This document discusses the challenges of adapting open educational resources (OER) for use in a nationwide professional development course in Kenya. It describes how an OER course from the Open University (UK) on moving teaching online was remixed and localized for the Kenyan context. Key challenges included meeting national needs, adapting to the local context with variations, and constraints faced by learners with limited resources. Solutions involved conducting needs assessments, co-design workshops, and providing accessible, downloadable content with online and in-person support. Feedback found the adapted OER course had a positive impact on building digital education capacity in Kenyan universities.
Adapting OER: Addressing the Challenges of Reuse When Designing for HE Capacity Development
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Adapting OER: Addressing the Challenges of Reuse
When Designing for HE Capacity Development
Fereshte Goshtasbpour, Rebecca Ferguson, Beck Pitt, Simon Cross and
Denise Whitelock (The Open University, UK)
Fereshte.Goshtasbpour@open.ac.uk
@Gfereshte
2. 2
Background
Pandemic and the urge to move on-
campus teaching online within
weeks
Universities not having the skills nor the
resources to change their pedagogic
approaches to follow best practices in
online educational settings
There was an urgent need for contextually relevant professional training for educators
that could be accessed at a distance
3. 3
Professional development and OER
Good quality professional development takes time to develop but Open
Educational Resources (OER) offer the opportunity to access relevant
content.
OER are “teaching, learning, and research materials that are either (a)
in the public domain or (b) licensed in a manner that provides everyone
with free and perpetual permission to engage in the 5R activities of
Retain, Reuse, Revise, Remix and Redistribute”
(Creative Common, 2010)
4. 4
Challenges of remixing and localising OER
Although high quality OER relating to moving teaching online are
available, there are challenges associated with adapting them to a new
context(s).
• Customising content to reflect local resources
• Lack of non-English content (Dominance of English language resources
and bias)
• Translation and appropriate use of language in contexts with many
dialects and languages within one country
• understanding learner and educator contexts (e.g. connectivity,
software)
• Accessibility
5. 5
Challenges of remixing and localising OER
• License type compactivity
• Institutional policy and support
• Institutional norms and traditions associated with learning and
teaching
• Cross-department collaboration
(Wang and Towey, 2017; Amiel 2014; Ivins 2011)
6. 6
This study
Research question
What are the challenges involved in adapting OER for use on a nationwide
professional development course and how can these be addressed?’
Context
• OER- ‘Take Your Teaching Online’, a badged open course from The Open
University (UK), hosted on the OpenLearn platform
• Remixed and contextualised to design and deliver a nationwide capacity
development programme (Skills for Prosperity Kenya)
• Aim: to build expertise of Kenyan HE staff in digital education
• Scope: all 37 public universities in Kanya
• Audience: educators, support staff, managers
7. 7
This study
Methodology
• Method- Critical reflection (Hewitt, 2015 and Morely, 2008)
• Participants- educators who designed the course
• Data source- individual accounts; learning design documents including
course outline, meeting notes, and reflective email conversations; the
course; course engagement; post-course survey responses; and learner
activity following completion.
• Conceptual framework for analysis- Conole (2014 and 2018) 7 Cs of
learning design: Conceptualise, Create, Communicate, Collaborate,
Consider, Combine and Consolidate
8. 8
Findings: Challenging in reusing OER
Challenges of adapting OER for an online nationwide capacity development
programme
Meeting national needs Retention and completion
Adapting to local context (Kenya) Technical support
Variation in local context Low resources (e.g., internet connection)
Individual learner needs Staffing levels
Learner agency Inclusivity
Constraints on learners (e.g. time,
workload)
Accessibility
Range of learner roles COVID-19 conditions
Learner unfamiliarity with online
learning
Creation of new OER where appropriate
Appropriate pedagogical approach Consultation and forward planning
Assessment and recognition of
learning
OER sustainability
9. 9
Repurposing and localising the OER
Pedagogical approach: The OU’s supported open learning (McAndrew & Weller, 2005)
• flexible (learners work where and when they choose to fit in with their professional
and personal commitments)
Challenges to consider:
• Conditions caused by Covid (workload, working hours, changing priorities,
working off campus)
• Staff motivation
• Retention and recognition of achievement
Solutions:
• Asynchronous, self-pace delivery mode with flexible scheduling
• Downloadable content
• Recording of synchronous session
• Distributed award system
10. 10
Repurposing and localising the OER
Pedagogical approach: The OU’s supported open learning (McAndrew & Weller, 2005)
• inclusive (needs of different learners are accommodated)
Challenges to consider:
• Attending to national, local and role related needs
• Attending to needs of learners with disability
• learners’ unfamiliarity with online learning
• Constraints on learners (e.g. time)
• Limited resources (broadband, devices used)
Solutions
• conducted role-based needs assessment based on JISC digital capabilities
framework (3 groups)
• Liaised with a local educational consultant
• Conducted co-design workshops with stakeholder to create new content,
activities, images and illustrations
11. 11
Repurposing and localising the OER
Pedagogical approach: The OU’s supported open learning (McAndrew & Weller, 2005)
• Solutions
• Provided downloadable content in multiple formats
• Provided accessible content via an accessible learning platform (OpenLearn
Create)
• Adapted and contextualised the course language and activities
• Provided online study skills sessions
• Provided one-to-one support (online and in Kenya)
• Established an online community of practice for support
12. 12
Repurposing and localising the OER
Pedagogical approach: The OU’s supported open learning (McAndrew & Weller, 2005)
• social (learners have the opportunity to communicate and meet)
Challenges to consider:
• Enable learners from different universities to communicate and network safely
• Enable learners to communicate with course academic and technical teams
Solutions
• Established an online community of practice (peer interactions and
communication with the course academic team)
• Ran expert webinars and discussions
• Offered special-occasion webinars (e.g. mid-course and
graduation webinars)
• Offered mentoring sessions
• Ran practical workshops
13. 13
Repurposing and localising the OER
Pedagogical approach: The OU’s supported open learning (McAndrew & Weller, 2005)
• learning support (staff provide academic expertise, support and guidance)
Challenges to consider:
• Learning/pedagogical support
• Technical and administrative support
Solutions
• Online community of practice (peer and educator support)
• Practical workshops
• Technical and admin support
• Kenya-based support
14. 14
Future of this OER
2022-2023
• We have updated and revised the content of original Take Your Teaching
Online (2018) open course based on feedback from course educators and
participants to offer it again as a free CPD course (suitable for a global
context)
• 3 Kenyan universities are repurposing and localising this course to offer it to
a larger number of staff in their universities and as a route for promotions
• The government of Kenya (State Department) will make the course available
to more staff in both public and private universities after project ends
16. 16
Q & A
Thank you!
fereshte.goshatsbpour@open.ac.uk
@Gfereshte
17. 17
Acknowledgement
Illustrations in this presentation are original or remixed
versions of a selection of
images produced by Visual Thinkery for the UK-Aid
Funded Skills for Prosperity Kenya programme, and are
licensed CC BY 4.0
18. 18
References
Amiel, T. (2013) “Identifying barriers to the remix of translated open educational resources”, The International
Review of Research in Open and Distributed Learning, Vol. 14, No. 1, pp 126-144.
https://doi.org/10.19173/irrodl.v14i1.1351
Conole, G. (2014) “The 7Cs of Learning Design – a new approach to rethinking design practice”. In Bayne, S.,
Jones, C., de Laat, M., Ryberg, T. and Sinclair, C. Proceedings of the 9th International Conference on Networked
Learning 2014. [online],
https://www.lancaster.ac.uk/fss/organisations/netlc/past/nlc2014/abstracts/pdf/conole.pdf, Edinburgh, UK.
Conole, G., (2018) “Developing digital literacies through continuing professional development”, Educația Plus,
Vol 19, No. 1, pp.21-30.
Hewitt, E. (2015). Building bridges: the use of reflective oral diaries as a qualitative research tool. International
Journal of Research & Method in Education. 40(4):1-15. Doi: 10.1080/1743727X.2015.1114601
McAndrew, P., Weller, M. (2005) Applying Learning Design to Supported Open Learning. In: Koper, R., Tattersall,
C. (eds) Learning Design, Springer, Berlin, Heidelberg. https://doi.org/10.1007/3-540-27360-3_17 .
Morely, C. (2008). Critical reflection as a research methodology. In Liamputtong, P. and Rumbold, J. Eds.
Knowing Differently: Art-based and Collaborative Research Methods. Chapter 14: 148-163. New York: Nova
Science Publishers.
Wang, T., & Towey, D. (2017, December). Open educational resource (OER) adoption in higher education:
Challenges and strategies. In 2017 IEEE 6th International Conference on Teaching, Assessment, and Learning
for Engineering (TALE) (pp. 317-319). IEEE.
Editor's Notes
Pandemic and the urge to move on-campus teaching online within weeks.
skills nor the resources to change their pedagogic approaches to follow best practices developed and trialled in online educational settings over the past three decades
In order to address the research question, the three educators who designed the course reflected critically on each stage of the learning design, focusing on the use of OER. Sources of data for this critical reflection were: individual accounts; learning design documents including course outline, meeting notes, and reflective email conversations; the course; course engagement; post-course survey responses; and learner activity following completion. Individual narratives and personal experiences of the three lead educators were used to strengthen the overall account.
Before the course, educators define what, why and who the course is designed for and decide its principles and pedagogical approach (Conceptualise). While the course is running, students are supported to engage in activities that provide opportunities for learning; creating new materials or repurposing existing ones (Create), communicating and interacting (Communication), working together (Collaborate); and then reflecting and working on assessment tasks (Consider). As the course ends, learning designers and educators can reflect on the success of the design and how it could be modified, taking into account factors such as time required for tasks, activity types, and timeline of different activities (Combine). Finally, course effectiveness is evaluated, and changes are made (Consolidate).
IMPORTANT- explain conditions caused by COVID (working from home=unreliable and expensive internet)
The course ran during the pandemic when most learners were in full-time employment. Five delivery considerations were therefore critical: flexible scheduling, retention challenges, Internet access, learners’ limited experience of online study, and inclusion / accessibility. The course had to be delivered online, offering flexibility with minimum demand on staff time. An asynchronous self-paced delivery mode was chosen. The flexible scheduling enabled learners to engage at their own pace, fitting study around their work and family commitments. This flexibility was also valuable for learners with disabilities such as dyslexia or long Covid that can make concentrating and remembering information difficult.
The disruption caused by the pandemic to personal and professional lives meant there was a risk learners would be unable to complete the course. A distributed award system of digital badges and a certificate was developed to encourage participation and completion. Badges were awarded for successful completion of the first and second halves of the course, and everyone who completed the course also received a certificate.
The pandemic meant most university staff in Kenya were working off-campus. This had connectivity and access implications (i.e. limited or unreliable internet). The course was therefore available in multiple formats that could be downloaded. This allowed learners to download learning resources when they had Internet access and then work on them offline.
Flexible scheduling enabled learners to engage at their own pace. The option to study in short bursts and return to challenging material provided the time necessary to process and engage with content. However, although most of the measures taken to support learners were successful, when the course ran, this flexibility affected peer interactions and the course community activities negatively
Accessibility and inclusion strategies included provision of technical support and guidance through an accessible learning platform, downloadable learning content, an online community of practice and a technical team. Learning content and activities were designed to meet international accessibility standards, all images and diagrams were accompanied by alternative text for screen readers, and all videos had transcripts. Transcripts accommodated not only the needs of some learners with disabilities but also the needs of learners who did not have the bandwidth to view a video but were able to download a transcript. In addition, when revising the content, local images and examples were used, clip-arts were repurposed, and examples of inclusive practice were provided.
Accessible content (e.g. ALT text; video transcription; flexible scheduling)
Accessibility and inclusion strategies included provision of technical support and guidance through an accessible learning platform, downloadable learning content, an online community of practice and a technical team. Learning content and activities were designed to meet international accessibility standards, all images and diagrams were accompanied by alternative text for screen readers, and all videos had transcripts. Transcripts accommodated not only the needs of some learners with disabilities but also the needs of learners who did not have the bandwidth to view a video but were able to download a transcript. In addition, when revising the content, local images and examples were used, clip-arts were repurposed, and examples of inclusive practice were provided.
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