Presentation of Module 4 on how to adapt open educational resources in different cultural contexts and how to promote readiness to adopt open educational resources.

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Localising Open Educational Resources and
Massive Online Open Courses
Isidro Maya Jariego & Elena González Tinoco
Laboratorio de Redes Personales y Comunidades
Universidad de Sevilla (Spain)
Open up education in South-Mediterranean countries
UNIMED – Mediterranean Universities Union
Torino, Italy, September 25-29, 2017

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Intercultural
networks and
interaction
International
experiences in higher
education institutions
Readiness
to adopt
Open
Education
The importance of intercultural communication
in Open Education

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4.1. The importance of intercultural communication in Open Education
4.2. How to adapt OER to local contexts: cases of diversity in rework, reuse
and remix
4.3. Personal learning environments and diversity in networks
4.4. Managing extreme diversity in groups of learners
Table of contents in module 4
Localising OER in numbers
 8 skills for effective intercultural communication
 11 inhibitors to reusing open contents
 5 dimensions of cultural variability
 4 strategies of acculturation

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Mastery of a second language may affect learning and performance in MOOCS
and other OER
“Many times I felt that because of the language difference, I didn’t have the
words to say some things that I was thinking. I noticed that when I went to
these interviews with the U.S. guy, he would tend to lead the interviews, which
was understandable but also disappointing, because we are at the same level. I
had very good questions, but he would take the lead.”
Diversity in OER

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Consider the following case…
The MIT releases as open content an introductory course in agricultural engineering. A
professor from the Maghreb studies the educational material and thinks that it would be
very interesting to use a part of it with his students. However, he encounters some barriers
to use the open contents in his teaching:
 At his university, textbooks and other educational materials usually are pre-approved by
the rectorate before incorporating them into the curriculum.
 Some of his students do not speak English, or they do not have enough command of it
to use the original material.
• Examples of the MIT course relate to corn and cotton farming. However, in the region
where the university is located, the main agricultural products are tomato, cucumber
and aubergine, which require different technical training.
Diversity in OER

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Question 1:
Inhibiting factors
 At his university, textbooks and other educational
materials usually are pre-approved by the
rectorate before incorporating them into the
curriculum.
Institutional
restrictions
 Some of his students do not speak English, or
they do not have enough command of it to use
the original material.
Language
 Examples of the MIT course relate to corn and
cotton farming. However, in the region where the
university is located, the main agricultural
products are tomato, cucumber and aubergine,
which require different technical training.
Local relevance
What factors are relevant for reusing OER?
Institutional
factors
Language
Local relevance

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Make an analysis of the inhibitors and facilitators to adoption of OER at
your university
Dimensions Inhibitors Opportunities
Technological
equipment
Attitudes towards
Open Education
Digital competences
(knowledge and skills)
Institutional factors
Language and local
relevance
Cultural characteristics
Question 2

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Diversity in OER
Six dimensions of community readiness for open education
Not prepared Prepared
Community initiatives Open education is not on
the agenda of the university
and there are no previous
experiences.
The university has begun to train
teachers about open practices
and some teachers have
developed open content.
Knowledge on the
community initiatives
Teachers do not know about
open educational resources
or open education
experiences.
Teachers are aware of open
educational innovations.
Leadership There is no effective
leadership.
The university community is
organised with recognisable and
influential natural leaders.
Social climate Teachers and students do
not perceive added value in
open educational practices.
Teachers and students are in
favor of open educational
innovations.
Knowledge on the issue Open education is not a
matter of public debate and
the university community is
not concerned about the
issue.
Teachers know about innovative
experiences and their impact on
student learning.
Community resources There are no specific
resources to promote open
education.
There are educational innovation
centers, telecentres, champions
and associations that promote
open education.

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Open Education Training Week
Visit this presentation here: https://goo.gl/28UMi3
Gracias
‫شكرا‬
Laboratorio de Redes Personales y Comunidades
http://personal.us.es/isidromj

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OPENING UP EDUCATION
IN SOUTH-MEDITERRANEAN COUNTRIES
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