2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 3: Content
Keynote: Degrees of ease: Adoption of OER, Open Textbooks and MOOCs in the Global South
Cheryl Hodgkinson-Williams
1. Sub-theme 3: Content
Cheryl Hodgkinson-Williams
Centre for Innovation in Learning & Teaching (CILT)
University of Cape Town (UCT)
www.slideshare.com/cilt_UCT
2. Degrees of ease: Adoption of OER,
Open Textbooks and MOOCs in the
Global South
Cheryl Hodgkinson-Williams
OER Asia 2nd Regional Symposium
Penang, Malaysia
24-27 June 2014
3. Key challenges facing education in the
Global South
Growing numbers of students in
the education sector
http://commons.wikimedia.org/wiki/File%3APCoE_students_at_AICTE_Regional_Office_in_Mumbai.jpg
Increasing financial pressure being
exerted on education institutions
Increasing demand for the
provision of quality education
Limited and/or expensive
teaching and learning resources,
including textbooks
Employability of graduates
4. Key enablers of change
• Internet connectivity
• Alternative licencing systems
• Emerging open practices in
many areas (open source
software, open access
journals, open data, social
media, open education
declarations as well as “less
legal” practices such as
sharing music)
5. 2000 - 2007 2008 2009 2010 2011 2012 2013 2014
Open education
Online distance
learning
Open education
resources
Open
content
Connectivist
MOOC
(cMOOCs)
iTunes U, Khan
Academy
Open source
software
Learning
management
systems
MIT – Open
Courseware
Consortium
Open University
- OpenLearn
Stanford
xMOOCs
Udacity
Coursera
MITx edX
FutureLearn
NovoEd
OpenUp Ed
Open to Study
Open
Universities
Australia
Directly related An influence
Learning
objects Open Textbooks
Adapted by Hodgkinson-Williams 2014 from UNESCO 2013
Cape Town OE
Declaration
Paris OER
Declaration
11. Open textbook example: A chapter
Hodgkinson-Williams 2014
https://docs.google.com/document/d/1leRfNgnz0ywAsG6hWqU7uSoKs8g8FeEBaoRhiFSa30
8/edit?usp=sharing
19. 10C Open Education Cycle
Conceptualise
Creation cycle
Cheryl Hodgkinson-Williams 2014
The conceptualization phase
includes the curriculum
planning of what exactly is
needed for whom and an
awareness of Open Education
before a decision is made to
create, copy, customise or
combine materials and/or
tuitionAdaptation cycle
20. 10C Open Education Cycle
Conceptualise
Create
Creation cycle
Cheryl Hodgkinson-Williams 2014
The creation phase refers to the
development of original materials
and/or tuition by the author or
institution either as a “self-use” of
existing materials or “born open” OER,
i.e. developed with the view of being
shared freely and openly.
21. 10C Open Education Cycle
Conceptualise
Create Curate
Creation cycle
Cheryl Hodgkinson-Williams 2014
The curation step refers to the
preservation or storage of the materials
and/or tuition that includes sufficient
descriptive information (i.e. metadata)
and appropriate open licensing (e.g.
Creative Commons)
22. 10C Open Education Cycle
Conceptualise
Create CirculateCurate
Creation cycle
Cheryl Hodgkinson-Williams 2014
The circulation step refers to the
hosting of these on a publicly accessible
platform with appropriate open
licensing and metadata
23. 10C Open Education Cycle
Conceptualise
Create
LoCate
CirculateCurate
Adaptation cycle
Cheryl Hodgkinson-Williams 2014
The slightly
artificially
coined “loCate”
step refers to
the ease of
finding and
discovering OE
materials
and/or tuition
24. 10C Open Education Cycle
Conceptualise
Create
LoCate
CertifyCirculate
Customise
Curate
Adaptation cycle
Cheryl Hodgkinson-Williams 2014
ideal
The customise step refers to the localising or
adapting of the materials and/or tuition
25. 10C Open Education Cycle
Conceptualise
Create
LoCate
CertifyCirculate
Combine
Customise
Curate
Adaptation cycle
Cheryl Hodgkinson-Williams 2014
idealThe combine step refers to the decomposing,
re-mixing and re-assembling of materials
and/or tuition in accordance with the open
licence that the original author or institution
selected
26. 10C Open Education Cycle
Conceptualise
Create
LoCate
Re-circulate
Combine
Customise
Re-curate
Copy
Critique
Creation cycle
Adaptation cycle
Cheryl Hodgkinson-Williams 2014
ideal
Whether the materials have been customised or
combined with other materials, ideally they need to be
“Re-curated” and “Re-circulated” to fulfil the “Share-
Alike” licence and/or make the derivative work easy to
find in order to re-use, re-customise and/or re-combine
27. 10C Open Education Cycle
Conceptualise
Create
LoCate
CertifyCirculate
Combine
Customise
Curate
Copy
Adaptation cycle
Cheryl Hodgkinson-Williams 2014
ideal
The copy step allows for Open Education
materials and/or tuition to be used in an
unaltered manner
28. Re-circulateRe-curate
10C Open Education Cycle
Conceptualise
Create
LoCate
CertifyCirculate
Combine
Customise
Curate
Copy
Critique
Creation cycle
Adaptation cycle
Cheryl Hodgkinson-Williams 2014
ideal
The “certify” step refers to activities
around how to accredit Open Education
and has been used to prompt thinking
about the possible consequences for
the use and/or completion of original
and/or re-worked Open Education
materials and/or tuition
USE
29. Re-circulateRe-curate
10C Open Education Cycle
Conceptualise
Create
LoCate
CertifyCirculate
Combine
Customise
Curate
Copy
Critique
Creation cycle
Adaptation cycle
Cheryl Hodgkinson-Williams 2014
ideal
An evaluative critique
step, (also slightly
artificially named so that
this forms a relatively
easy 10C heuristic of a
suggested Open
Education cycle) prompts
monitoring, research and
reflection on the entire
Open Education cycle
USE
32. Degree of ease of OE process
Copy CreateCustomise Combine
Curate Re-curate
Circulate Re-circulate
Easy
Difficult
TECHNICAL
LEGAL
CULTURAL
PEDAGOGICAL
FINANCIAL
33. TECHNICAL factors
Interoperability
& Formats
Closed Open
Technical skills
& resources
Little or no
competence
Competent
Few resources Well-
resourced
No or limited
affordable
connectivity
Inexpensive
connectivity
Availability &
discoverability
Personal storage Public
repository
Opaque Clear
Assessment
mechanisms &
learning
analytics
Lecturer
support
Difficult to
capture
Self- or peer
review
support
Easy to
capture
34. TECHNICAL factors influencing the degree of
ease of adoption at each stage of the OE cycle
Conceptualise
Create Interoperability & Formats Closed Open
Technical skills
Technical resources
Little or no competence
Few resources
Competent
Well-resourced
Curate
Circulate
Availability Personal storage Public repository
LoCate
Copy
Availability & discoverability Opaque Clear
Customise Interoperability & Formats Closed Open
Technical skills
Technical resources
Little or no competence
Few resources
Competent
Well-resourced
Combine Interoperability & Formats Closed Open
Certify Assessment mechanisms Lecturer support Self- or peer
review support
Critique Learning analytics Difficult to capture Easy to capture
35. TECHNICAL factors involved in degree of
ease in adopting a learning object
TECHNICAL profile:
Interoperability & Formats
• Developed in MSPowerPoint
Technical skills & resources
• Fairly basic graphic skills
• Access to MSPowerPoint
Availability & discoverability
• Saved on institutional LMS
• Licence captured in LMS
• Version not easy to establish
Assessment
mechanisms & learning analytics
• No usage data
36. TECHNICAL factors influencing the degree of ease
of adoption at each stage of this learning object
Conceptualise
Create Interoperability & Formats Closed Open
Technical skills
Technical resources
Little or no competence
Few resources
Competent
Well-resourced
Curate
Circulate
Availability Personal storage Public repository
LoCate
Copy
Availability & discoverability Opaque Clear
Customise Interoperability & Formats Closed Open
Technical skills
Technical resources
Little or no competence
Few resources
Competent
Well-resourced
Combine Interoperability & Formats Closed Open
Certify
Critique
Degree of ease
Degree of difficulty
39. LEGAL factors influencing the degree of ease of
adoption at each stage of the OE cycle
Conceptualise
Create Open licensing knowledge Most restrictive Most
accommodating
Open licensing advice No legal advice available Legal advice
available
Curate
Circulate
LoCate
Copy
Open licensing
Most restrictive
Most
accommodating
Customise
Combine
Open licensing knowledge Most restrictive Most
accommodating
Open licensing advice No legal advice available Legal advice
available
Certify
Critique
40. LEGAL factors involved in degree of ease
in adopting an OER
LEGAL profile:
Open Licencing knowledge
• Knowledge of use of third party
text and images
• Knowledge (and skill) of re-
drawing third images
• Knowledge of Creative Commons
licencing and when to select
which licence
Special legal advice
• Not required in this instance
41. Legal factors influencing the degree of ease of
adoption at each stage of this OER
Conceptualise
Create Open licensing knowledge Most restrictive Most
accommodating
Open licensing advice No legal advice available Legal advice
available
Curate
Circulate
LoCate
Copy
Open licensing
Most restrictive
Most
accommodating
Customise
Combine
Open licensing knowledge Most restrictive Most
accommodating
Open licensing advice No legal advice available Legal advice
available
Certify
Critique
Degree of ease
43. CULTURAL factors influencing the degree of ease
of adoption at each stage of the OE cycle
Conceptualise
Create
Knowledge Homogenous Diverse
Curriculum Institutionalised Autonomous
Curate
Circulate
LoCate
Copy
Customise
Combine
Certify
Critique
Knowledge Homogenous Diverse
Curriculum Institutionalised Autonomous
44. CULTURAL factors influencing the
degree of ease in adopting an
Open Textbook
CULTURAL profile:
Knowledge
• Knowledge of philosophical
assumptions about what constitutes
valuable knowledge in Research Design
– particularly differentiation between
positivist, interpretivist, post-
modernist and critical realist
perspectives
Curriculum
• Knowledge of expectations of what a
particular institution might require to
be covered in a Research Design
Course
• No certification or formal evaluation of
use
45. CULTURAL factors influencing the degree of ease
of adoption at each stage of this Open Textbook
Conceptualise
Create
Knowledge Homogenous Diverse
Curriculum Institutionalised Autonomous
Curate
Circulate
LoCate
Copy
Customise
Combine
Knowledge Homogenous Diverse
Curriculum Institutionalised Autonomous
Certify
Critique
Curriculum Institutionalised Autonomous
Degree of ease
Degree of difficulty
47. PEDAGOGICAL factors influencing the degree of
ease of adoption at each state of the OE cycle
Conceptualise
Type of engagement
Pedagogic strategy
Learning response
Assessment strategy
F2F
Didactic
Passive
Formal
Online
Experiential
Active
InformalCreate
Curate
Circulate
LoCate
Copy
Customise
Combine
Type of engagement
Pedagogic strategy
Learning response
Assessment strategy
F2F
Didactic
Passive
Formal
Online
Experiential
Active
Informal
Certify Assessment strategy
Accreditation mechanisms
Formal Informal
Critique Evaluation strategy Formal evidence Informal
evidence
48. PEDAGOGICAL factors influencing the
degree of ease in adopting an hybrid
online course – as an OER
PEDAGOGICAL profile:
Type of engagement
• Hybrid
Pedagogic strategy
• Didactic, collaborative & experiential
Learning response
• Responding, collaborating, acting
Assessment strategy
• Peer-review and Formal grading after 2
rounds of formative feedback
Certification mechanisms
• Credit in a degree
Evaluation
• Class evaluation
49. PEDAGOGICAL factors influencing the degree of
ease of adoption at each stage of this open
online course
Conceptualise
Type of engagement
Pedagogic strategy
Learning response
Assessment strategy
F2F
Didactic
Passive
Formal
Online
Experiential
Active
InformalCreate
Curate
Circulate
LoCate
Copy
Customise
Combine
Type of engagement
Pedagogic strategy
Learning response
Assessment strategy
F2F
Didactic
Passive
Formal
Online
Experiential
Active
Informal
Certify Assessment strategy
Accreditation mechanisms
Formal Informal
Critique Evaluation strategy Formal evidence Informal
evidence
Degree of ease
Degree of difficulty
50. FINANCIAL factors
Cost to user Least affordable Most
affordable
Charged Small charge Subscription
fee
Contribution
in kind
User
registration
Free
Cost to
creator/s
Inexpensive Very
expensive
Cost to
institution
Inexpensive Very
expensive
Cost to reviser/s Inexpensive Very
expensive
Cost to re-
combiner/s
Inexpensive Very
expensive
51. FINANCIAL factors influencing the degree of
ease of adoption at each stage of the OE cycle
Conceptualise Cost to creator/s Inexpensive Very
expensive
Create Cost to creator/s Inexpensive Very
expensive
Curate Cost to institution Inexpensive Very
expensive
Circulate Cost to institution Inexpensive Very
expensive
LoCate Cost to users Affordable Very
expensive
Copy Cost to users Affordable Very
expensive
Customise Cost to re-creators Inexpensive Very
expensive
Combine Cost to re-combiners Inexpensive Very
expensive
Certify Cost to users Inexpensive Very
expensive
Critique Cost to creator, institution Inexpensive Very
expensive
52. FINANCIAL factors influencing the
degree of ease in adopting this course
as a MOOC
FINANCIAL profile:
Cost to creator
• Time to conceptualise & create
Cost to user
• Opportunity cost
Cost to institution
• Fees to MOOC platform provider
Cost to reviser
• Inexpensive
Cost to combiner
• Relatively expensive as pedagogic work
probably quite considerable
53. FINANCIAL factors influencing the degree of ease of
adoption at each stage of this planned MOOC
Conceptualise Cost to creator/s Inexpensive Very
expensive
Create Cost to creator/s Inexpensive Very
expensive
Curate Cost to institution Inexpensive Very
expensive
Circulate Cost to institution Inexpensive Very
expensive
LoCate Cost to users Affordable Very
expensive
Copy Cost to users Affordable Very
expensive
Customise Cost to re-creators Inexpensive Very
expensive
Combine Cost to re-combiners Inexpensive Very
expensive
Certify Cost to users Inexpensive Very
expensive
Critique Cost to creator, institution Inexpensive Very
expensive
55. This work is licensed under a Creative Commons Attribution
4.0 International License.
Written by Cheryl Hodgkinson-Williams
cheryl.hodgkinson-williams@uct.ac.za in
2014
Graphics by Rondine Carstens & Cheryl
Hodgkinson-Williams
rondine.carstens@uct.ac.za
Thanks to Tess Cartmill, Sukaina Walji, Henry
Trotter, Thomas King and Mthunzi Nxawe for
comments on the draft version
56. This work is licensed under a Creative Commons Attribution 4.0
International License.
Contact author:
cheryl.hodgkinson-williams@uct.ac.za
Follow on Twitter: http://twitter.com/cherylhw
Presentations: www.slideshare.com/cilt_uct