Presentation made at OE-GLOBAL - 2019 Conference in Milan, Italy, 26-28 November 2019.

1. PROMOTING OPEN
EDUCATIONAL PRACTICES
AMONG PRACTITIONERS
Shironica P. Karunanayaka
Som Naidu

2. Background
Aim: to support practitioners develop competencies in solving real-world
problems and issues in the adoption of OER & OEP.
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■ Need - CPD of practitioners in the
adoption of OER & OEP in their
professional practices
■ OUSL Project supported by
CEMCA
■ Creation of four CPDMOOCs on
OER & OEP.

3. The adoption of OER & OEP requires…
■ understanding of the concepts, and skills in finding, identifying, adapting
and creating OER
■ knowing how best to integrate OER to support the teaching-learning
process
■ moving beyond a mere focus on access to OER, and engage in various
scholarly practices of openness
■ being participatory, collaborative and innovative in thinking and practices
(Andrade et al., 2011; Beetham, Falconer, McGill & Littlejohn, 2012;
Cronin & MacLaren, 2018; Ehlers, 2011; Koseoglu & Bozkurt, 2018; Naidu, 2016)
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4. Massive Open Online Courses (MOOCs)…
■ provide opportunities for free and open life-long learning.
■ have a great potential to offer continuing professional development for
practitioners.
■ require careful attention on their pedagogical design, supported with a
strong theory base.
(Anderson, 2013; Bates, 2015; Laurillard, 2014)
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■ Design of effective, efficient and engaging learning experiences based on
innovative pedagogical models supported with OER will enhance
practitioners to move towards OEP.
(Karunanayaka, & Naidu, 2017)

5. OE GLOBAL-2019_Karunanayaka_Naidu_26.11.2019_Milan 5
(Source: Naidu & Karunanayaka, 2014)
Conceptual Framework
Scenario-based Learning (SBL)
■ Learning Scenarios –
– Learners are situated in
authentic learning scenarios
■ Learning Activities –
– Learners assume key roles, &
face various challenges
■ Assessment Tasks –
– Learners demonstrate
developed competencies.

6. Methodology
Design-based Research (DBR) Approach
OE GLOBAL-2019_Karunanayaka_Naidu_26.11.2019_Milan 6
(Source: Reeves, 2006)

7. Course Design
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Intended
Key Competency:
‘The ability to
integrate OER &
adopt OEP in
professional
practice’.

8. Design of Effective, Efficient, & Engaging
Learning Experiences
Aspect Design Strategies
Learning
Scenarios
• Presented in the video form as ‘triggers’ to activate learning
• Learners were situated in real life context facing a challenge
Learning /
Assessment Tasks
• Ensured – Constructive Alignment
• Promoted – Individual & Group Activities
• Encouraged - Creation; Collaboration; Reflection
• Enhanced - Co-construction of knowledge
Learning
Resources
• Integration of OER – Essential & Additional Resources
• Use of a variety of media formats
Learner Support • Clear guidance; Structure; Flexibility; SAQ; FAQ
• Peer-facilitated discussion forum; Social media; Feedback
• Assessment Rubrics; Reflective Journal
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9. Challenges Posed in the CPDMOOCs
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CPDMOOC Learning Outcomes Challenge Posed
Understanding
OER
• Explain the concept of OER.
• Identify different license types for
OER for specific needs.
Create a graphical presentation to explain about
the concept of OER
Searching &
Evaluating OER
• Search for different types of OER
using common search engines.
• Evaluate OER for their quality and
suitability.
Create a set of strategies for efficient searching
and evaluation of OER
Adapting &
creating OER
• Adapt existing OER to meet different
purposes.
• Create different types of OER.
Create a learning material as an OER through
adapting existing OER by revising and/or
remixing.
Integrating OER
& adopting OEP
• Develop a plan to integrate OER in
professional practice.
• Devise strategies to adopt OEP in
professional practice.
Create a plan to promote OER integration to
adopt OEP at institutional level.

10. Learning /
Assessment
Tasks
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• Creation of an
artefact to promote
creative learning;
• Peer-facilitated
Discussion Forum
to encourage
collaborative
learning
• Writing of a Self-
Reflection to
promote reflective
learning.

11. Research Questions
■ How and to what extent the three types of
learning/assessment tasks in the CPD MOOCs have
supported practitioners in their adoption of OER and OEP?
■ How the specific design strategies of the
learning/assessment tasks in the CPD MOOCs, have
supported the professional development of practitioners?
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12. Process
■ Participants: 15 Practitioners who
have successfully completed all
four CPDMOOCs
■ Data Collection: Three types of
assessments submitted by the
participants:
– Creations – Artefacts produced
– Collaborations – Discussion
forum entries
– Reflections –Self-reflective
writings
■ Data Analysis: An in-depth content
analysis – Coding/Categorizing
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M
= 6
< 30
= 3
Diploma
= 1
Teacher
= 2
< 5
= 5
Sri Lanka
= 10
F
= 9
31-41
= 7
Bachelors
= 5
Lecturer
= 10
6-10
= 5
India
= 3
41-50
= 3
Masters
= 5
Other
= 3
11- 5
= 2
Andorra
= 1
> 50
= 2
PhD
= 4 16-20
= 1
Trinidad
& Tobago
= 1> 20
= 2
0
2
4
6
8
10
12
14
16
Gender Age Group Highest
Educational
Level
Profession Work
Experience
Country
No.ofRespondents
Category
Participants' Demographic Factors

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Design Aspect Codes Supportive Quotes
Authentic
learning
scenarios in
video form
Clarity
Visualization
Activation
…The SBL experience made ideas clear & learning simple…
…The video scenarios…were very helpful…within a very limited time
we can understand the context…
…when we actually do something in the scenario its different...
Results & Discussion

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Design Aspect Codes Supportive Quotes
Creation of an
artefact
Creativity
Enjoyment
Confidence
Application
…By creating a mind map…I have gathered & compiled so much data...
about the variety of open resources available & CC licenses…
…Creation of OER was a fascinating experience…blending resources to
make my own version…while giving appropriate credits…
Results & Discussion

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Design Aspect Codes Supportive Quotes
Discussion
forum
Critical thinking
Sharing
Networking
…I got experience on critically evaluating others’ creations…
…I value sharing of perspectives & resources…to enhance learning
collaboratively…it expanded my professional network…
…I have attached my graphical presentation...It clearly shows the definition of OER & key concepts
associated with it…common reasons why OER are used have also been listed…What includes in OER
is also a problem of interest when one is trying to use OER…different format of resources…are also
listed.
… I must say that your post is very informative…It is really helpful to understand the graphical
version…The listing of OER resources is little unclear to me…I think you have missed out to indicate
the relatedness among the concepts.
…Thank you very much for taking your time to comment on my graphical representation…As you said
I accept that links between concepts are missing…Honestly I did not see that until you pointed out.
Results & Discussion

16. Results & Discussion
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Design Aspect Codes Supportive Quotes
Self-reflection Self-evaluation
Changes
Progress
…It helped me to be a better judge of myself…
…I can discuss the changes in my thinking pattern…
…It has given the opportunity to look back at our progress...
…The way all the learning activities were planned for this course made learning simpler at a first glance but as
we go ahead the difficulty level increases…This course made me realize about global learning environment…
I find every activity was challenging, even sometime I felt to leave this course in between, but my second
thoughts never allowed me that…I always felt that every activity that I completed had even better scope to
complete it if I had spent more time.
The comments & feedback activity really helped to develop a bond between peers… the mentor played vital
role in motivating me to go ahead…
This course boosts my understanding of OER & motivated to undertake more such courses in future and
develop at least one…

17. Concluding Remarks
■ The scenario-based learning experience design of the CPDMOOCs has
helped practitioners develop competencies in solving authentic issues
related to the adoption of OER & OEP in their professional contexts.
■ The specific design strategies of the learning/assessment tasks have
supported practitioners in the adoption of OER & OEP, by enhancing creative
thinking, critical thinking, collaborative learning and reflective thinking.
■ The learning experience design has significantly affected changing thinking
and practices of the participant practitioners towards the adoption of OER
and OEP in their professional practice.
■ Design of effective, efficient and engaging learning experiences based on
innovative pedagogical models supported with OER will enhance
practitioners to move towards OEP.
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18. Acknowledgements
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The research project work that is reported in this paper has been supported by
the Commonwealth Educational Media Centre for Asia (CEMCA)
and the Open University of Sri Lanka (OUSL).
▪ Commonwealth Educational Media Centre for Asia
▪ The Open University of Sri Lanka
▪ Project Team Members
▪ Research/Technical Assistants
▪ MOOC Participants