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From OER to OEP: Shifting Practitioner Perspectives and Practices with Innovative Learning Experience Design

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Winner of an ICDE Prize for Innovation and Best Practice - 2015
“From OER to OEP: Shifting Practitioner Perspectives and Practices with Innovative Learning Experience Design” - Shironica P. Karunanayaka, Som Naidu, J.C.N. Rajendra & H.U.W. Ratnayake
The Open University of Sri Lanka

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From OER to OEP: Shifting Practitioner Perspectives and Practices with Innovative Learning Experience Design

  1. 1. 14-16 October 2015 1 From OER to OEP:From OER to OEP: Shifting Practitioner Perspectives & PracticesShifting Practitioner Perspectives & Practices with Innovative Learning Experience Designwith Innovative Learning Experience Design ShironicaShironica KarunanayakaKarunanayaka SomSom NaiduNaidu J.C.N.J.C.N. RajendraRajendra H.U.W.H.U.W. RatnayakeRatnayake -- The Open University of Sri LankaThe Open University of Sri Lanka -- 26th ICDE World Conference, Sun City, South Africa
  2. 2. 14-16 October 2015 2 Introduction Open Educational Resources (OER) enable educators gain access to a wide variety of teaching, learning and research materials that can be reused, revised, re-mixed and re- distributed (UNESCO, 2012). While ICT can be used to harness the benefits of OER more efficiently, effective use of OER can be best realized through systematic course design and integrating appropriate OER in the learning and teaching transactions (COL,2011). The Faculty of Education at the Open University of Sri Lanka (OUSL) implemented a professional development course for educators on OER-based e-Learning, adapted from a course on OER-based e-Learning developed by CEMCA in collaboration with WOU, Malaysia.
  3. 3. 14-16 October 2015 3 Conceptual Framework Constitutive Elements of OEP (Source: OPAL, 2009; Ehlers, 2011) 4R Framework: Reuse Revise Remix Redistribute (Wiley, 2006) Focus on OER extends beyond mere ‘access' to engagement in 'innovative open educational practices' (OEP), with different degrees of openness in the usage and creation of OER.
  4. 4. 14-16 October 2015 4 Conceptual Framework For building greater change in the capacity of educators, four core capacities have been identified - personal vision-building, inquiry, mastery, and collaboration. Experience, Reflection, and Support are key common components supporting this process (Fullan, 1993). • This kind of engagement of teachers in OEP comprises significant change in their thinking and actions. • And those who embrace this process are considered ‘change agents’ and/or ‘innovators’.
  5. 5. 14-16 October 2015 5 A Learning ‘Engine’ for Effective, Efficient and Engaging Learning Engines of Education (Naidu & Karunanayaka, 2014, p.8)
  6. 6. 14-16 October 2015 6 OER-eL Online Course 05 Modules Concept and Practices of OER Search and Evaluation of OER Materials Licensing and Copyrights Designing Learning Experiences for OER-based e- Learning Integrating OER in e-Learning
  7. 7. 14-16 October 2015 7 Engine in Action – Matrix of different ways and levels of OER integration horizontally and vertically in the learning experience of the OEReL course
  8. 8. 14-16 October 2015 8 Research Questions What changes in capacity were observed in educators? What factors facilitated the professional development process? What factors hindered the professional development process? What are the impacts of professional development process on educators?
  9. 9. 14-16 October 2015 9 Methodology Research Design – Case Study Participants – 35 academic staff members of OUSL 17 males (49%) and 18 females (51%) 13 (37%) PhD holders, 12 (35%) Masters Degrees. and 10 (28%) with postgraduate diploma or a first degree Methods of Data Collection – Analysis of Data – Quantitative & Qualitative
  10. 10. 14-16 October 2015 10 Results & Discussion What changes in capacity were observed in educators? Development of new knowledge, thinking, perceptions, attitudes and skills Understanding around key concepts related to OER and their relationships Skills to identify, evaluate, develop, adapt and integrate OER into teaching and learning Skills in OER-based course design Confidence in applying their new knowledge and skills
  11. 11. 14-16 October 2015 11 Understandings around Key Concepts 0 20 40 60 80 100 Pre Mid End Open Learning Open Access Open Scholarship Open Licensing OER OEP Open Badges MOOCs OER-based eLearning OER-based Course Design %
  12. 12. 14-16 October 2015 12 Understanding around Key Concepts Pre-Concept Map Post-Concept Map
  13. 13. 14-16 October 2015 13 Understanding around Key Concepts Pre-Concept Map Post-Concept Map
  14. 14. 14-16 October 2015 14 Responses to Modules
  15. 15. 14-16 October 2015 15 What factors facilitated the professional development process? Category Codes Supportive quotes Institution- related Relevance Usefulness “…The great motivation here was that it was very much related to my profession…” Course- related Design OER Activities Rubrics Guidance Rewards “..The design adopted - SBL liked it very much..” “..The focus of the modules…learning resources, ..assessments…helped me understand the concepts…” “…I have been able to improve, due to the constructive feedback given by the facilitators..” “..It was a rewarding experience achieving a badge..” Peer-related Discussion Forums “..Group discussion was an interesting forum to interact and get ideas...knowledge exchanged…” “..Peer Group Learning was a great strength..” Personal Motivation Satisfaction “..From the beginning I was excited with this course as I am a firm believer that the knowledge should be shared...” “…Satisfaction got after completing the assignments… good feedback...commendable comments ..good marks.. motivate me to continue…”
  16. 16. 14-16 October 2015 16 What factors hindered the professional development process? Category Codes Supportive quotes Institution- related Time constraints “..Managing everything at office…and finding time for the OER course was a big challenge, so had to burn midnight oil quite a lot…” Course- related Heavy workload Finding OER “..Having assignments to submit each and every week is challenging and time consuming, and sometimes frustrating too…” “…It is not easy to find OER for all the topics and very time consuming..” Peer-related Discussion Forums “…The biggest failure in my learning exercise…is that I could not post any comments for my colleagues… I too did not get much feedback…..” Personal Frustrations Concerns “…To answer this assignment you need to read and understand well which I could not, due to the heavy workload…I felt bad with my delay…”
  17. 17. 14-16 October 2015 17 What are the impacts of the professional development process on educators? Aspects Quotes to Support Learning Scenario - Relevance; Goal-based; Application “…Overall, this was a thought provoking exercise… I learned a lot…I felt so happy about it and will be using this experiences in future activities...as now I am very much competent with a diverse knowledge on OER…”. Learning and Assessment Tasks – Relevance; Depth; Peer- support “…The discussion forum…. It is really an exhilarating experience. Here I found different persons looking at things from different viewpoints and bringing out the richness in the lesson material…” Learning Resources - Relevance; Variety; Adoption of 4Rs; “… I finally located suitable material which permitted me to remix and revise…which I consider a great success. I managed to locate OER material in a variety of formats… it enhanced the e-learning experience…” Changes in Perspectives Changes in Practices Satisfaction Motivation Self- Confidence Becoming a Learning Community Becoming Reflective Practitioners Impacts
  18. 18. 14-16 October 2015 18 Impacts… “…I can confidently say that the course has widened and deepened my knowledge on the use of OER for teaching and learning. It has also changed my mindset about the use of OER … I thought incorporating OER into teaching/learning to be an easy exercise. However, after going through this course I realize that…loads of thinking, planning and hard work is required to develop OER assisted courses…”
  19. 19. 14-16 October 2015 19 Impacts… “…The past few months following the OER online course has been both invigorating and challenging. …In addition to learning about OERs, I also increased my knowledge and skills in various pedagogical features...I firmly believe that participation in this course has had a significant impact not only in enhancing my knowledge and skills in OERs and related concepts but also in helping me develop as a person itself…”
  20. 20. 14-16 October 2015 20 Conclusions This innovative practice has significantly impacted the adoption of OER by educators and their capacity to engage in OER-based e-Learning. In addition to the enhancement of conceptual knowledge and skills related to searching, identifying, evaluating and integrating OER, participants also developed their competencies in designing, developing and implementation of an OER-based e-Learning course. Despite challenges faced with time constraints, technical issues and finding and selecting relevant and high quality OER and their effective integration, the participants’ motivation to find solutions was commendable. As an empowered and motivated group of academics in OER-based e- Learning, they would be able to actively and constructively contribute towards future challenging endeavors which should ultimately have a significant impact on OUSL taking the leadership in Sri Lanka, in this novel arena.
  21. 21. 14-16 October 2015 2121 Acknowledgements •Commonwealth Educational Media Centre for Asia (CEMCA) – For providing the course & financial support •The Open University of Sri Lanka (OUSL) – For support in implementation •Colleagues at Wawasan Open University (WOU), Malaysia, who were involved in the original course development •Participant academic staff members of the OUSL – For their valuable contributions

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