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/
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.
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.
Computers and Learning Research Group: Research methods in open education: I...Robert Farrow
This session will present an overview of the Global OER Graduate Network research methods handbook. The handbook is being developed by members of the network who are researchers in open education, and will serve as a useful starting point for anyone wishing to do research in education with a focus on OER, MOOCs or OEP.
To contextualise this approach, 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).
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.
The function of microcredentials for the Open UniversityRobert Farrow
This presentation explores the reasons for adopting and developing microcredentials, and whether they currently satisfy those intentions. This draws on the development of microcedentials at the UK Open University and the experience of the European Microcredential Consortium project.
As with many educational technology developments, the hype and rhetoric sometimes outstrips the reality of implementation. MOOCs, learning analytics, artificial intelligence and blockchain have all seen intense periods of projected possible benefits, before settling into a narrower range of actual usage and recognised benefits. Microcredentials are perhaps still in the initial phase of being a development without an evidence base of practical use to support their claims, but some clear intentions from institutions are emerging and initial evidence regarding their take up by learners suggests avenues for their continued deployment.
It should be noted that development of microcredentials is not a zero cost game. They are costly to develop, often requiring different sets of expertise and tools. There is also an associated opportunity cost in developing them, for the time and resource they demand is effort that could be used on other initiatives. So in adopting them, institutions need to be asking two fundamental questions: “Are microcredentials worth this cost?” and “Do microcredentials represent the best way to realise these aims?”
This presentation will explore the answers to these questions, drawing on the experience of the OU in developing a range of microcredentials for the FutureLearn platform and the Erasmus+ EMC project which is examining the adoption of microcredentials for work based learning.
https://i-he2021.exordo.com/programme/presentation/254
Pathways to Learning: Open Collaboration to Support the Online Pivot Robert Farrow
This presentation reports results of a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn, 2020a) hosted two free professional development programmes for university lecturers, instructional designers, professional staff, and managers who share responsibility for providing quality distance and online learning.
• A Teacher Educator programme, Skills for 21st Century Learning and Teaching (OpenLearn, 2020b)
• A Tertiary Educator programme, Take Your Teaching Online (OpenLearn, 2020c)
The courses ran over six weeks between 13th July and 20th August, 2020, and was contextualized by a rapid rollout of online learning during the Coronavirus pandemic. The programmes combined a course of study using OER materials with supplementary activities including a total of 12 webinars and interactive events alongside use of new platforms created by The Open University’s Institute of Educational Technology: nQuire (Herodotou et al., 2018) and Our Journey (Coughlan et al., 2019).
Key findings:
• The pandemic led to a substantial shift in teaching across Africa and a requirement to better understand and gain experience of online learning. Change is likely to persist post-pandemic, although infrastructure and cultural barriers are reported.
• The project surveys, interviews and the data generated through interactions that occurred in the programmes explores challenges and opportunities for online and blended learning across the African continent and globally.
• The evaluation data provides evidence that the programmes led to important understanding of course design and confidence in online facilitation for a large majority of those who took part in them.
• There is evidence that the programmes built confidence, particularly through the experiences of these educators themselves learning online with well-designed materials, and engaging with platforms and experts.
• There is evidence that each of the elements and activities were appreciated by some learners. The open courses were seen as most useful alongside some webinars. Community events and forums added substantial value to these.
• The flexibility offered in the programmes led to different behaviours. Many aimed to complete all the available activities despite time pressures and other barriers. Some were unable to attend live events so recordings were appreciated.
• Given the courses were free to join and many educators faced barriers and pressures, retention figures were very positive with around 66% of those who took part in the first week completing the rest of these programmes.
• Assessment, Open Educational Resources (OER), and understanding of technologies that can be used for online learning and learning design were areas that learners reported as being particularly valuable.
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/
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.
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.
Computers and Learning Research Group: Research methods in open education: I...Robert Farrow
This session will present an overview of the Global OER Graduate Network research methods handbook. The handbook is being developed by members of the network who are researchers in open education, and will serve as a useful starting point for anyone wishing to do research in education with a focus on OER, MOOCs or OEP.
To contextualise this approach, 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).
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.
The function of microcredentials for the Open UniversityRobert Farrow
This presentation explores the reasons for adopting and developing microcredentials, and whether they currently satisfy those intentions. This draws on the development of microcedentials at the UK Open University and the experience of the European Microcredential Consortium project.
As with many educational technology developments, the hype and rhetoric sometimes outstrips the reality of implementation. MOOCs, learning analytics, artificial intelligence and blockchain have all seen intense periods of projected possible benefits, before settling into a narrower range of actual usage and recognised benefits. Microcredentials are perhaps still in the initial phase of being a development without an evidence base of practical use to support their claims, but some clear intentions from institutions are emerging and initial evidence regarding their take up by learners suggests avenues for their continued deployment.
It should be noted that development of microcredentials is not a zero cost game. They are costly to develop, often requiring different sets of expertise and tools. There is also an associated opportunity cost in developing them, for the time and resource they demand is effort that could be used on other initiatives. So in adopting them, institutions need to be asking two fundamental questions: “Are microcredentials worth this cost?” and “Do microcredentials represent the best way to realise these aims?”
This presentation will explore the answers to these questions, drawing on the experience of the OU in developing a range of microcredentials for the FutureLearn platform and the Erasmus+ EMC project which is examining the adoption of microcredentials for work based learning.
https://i-he2021.exordo.com/programme/presentation/254
Pathways to Learning: Open Collaboration to Support the Online Pivot Robert Farrow
This presentation reports results of a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn, 2020a) hosted two free professional development programmes for university lecturers, instructional designers, professional staff, and managers who share responsibility for providing quality distance and online learning.
• A Teacher Educator programme, Skills for 21st Century Learning and Teaching (OpenLearn, 2020b)
• A Tertiary Educator programme, Take Your Teaching Online (OpenLearn, 2020c)
The courses ran over six weeks between 13th July and 20th August, 2020, and was contextualized by a rapid rollout of online learning during the Coronavirus pandemic. The programmes combined a course of study using OER materials with supplementary activities including a total of 12 webinars and interactive events alongside use of new platforms created by The Open University’s Institute of Educational Technology: nQuire (Herodotou et al., 2018) and Our Journey (Coughlan et al., 2019).
Key findings:
• The pandemic led to a substantial shift in teaching across Africa and a requirement to better understand and gain experience of online learning. Change is likely to persist post-pandemic, although infrastructure and cultural barriers are reported.
• The project surveys, interviews and the data generated through interactions that occurred in the programmes explores challenges and opportunities for online and blended learning across the African continent and globally.
• The evaluation data provides evidence that the programmes led to important understanding of course design and confidence in online facilitation for a large majority of those who took part in them.
• There is evidence that the programmes built confidence, particularly through the experiences of these educators themselves learning online with well-designed materials, and engaging with platforms and experts.
• There is evidence that each of the elements and activities were appreciated by some learners. The open courses were seen as most useful alongside some webinars. Community events and forums added substantial value to these.
• The flexibility offered in the programmes led to different behaviours. Many aimed to complete all the available activities despite time pressures and other barriers. Some were unable to attend live events so recordings were appreciated.
• Given the courses were free to join and many educators faced barriers and pressures, retention figures were very positive with around 66% of those who took part in the first week completing the rest of these programmes.
• Assessment, Open Educational Resources (OER), and understanding of technologies that can be used for online learning and learning design were areas that learners reported as being particularly valuable.
Building the 21st Century OER EcosystemRobert Farrow
This presentation offers insights into realizing a European-wide OER Ecosystem. ENCORE+ (European Network for Catalysing Open Resources in Education, www.encoreproject.eu) is building a regional Ecosystem for OER, focused along four engaging circle communities on the following four topics: OER Technology, Policies & Practice, Quality and Innovation & Business Models. The initiative is open to anyone interested in furthering the implementation of the OER Recommendation.
The presentation will highlight results from a pan-European stakeholder survey on OER to give a state of play for the sector. The survey, due completed in September 2021, will be mapping the perceived value of using open educational resources, including its potential and current implementation. At the time of the conference, the project will have hosted two events, specifically events for the circle communities on Policies & Practice and Innovation & Business Models. Results and discussions from these two events will be shared with the Open Education Conference audience, giving an opportunity to continue the discussions after the presentation.
The collaborative community model, described as circle communities, is the ENCORE+ approach to engaging a wide range of stakeholders in and outside Europe. The community will be coming together to solve issues and catalyse change through identifying innovation potential, collaboration opportunities and in general increasing the awareness, implementation and potential of OER.
The presentation focuses on findings from research and circle community events on community needs, collaboration and innovation potential within OER. This will give the participants unique insights into real experiences of building a cross-sectoral, multistakeholder community for OER. The presentation will be split into shorter segments, giving broad insights into the ongoing work with the Ecosystem. Engagement with the audience, through available channels, during and after the presentation will give an opportunity for the participants to elaborate and discuss points of the presentation, including findings, and the ecosystem model overall.
https://opened21.sched.com/event/moQZ/building-the-21st-century-oer-ecosystem
Research methods in open education: insights from the Global OER Graduate Ne...Robert Farrow
Presentation from the ALT Summer Summit 2020 describes the GO-GN Research Methods Handbook which supports researchers working in the field of open education
This presentation summarises several theories of innovation; explaining their relevance and potential for open education in Europe. These frameworks are likely to be of interest to practitioners wishing to have a stronger theoretical and practical understanding of how OER can support innovative practice.
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.
Several theories of innovation - including the Task-Artefact Cycle (Carroll, Kellog & Rosson, 1991); the "diffusion of innovations" (Rogers, 2010); the SAMR framework (Puentedura, 2006; Orr et al., 2015); the Cyclic Innovation Model (Berkhout, 2007); and the Forms of innovation in OER (Coughlan, Pitt & Farrow, 2018) - will be outlined and contextualised. These will be used to describe ways to think about innovation in the context of open education.
This presentation contributes to the European Network for Catalysing Open Resources in Education (ENCORE+, 2021), a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project is running from 2021 to 2023 to support the modernisation of education in the European area through OER.
https://i-he2021.exordo.com/programme/presentation/28
Pathways to Learning: International Collaboration Under Covid-19Robert Farrow
The Recommendation on Open Educational Resources (OER) (UNESCO) emphasizes in its key aims the importance of (i) “developing the capacity of all key education stakeholders to create, access, re-use, re-purpose, adapt, and redistribute OER, as well as to use and apply open licenses in a manner consistent with national copyright legislation and international obligations” and (ii) “fostering and facilitating international cooperation [by] supporting international cooperation between stakeholders”.
Both these aspects were present in a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn) hosted two free professional development programmes for university lecturers, instructional designers, technical and professional staff, managers, and heads of department who share responsibility for providing quality distance and online learning.
The evaluation of the Pathways to Learning project provides a great touchstone for reflecting on the kinds of agile, open collaboration that can build international capacity for OER projects and the communities that sustain them.
Enhancing Research Communities Through Open Collaboration: The GO-GN Guide to...Robert Farrow
Research plays a key role in our understanding of open education, and is highlighted in the Recommendation on Open Educational Resources (OER) (UNESCO, 2019) as essential for describing the impact of open education; building awareness among key stakeholders; enhancing quality; and forming connections and communities.
The Global OER Graduate Network (GO-GN) is a network of PhD candidates and experts around the world whose research projects include a focus on open education. The Network has more than 300 global members who form a community of practice and support. GO-GN is currently funded through the OER programme of The William and Flora Hewlett Foundation and administered by the Open Education Research Hub from the Institute of Educational Technology at The Open University, UK.
One central aim for the Network is supporting research in the emergent area of open education, and our researchers are encouraged to explore openness as a research vector. The resources produced by the Network reflect this. Last year, GO-GN produced a well-received guide to Research Methods in Open Education (Farrow et al., 2020) which was recognised as a winner in the Open Education Awards for Excellence.
In 2021 GO-GN publishes a companion volume. The GO-GN Guide to Conceptual Frameworks (Farrow et al., 2021) again combines an accessible narrative and visual style with real-life insights gleaned from practising researchers who are using these theories, concepts and models in cutting edge work.
This presentation provides an overview of the new guide and the open, collaborative production process, emphasizing practical strategies for completing research projects. It will be of interest to anyone who conducts research and/or forms policy in the open education space, but particularly for doctoral level researchers.
Innovation with Open Educational Resources: The State of the ArtRobert Farrow
Keynote presentation at the OpenLang Network Multiplier Event, 10th December 2021. This presentation reflects on more than a decade of innovation in open education.
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.
Innovating Open Education: Critical Pathways and Communities of PracticeRobert Farrow
This presentation from Open Education Global 2021 provides an overview of the ENCORE+ project (https://encoreproject.eu/) and discusses the relationship between open educational resources (OER) and innovation, identifying strategies for knowledge exchange.
Developing an online course on telecollaboration for teachers: A reflection o...Angelos Konstantinidis
Telecollaboration is flourishing yet there are still few courses in higher education that offer to in-service teachers the fundamental theoretical and practical knowledge necessary to organise and conduct a telecollaborative project in their own educational settings. This paper aims to provide a resource to teacher educators and course designers who seek to design a course on telecollaboration in higher or post-secondary education. Through reflective practice (Bolton, 2018) and adhering to the principles of educational design research (McKenney & Reeves, 2012), the process of design and development of an online master’s course for language teachers is described. The article begins by describing the context and discussing the underlying rationale and overall course aims and learning outcomes, while the syllabus and assessment tasks are reviewed next. Course evaluation throughout the years is briefly reported as well as other outcomes. The study concludes by pondering on the challenges faced.
Slides presented at Open Education 2016. The Open Research Agenda is an international consultation exercise on research priorities in open education which combines online surveys and focus group interactions. This presentation summarises thematic analysis of the data set and indicates future directions for research in the field of open education.
A presentation to accompany the launch of a guide to conceptual frameworks for researchers; especially those working in an open education context. Download the Guide from https://go-gn.net/gogn_outputs/conceptual-frameworks/
State of the art analysis of MOOC provisions for the EU labour marketRobert Farrow
Presentation given at the Huis van de Nederlandse Provincies (HNP) in Brussels for the European MOOC Consortium: Labour Markets project. The slides summarise the outcome of a rapid assessment of evidence about the provision of Massive Open Online Courses in the European area.
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
Developing a communications strategy for ROER4D - insights for the South Afri...ROER4D
Developing a communications strategy for ROER4D - insights for the South African Institute for Distance Education
Seminar presented by Sukaina Walji, 22 May, 2017, Johannesburg
Building an Open Operations Room for the OER Community #opened16Robert Farrow
Presentation of the OER World Map project from Open Education 2016 held in Richmond, VA (USA) in November 2016. These slides were written by Jan Neumann (lead) and Rob Farrow.
CCCOER Webinar: OER Research on Open Textbook adoption and LibrariansOER Hub
"OER Research on Open Textbook adoption and Librarians" was presented by Beck Pitt on 10 December 2014 as part of a CCCOER webinar with Nicole Allen (SPARC) and Una Daly.
These slides were created by reversioning two previous presentations: Librarians Perceptions of OER and Open Access Week 2014: Open Textbook Research Overview (also available on Slideshare).
This presentation, given on 30/9/20 to OpenEdColloquium20 at Nelson Mandela University, South Africa, highlights the GO-GN Research Methods Handbook. The Handbook provides a guide to research methodology for researchers working in the field of open education.
Building the 21st Century OER EcosystemRobert Farrow
This presentation offers insights into realizing a European-wide OER Ecosystem. ENCORE+ (European Network for Catalysing Open Resources in Education, www.encoreproject.eu) is building a regional Ecosystem for OER, focused along four engaging circle communities on the following four topics: OER Technology, Policies & Practice, Quality and Innovation & Business Models. The initiative is open to anyone interested in furthering the implementation of the OER Recommendation.
The presentation will highlight results from a pan-European stakeholder survey on OER to give a state of play for the sector. The survey, due completed in September 2021, will be mapping the perceived value of using open educational resources, including its potential and current implementation. At the time of the conference, the project will have hosted two events, specifically events for the circle communities on Policies & Practice and Innovation & Business Models. Results and discussions from these two events will be shared with the Open Education Conference audience, giving an opportunity to continue the discussions after the presentation.
The collaborative community model, described as circle communities, is the ENCORE+ approach to engaging a wide range of stakeholders in and outside Europe. The community will be coming together to solve issues and catalyse change through identifying innovation potential, collaboration opportunities and in general increasing the awareness, implementation and potential of OER.
The presentation focuses on findings from research and circle community events on community needs, collaboration and innovation potential within OER. This will give the participants unique insights into real experiences of building a cross-sectoral, multistakeholder community for OER. The presentation will be split into shorter segments, giving broad insights into the ongoing work with the Ecosystem. Engagement with the audience, through available channels, during and after the presentation will give an opportunity for the participants to elaborate and discuss points of the presentation, including findings, and the ecosystem model overall.
https://opened21.sched.com/event/moQZ/building-the-21st-century-oer-ecosystem
Research methods in open education: insights from the Global OER Graduate Ne...Robert Farrow
Presentation from the ALT Summer Summit 2020 describes the GO-GN Research Methods Handbook which supports researchers working in the field of open education
This presentation summarises several theories of innovation; explaining their relevance and potential for open education in Europe. These frameworks are likely to be of interest to practitioners wishing to have a stronger theoretical and practical understanding of how OER can support innovative practice.
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.
Several theories of innovation - including the Task-Artefact Cycle (Carroll, Kellog & Rosson, 1991); the "diffusion of innovations" (Rogers, 2010); the SAMR framework (Puentedura, 2006; Orr et al., 2015); the Cyclic Innovation Model (Berkhout, 2007); and the Forms of innovation in OER (Coughlan, Pitt & Farrow, 2018) - will be outlined and contextualised. These will be used to describe ways to think about innovation in the context of open education.
This presentation contributes to the European Network for Catalysing Open Resources in Education (ENCORE+, 2021), a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project is running from 2021 to 2023 to support the modernisation of education in the European area through OER.
https://i-he2021.exordo.com/programme/presentation/28
Pathways to Learning: International Collaboration Under Covid-19Robert Farrow
The Recommendation on Open Educational Resources (OER) (UNESCO) emphasizes in its key aims the importance of (i) “developing the capacity of all key education stakeholders to create, access, re-use, re-purpose, adapt, and redistribute OER, as well as to use and apply open licenses in a manner consistent with national copyright legislation and international obligations” and (ii) “fostering and facilitating international cooperation [by] supporting international cooperation between stakeholders”.
Both these aspects were present in a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn) hosted two free professional development programmes for university lecturers, instructional designers, technical and professional staff, managers, and heads of department who share responsibility for providing quality distance and online learning.
The evaluation of the Pathways to Learning project provides a great touchstone for reflecting on the kinds of agile, open collaboration that can build international capacity for OER projects and the communities that sustain them.
Enhancing Research Communities Through Open Collaboration: The GO-GN Guide to...Robert Farrow
Research plays a key role in our understanding of open education, and is highlighted in the Recommendation on Open Educational Resources (OER) (UNESCO, 2019) as essential for describing the impact of open education; building awareness among key stakeholders; enhancing quality; and forming connections and communities.
The Global OER Graduate Network (GO-GN) is a network of PhD candidates and experts around the world whose research projects include a focus on open education. The Network has more than 300 global members who form a community of practice and support. GO-GN is currently funded through the OER programme of The William and Flora Hewlett Foundation and administered by the Open Education Research Hub from the Institute of Educational Technology at The Open University, UK.
One central aim for the Network is supporting research in the emergent area of open education, and our researchers are encouraged to explore openness as a research vector. The resources produced by the Network reflect this. Last year, GO-GN produced a well-received guide to Research Methods in Open Education (Farrow et al., 2020) which was recognised as a winner in the Open Education Awards for Excellence.
In 2021 GO-GN publishes a companion volume. The GO-GN Guide to Conceptual Frameworks (Farrow et al., 2021) again combines an accessible narrative and visual style with real-life insights gleaned from practising researchers who are using these theories, concepts and models in cutting edge work.
This presentation provides an overview of the new guide and the open, collaborative production process, emphasizing practical strategies for completing research projects. It will be of interest to anyone who conducts research and/or forms policy in the open education space, but particularly for doctoral level researchers.
Innovation with Open Educational Resources: The State of the ArtRobert Farrow
Keynote presentation at the OpenLang Network Multiplier Event, 10th December 2021. This presentation reflects on more than a decade of innovation in open education.
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.
Innovating Open Education: Critical Pathways and Communities of PracticeRobert Farrow
This presentation from Open Education Global 2021 provides an overview of the ENCORE+ project (https://encoreproject.eu/) and discusses the relationship between open educational resources (OER) and innovation, identifying strategies for knowledge exchange.
Developing an online course on telecollaboration for teachers: A reflection o...Angelos Konstantinidis
Telecollaboration is flourishing yet there are still few courses in higher education that offer to in-service teachers the fundamental theoretical and practical knowledge necessary to organise and conduct a telecollaborative project in their own educational settings. This paper aims to provide a resource to teacher educators and course designers who seek to design a course on telecollaboration in higher or post-secondary education. Through reflective practice (Bolton, 2018) and adhering to the principles of educational design research (McKenney & Reeves, 2012), the process of design and development of an online master’s course for language teachers is described. The article begins by describing the context and discussing the underlying rationale and overall course aims and learning outcomes, while the syllabus and assessment tasks are reviewed next. Course evaluation throughout the years is briefly reported as well as other outcomes. The study concludes by pondering on the challenges faced.
Slides presented at Open Education 2016. The Open Research Agenda is an international consultation exercise on research priorities in open education which combines online surveys and focus group interactions. This presentation summarises thematic analysis of the data set and indicates future directions for research in the field of open education.
A presentation to accompany the launch of a guide to conceptual frameworks for researchers; especially those working in an open education context. Download the Guide from https://go-gn.net/gogn_outputs/conceptual-frameworks/
State of the art analysis of MOOC provisions for the EU labour marketRobert Farrow
Presentation given at the Huis van de Nederlandse Provincies (HNP) in Brussels for the European MOOC Consortium: Labour Markets project. The slides summarise the outcome of a rapid assessment of evidence about the provision of Massive Open Online Courses in the European area.
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
Developing a communications strategy for ROER4D - insights for the South Afri...ROER4D
Developing a communications strategy for ROER4D - insights for the South African Institute for Distance Education
Seminar presented by Sukaina Walji, 22 May, 2017, Johannesburg
Building an Open Operations Room for the OER Community #opened16Robert Farrow
Presentation of the OER World Map project from Open Education 2016 held in Richmond, VA (USA) in November 2016. These slides were written by Jan Neumann (lead) and Rob Farrow.
CCCOER Webinar: OER Research on Open Textbook adoption and LibrariansOER Hub
"OER Research on Open Textbook adoption and Librarians" was presented by Beck Pitt on 10 December 2014 as part of a CCCOER webinar with Nicole Allen (SPARC) and Una Daly.
These slides were created by reversioning two previous presentations: Librarians Perceptions of OER and Open Access Week 2014: Open Textbook Research Overview (also available on Slideshare).
This presentation, given on 30/9/20 to OpenEdColloquium20 at Nelson Mandela University, South Africa, highlights the GO-GN Research Methods Handbook. The Handbook provides a guide to research methodology for researchers working in the field of open education.
Open Education Research: Insights from the Global OER Graduate Network (GO-GN)Robert Farrow
This presents an overview of the Global OER Graduate Network (GO-GN) Research Methods Handbook. The aims of the GO-GN are:
- to raise the profile of research into open education,
- to offer support for those conducting PhD research in this area, and
- to develop openness as a process of research.
More than 100 doctoral and post-doctoral researchers form the core of the network with more than 200 experts, supervisors, mentors and interested parties forming a community of practice.
The Handbook was developed by members of the network who are 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.
To contextualise this approach, 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 described. Theoretical perspectives will be outlined (though not fully explored).
The Handbook benefits from a range of illustrations (courtesy of Bryan Mathers) which are intended to make the Handbook more relatable and accessible. Reflections on the process of creating the visual journey will be shared.
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).
Learning Outcomes:
- Delegates will benefit from an overview of research methods in open education
- Processes of open collaboration to produce a manuscript will be shared
- Supporting critical reflection on practice
Presentation given by Rebecca Ferguson at the ORT University Institute of Education, Montevideo, Uruguay on 12 April 2016. It deals with the Innovating Pedagogy reports produced annually since 2012 by the Institute of Educational Technology (IET) at The Open University (OU).
The Ecology of Sharing: Synthesizing OER ResearchRobert Farrow
Arguably, Open Educational Resources (OER) are starting to enter the mainstream, though some fundamental questions about their value and impact remain to be answered or supported with appropriate evidence. Much early OER activity was driven by ideals and interest in finding new ways to release content, with less direct research and reflection on the process. Furthermore, the majority of OER studies are localised, making extrapolation problematic. At the same time there are considerable practical experiences and ideas that it would be valuable to share. This presentation introduces the 'hub' as metaphor for the kind of networked research that is needed by the OER movement. The Open University's OER Research Hub project (2012-2014) works across eight primary research collaborations augmented with additional fellowships and connections with organisation to collate and synthesize research into OER across a range of sectors and stakeholders (k12, College Entry, Higher Education, Informal). The guiding research hypotheses are grounded in preparatory work in discourse analysis and collective intelligence as part of the OLnet project (which was previously presented at OER12). We then describe the research methodology for OER Research Hub, showing how claims about 'openness' may be validated in different contexts. The argument presented is that through (1) integrating and co-ordinating research methods and (2) developing open data policies it is possible to build an evidence base for the kinds of claims that the OER movement wants to make. Thus, through an 'ecology of sharing' researchers can build and participate in a research network that is greater than the sum of its parts. We will also show how this is working in practice by highlighting some of the activities that are taking place within some collaborations, showing how harmonizing the questions we ask in surveys and interviews across the different collaborations enhances our ability to make both comparative claims which apply in the broadest range of educational contexts.
Open Education Research: Past, Present, FutureRobert Farrow
The Global OER Graduate Network (GO-GN, n.d.) supports doctoral research in open education around the world and currently has several hundred members who are doctoral/post-doctoral researchers and interested expert practitioners. In this presentation we offer some analysis of trends in research into open education, drawing on the data generated by GO-GN as well as other expert research. We provide an analysis of network activity and identify core areas for contemporary open education research, including open practice, OER as a discipline area, making connections between research clusters and the application of OER in non-traditional learning contexts. We also offer some reflections on the evolving nature of discourse around open education and the relation between research and practice, particularly around the themes of social justice and equity, diversity and inclusion.
Closing the loop between learning and employability with OER: Impact of Brin...Robert Farrow
Evaluation results from the Everyday Skills courses in functional maths and English from the OpenLearn platform. This presentation was developed as part of the Bringing Learning to Life project at The Open University, UK. It was presented at the 16th Annual Open Education Conference in Phoenix, AZ in November 2019.
Educating for Social Participation: Open Data as Open Educational ResourcesJaviera Atenas
Presentation for #OEGlobal in Kraków, Poland
If one of our goals as educators is to develop these transversal skills in students, towards enabling them to function as citizens, to actively participate in the discourse and debates of society, then we propose that Open Data can play a key role. Open Data is produced and used at various levels in research, governance, policy making and civil society. In educational and academic contexts, Open Data can be understood and used as an Open Educational Resource (OER) to help support the engagement of students and researchers in analysing and collaborating towards finding solutions for contemporary real-world problems, chiefly by embedding Open Data and Open Science principles in research-based, scenario-led activities. In this way, students can experience working with the same raw materials scientists and policy-makers use.
"Open Learning: Bridge to Success" was presented by Beck Pitt at an Open University (UK) event "Widening participation, OER & MOOCs..." in London, UK on 28 February 2013.
"Open Learning: Bridge to Success" was presented by Beck Pitt at an Open University (UK) event "Widening participation, OER & MOOCs..." in London, UK on 28 February 2013.
Designing in the open: Examining the experiences of course developers & facultyBCcampus
Presented by Jo Axe, Keither Webster and Elizabeth Childs
From the Education by Design: ETUG Spring Jam!, on June 1 & 2, 2017 at UBC Okanagan, in Kelowna, B.C.
The Ecology of Sharing: Synthesizing OER ResearchOER Hub
Arguably, Open Educational Resources (OER) are starting to enter the mainstream, though some fundamental questions about their value and impact remain to be answered or supported with appropriate evidence. Much early OER activity was driven by ideals and interest in finding new ways to release content, with less direct research and reflection on the process. Furthermore, the majority of OER studies are localised, making extrapolation problematic. At the same time there are considerable practical experiences and ideas that it would be valuable to share. This presentation introduces the 'hub' as metaphor for the kind of networked research that is needed by the OER movement. The Open University's OER Research Hub project (2012-2014) works across eight primary research collaborations augmented with additional fellowships and connections with organisation to collate and synthesize research into OER across a range of sectors and stakeholders (K12, College Entry, Higher Education, Informal). The guiding research hypotheses are grounded in preparatory work in discourse analysis and collective intelligence as part of the OLnet project (McAndrew et al., 2012). We then describe the research methodology for OER Research Hub, showing how claims about 'openness' may be validated in different contexts. The argument presented is that through (1) integrating and co-ordinating research methods and (2) developing open data policies it is possible to build an evidence base for the kinds of claims that the OER movement wants to make. Thus, through an 'ecology of sharing' researchers can build and participate in a research network that is greater than the sum of its parts. We will also show how this is working in practice by highlighting some of the activities that are taking place within some collaborations, showing how harmonizing the questions we ask in surveys and interviews across the different collaborations enhances our ability to make normative claims which apply in the broadest range of educational contexts.
This presentation explains the rationale for open textbooks, provides an update on open textbooks at George Fox University, and encourages faculty to participate.
Learning analytics: the state of the art and the futureRebecca Ferguson
Presentation given by Rebecca Ferguson at 'Nuevas métricsas y enfoques para la evaluación e innovación en el aprendizaje' in Montevideo, Uruguay, on Wednesday 13 April 2016.
The talk deals with the state of the art in learning analytics, and with actions for taking this work forward at a national level.
From Openness to Opportunity? Strategical Approaches to OERs Uptake and Use f...Robert Farrow
Presentation from Open Education Global 2023, held in Edmonton, Canada. This piece of research aimed to provide an up-to-date overview of the opportunities of OERs in business by conducting a set of interviews with relevant stakeholders during the course of the ENCORE+ Project (European Network for Catalysing Open Resources in Education). OERs-related value propositions and sustainability in business seem to be innovative oriented in light of the results. OERs clearly have a place in this space, though they are not adopting a central role in business processes.
https://oeglobal2023.sched.com/event/1S7iV/from-openess-to-opportunity-strategical-approaches-to-oers-uptake-and-use-from-business
This paper provides an update on activity in the innovation and business models strand of the ENCORE+ project. A range of business models that support or draw on open educational resources (OER) have been proposed. This paper reviews models that have been proposed (Tlili et al., 2020; Padilla Rodriguez et al., 2018; Belleflamme & Jacqmin, 2015; Ubachs & Konings, 2016; and Farrow, 2019) and suggests a synthesis into one typology of OER business models. The ENCORE+ OER Business Model Typology has been developed as part of a wider effort to understand and evaluate economically sustainable approaches to OER as well as to formulate OER value propositions for different stakeholders. In related work, a range of OER innovation case studies (N=48) are being prepared for publication. These illustrate different instances of innovation with OER and show how OER actors understand their value proposition to different audiences.
Understanding OER, Innovation & Business ModelsRobert Farrow
The European Network for Catalysing Open Resources in Education (ENCORE+, n.d.) is a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project is running from 2021 to 2023 to support the modernisation of education in the European area through open educational resources (OER). Participants will be presented with research and findings from the project, directly linked to enabling their work to be open, sustainable and innovative.
One project focus is understanding (and sharing) business models that use or integrate OER. The ENCORE+ Innovation Case Study Collection and Business Model Typology represent important advances in the self-understanding of open educators and collaboration partners (potential and existing).
Another ENCORE+ activity strand has audited innovation related behaviours for a range of organisations that use OER. OER is of course an innovation in teaching and learning practice, but the practices associated with using OER can themselves be a foundation for further innovation. This potential is often overlooked for being highly contextual or marginal to the key focus of OER initiatives, yet the culture of innovation that exists alongside many OER projects and in the practice of open educators is a key attraction for many working in the field.
More than OER innovation 40 case studies have been prepared and a selection of these will be presented with a critical commentary. Alongside this, the related evaluation framework is being shared on an open licence for others to use and better understand the role of innovation in their own OER practice.
These achievements build on various aspects of theoretical work conducted in the last two years (Farrow & Granly, 2021; Farrow, 2022) as well as a series of face-to-face and online stakeholder events conducted within the ENCORE+ network. Delegates will be in a position to benefit from what has been shared by the wider European OER community in locating and reflecting on their own practice.
Coughlan, T., Pitt, R. & Farrow, R. (2019). Forms of innovation inspired by open educational resources: a post-project analysis. Open Learning: The Journal of Open, Distance and e-Learning, 34:2, 156-175. https://doi.org/10.1080/02680513.2018.1552579
ENCORE+ (n.d.). European Network for Catalysing Open Resources in Education. https://encoreproject.eu/
Farrow, R. (2022). A Framework for Understanding Innovation with OER. Open Education Global 2022. Université de Nantes, France. https://pretalx.com/oeglobal2022/talk/QYVRCM/
Farrow, R. & Granly, J. (2021). Building the 21st Century OER Ecosystem. Open E
Sharing innovation practices around OER: theory, practice, examples and debatesRobert Farrow
This ENCORE+ Network Event focuses on Innovation & Business Models - preliminary results for the ENCORE+ OER Innovation Evaluation Framework and associated case studies are presented.
We will be taking a look at the results of more than two years of research and networking activity, including outcomes from the OER Innovation Survey; and desk research into the essential factors relating to OER innovation.
An expert panel provided responses and reflections, and looked ahead to a packed final year of ENCORE+ including our integration events and final conference.
ENCORE+: Your Place in the Open EcosystemRobert Farrow
The objective of this workshop is to give the participants an opportunity to imagine and recreate their work and business as Open. The workshop is focused on Open Educational Resources (OER), and on its applicability and benefit to business, innovation and technology in lifelong learning.
This workshop is designed to take the participants through a simulation experience, where each participant will imagine the business potential, innovation potential and technological changes available and possible for their work to be open (more open).
The workshop is facilitated by the European Network for Catalysing Open Resources in Education (ENCORE+). ENCORE+ is a European Commission funded project, aimed at establishing a European OER Ecosystem, for both academia and business.
The participants will be presented with research and findings from the project, directly linked to enabling their work to be open, profitable and innovative. Representatives from ENCORE+ business partners will showcase real-life examples of how OER is integral to their work and business as part of the introduction to the workshop.
The workshop is suited to all participants who are interested in OER, regardless of knowledge and experience with OER. The workshop is interactive, with practical simulation tasks guided by ENCORE+ facilitators and ENCORE+ OER research.
ENCORE+: The Open Educational Resources (OER) Innovation EcosystemRobert Farrow
Slides to accomany a workshop at the I-HE2022 Conference in Athens, Greece (Oct 2022). The slides provide an overview of the ENCORE+ project logic and theoretical perspectives on innovation through open education.
https://i-he2022.exordo.com/programme/presentation/75
Keynote presentation from the Association of Learning Technologists Annual Conference 2022. The ALT Framework for Learning Technology reflects the authentic need for ethical perspectives in an increasingly uncertain world. This presentation explores contemporary relationships between ethics and educational technology. There is an increasing ethical import associated with the rapid deployment of new and powerful and transformative digital technologies across society. Cutting edge technologies offer new possibilities for pedagogy, inclusion and access to learning, but are often implemented without their effects being fully understood. Learning technologists operate at the intersection of competing demands and interests along with their ethical complexities, often with little more guidance than a risk management checklist. Drawing on the history of online learning, philosophical ethics, critical theory and educational research, key examples of ethical issues will be explored and related to the FELT framework. It will be argued that the increasing need for ethical reflection requires dialogic and inclusive approaches which retain critical perspectives.
Presentation (with Eamon Costello) from the Global Smart Education Conference (The 6th International Conference on Smart Learning Environments), Beijing National University, China.
The presentation explores issues in AI driven learning systems and implications of machine learning approaches for inclusion and access to education.
The Future OER Ecosystem - On Building a Community for OER in EuropeRobert Farrow
Group presentation/workshop from Open Education Global 2022
The European Network for Catalysing Open Resources in Education (ENCORE+) project (2021-2023) is an Erasmus+ funded initiative which aims to raise awareness of open education, coordinate stakeholder and support new strategies for the proliferation of OER (https://encoreproject.eu/).
Although the Coronavirus pandemic and the resulting online ‘pivot’ increased opportunities for integrating OER into education and training, general awareness of open alternatives remains low. Many educators and learners have been in crisis mode, using whatever resources they can to fulfil their needs. While this can include OER, the demands put upon practitioners makes it hard to strategise and move systematically towards meeting the five action areas of the UNESCO OER resolution.
ENCORE+ is a coordinated European approach to strengthening the value of OER as a catalyst and multiplier. The goal is to move from a series of individual OER initiatives into a European OER Ecosystem. This will be done through addressing and contributing to European and International policy priorities, stimulating innovation in businesses through learning and training, supporting the modernization and digitalization of higher education in Europe, as well as bridging non-formal & formal education by advancing recognition of open learning.
ENCORE+ has established 4 thematic circle communities for OER in Europe on the thematic focus areas of OER Technology, Quality, Innovation & Business Models and Policies. The circle communities convenes and collaborate on issues related to the circle theme. The four communities will convene for its second round of circle events in the first week of May.
This workshop aims to take the content and discussions held within the 4 thematic circle communities in ENCORE+ to the global stage. This workshop marks halfway through the project, and the ENCORE+ team will share and discuss experiences, issues and solutions found with the delegates at the conference. The stakeholders of ENCORE+ is truly global, connecting international stakeholders from academia and business together into a collaborative OER Ecosystem solving challenges of education through OER.
Explicable Artifical Intelligence for Education (XAIED)Robert Farrow
The application of artificial intelligence in AI is increasing, but there is a growing awareness of the profound ethical implications which are presently undertheorised. The emerging consensus is that there needs to be adequate transparency and explicability for the use of algorithms in education. This presentation provides an overview of AI in education (AIED) and characterises the requirement for explicability as a response to the ‘black box’ of machine learning. It is argued that explicability should be understood as part of a wider socio-technical turn in AI, and that there is a strong case for implementing full transparency in AIED as a default position. Such transparency threatens to disrupt traditional pedagogical processes, and mediation strategies will be needed. There are also instances where non-transparency may be justifiable and in these examples processes for auditing and governance.
Guest lecture delivered to the Master of Leadership in Open Education programme at the University of Nova Gorica, Slovenia. An overiew of more than 10 years working on open education research projects is reviewed and the relation between research and policy explored. Responses are made to questions raised by students.
This presentation is licensed CC BY - any logos or other images are included under fair use or assumed public domain.
The future OER Ecosystem - On building a community for OER in EuropeRobert Farrow
The European Network for Catalysing Open Resources in Education (ENCORE+) project (2021-2023) is an Erasmus+ funded initiative which aims to raise awareness of open education, coordinate stakeholder and support new strategies for the proliferation of OER (https://encoreproject.eu/).
Although the Coronavirus pandemic and the resulting online ‘pivot’ increased opportunities for integrating OER into education and training, general awareness of open alternatives remains low. Many educators and learners have been in crisis mode, using whatever resources they can to fulfil their needs. While this can include OER, the demands put upon practitioners makes it hard to strategise and move systematically towards meeting the five action areas of the UNESCO OER resolution.
ENCORE+ is a coordinated European approach to strengthening the value of OER as a catalyst and multiplier. The goal is to move from a series of individual OER initiatives into a European OER Ecosystem. This will be done through addressing and contributing to European and International policy priorities, stimulating innovation in businesses through learning and training, supporting the modernization and digitalization of higher education in Europe, as well as bridging non-formal & formal education by advancing recognition of open learning.
ENCORE+ has established 4 thematic circle communities for OER in Europe on the thematic focus areas of OER Technology, Quality, Innovation & Business Models and Policies. The circle communities convenes and collaborate on issues related to the circle theme. The four communities will convene for its second round of circle events in the first week of May.
This workshop aims to take the content and discussions held within the 4 thematic circle communities in ENCORE+ to the global stage. This workshop marks halfway through the project, and the ENCORE+ team will share and discuss experiences, issues and solutions found with the delegates at the conference. The stakeholders of ENCORE+ is truly global, connecting international stakeholders from academia and business together into a collaborative OER Ecosystem solving challenges of education through OER.
A Framework for Understanding Innovation with OERRobert Farrow
Presentation on the ENCORE+ Project from Open Education Global 2022. The European Network for Catalysing Open Resources in Education (ENCORE+, n.d.) is a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project is running from 2021 to 2023 to support the modernisation of education in the European area through open educational resources (OER).
OER are one of the great recent innovations in education and learning. OER leverage the benefits of digitalisation to extend equitable access to learning; provide new avenues for the distribution, adaptation and iteration of resources; and support innovation in pedagogy and collaboration. Innovating is a key part of how OERs are used, as resources are transformed for use in a new context. But because of the siloed way that reuse typically happens it can be hard for others to take advantage of the effective practice of others.
Developing general awareness of the potential of OER remains a challenge, and one route to this is to highlight cases of exceptional interest (along with identifying the enabling software and services; understanding drivers and enablers; and capturing the meaningful interactions between relevant stakeholders).
In line with its role supporting the OER ecosystem and acting as a hub for OER innovation, ENCORE+ has developed an OER Innovation Evaluation Framework. This toolkit draws on several predominant theories of innovation (Carroll, Kellog & Rosson, 1991; Puentedura, 2006; Rogers, 2003) as well as research into effective OER initiatives (e.g. Coughlan et al., 2019; Darwish, 2019) to present simple categories which can be used to consistently describe cases of interest.
This presentation will describe the background, inspiration and process for developing the Evaluation Framework (Farrow, 2021). Information will also be provided on ways participants can share their examples of innovation through the ENCORE+ network using the OER Innovation Evaluation Framework.
ENCORE+ Innovation and Business Models Circle 2Robert Farrow
Slides used in the delivery on an online discussion workshop for the ENCORE+ project including a brief introduction to the project and links to the outputs from group discussions
This presentation accompanied a face-to-face workshop at the OER22 conference where delegates were encouraged to brainstorm and interact around key themes and suggestions from the ENCORE+ project (https://encoreproject.eu/) regarding OER implementation, strategisation and improvement.
The European Network for Catalysing Open Resources in Education (ENCORE+) project (2021-2023) is an Erasmus+ funded initiative which aims to raise awareness of open education, co-ordinate stakeholder and support new strategies for the proliferation of OER (https://encoreproject.eu/). The UNESCO OER Recommendation (https://en.unesco.org/themes/building-knowledge-societies/oer/recommendation) sets out five areas for action:
Building the capacity of stakeholders to create, access, re-use, adapt and redistribute OER;
Developing supportive policy for OER;
Encouraging inclusive and equitable quality OER;
Nurturing the creation of sustainability models for OER; and
Promoting and reinforcing international cooperation in OER.
Although the Coronavirus pandemic and the resulting online ‘pivot’ increased opportunities for integrating OER into education and training, general awareness of open alternatives remains low. Many educators and learners have been in crisis mode, using whatever resources they can to fulfil their needs. While this can include OER, the demands put upon practitioners makes it hard to strategise and move systematically towards meeting the five action areas of the UNESCO OER resolution.
ENCORE+ proposes that we understand the strategizing of OER at the level of the ‘ecosystem’, emphasizing that while there are viable, established strategies for OER there is no integrated European OER university-business ecosystem able to identify, catalyse and share best practices. How can collaboration be encouraged? How can confidence in operational models which use OER be encouraged beyond the usual advocacy networks in higher education?
Following a short general introduction, this workshop is organised around the following 4 x 10 minute discussion areas, each of which reflects an activity area of ENCORE+.
Focus area 1: Bleeding edge technologies for OER integration
Focus area 2: New paradigms for OER quality
Focus area 3: Strategies and policies for OER uptake and integration
Focus area 4: Innovation, Business Models & Sustainability
In each focus area relevant results from the ENCORE+ project were briefly presented to support an inclusive plenary discussion.
Dialogue was facilitated and moderated by relevant experts from ENCORE+. Feedback and reflection was gathered through a 'World Cafe' approach designed around stakeholder interactions and perspective sharing.
Research Integrity: Philosophical Perspectives Robert Farrow
A short presentation exploring the concept of research integrity from a philosophical perspective and discussing some of the advice and frameworks that support research integrity.
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1. Research Review Summer 2020
Dr. Robert Farrow
Open Education Research Hub
Institute of Educational Technology
The Open University, UK
rob.farrow@open.ac.uk
@philosopher1978
3. 3
SUPPORTING DOCTORAL RESEARCH IN OPEN EDUCATION
GLOBAL OER GRADUATE NEWORK
GO-GN started in 2013 as an initiative from Fred Mulder, UNESCO Chair in OER at the Dutch Open
Universiteit, in collaboration with Rory McGreal, UNESCO / COL Chair in OER at Athabasca University
(Canada).
GO-GN is currently funded through the OER programme of The William and Flora Hewlett Foundation and
administered by the Open Education Research Hub from the Institute of Educational Technology at The Open
University, UK.
The aims of the GO-GN are:
• to raise the profile of research into open education,
• to offer support for those conducting PhD research in
this area, and
• to develop openness as a process of research.
More than 100 doctoral and post-doctoral researchers
form the core of the network with more than 200 experts,
supervisors, mentors and interested parties forming a
community of practice
4. 4
Farrow, R. (ed.) et al. (2020). GO-GN
Research Review (Summer 2020). Global
OER Graduate Network.
http://go-gn.net/gogn_outputs/research-
review-summer-2020/
5. 5
Farrow, R., Iniesto, F., Weller, M. &
Pitt., R. (2020). The GO-GN Research
Methods Handbook. Open Education
Education Research Hub. The Open
University, UK. CC-BY 4.0.
http://go-
gn.net/gogn_outputs/research-
methods-handbook/
Images by Visual Thinkery
CC BY
6. 6
Farrow, R. & Mathers, B. (2020). Conceptualising
Research Methodology for Doctoral Researchers
in Open Education (with penguins)
in
Buckley, C. and Nerantzi, C. (eds.) ‘Exploring
visual representation of concepts in Learning
and Teaching in Higher Education’. Special issue
of International Journal of Management and
Applied Research, http://ijmar.org/v7n3/20-
8. 8
RATIONALE
GO-GN RESEACH REVIEW SUMMER 2020
• Part of wider research programme in this phase of GO-GN which includes
Research Methods Handbook and other planned publications
• Opportunities for network members to publish during their doctoral studies
and practice academic publication
• Collectively engaging with recent research
• A platform for sharing diverse perspectives
• Critical but constructive
• Open research as emergent field
• Building an artefact series that draws on member expertise for the benefit
of all
• Published every 6 months until at least 2022
• Reviews are voluntary – but encouraged!
9. 9
PROCESS
GO-GN RESEACH REVIEW SUMMER 2020
• Initial set of considered materials was
produced using bibliographic searches for
keywords like OER, open pedagogy, open
educational practices, etc.
• This collection of references was shared
with members who expressed an interest
in reviewing.
• Reviews were aligned with reviewer
expertise and interest
• Reviews of 500 words were written in
June-July 2020
• Open Review Process (Google Doc)
10. 10
GUIDANCE FOR REVIEWERS
GO-GN RESEACH REVIEW SUMMER 2020
Guidance was not prescriptive. Reviewers were encouraged to focus on the relevance of the paper for
educational technologists, instructional designers, and educators working in higher education institutions with a
particular focus on research into open education.
• A concise summary of what the paper is about
• What is the research claim advanced by the paper?
• Are the methods used robust and appropriate?
• Does the data presented fully support the conclusions drawn?
• Is the argument clearly articulated?
• Is it written well and accessible?
• Is all the relevant research included?
• What is the relevance/importance for open education research?
• What might be thought interesting about its contribution?
12. 12
ACCESSIBILITY
GO-GN RESEACH REVIEW SUMMER 2020
Liyanagunawardena, T. R., Adams, A. A. & Williams, S. A. (2020). Open to Inclusion: Exploring
Openness for People with Disabilities. In Conrad, D. & Prinsloo, P. (eds.) Open(ing) Education: Theory
and Practice. Brill. https://doi.org/10.1163/9789004422988_008
• Presents a Global South perspective on the accessibility of OER
• Uses fictional personas to explore obstacles to OER use
• Suggests that provision of OER may not benefit disabled learners, who are often supported
• Raises awareness of misalignment between rhetoric and reality of open
13. 13
ACCESSIBILITY
GO-GN RESEACH REVIEW SUMMER 2020
Rets, I., Coughlan, T., Stickler, U. & Astruc, L. (2020). Accessibility of Open Educational Resources:
how well are they suited for English learners? Open Learning: The Journal of Open and Distance
Learning. http://oro.open.ac.uk/70272/
• Highlights the prevalence of OERs in (linguistically complex) English
• More than 86% of courses surveyed (OpenLearn & Saylor) required advanced English proficiency
• No standard metrics for readability
• Hard to see how to encourage authors to write differently
• This area is under-researched
14. 14
ACCESSIBILITY
GO-GN RESEACH REVIEW SUMMER 2020
Zhang, X., Tlili, A., Nascimbeni, F. et al. (2020). Accessibility within open educational resources and
practices for disabled learners: a systematic literature review. Smart Learning Environments 7, 1
https://doi.org/10.1186/s40561-019-0113-2
• Presents the results of a literature review pertaining to accessibility of OER
• 31 papers selected from a pool of 1617
• Demonstrates a lack of disabilities specification in accessibility research
• Paper concludes that researchers should focus on Web Content Accessibility Guidelines (WCAG) –
though these are not pedagogical in nature – andusing OER with assistive technologies
• Raises important themes: building capacity; developing authoring tools; use of learning analytics;
raising awareness – but sample size is limited
16. 16
ADOPTION STUDIES
GO-GN RESEACH REVIEW SUMMER 2020
Bethel, E. (2020). Open Textbooks: Quality and Relevance for Postsecondary Study in The
Bahamas. The International Review of Research in Open and Distributed Learning, 21(2), 61-80.
https://doi.org/10.19173/irrodl.v21i2.4598
• Suggests a method for appraising open textbook quality based on pedagogy, openness,
accessibility, and relevance
• 41 textbooks from Openstax CNX and BCcampus OpenEd repositories were tested
• Most scored highly for clear learning objectives, diagrams and graphs, activities and practice
exercises
• Makes recommendations for future advocacy work including awareness raising, faculty capacity
building and exploring current faculty textbook use
• Tool continues to be developed
17. 17
ADOPTION STUDIES
GO-GN RESEACH REVIEW SUMMER 2020
McGowan, V. (2020). Institution initiatives and support related to faculty development of open
educational resources and alternative textbooks. Open Learning: The Journal of Open, Distance
and e-Learning, 35:1, 24-45, DOI: 10.1080/02680513.2018.1562328
• Analysis of 37 websites of higher education institutions in the USA
• Thematic/factor analysis
• Student savings still important, but need studies with more data about costs of production
• Quality, accessibility generally not prioritised
• Main contribution of the paper is description of how institutional grants for OER operate
• 51% of OER grants required some preparation in OER/copyright
• Grants handled in different ways by different institutions
18. 18
ADOPTION STUDIES
GO-GN RESEACH REVIEW SUMMER 2020
Rabin, E., Kalman, Y. M. & Kalz, M. (2020) The cathedral’s ivory tower and the open education
bazaar – catalyzing innovation in the higher education sector. Open Learning: The Journal of Open,
Distance and e-Learning, 35:1, 82-99, DOI: 10.1080/02680513.2019.1662285
10.1080/02680513.2019.1662285
• Considers whether open education is an augmentation or replacement for traditional education
• Analysis based on cathedral and the bazaar (Raymond, 1999)
• Used as inspiration for classifying different educational business models – but also argue that
this is a continuum
• Conceptually rich paper that may require slow reading in places
19. 19
ADOPTION STUDIES
GO-GN RESEACH REVIEW SUMMER 2020
Tang, H., Lin, Y.-J. and Qian, Y. (2020). Understanding K-12 teachers’ intention to adopt open
educational resources: A mixed methods inquiry. British Journal of Educational Technology.
doi:10.1111/bjet.12937
• Mixed methods study exploring teacher intention to adopt OER in a K12 context
• Under-researcher compared with higher education
• Study uses statistical modelling though the sample is modest (N=68)
• Qualitative elements may be more insightful
• Paper offers theoretical and practical insights relevant to K12 settings
21. 21
OPEN EDUCATIONAL PRACTICES
GO-GN RESEACH REVIEW SUMMER 2020
Adam, T. (accepted). Open educational practices of MOOC designers: embodiment and epistemic
location. Distance Education, 41(2). https://doi.org/10.1080/01587919.2020.1757405
• Intersectional approach draws on theories from feminism, decolonisation and critical pedagogy
• Phenomenological interviews with South African MOOC designers (N=27)
• Thematic analysis identifies four categories of experience with concomitant understandings of
openness
• personal background (broadening the target audience; respecting cultural practices;
overcoming stereotypes; acknowledging one’s positionality);
• academic background;
• life experiences (disability; privilege);
• ideological and political influences.
• Call to include marginalised voices and plurality of knowledges
• No control/comparison group
22. 22
OPEN EDUCATIONAL PRACTICES
GO-GN RESEACH REVIEW SUMMER 2020
Czerwonogora, A., & Rodés, V. (2019). PRAXIS: Open Educational Practices and Open Science
to face the challenges of critical Educational Action Research. Open Praxis, 11(4), 381-396.
http://dx.doi.org/10.5944/openpraxis.11.4.1024
• Educational Action Research explores benefits of open science and OEP in academic
professional development communities
• Social Network Analysis (SNA) of written exchanges from the 30 participants in 127 reflective
writing-blog posts including 248 peer comments during a three months teacher training course
• Detail of innovations well described but less to situate results within teacher education or
professional development
• Novel framework that HEIs could use and adapt
23. 23
OPEN EDUCATIONAL PRACTICES
GO-GN RESEACH REVIEW SUMMER 2020
Lee, Kyungmee (2020). Who opens online distance education, to whom, and for what?:A critical
literature review on open educational practices. Distance Education.
https://eprints.lancs.ac.uk/id/eprint/143340
• Critical literature review exploring open educational practices in online higher education
• 29 scholarly narratives analysed, emergent concepts extracted:
• Open education driven by individual effort
• Technology driven
• Driven by higher education institutions (traditional, distance, etc.)
• Blurred distinction between formal/informal learning
• Lack of clarity about what open educational practices are
• 29 papers is a limited sample, and some important aspects of the narrative seem to be missing
24. 24
OPEN EDUCATIONAL PRACTICES
GO-GN RESEACH REVIEW SUMMER 2020
Wolfenden, F., Adinolfi, L., & Cross, S. (2020). Exploring Open Digital Badges in Teacher
Education: a Case Study from India. Journal of Learning for Development, 7(1), 108-115.
https://jl4d.org/index.php/ejl4d/article/view/383
• Global South research into open digital badging
• Detailed account of perceptions, discussion and activity based on TESS-India workshops
• Four reflective outcomes
• Classroom as a site of professional learning
• Educator responsibility for learning pathways (less didactic)
• Tendency to isolate learning strategies from pedagogic practice – badging can
encourage reflection/innovation
• Classroom assessments could be updated/innovated to include recordings as evidence
but badges might not be able to share this evidence for privacy/safeguarding reasons
26. 26
OPEN PEDAGOGY
GO-GN RESEACH REVIEW SUMMER 2020
Baran, E., & AlZoubi, D. (in press). Affordances, Challenges, and Impact of Open Pedagogy:
Examining Students’ Voices. Distance Education. 10.1080/01587919.2020.1757409
• Explores open pedagogy through a qualitative case study with 13 students from 3 HEIs in the
USA
• Affordances and challenges organised around themes of content curation, peer feedback,
community engagement, development, reflection, and scaffolding
• These are used to propose a model for “open pedagogy in action” though the process of
generating this model from the data may be unclear
27. 27
OPEN PEDAGOGY
GO-GN RESEACH REVIEW SUMMER 2020
Katz, Stacy and Van Allen, Jennifer (2020). Evolving Into the Open: A Framework for Collaborative
Design of Renewable Assignments. CUNY Academic Works.
https://academicworks.cuny.edu/le_pubs/306
• Offers an account of transitioning from disposable to renewable assignments
• Attempts to formalise open educational practices
• Framework may be useful for institutional co-operation around OER development
• Grounded in established literature regarding disposable assignments and OER (Wiley, Hilton)
28. 28
OPEN PEDAGOGY
GO-GN RESEACH REVIEW SUMMER 2020
Tur, G., Havemann, L., Marsh, D., Keefer, J. M., & Nascimbeni, F. (2020). Becoming an open
educator: towards an open threshold framework. Research in Learning Technology, 28.
https://doi.org/10.25304/rlt.v28.2338
• Connects threshold concepts (Meyer & Land, 2006) with research into open educator identity
(Nascimbeni & Burgos, 2016)
• Develops discourse around open education identity
• Need to redraw conceptual maps
• Challenge to established ideas & habit
• Further study of open educator identity needed – and supported by this paper
29. 29
OPEN PEDAGOGY
GO-GN RESEACH REVIEW SUMMER 2020
Zapata, G. C. (2020). Sprinting to the Finish Line: The Benefits and Challenges of Book Sprints in
OER Faculty-Graduate Student Collaborations. The International Review of Research in Open and
Distributed Learning, 21(2), 1-17. https://doi.org/10.19173/irrodl.v21i2.4607
31. 31
OPEN EDUCATIONAL RESOURCES
GO-GN RESEACH REVIEW SUMMER 2020
Joseph, K., Guy, J., & McNally, M. (2019). Toward a Critical Approach for OER: A Case Study in
Removing the ‘Big Five’ from OER Creation. Open Praxis, 11(4), 355-367.
http://dx.doi.org/10.5944/openpraxis.11.4.1020
• Case study (N=1) exploring power imbalances in OER production
• Creating OER without using the technologies of the ‘Big Five’ – the costs outweigh the benefits
• Open source software can be less usable, sustainable
• Pragmatic arguments exist for the ongoing use of proprietary software but practitioners should
remain alert to how their use exacerbates unequal power relations
32. 32
OPEN EDUCATIONAL RESOURCES
GO-GN RESEACH REVIEW SUMMER 2020
Stracke, C., Downes, S., Conole, G., Burgos, D., & Nascimbeni, F. (2019). Are MOOCs Open
Educational Resources? A literature review on history, definitions and typologies of OER and
MOOCs. Open Praxis, 11(4), 331-341. http://dx.doi.org/10.5944/openpraxis.11.4.1010
• Analysis of definitions and typologies relating to OER and MOOC
• Uses the OpenEd Quality Framework as theoretical underpinning
• Two perspectives: resources vs learning innovations
• MOOCs can be considered a category of OER as resources;
• As an innovation they transcend the category of resources
• To some extent definitions are therefore perspectival
• Provides a history of OER/MOOC that will be useful design, instruction and/or evaluation
33. 33
OPEN EDUCATIONAL RESOURCES
GO-GN RESEACH REVIEW SUMMER 2020
Tlili, A., Jemni, M., Khribi, M.K. et al. (2020). Current state of open educational resources in the
Arab region: an investigation in 22 countries. Smart Learning Environments, 7, 11.
https://doi.org/10.1186/s40561-020-00120-z
• Results from a survey (N=735) into OER use in the Arab region
• Progress is uneven: adoption “in its infancy”
• High level of awareness of role of OER in improving learning
• Perceived difficulty of creation/use of OER acts as a barrier
• Perception of government support for OER but lack of vision/strategy
• Increased use of OER could address social justice issues and improve learning outcomes
35. 35
OPEN ECOSYSTEMS
GO-GN RESEACH REVIEW SUMMER 2020
Rajagopal, K., Firssova, O., Op de Beeck, I., Van der Stappen, E., Stoyanov, S., Henderikx, P., &
Buchem, I. (2020). Learner skills in open virtual mobility. Research in Learning Technology, 28.
https://doi.org/10.25304/rlt.v28.2254
• Combines concepts of Virtual Mobility (VM) and Open Education (OE) into Open Virtual
Mobility through group concept mapping (N=28)
• Concept may be useful in framing OER and OEP to international audiences
• Generic skills and competencies:
• Digitalisation
• Collaboration
• Openness
• Group concept mapping is an innovative technique which could be applied in other areas
(especially in the context of an online pivot)
36. 36
OPEN ECOSYSTEMS
GO-GN RESEACH REVIEW SUMMER 2020
Urbančič, T., Polajnar, A., & Jermol, M. (2019). Open Education for a Better World: A Mentoring
Programme Fostering Design and Reuse of Open Educational Resources for Sustainable
Development Goals. Open Praxis, 11(4), 409-426. http://dx.doi.org/10.5944/openpraxis.11.4.1026
• A presentation of the Open Education for a Better World (OE4BW) programme which offers a
mentorship programme for those working in OER which is structured around the UN’s
Sustainable Development Goals
• Survey work revealed use and development of OER is siloed in many countries; capacity
building often overlooked
• Describes steps taken to ensure diversity and focus in mentoring programme
• Describes how year 1 evolution influences year 2 operation
• Findings are of interest to anyone interested in sustainable development goals; low-cost
mentoring and social impact of OER
37. 37
OPEN ECOSYSTEMS
GO-GN RESEACH REVIEW SUMMER 2020
Wong, T., Xie, H., Zou, D. et al. (2020). How to facilitate self-regulated learning? A case study on
open educational resources. Journal of Computers in Education 7, 51–77.
https://doi.org/10.1007/s40692-019-00138-4
• Study using 3 (mostly Likert) surveys (N = 149, N = 168, N = 150) to investigate self-regulated
learning in terms of learning motivation; planning and management; and self-monitoring
• Based in use of i-Classroom VLE which provides elementary school learners with access to
OER (primarily video content) along with assessments
• High support level compared with most informal learning – although the study is framed as
being about non-formal learning
• Results are interpreted through Connectivism – OER effects are incidental
• Authors hypothesize that the that the pressure applied - even to young learners - by the Hong
Kong schooling system may in fact inhibit learning through increased anxiety and
procrastination
44. 44
IMAGE ATTRIBUTION
GO-GN RESEACH REVIEW SUMMER 2020
• Accessibility by mikicon from the Noun Project
• pet adoption by Dan Hetteix from the Noun Project
• synergy with hands by Bruno Castro from the Noun Project
• presentation by WITDHAWAT THANAKORNNONTHAWIT from the Noun Project
• ecosystem by Sharon Showalter from the Noun Project
• Penguins of various denominations by Bryan Mathers @ Visual Thinkery CC BY