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Banff presentation mg final

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This presentation was delivered at the ROER4D (Research in Open Education Resources for Development) workshop in Banff, Canada, 20th April 2015.

This study is part of a series of studies conducted by ROER4D researchers in the global South.

Published in: Education
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Banff presentation mg final

  1. 1. OER IN AND AS MOOCS: IMPACT ON EDUCATORS’ PRACTICES IN AFRICAN-DEVELOPED HIGHER EDUCATION COURSES Michael Glover Laura Czerniewicz and the UCT MOOC Team Centre for Innovation in Learning & Teaching, University of Cape Town Open Education Global Conference, Banff, Canada 20 April 2015 Michael.Glover@uct.ac.za
  2. 2. OVERVIEW o Orientate o Research question and hypothesis o Types of evidence o Conceptual framework o Discussion
  3. 3. CONTEXT o CILT 18 month study of first 3 – 5 MOOCs at UCT o One of seven case ROER4D studies on the impact of OER
  4. 4. ABOUT THE UCT MOOCS PROJECT o First major MOOC initiative in Africa o 12 MOOCS+ over 3 years o Multi-platform approach o Intention for OER outputs o Creative commons licensed material Medicine and the Arts: Humanising Healthcare What is a Mind?
  5. 5. RESEARCH QUESTION How does the adoption of OER, incorporating both creation and use, in African-developed MOOCs impact on educators’ (primarily creators, but may also include re-users) open educational practices?
  6. 6. SPOTLIGHT THREE ASPECTS • Adoption of Open Educational Resources • Impact • Educators’ practices
  7. 7. INTERESTED IN Observing changes in attitudes, behaviours and practices of these educators in their post-MOOC teaching practices and research and, where possible, whether other educators re-use the OER and in what manner
  8. 8. HYPOTHESIS OER adoption in a MOOC format contributes to the spread of open educational practices
  9. 9. OPENNESS DEFINITION OEP defined by Beetham et al 2012 1. Opening up content to students not on campus/formally enrolled 2. Sharing and collaborating on content with other practitioners 3. Re-using content in teaching contexts
  10. 10. 4. Using or encouraging others to use open content 5. Making knowledge publicly accessible 6. Teaching/learning in open networks
  11. 11. EVIDENCE • Interviews, transcriptions • Artefacts (e.g., open policy documents) • Notes from interviews • Learning analytics
  12. 12. CONCEPTUAL FRAMEWORK: CHAT Tools Subject Rules Community Object Division of labour Outcome
  13. 13. • Use the evidence collected to create rich Activity Systems at 3 time intervals for each MOOC • Note tensions and contradictions • Note changes in Activity Systems
  14. 14. PRELIMINARY OBSERVATIONS • Hopes for MOOC emergent • Nascent grasp of OER (CC licensing) • Variety of views on challenges of making MOOCs and OERs • Finding CC licensed images and source readings & alternative texts • Disparate views on: rules, community, division of labour
  15. 15. PRELIMINARY OBSERVATIONS • RE educators: Early positive response from MATA MOOC • It is up to institution, not platform to specify the license • Re-use of MOOC materials in face to face course • MOOC entering face to face course • Face to face students remark that they are ‘learning a lot’ from the MOOC
  16. 16. REFERENCES • Beetham, H., Falconer, I., McGill, L., & Littlejohn, A. (2012). Open Practices: a briefing paper, JISC 2012 • Engeström, Y. (2001). Expansive Learning at Work: Toward an Activity-theoretical Conceptualization. Journal of Education and Work, 14(1), pp. 133-156.
  17. 17. DISCUSSION

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