Developing a communications strategy for ROER4D - insights for the South African Institute for Distance Education
Seminar presented by Sukaina Walji, 22 May, 2017, Johannesburg
Reflections on developing an evaluation and communications strategy for the ...ROER4D
Reflections on developing an evaluation and communications strategy for the ROER4D project
Sukaina Walji and Sarah Goodier
ROER4D Communications and Evaluation Advisors
Presentation for DECI-2 workshop
Cape Town, 4 May 2016
Open Educational Resources (OER) challenge the current storylines that steer higher education and publishers’ business models by providing students with access to alternative learning resources other than the traditional textbook or lecturer-generated teaching materials. To what extent students take up the opportunity to search for and find OER that are sufficiently authoritative and current to be considered worthwhile and suitably relevant to their context to be considered useful, is yet to be established in the Global South. Likewise it is also not fully understood to what degree lecturers take the time to explore the Internet to locate existing teaching materials to compare these to their own materials, to legally reuse, revise, remix and redistribute educational resources, and/or to contribute their original materials for others to reuse in specified ways. In fact it is not yet known to what extent students and lecturers are even aware of OER and how they are different from any other materials available on the Internet, let alone how they may practically access these materials in geographically remote or connectivity poor environments in countries in the Global South. Least of all, we have insufficient evidence about the actual impact of OER in the Global South on informal and formal students’ satisfaction or performance or lecturers’ pedagogical practices even though these benefits are widely touted.
Engaging with audiences early: the role of social media and networks in deve...ROER4D
Engaging with audiences early:
the role of social media and networks in developing a communications strategy for a global research project
Association of Business Communications (ABC) Regional Conference, Cape Town,
6-8 Jan 2016
Researching Open Educational Resources for Development (ROER4D) in the Global...ROER4D
Researching Open Educational Resources for Development (ROER4D) in the Global South
2nd International Conference on Open and Distance e-Learning, Metro Manila, Philippines, 19 June 2014
Patricia Arinto, Deputy Principal Investigator
Dimensions of open research: critical reflections on openness in the ROER4D p...ROER4D
Dimensions of open research: critical reflections on openness in the ROER4D project
Thomas King, Cheryl Hodgkinson-Williams, Michelle Willmers, Sukaina Walji
University of Cape Town
OE Global Conference 2016, 14-16 April, Krakow, Poland
ROER4D Update March 2016 - Presentation to the Hewlett FoundationROER4D
Research on Open Educational Resources for Development (ROER4D) in the Global South:
Update March 2016
Cheryl Hodgkinson-Williams with the ROER4D team's presentation to the Hewlett Foundation, UCT, Cape Town
14 March 2016
ROER4D Overview Brown Bag Session for CILT 6 March 2014v6finalROER4D
An overview of ROER4D's activities presented to colleagues at the Centre for Innovation in Learning and Teaching at the University of Cape Town. ROER4D is a Research project on Open Educational Resources for Development in the Global South. The project is funded by the IDRC, Canada and hosted at the University of Cape Town (UCT), South Africa.
Reflections on developing an evaluation and communications strategy for the ...ROER4D
Reflections on developing an evaluation and communications strategy for the ROER4D project
Sukaina Walji and Sarah Goodier
ROER4D Communications and Evaluation Advisors
Presentation for DECI-2 workshop
Cape Town, 4 May 2016
Open Educational Resources (OER) challenge the current storylines that steer higher education and publishers’ business models by providing students with access to alternative learning resources other than the traditional textbook or lecturer-generated teaching materials. To what extent students take up the opportunity to search for and find OER that are sufficiently authoritative and current to be considered worthwhile and suitably relevant to their context to be considered useful, is yet to be established in the Global South. Likewise it is also not fully understood to what degree lecturers take the time to explore the Internet to locate existing teaching materials to compare these to their own materials, to legally reuse, revise, remix and redistribute educational resources, and/or to contribute their original materials for others to reuse in specified ways. In fact it is not yet known to what extent students and lecturers are even aware of OER and how they are different from any other materials available on the Internet, let alone how they may practically access these materials in geographically remote or connectivity poor environments in countries in the Global South. Least of all, we have insufficient evidence about the actual impact of OER in the Global South on informal and formal students’ satisfaction or performance or lecturers’ pedagogical practices even though these benefits are widely touted.
Engaging with audiences early: the role of social media and networks in deve...ROER4D
Engaging with audiences early:
the role of social media and networks in developing a communications strategy for a global research project
Association of Business Communications (ABC) Regional Conference, Cape Town,
6-8 Jan 2016
Researching Open Educational Resources for Development (ROER4D) in the Global...ROER4D
Researching Open Educational Resources for Development (ROER4D) in the Global South
2nd International Conference on Open and Distance e-Learning, Metro Manila, Philippines, 19 June 2014
Patricia Arinto, Deputy Principal Investigator
Dimensions of open research: critical reflections on openness in the ROER4D p...ROER4D
Dimensions of open research: critical reflections on openness in the ROER4D project
Thomas King, Cheryl Hodgkinson-Williams, Michelle Willmers, Sukaina Walji
University of Cape Town
OE Global Conference 2016, 14-16 April, Krakow, Poland
ROER4D Update March 2016 - Presentation to the Hewlett FoundationROER4D
Research on Open Educational Resources for Development (ROER4D) in the Global South:
Update March 2016
Cheryl Hodgkinson-Williams with the ROER4D team's presentation to the Hewlett Foundation, UCT, Cape Town
14 March 2016
ROER4D Overview Brown Bag Session for CILT 6 March 2014v6finalROER4D
An overview of ROER4D's activities presented to colleagues at the Centre for Innovation in Learning and Teaching at the University of Cape Town. ROER4D is a Research project on Open Educational Resources for Development in the Global South. The project is funded by the IDRC, Canada and hosted at the University of Cape Town (UCT), South Africa.
Cheryl Hodgkinson-Williams' Keynote presentation slides for 2nd Regional Symposium on Open Educational Resources (OER). Presentation title: Degrees of ease: Adoption of OER, Open Textbooks and MOOCs in the Global South
Cheryl Hodgkinson-Williams, (the Principal Investigator of the Research on Open Educational Resources for Development (ROER4D) project) and Andrew Deacon, from the Centre for Innovation for Learning and Teaching (CILT), presented a short seminar for the Chemical Engineering Department at the University of Cape Town on OER and MOOCs.
Making MOOCs and changing open educational practicesROER4D
Making MOOCs and changing open educational practices
Laura Czerniewicz, Andrew Deacon, Sukaina Walji, Michael Glover
9 March 2017
Presentation at Open Education Global Conference 2017
Open Education for a Multicultural World:
A report from the Research on Open Educational Resources for Development (ROER4D) project
in the Global South
ROER4D Cape Town Workshop Overview 9 Dec 2013ROER4D
Overview of 1st ROER4D Workshop by Professor Cheryl Hodgkinson-Williams held 9 December 2013. ROER4D is a Research project on Open Educational Resources for Development in the Global South, focussing on post-secondary education. The project is funded by the IDRC, Canada and hosted at the University of Cape Town (UCT), South Africa.
Understanding the nature of OEP for OER adoption in Global South contexts: Em...ROER4D
Understanding the nature of OEP for OER adoption in Global South contexts: Emerging lessons from the ROER4D project
Presentation at OER17 London 5-6 April 2017
Sukaina Walji & Cheryl Hodgkinson-Williams
Hewlett Foundation Presentation OER2011 public ccOER Commons
The William and Flora Hewlett Foundation's presentation at the Open Educational Resources Grantees Meeting, OER 2011: The Impact of Open on Teaching and Learning
Presenters: Barbara Chow, Vic Vuchic, Kathy Nicholson
Ramirez-Montoya (2020) recently presented a review of literature pertaining OER and educational innovation, noting that although definitions of openness vary across sectoral spaces, the crossover between openness and innovation is an area of increasing interest. A core part of the story of open educational resources is that they can be used to create spaces for innovation in teaching and learning (Orr et al., 2015; Pitt & Smyth, 2017; Weller et al., 2015). As Coughlan et al. (2018) argue, there has been a lack of detailed analysis of the specific function of OER as a driver of innovation, and a single model has not yet captured the multi-faceted relationship between openness and innovation.
This presentation will present an overview of several major theories of innovation as they relate to contexts of open education, making clear connections to open educational practice and showing how innovation theories can apply to OER. The presentation is likely to be of interest to practitioners wishing to have a stronger theoretical and practical understanding of how OER can support innovative practice.
• Task-Artefact Cycle (Carroll, Kellog & Rosson, 1991)
• The diffusion of innovations theory (Rogers, 2010)
• SAMR framework (Puentedura, 2006; Orr et al., 2015)
• Cyclic Innovation Model (Berkhout, 2007)
• Forms of innovation in OER (Coughlan, Pitt & Farrow, 2018)
This work contributes to the European Network for Catalysing Open Resources in Education (ENCORE+). ENCORE+ is a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project will run from 2021 to 2023 to support the modernisation of education in the European area through OER.
The Global OER Graduate Network (GO-GN): Engaging Doctoral Research with Open...Robert Farrow
This workshop was led by the Global OER Graduate Network (GO-GN) team (http://go-gn.net/). GO-GN is a network of PhD candidates around the world whose research projects include a focus on open education. These doctoral researchers are at the core of the network while around them, experts, supervisors, mentors and interested parties connect to form a community of practice. Considering the growth of open research and the commitment of research funders to follow this approach, there is a need to understand what open research practices imply. This involves understanding the benefits and challenges of making research more visible to increase impact and opportunities for collaboration with other researchers when doing a PhD and when pursuing a career in academia.
The workshop will focus on introducing the network possibilities for PhD students, including worldwide support to those researching in the different areas of open education. We will expose the values of the network promoting equity and inclusion in the field of open education research and introduce the different types of events we host such as an annual face-to-face workshop and online events. As well, we will discuss the support for alumni and members with a funded fellowship scheme and the acknowledgement of our members’ achievements through our annual awards. At the second part of the workshop, we will have a practical exercise with the audience to promote the co-authoring of research publications with our members. Two examples of those which will be disclosed are the research methods handbook, awarded with the 2020 Open Education Award for Excellence Winner, and the Research Review Summer 2020.
Open Education Research: Methodology Insights from the Global OER Graduate Ne...Robert Farrow
This session will present an overview of the Global OER Graduate Network research methods handbook. The handbook, published in 2020, was developed by members of the network who are doctoral and post-doctoral researchers in open education, and serves as a useful starting point for anyone wishing to do research in education with a focus on OER, MOOCs or OEP.
An accessible and brief description of the types of methods typically used in research into education and educational technology will be provided. Some of the contrasting philosophical, epistemological and ontological commitments of different research paradigms will be used to differentiate alternative methodologies. Theoretical perspectives will be outlined (but not fully explored).
State-of-the-art approaches will be explored and their relevance for open education explained. The presentation will use examples of current doctoral research to highlight the use of different methods, and will convey insights into using different methods as shared by the researchers. This includes reflections on using different methods, and advice for conducting similar work.
Finally, the presentation will offer up for discussion a provisional model of open scholarship including open practices (agile project management; directly influencing practice; radical transparency; sharing research instruments; social media presence; networks); open science (open access; open data; open licensing); digital innovation (HCI; data science; open source technologies); and normative elements (challenging dominant narratives; promoting social justice; and reducing barriers to educational access).
Reference:
Farrow, R., Iniesto, F., Weller, M. & Pitt., R. (2020). The GO-GN Research Methods Handbook. Open Education Research Hub. The Open University, UK. CC-BY 4.0. http://go-gn.net/gogn_outputs/research-methods-handbook/
Researching OER in the Open: developments and deliberations in the ROER4D pro...ROER4D
Researching OER in the Open: developments and deliberations in the ROER4D project.
Seminar for Centre for Higher Education Development (CHED) Research Seminar series, University of Cape Town
9 March 2016
A/Prof Cheryl Hodgkinson-Williams
A introduction and overview of Open Educational Resources (OER): what they are; how open licences work; how OER are used; and how they support innovation
Scoping: The GO-GN Guide to Conceptual Frameworks Robert Farrow
Slides from a webinar on the forthcoming GO-GN Guide to Conceptual Frameworks. This presentation discusses the rationale for a Handbook to guide doctoral students and reviews some literature on theories, theoretical frameworks, conceptual frameworks, models, and other constructs. This webinar is part of the scoping process for a forthcoming publication.
The Student-Inquirer Identity During the Master Thesis in an Online UniversityAngelos Konstantinidis
When students are conducting their research project as part of their studies, they can be better prepared for the societal and professional challenges of the future. This study contributes to the research of the inquirer identity by elaborating a model for the assessment of student-inquirer identity skills in light of the development of a master thesis in an education-related field in an online university. The model presents student-inquirer identity as a dynamic multiplicity of ten skills related to the five phases of the practice of inquiry (search and focus, understand and explore, design and implement, interpret/evaluate and reflect, write and present). Based on the model, a questionnaire that measures students’ inquiry skills during the development of the master thesis was constructed. The questionnaire is comprised of ten sub-scales with 42 Likert-type items in total. 154 students of the Universitat Oberta de Catalunya responded to the questionnaire. Findings revealed that, overall, online students develop inquiry skills to a moderate extent while conducting their master thesis.
Reflections on developing an evaluation and communications strategy for the R...SarahG_SS
A joint presentation given at the DECI-2 Workshop held in Cape Town on 3-5 May 2016. This presentation briefly outlines the ROER4D project and then briefly explores the evaluation and communications strategy. This presentation also gives feedback to the DECI-2 project on what worked and some sugestions for improvement in their mentoring process of the ROER4D project.
Cheryl Hodgkinson-Williams' Keynote presentation slides for 2nd Regional Symposium on Open Educational Resources (OER). Presentation title: Degrees of ease: Adoption of OER, Open Textbooks and MOOCs in the Global South
Cheryl Hodgkinson-Williams, (the Principal Investigator of the Research on Open Educational Resources for Development (ROER4D) project) and Andrew Deacon, from the Centre for Innovation for Learning and Teaching (CILT), presented a short seminar for the Chemical Engineering Department at the University of Cape Town on OER and MOOCs.
Making MOOCs and changing open educational practicesROER4D
Making MOOCs and changing open educational practices
Laura Czerniewicz, Andrew Deacon, Sukaina Walji, Michael Glover
9 March 2017
Presentation at Open Education Global Conference 2017
Open Education for a Multicultural World:
A report from the Research on Open Educational Resources for Development (ROER4D) project
in the Global South
ROER4D Cape Town Workshop Overview 9 Dec 2013ROER4D
Overview of 1st ROER4D Workshop by Professor Cheryl Hodgkinson-Williams held 9 December 2013. ROER4D is a Research project on Open Educational Resources for Development in the Global South, focussing on post-secondary education. The project is funded by the IDRC, Canada and hosted at the University of Cape Town (UCT), South Africa.
Understanding the nature of OEP for OER adoption in Global South contexts: Em...ROER4D
Understanding the nature of OEP for OER adoption in Global South contexts: Emerging lessons from the ROER4D project
Presentation at OER17 London 5-6 April 2017
Sukaina Walji & Cheryl Hodgkinson-Williams
Hewlett Foundation Presentation OER2011 public ccOER Commons
The William and Flora Hewlett Foundation's presentation at the Open Educational Resources Grantees Meeting, OER 2011: The Impact of Open on Teaching and Learning
Presenters: Barbara Chow, Vic Vuchic, Kathy Nicholson
Ramirez-Montoya (2020) recently presented a review of literature pertaining OER and educational innovation, noting that although definitions of openness vary across sectoral spaces, the crossover between openness and innovation is an area of increasing interest. A core part of the story of open educational resources is that they can be used to create spaces for innovation in teaching and learning (Orr et al., 2015; Pitt & Smyth, 2017; Weller et al., 2015). As Coughlan et al. (2018) argue, there has been a lack of detailed analysis of the specific function of OER as a driver of innovation, and a single model has not yet captured the multi-faceted relationship between openness and innovation.
This presentation will present an overview of several major theories of innovation as they relate to contexts of open education, making clear connections to open educational practice and showing how innovation theories can apply to OER. The presentation is likely to be of interest to practitioners wishing to have a stronger theoretical and practical understanding of how OER can support innovative practice.
• Task-Artefact Cycle (Carroll, Kellog & Rosson, 1991)
• The diffusion of innovations theory (Rogers, 2010)
• SAMR framework (Puentedura, 2006; Orr et al., 2015)
• Cyclic Innovation Model (Berkhout, 2007)
• Forms of innovation in OER (Coughlan, Pitt & Farrow, 2018)
This work contributes to the European Network for Catalysing Open Resources in Education (ENCORE+). ENCORE+ is a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project will run from 2021 to 2023 to support the modernisation of education in the European area through OER.
The Global OER Graduate Network (GO-GN): Engaging Doctoral Research with Open...Robert Farrow
This workshop was led by the Global OER Graduate Network (GO-GN) team (http://go-gn.net/). GO-GN is a network of PhD candidates around the world whose research projects include a focus on open education. These doctoral researchers are at the core of the network while around them, experts, supervisors, mentors and interested parties connect to form a community of practice. Considering the growth of open research and the commitment of research funders to follow this approach, there is a need to understand what open research practices imply. This involves understanding the benefits and challenges of making research more visible to increase impact and opportunities for collaboration with other researchers when doing a PhD and when pursuing a career in academia.
The workshop will focus on introducing the network possibilities for PhD students, including worldwide support to those researching in the different areas of open education. We will expose the values of the network promoting equity and inclusion in the field of open education research and introduce the different types of events we host such as an annual face-to-face workshop and online events. As well, we will discuss the support for alumni and members with a funded fellowship scheme and the acknowledgement of our members’ achievements through our annual awards. At the second part of the workshop, we will have a practical exercise with the audience to promote the co-authoring of research publications with our members. Two examples of those which will be disclosed are the research methods handbook, awarded with the 2020 Open Education Award for Excellence Winner, and the Research Review Summer 2020.
Open Education Research: Methodology Insights from the Global OER Graduate Ne...Robert Farrow
This session will present an overview of the Global OER Graduate Network research methods handbook. The handbook, published in 2020, was developed by members of the network who are doctoral and post-doctoral researchers in open education, and serves as a useful starting point for anyone wishing to do research in education with a focus on OER, MOOCs or OEP.
An accessible and brief description of the types of methods typically used in research into education and educational technology will be provided. Some of the contrasting philosophical, epistemological and ontological commitments of different research paradigms will be used to differentiate alternative methodologies. Theoretical perspectives will be outlined (but not fully explored).
State-of-the-art approaches will be explored and their relevance for open education explained. The presentation will use examples of current doctoral research to highlight the use of different methods, and will convey insights into using different methods as shared by the researchers. This includes reflections on using different methods, and advice for conducting similar work.
Finally, the presentation will offer up for discussion a provisional model of open scholarship including open practices (agile project management; directly influencing practice; radical transparency; sharing research instruments; social media presence; networks); open science (open access; open data; open licensing); digital innovation (HCI; data science; open source technologies); and normative elements (challenging dominant narratives; promoting social justice; and reducing barriers to educational access).
Reference:
Farrow, R., Iniesto, F., Weller, M. & Pitt., R. (2020). The GO-GN Research Methods Handbook. Open Education Research Hub. The Open University, UK. CC-BY 4.0. http://go-gn.net/gogn_outputs/research-methods-handbook/
Researching OER in the Open: developments and deliberations in the ROER4D pro...ROER4D
Researching OER in the Open: developments and deliberations in the ROER4D project.
Seminar for Centre for Higher Education Development (CHED) Research Seminar series, University of Cape Town
9 March 2016
A/Prof Cheryl Hodgkinson-Williams
A introduction and overview of Open Educational Resources (OER): what they are; how open licences work; how OER are used; and how they support innovation
Scoping: The GO-GN Guide to Conceptual Frameworks Robert Farrow
Slides from a webinar on the forthcoming GO-GN Guide to Conceptual Frameworks. This presentation discusses the rationale for a Handbook to guide doctoral students and reviews some literature on theories, theoretical frameworks, conceptual frameworks, models, and other constructs. This webinar is part of the scoping process for a forthcoming publication.
The Student-Inquirer Identity During the Master Thesis in an Online UniversityAngelos Konstantinidis
When students are conducting their research project as part of their studies, they can be better prepared for the societal and professional challenges of the future. This study contributes to the research of the inquirer identity by elaborating a model for the assessment of student-inquirer identity skills in light of the development of a master thesis in an education-related field in an online university. The model presents student-inquirer identity as a dynamic multiplicity of ten skills related to the five phases of the practice of inquiry (search and focus, understand and explore, design and implement, interpret/evaluate and reflect, write and present). Based on the model, a questionnaire that measures students’ inquiry skills during the development of the master thesis was constructed. The questionnaire is comprised of ten sub-scales with 42 Likert-type items in total. 154 students of the Universitat Oberta de Catalunya responded to the questionnaire. Findings revealed that, overall, online students develop inquiry skills to a moderate extent while conducting their master thesis.
Reflections on developing an evaluation and communications strategy for the R...SarahG_SS
A joint presentation given at the DECI-2 Workshop held in Cape Town on 3-5 May 2016. This presentation briefly outlines the ROER4D project and then briefly explores the evaluation and communications strategy. This presentation also gives feedback to the DECI-2 project on what worked and some sugestions for improvement in their mentoring process of the ROER4D project.
Evaluating Twitter network growth: A case study using Social Network AnalysisSarahG_SS
A presentation given at the European Evaluation Society 2016 Conference held at MECC Maastricht from 26-30 September 2016. This presentation outlines a part of the Networking evaluation for the ROER4D project, focusing on Twitter reach and engagement and the social network analysis (SNA) tools workflow that enables the data collection and analysis.
Evaluating an open research project: Benefits and challenges from the ROER4D ...SarahG_SS
Presentation made at the Open Education Global 2017 Conference held at the CTICC from 8-10 March 2017. This presentation looked at the the evaluation of the ROER4D project, a project that is committed to open research. The open approach in the project work informed the evaluation approach used and has highlighted considerations around the ethical sharing of evaluation findings and outputs, including at which stage and with whom. Some of the benefits and challenges of evaluating such an open project are presented.
Digital Student: Further Education and Skills projectRhona Sharpe
The
Jisc
Digital
Student
project
has
investigated
the
expectations
and
experiences
of
technology
provision
held
by
students
coming
into
higher
education,
and
also
funded
a
small
review
of
current
practice
within
secondary
schools.
The
further
education
(FE)
and
skills
project
ran
between
1
June
2014
and
30
April
2015
in
order
to
extend
the
findings
of
the
Digital
Student
project
to
further
education
and
skills.
The
project
undertook
a
comprehensive
desk
review
based
on
63
reports
from
the
FE
and
Skills
sector,
conducted
12
focus
groups
with
220
learners
across
six
general
FE
colleges,
and
contributed
to
six
national
consultation
events
and
five
other
dissemination
events.
The
project
has
produced
a
range
of
resources,
trialled
and
iteratively
improved
through
the
consultation
events
in
order
to
support
staff
in
FE
to
understand
the
experiences
of
all
learners
when
using
technology,
and
to
design
services
which
meet
their
needs.
The
project
resources
can
be
used
by
colleges
to
gather
experiences
and
expectations
from
their
own
learners.
Recommendations
are
made
for
colleges,
and
for
Jisc
and
its
sector
partners.
The iterative engagement between curation and evaluation in an open research ...ROER4D
The iterative engagement between curation and evaluation in an open research project: A utilization-focused approach Presentation for the AVU Conference 1-3 July 2015 by Sarah Goodier
The iterative engagement between curation and evaluation in an open research ...SarahG_SS
Presentation at the African Virtual University (AVU) in Nairobi, Kenya in July 2015. This practice-based presentation outlines the iterative engagement between ROER4D’s curation strategy and evaluation of this project objective, and analyses how this facilitates development of the evaluation plan. Opportunities and challenges of developing and evaluating a curation strategy for such a large-scale open research project are also highlighted.
‘Open, ready and agile’: Developing a communications strategy for the Researc...ROER4D
Open, ready and agile: developing a communications strategy for the ROER4D project. Presented by Sukaina Walji at Open Education Global Conference 2015, Banff, Alberta
23 April 2015.
PARTHENOS Community Involvement and RequirementsParthenos
Presentation by Sebastian Drude for the PARTHENOS workshop "Introducing PARTHENOS - Integrating the Digital Humanities" on 14 December 2016 in Prato, Italy.
A coordinated approach to Library and Information Science Research: the UK ex...Hazel Hall
In 2009, the Library and Information Science (LIS) Research Coalition was established in the UK by major players in the LIS landscape. The Coalition had a particular interest in supporting practicing librarians and information scientists, both in how they can access and exploit available research in their work, and in their own development as practitioner researchers.
One of the Coalition’s key initiatives was the Developing Research Excellence and Methods (DREaM) project, through which a formal UK-wide network of LIS researchers was successfully developed. In this presentation, Professor Hall discusses how the LIS Research Coalition tackled the challenges of LIS research at a national level and reflects on the longer-term impact of the project with particular reference to the findings of the DREaM Again project—a recent follow-up exploration of the lasting impacts of DREaM. Not only have half of the DREaM participants been actively involved in research since the end of the project, but just under half report that their research outputs have already had an impact—informing policy, and/or determining information services provision, and/or developing the LIS research agenda. Analysis of the network ties between the participants reveals that a loose but persistent network of DREaMers endures, wherein both social and work-related connections are important.
Presentation by the ROER4D Curation and Dissemination Manager, Michelle Willmers, on Science Communication to the “Middleware for Collaborative Applications and Global Virtual Communities” (Magic) project.
This presentation draws from the experiences of the Research in Open Educational Resources for Development (ROER4D) project in discussing how open textbooks can address the demands for curriculum transformation and decolonialisation in South African higher education.
This presentation explores the meta-synthesis process undertaken in the Research on Open Educational Resources for Development (ROER4D) project through Archer's (2003) social realist theoretical perspective.
This presentation at OE Global 2018 discusses open educational resource and open eductional practice activities and projects in the Global South under Gidden's (2010) social inclusivity lens, with an eye to answering the question "Whether, why, and how do OEP and OER contribute to the social inclusion of underserved communities in the Global South?" It explores the idea that although OER and OEP may widen access to materials, they may also have an unintended consequence of reinforcing epistemic dependency on Global North pedagogies and theories.
The role of OER and OEP in promoting social inclusion in the Global SouthROER4D
This presentation explores whether or not Open Educational Resources and Open Educational Practices can be said to promote social inclusion in the Global South.
Factors enabling and constraining OER adoption and Open Education Practices: ...ROER4D
Factors enabling and constraining OER adoption and Open Education Practices: lessons from the ROER4D project
Sukaina Walji & Cheryl Hodgkinson-Williams
Centre for Innovation in Learning & Teaching, University of Cape Town
Presentation at World Conference for Online Learning,
Toronto, Canada, 15-19 October 2017
National, Provincial and Institutional Policy Influence on the Adoption of OE...ROER4D
National, Provincial and Institutional Policy Influence on the Adoption of OER in the Global South
Henry Trotter & Cheryl Hodgkinson-Williams
ICDE2017 / 17 October 2017 / Toronto, Canada
Degrees of social inclusion: Emerging insights from the ROER4D projectROER4D
Degrees of social inclusion: Emerging insights from the ROER4D project
Henry Trotter & Cheryl Hodgkinson-Williams
Open Education 2017 / 12 October 2017 / Anaheim, CA, USA
Degrees of social inclusion: Perspectives from the ROER4D projectROER4D
Degrees of social inclusion: Perspectives from the ROER4D project
Cheryl Hodgkinson-Williams & Henry Trotter
2nd World OER Congress, 19 September 2017, Slovenia
The influence of institutional culture on lecturers’ agency in relation to OE...ROER4D
The influence of institutional culture on lecturers’ agency in relation to OER contribution.
Presentation at OER17, London, April 2017
Glenda Cox and Henry Trotter
OER and OEP towards Equitable and Quality Education for AllROER4D
OER and OEP towards Equitable and Quality Education for All
Patricia B. Arinto
University of the Philippines - Open University
Open Education Global Conference, Cape Town, 8-10 March 2017
Development of the Open Educational Practices Impact Evaluation IndexROER4D
Development of the Open Educational Practices Impact Evaluation Index
Som Naidu
Monash University, Australia
Shironica P. Karunanayaka
The Open University of Sri Lanka
Open Education Global Conference 207
OER-INTEGRATED TEACHING AND LEARNING IN A POST-WAR NORTHERN SRI LANKAROER4D
OER-INTEGRATED TEACHING AND LEARNING
IN A POST-WAR NORTHERN SRI LANKA
Sasikala Kugamoorthy, M. Rajini, Shironica P. Karunanayaka and Som Naidu
The Open University of Sri Lanka
Monash University, Australia
Presentation at Open Education Global 2017
Exploring the cultural-historical factors influencing OER adoption in Mongoli...ROER4D
Exploring the cultural-historical factors influencing OER adoption in Mongolia’s higher education sector
Batbold Zagdragchaa & Henry Trotter
OE Global Conference 2017 Cape Town : 9 March 2017
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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Developing a communications strategy for ROER4D - insights for the South African Institute for Distance Education
1. Sukaina Walji, ROER4D Communications Advisor and Sub Project 10.3 researcher
Centre for Innovation in Learning & Teaching, University of Cape Town
Developing and planning a communications strategy for the ROER4D
project - sharing insights and lessons for
South African Institute for Distance Education
22 May 2017
2. Introductions
Sukaina (show pic of team)
2
ROER4D Network Hub team at CILT, UCT ROER4D Network with Lead Researchers
Please introduce yourself and say what you hope to get out of this
session...
3. ROER4D Phases 1 & 2
3
ROER4D Phase 1: Adoption Studies ROER4D Phase 2: Adoption & Impact Studies
18 independent sub-projects - 100 researchers & research assistants - 16 time zones - Aug 2013- Dec 2017
Hosted by the University of Cape Town, South Africa and Wawasan Open University, Malaysia
Funded by the IDRC & DFID
4. 4
Whether, how, for whom and under what circumstances can engagement with open
educational practices and resources provide equitable access to relevant, high
quality, affordable and sustainable education in the Global South?
Objectives
1. Build an empirical knowledge base on the use and impact of OER in education
2. Develop the capacity of OER researchers
3. Build a network of OER scholars
4. Communicate research to inform education policy and practice
5. Curate research data and publications for dissemination.
ROER4D question and objectives
5. 5
ROER4D was mentored by DECI-2 - an
IDRC project to develop research
communication and evaluation capacity
6. What do you mean by a “communications strategy”?
What does it look like?
A communications strategy as an output/thing?
A documented set of goals with targets and outcomes?
A map for what communications activities should look like?
A communications strategy as a process or way of doing?
An ongoing focus on doing communications throughout the lifetime of a project
or set time for the life of an organisation
6
7. Developing a communications strategy
The ROER4D story…in 3 phases
Phase 1: Designing a communications strategy
Phase 2: Implementing the communications plan
Phase 3: Iterating and responding to audiences
7
http://evaluationandcommunicationinpractice.net/resources-publications/resources-to-
get-you-started-in-research-communication
9. Phase 1: Readiness
Project or institutional readiness?
budgets, leadership support
Individual - who?
time, skills, resources
Build a communications mindset for a project
9
Need a minimum infrastructure
to get going with
communications work -
management and individual(s)
in place
Beyond a minimum infrastructure
in place the project needs people
who willingness to learn and
respond
10. Phase 1: Situational analysis
Focusses around a set of questions to see where you are…
Internal
Why do we need to communicate?
What are we already doing in terms of communications?
External
What’s happening in our space?
Who is interested in our work?
What opportunities are there to make any impact?
10
12. Phase 1: Developing your communications purposes
To what purpose are you communicating?
Write down all the purposes and objective behind that purpose
Audiences who are behind those purposes
How you might achieve that (methods and media)
Purposes (why) drive this but can’t be separated from audiences (who).
Depending on how much you already know about them, you might be able to start
talking about methods and media
12
15. Completing initial stakeholder analysis
15
4 purposes
established:
1.Visibility
2.Networking
3. Knowledge
generation
4. Research capacity
building
Internal and external
audiences established
mapped to purposes
-Researchers and
scholars
-’policy-makers’
-’funders’
-named individuals
Some methods
identified for
communicating
with audiences
-website
-social media
-outputs
Much of this is emergent and exploratory...
16. Phase 1: developing a communications strategy
16
While partially
complete this is
ongoing
communication objectives
aim to be measurable
statements that guide the
design and
implementation of the
Communication Strategy
17. Writing communications objectives
VISIBILITY
1. To establish ROER4D as a significant OER Research project using the website, Social Media (mainly Twitter and Facebook), Slideshare and
External Press among global OER networks, organisations and programmes to the extent that the project receives invitations for
dialogue and participation from external OER network members.
2. To establish credibility and receptivity (as research develops and findings can be communicated) through physical and online participation at
key conferences in 2014-2016 (and hopefully in 2017) with OER researchers and policy makers to the extent that positive feedback is
received and the project receives invitations for further dialogue and participation at other events.
KNOWLEDGE GENERATION
3. To share our research process openly with both internal researchers in the ROER4D network and external OER researchers, to
contribute to the field of ‘open research’, using Website, SlideShare, publications, social media, webinars to the extent that other networks
acknowledge and draw on the practices.
4. To share and communicate research findings that relate to use, adoption and impact of OER in Global South with both internal researchers
in ROER4D network and external OER researchers, using Website, OpenUCT/open repositories, Slideshare, publications, social media,
webinars, blog posts and external press to discuss findings to the extent that ROER4D becomes a “reference point” in the OER field
(increase # of papers and Slideshare downloads, increase in citations, increase in conference engagements and Twitter traffic).
NETWORKING (internal)
5. To build links among researchers within the ROER4D network by sharing information via email announcement, website, newsletter and
social media (especially when organizing face to face events and online interactions) to the extent that researchers report feeling part of the
ROER4D network (in end-of-event evaluation forms and social network analysis).
17
Describe “what” Specify “who”State “how” Indicators for success
18. Phase 2: Towards implementing communications
plan
18
Design of activities, selection of
media and channels for audiences
and described in communications
objectives plan
26. ROER4D presence enhanced with social media
Use of social media to amplify
conference attendance
Live tweeting during key
presentations
Participation in virtual events at
face to face events
Set up appointments with key
stakeholders
Virtual friendly “stalking” 26
28. Purpose and use of monitoring
To track effectiveness of communications strategy
-track media mentions and requests for participation
-track ROER4D publications and outputs
-track follower counts on social media
-formal evaluation as part of ROER4D evaluation
Monitor website via Google analytics
-input into redesign of website
-track popular pages on website
Formal stakeholder analysis of communications
-interviews with researchers in networks
28
Need to set up tracking and
monitoring process and
documentation - some
automated, some manual
29. Phase 3: iterating and responding to audiences
29
A responsive and participatory
communications approach,
enabled by social media, means
ongoing audience identification
and stakeholder engagement
30. Phase 3: stakeholder mapping and engagement
30
Mid-project stakeholder
mapping exercise using data
collected as part of
communications activities
31. Phase 3: iterating and responding to audiences
31
Ongoing iteration
between audience
engagement and M&E
data feeding into
implementation plan and
activities
32. Next steps
Design of final ROER4D outputs in progress
edited volume of research chapters as an e-book
papers and book chapters in progress
enhanced web pages to showcase research
video interviews with researchers in production
“policy briefs” for bite-sized intros to research
participation at educator, researchers, policy-maker levels in progress
looking for windows of opportunity for research impact
32
33. Challenges to implementing a communications strategy
Resources
Time, skills, aptitude
Social media engagement can be challenging for many
Buy-in from management and colleagues
Ensuring fresh up-to-date content
Blogging (but difficult to sustain)
Harvesting network for content
Persistence
Takes time to build profile and networks
33
34. Further resources
Walji, S (in press). An agile approach to Research Communication in the
ROER4D project. [Chapter as part of edited volume for ROER4D project]
Draft chapter for review at
https://docs.google.com/document/d/1hKUZiomy3kI_ijir0GeJtgZF5YiGWu7nQEN2
8TSnHrE/edit#
(comments welcome)
34
35. Citation and attribution
Walji, S. (2017) Developing and planning a communications strategy for the
ROER4D project - sharing insights and lessons for South African Institute for
Distance Education. Presentation at seminar 22 May 2017.
35
Acknowledgements
Special thanks to Cheryl Hodgkinson-Williams and the ROER4D Network Hub
Team