement communities so that they can help teachers in their practice, and generate evidence of what works…’ </li></ul><ul><li>Teaching & learning innovations </li></ul><ul><li>Exposure, Reflection, Reputation </li></ul><ul><ul><li>‘ Teachers tells us that they improve their practices and enjoy notoriety by publishing openly’ </li></ul></ul><ul><li>Collaborative pedagogies & engagement in peer learning </li></ul><ul><ul><li>‘ Ad hoc learning groups meeting their learning goals’ </li></ul></ul>
  12. 12. use inscriptions in OER Engagement Prod-use Remix
  13. 13. Audience in OER Social learners Prod-users
  14. 14. Tensions <ul><li>Awareness & granularity </li></ul><ul><li>IP jurisdictions </li></ul><ul><li>Public engagement and policy </li></ul><ul><li>Learning Design </li></ul><ul><li>Re-usability paradox </li></ul><ul><li>Sustainability </li></ul><ul><li>Educators </li></ul><ul><ul><li>confidence </li></ul></ul><ul><li>Communities </li></ul><ul><li>Accreditation </li></ul><ul><li>Quality </li></ul><ul><li>Mentorship </li></ul><ul><li>Volunteerism </li></ul><ul><li>Participatory expertise and literacies </li></ul>http://www.flickr.com/photos/jauladeardilla/4754096963/
  15. 15. OER the dictionary of our time? <ul><li>… the platform to share a common language and build knowledge. We need to look at the political implications of the choices we make around OER development: the content, the learning the innovation trajectories, the communities … </li></ul>olnet.org http://cloudworks.ac.uk/cloud/view/2884
  16. 16. Panel questions <ul><li>How do you establish the effectiveness of these resources? </li></ul><ul><li>What is the impact? </li></ul><ul><li>And how do you measure it? </li></ul><ul><li>What about user / student /learner agency? </li></ul>olnet.org

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