Shakespeare, Darwin, George IV – our content contains cultural references
Our designs also are based on our OU pedagogic culture
And on the language we use – even course codes.
Could see this as cultural imperialism – an attempt to export our values.
BUT actually if we consider ourselves as part of the picture it is more that we are supplying one element in a cultural mix
Recognised this in our own work through establishing mini collections for the nations – Scotland and…
-pedagogical approaches Languages content
Cultural Imperialism or Multicultural Mix: promoting OER reuse through collaboration
Cultural Imperialism orMulticultural Mix: promotingOER reuse throughcollaborationOER10 – CambridgeAndreia I. Santos, Patrick McAndrew andMurilo M. MendoncaThis work is licensed under the Creative Commons Attribution-Non-Commercial-No DerivativeWorks 2.0 UK: England & Wales License. To view a copy of this licence, visithttp://creativecommons.org/licenses/by-nc-nd/2.0/uk/ or send a letter to Creative Commons, 171 1Second Street, Suite 300, San Francisco, California 94105, USA.
Outline• Risk of Cultural Imperialism• Opportunities for Multiculturalism• Collaboration Cycle• UnisulVirtual: illustrating the provider-user-provider continuum• Future directions Andreia I. Santos, Patrick McAndrew and Murilo M. Mendonca 2
Collaborationinter-institutional inter-institutional peer-to-peer peer-to-peer practitioners practitioners Andreia I. Santos, Patrick McAndrew and Murilo M. Mendonca 13
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Social network analysis course Andreia I. Santos, Patrick McAndrew and Murilo M. Mendonca 17
Collaboration cycle Santos, A. OpenLearn Research Report 2006-2008 Andreia I. Santos, Patrick McAndrew and Murilo M. Mendonca 18
Collaboration Phase 1: Spotting anOpportunity• To use, provide, promote uptake. Then...• Make the collaboration formal! Commitmet!• Foster DE faculty and technical staff to participate.• Encourage students to use OpenLearn.• Publish, repurpose, translate material (8 Portuguese- speaking countries = 223 million people.• Share our own intellectual production (cross-cultural, comparative studies cultural exchange).
Collaboration Phase 1: Spottingan Opportunity• Establish GOALS:1.Offer and encourage DE and face-to-face students to use and benefit from OER.2.Make OpenLearn a repository of contents of excellence produced at UNISUL.3.Translate OL content into Portuguese based on students’ areas of interest (initially).4.Establish a scientific co-operation programme with the Open University.5.Hold a 2-day OU seminar at UNISUL on DE trends and methodologies with an emphasis on OER.
Collaboration Phase 2: Promoting Staff Engagement• MOVE 1: invite (under)graduate programme coordinators to browse OL for courses of potential interest to their students as complementary study material, to be translated into Portuguese. OER USER• MOVE 2: invite coordinators to suggest Unisul courses of potential interest to external communities for upload and sharing on the Unisul Collaborations Area inside the LabSpace of OpenLearn. OER PROVIDER
Collaboration Phase 3: Towards OERAcculturation• ACTIONS:1.UnisulVirtual curricula x related/complementary OER courses on OpenLearn matrices.2.URL’s of related/complementary courses published in each VLS.3.Explanatory/contextualizing/encouraging e-mails sent to students: usability / findability / discoverability.4.Permanent process of encouraging faculty to use and provide OER.5.OU Seminar at UNISUL.
Collaboration Phase 3: Towards OERAcculturation • Open University Seminar at UNISUL: • to inform and instruct UnisulVirtual’s faculty, technical staff on how to use OpenLearn’s wide range of educational applicability; • to establish a modus operandi, to lead to joint research opportunities; • to impart cultural identity to the collaboration and create a sense of belonging in order to foster effective participation.
Collaboration Phase 3: Towards OERAcculturation• “+ in June” Programme 2009:• The Concept of Innovation (215 students)• Designing the User Interface (136 students)• TOTAL = 351 students enrolled.• Steps involved:• Translation.• Adaptation.• Hiring tutor.• Double interface: UnisulVirtual VLS and OpenLearn website
Future Actions: Taking OER Beyond theUniversity• “+ in June” Programme 2010:• Digital literacy initiave: basic computer skills + “Information on the Web” (taken from OL).• Aimed at UnisulVirtual students’ friends and/or relatives (30,853 students at UV).• Tutor + friend/relative support widening participation participatory culture social inclusion fulfilment of university mission.
Conclusions Language can be a barrier to OER use, but:• Mentoring and collaborative action can help overcome the linguistic barrier and reduce the gap between different educational traditions (cultural imperialism)• Collaborative action empowers OER take up and fosters dissemination (from user to provider)• Interoperability of OER encompasses a technological perspective but also a social approach. Technology is a medium to facilitate cultural exchange (multiculturalism) Andreia I. Santos, Patrick McAndrew and Murilo M. Mendonca 27
Thank you!Andreia Santos – firstname.lastname@example.orgDr Patrick McAndrew – email@example.comMurilo Mendonça – firstname.lastname@example.orgImage credits: flickr Andreia I. Santos, Patrick McAndrew and Murilo M. Mendonca 28