Alevizou, P: Engaging with Open Education

813 views

Published on

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.

0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
813
On SlideShare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
4
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide
  • 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 learning 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 and equitable education on a global scale; Yet, the benefits and challenges of OER adoption in practice are not yet understood ….adoption: doubly articulated  by practitioners and users
  • Funded by the Hewllet foundation, Olent explores how we can research and understand ways to learn in a more open world, particularly linked to Open Educational Resources (OER) but also looking at other influences. We want to gather evidence together but also spot the ideas that people see emerging from the opportunities.
  • 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;
  • Say about the interface and participatory infrastructures
  • The (umbrella) project/research study aims to contribute a robust study of a number of current and comparative practices at an international level. This will form the basis for both evaluative approaches and the development of a working framework on the nature of openness and collaboration that characterizes the mediation of OERs, and addresses the opportunities as well as challenges relating to participatory interfaces, emerging pedagogies, adoption and (re)use.
  • Expanding diversity Building communities Building cross-institutional collaborations knowledge transfer and exchange Sharing knowledge in teaching and learning Social engagement around open access content/OER
  • Slides 5-6: some of the themes that exemplify stakeholder motivation: institutional Several aspects on institutional motivations Expanding diversity Building communities Building cross-institutional collaborations knowledge transfer and exchange Sharing knowledge in teaching and learning Social engagement around open access content/OER But here focus on some aspects that emerge from the motivations / and encouragement around teaching and learning innovations. cultural biases/imperialism are addressed if: a) support is provided for bottom up and situated/community based-learning; b) if more recognition and incentives are offered to academic/teaching stuff to support such movements (certainly this relates to TESSA) in order to upload their own content and initiatives portals that have achieved global reach; c) if more adaptable cultural and technical interfaces are developed/'translated' to cater for low tech infrastructures or local craftmanship & (in)formal learning cultures.    
  • Teacher training to be aligned with a more open sharing culture and national OER strategies Relevance, context and reward were identified as fundamental components for motivating teachers and students to participate in the OER movement P rofessional incentives and training are needed to address reduced tutor confidence, time/resource limitations and technical expertise An issue about emphasing problems in learning and not just successes, emerges; The question is whether and how OER are more suitable to address this.
  • Inscriptions based on discourse and social interface that allows not just downloading but also interaction and user augmented content The use of OER by the single learner and for self-regulated learning has been suggested (Remmele and Seeber, 2009; Schuwer and Mulder, 2009). Though Schuwer and Mulder (2009) identify the need to support online interaction between individuals and communities. MIT's approach perhaps also suggests singular learning - Vest discusses use of MIT resources by other lecturers.   tensions: institutional affiliation / legacy / mentoring / the interface and structures of participation TESSA encourages group work rather than independent learning and the community is in a face to face setting as technology is not mediating the interaction - ref? Freda paper in IRRODL?? 
  • http://www.flickr.com/photos/johndbritton/4170987860/# Britton P2pU
  • 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

    ×