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Modelling Openness in Academic Professional Development: case study of developing the Digital Fluency course at Open University of Tanzania.

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Brenda Mallinson, Regina Monyemangene, Maria Augusti
Open University of Tanzania

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Modelling Openness in Academic Professional Development: case study of developing the Digital Fluency course at Open University of Tanzania.

  1. 1. 1 Modelling Openness in Prof Dev: Case Study of developing the Digital Fluency course at Open University of Tanzania. Brenda Mallinson, OER Africa 8th March 2017.
  2. 2. 2  Collaborative agenda with 4 selected HEIs 1. build a deepened understanding of how OER practices can support transformation of T&L 2. ensure that such accumulated understanding is widely shared and incorporated into policy and advocacy http://www.oerafrica.org OER Africa current work
  3. 3. 3 Goals: (Aug 2014 - July 2017) • A comprehensive OER policy initiated that references / augments existing related institutional policies. √ • A Digital Fluency Course for Academics (comprising five modules) to be designed, developed, mounted online, and piloted. √(nearly) • Convert existing OUT courses to OER. √ (ongoing) • OER repository established for OUT & other OERs √ • Research Agenda defined and active √ (ongoing) Open University of Tanzania
  4. 4. 4 Digital Fluency Course Objectives Reuse / develop relevant OER for Guidance / Capacity Development for Academic Staff • Advancing general digital competencies • Developing specific competencies in a range of identified areas In order to facilitate: • Improved pedagogical practices • Enhancement of blended and online teaching and learning • Promotion of student engagement and interaction in the Distance Education context • Guidance to students to access and use supplementary materials • Efficiencies in working with the new OUT administrative paperless environment You must be the change you wish to see in the world – Mahatma Gandhi
  5. 5. 5 Wider OER OUT Support community Senior Management Creative Commons Quality Assurance Open Directorate Repositories OER Team OUT needs OUT IEMT support OER Africa support OUT Library services Digital Fluency course for Academic Staff (ODF 001)
  6. 6. 6 Modelling openness with respect to: Reviewing Design Process Materials development Pedagogical Approach Online Provision Licensing for Publication Openly Accessible 7Cs of Learning Design, Univ Leicester Use existing OER, where possible Use OSS - Moodle Creative Commons OUT Open Repository Reviews Internal @ OUT Tanzania HEIs SSA - ACDE Student centred, active
  7. 7. 7 5 Digital Fluency Modules (+1?) Mod 1 • Digital Fundamentals Mod 2 • Working with OER Mod 3 • Learning Design & Development for Online Provision Mod 4 • Academic Integrity in a Digital Age Mod 5 • Storage & Access of Digital Resources Mod 6? • Facilitating Online Learning (Saide existing OER)
  8. 8. 8 Module Name Identified Sub-topics 1. Digital Fundamentals  Basic Computing concepts and operations  Digital Resource Editing  Internet Fundamentals  Virtual Learning Environments  Multimedia Fundamentals 2. Working with OERs  OER Concepts  Creative Commons Licensing  Mixing, Adapting and Reusing OER  OER Production 3. Learning Design and Development for Online / Blended Provision  Models, frameworks and processes  Designing for learning  Digital development  Modes of provision  Basic learning analytics 4. Academic Integrity in a Digital Age  Introduction to academic Integrity  Intellectual property  Promoting academic integrity  Data and information privacy 5. Storage and Access of Digital Resources  The nature of digital resources  Storage of digital resources  Access to digital resources  Content management systems
  9. 9. 9 2013 • OER workshop • Digital Fluency course conceptualis ed • Learning Design Workshop 2014 • Roles assigned • Course & modules framework developed - 2 formats • Materials development Initiated • Facilitating Online Learning – capacity building course • Internal OUT content reviews 2015 • Module revisions • Language reviews • Module revisions • QA Reviews • Module Revisions • Pedagogical Review • Module revisions • Technology Alignment Reviews • Module Revisions 2016 • Copyright Clearance reviews • Module Revisions • Mount modules on Moodle • Pilot modules sequentially • Evaluation • Module Revisions 2017 • Final pilot modules • Evaluation • Module Revisions • Copy editing of text version • Copy changes to Moodle • CC Licenses • Publish as OER in 2 formats: text and Moodle backups • Mount in OUT Open Repository Highly Iterative Process …
  10. 10. 10 • 7Cs of Learning Design Toolkit (Univ. Leicester) • Detailed activity structure template (.doc) • Module development tracker (.xls) • Pedagogy - Technology alignment tracker (.xls) • Landing page & layering guidelines (LMS) • Copyright clearance guidelines • Online course evaluation instrument (Saide) Supplementary Development Artefacts
  11. 11. • Demographics – 9/10 had less than 10 years HE teaching experience (2 had none) – 9/10 had previously participated in an online course as lecturer or student; and 8/10 deemed this prior experience essential • Extent to which they believed DF modules contributed towards the OER Africa value statements? – Ranged from 90% to 100% • Level of support received from: – IEMT team, OER Africa, OUT institutional – Rated by 9/10 as good to considerable • Activities mostly employed in modules – Assimilative, communication, experiential • All respondents reported they were conscious of implementing new learning approaches and practices Reflections from Module developers (1)
  12. 12. • Successes / Enjoyed – Training participants from other HEIs – Interesting – look forward to making improvements – Improved knowledge of finding and using OERs – Improved collaboration between learners & facilitators • Challenges – Participation declined as pilot progressed – Facilitation skills need to be developed • Important aspects – Support from course manager – Reliable availability of Internet – Flexible access – Incorporate more multimedia to enhance the modules – Relevant - should be compulsory for all new staff at OUT Reflections from Module developers (2)
  13. 13. Enabling environment: • OUT as an Open & Distance HEI – Move to openness was embraced – Willingness to institutionalise / integrate OER – OSS LMS already being used – Embraced all capacity building • Senior Management – Collaboratively defined project goals – Fully supported all proposed activities – Interested in regular progress reports • OER Team established – Potential for sustainability • Module Developers – Keen to develop new skills and knowledge What OER Africa Learned (1) 13319234--Stock-Vector
  14. 14. Inhibitors: • Embraced pedagogical change in theory – BUT difficult to effect in practice – Old correspondence mode of delivery deeply entrenched – More substantial support for change needed over time • Prolonged design & development time – Hard to sustain interest over time – Constant reminders / reinforcement needed • Staff challenges – Time constraints to engage outside regular duties – Developer secondments disrupted flow of work – National & Institutional pressures What OER Africa Learned (2)
  15. 15. 15 Current Status of DF Modules  Modules 1, 2, 3, and 4 Piloted  Module 5 pilot starting on 6h march  Responding to evaluation & feedback  Final copy editing to begin By mid 2017:  Publication of revised modules as OER in at least 2 formats under CC license.  Share development tools  Provide a professional development course for African academics to enhance Teaching and Learning  Encourage further OER use by African institutions  Accessed through OUT Open Institutional Repository OER will be reused if they are deemed to be contextually relevant
  16. 16. 16 How did we fair in aspects of openness? Reviewing Design Process Materials development Pedagogical Approach Online Provision Licensing for Publication Openly Accessible Open focus needed continuous reinforcement More training on searching for OER Moodle already being used CC BY achieved OUT Open Repository established Reviews (Too) many iterations needed Concentrated effort required
  17. 17. • Increased Integration of OER in QA processes at OUT • Study Materials development being redesigned for OER – Learning Materials Development Policy (new name) currently under revision – Materials Developers Workshop & Guidelines Booklet under revision – New OER Policy states that all new OUT courses developed should be OER – Converting to OER materials used as criteria for promotion in assessing teaching effectiveness (scheme of service of OUT, 2016) • Continued Institutional support – To move from OER ‘projects’ to institutionalisation – OER Policy Implementation Plan formulated Going Forward …
  18. 18. 18 Thank you! brendam@saide.org.za http://www.slideshare.net/brenda6 This work is licensed under a Creative Commons Attribution 4.0 International License.

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