OER Schools Conference - Marieke Guy
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On 29 January 2015, Leicester City Council, in partnership with De Montfort University, held a free day conference for schools focusing on finding, using, creating and sharing Open Educational Resources (OER). The event builds on the council’s recently released OER guidance and resources, which can be downloaded from http://schools.leicester.gov.uk/openeducation The conference opened with panel presentations and a Q& A session. Marieke Guy discusses the international context of OER and open education communities.
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OER Schools Conference - Marieke Guy
- 1. OER Schools Conference #OERSCH15 29th January 2015
- 2. Welcome! Chair: Richard Hall Panel: Bjoern Hassler, Marieke Guy, Josie Fraser, & Miles Berry #OERSCH15
- 3. Open Education OER and Marieke Guy Marieke.guy@okfn.org Around the world
- 5. Open Knowledge Promoting open knowledge in a digital age ● A community-based, not-for-profit with projects and partnerships throughout the world ● We build tools, apps and communities to create, use and share open data and content - information that everyone can use, share and build on ● We believe that by creating an open knowledge commons and developing tools and communities around this we can make a significant contribution to improving governance, research and the economy ● Collaboration not control, empowerment not exploitation, open not closed https://okfn.org/
- 6. Open Education A welcoming and accessible community https://www.flickr.com/photos/eelssej_/413385838/ .
- 7. Traditional Education More than learning and teaching.. • Learning: whether through instruction, guided activity or self-directed learning; • Teaching: mentoring and all non-instructivist activities around the deliberate nurturing of knowledge; • Assessment: any combination of summative, formative and/or diagnostic; • Accreditation: recognising learner or educator accomplishment; • Policymaking: influencing curriculum, funding and procedures in education; and • Administration: dealing with recruitment, admissions, retention, progression, graduation, timetabling, reporting, and management.
- 8. • Policy • Open Education Resources • Accreditation • Licences • Tools • Data • Learning and teaching practice Open Education Pie
- 9. Open Education Working Group …established to bring together people and groups interested in open education. Its goal is to initiate global cross-sector and cross- domain activity that encompasses the various facets of open education. http://education.okfn.org
- 10. Open Education Around the World Series of posts • Greenland • Japan • United Kingdom • Scotland • Tanzania • India • South Africa • Rwanda • Holland …
- 12. UK: OER Research Hub http://oerresearchhub.org/ http://oermap.org/sector/school-k12/
- 13. Ireland: Open Text books http://bit.ly/1y7A8Gf
- 17. Keyword Hypothesis Performance OER improve student performance/satisfaction Openness People use OER differently from other online materials Access OER widen participation in education Retention OER can help at-risk learners to finish their studies Reflection OER use leads educators to reflect on their practice Finance OER adoption brings financial benefits for students/institutions Indicators Informal learners use a variety of indicators when selecting OER Support Informal learners develop their own forms of study support Transition OER support informal learners in moving to formal study Policy OER use encourages institutions to change their policies Assessment Informal assessments motivate learners using OER From Beatriz de los Arcos, OER Research Hub http://slidesha.re/1xKl7H6 Benefits of OER
- 18. From Closed to Open With Open Educational Resources Closed content is the default and people need compelling reasons to replace it with OER. When the norms have changed, OER will be in the mainstream…. If we want OER to become the default, we need people to use OER and to know that they are using OER.” TJ Bliss, Williama and Flora Hewlett Foundation http://tjbliss.org/the-doctor-and-the-gym/
Editor's Notes
- OER Schools Conference, 29th January 2015, Leicester UK: http://www.digilitleic.com/?p=652
- Richard Hall (@HallyMK1 on Twitter) is Professor of Education and Technology at De Montfort University (DMU), Leicester, UK. He is DMU’s Head of Enhancing Learning through Technology and leads the Centre for Pedagogic Research. Richard is a National Teaching Fellow and a co-operator at the Social Science Centre in Lincoln, UK. He writes about life in higher education at: http://richard-hall.org. Bjoern Hassler (@bjoernhassler on Twitter) focuses on pedagogy, Open Educational Resources (OER) and digital technology. He led the JISC-funded ORBIT project, which produced an Open Resource Bank on Interactive Teaching for teacher education, focusing on innovative digital technology use in mathematics and science education. He is co-leading the OER4Schools project, introducing interactive teaching and digital technologies in Zambian primary schools. Marieke Guy (@mariekeguy on Twitter) is a project co-ordinator at Open Knowledge, a global not-for-profit organisation that wants to open up knowledge around the world and see it used and useful. Over the last two years she has been exploring open data in education and its relationship with open education as part of the LinkedUp Project. Her current projects are PASTEUR4OA , developing and/or reinforcing open access strategies and policies across Europe, and Europeana Space, creating new opportunities for employment and economic growth within the creative industries sector based on Europe’s rich digital cultural resources. Marieke has been working with online information for over 16 years and was previously employed by UKOLN, a centre of expertise in digital information management at the University of Bath. Marieke co-ordinates the Open Education Working Group. Josie Fraser (@josiefraser on Twitter) is a UK-based Social and Educational Technologist. Since June 2010, she has lead on technology for Leicester City Council’s multi-million pound Building Schools for the Future (BSF) Programme, one of the most accelerated building programmes in the UK. She is also responsible for setting, promoting and delivering on a city wide agenda for educational transformation in relation to the use of technology within schools. She developed and leads on the DigiLit Leicester staff development project, run in partnership with De Montfort University and the 23 BSF schools. The project achieved recognition as one of five global winners of the Reclaim Open Learning innovation competition, organised by the MacArthur Foundation, The Digital Media and Learning Hub, and MIT Media Lab. Miles Berry (@mberry on Twitter) is principal lecturer and the subject leader for Computing Education at the University of Roehampton. He teaches initial teacher education courses, and his principal research focus is the role of online communities in the professional formation and development of teachers. Other professional interests include knowledge management in education, use of open source software and principles in schools, provision for the gifted and talented and independent learning. Miles was part of the drafting groups for computing in the 2014 national curriculum. Until 2009, Miles was head of Alton Convent Prep. In his former post as deputy head of St Ives School, Haslemere, he pioneered the use of Moodle and Elgg in primary education. His work on implementing Moodle was documented as the dissertation for Leicester University’s MBA in Educational Management, and won the 2006 Becta ICT in Practice Award for primary teaching.
- The open education community is welcoming and accessible – anyone can become an ‘open educator’ – it isn’t hard and you don’t need to be an expert
- Pundit
- Policy advice for OER uptake in schools POERUP, Policies for OER Uptake, was a project part-funded under the Lifelong Learning Programme of the European Commission during the period November 2011 until June 2014 inclusive. The project’s overall aim was to develop policy recommendations to promote the uptake of OER (Open Educational Resources) in the educational sector, and to further the range of purposes for which institutions deploy OER: opening up education, widening access (internationally and in particular for developing countries), higher quality or lower cost of teaching – and combinations of these. These policy advice documents – for schools, for universities and for colleges and other organised education providers – were to be oriented to the European Union and a specified range of other countries. - See more at: http://education.okfn.org/poerup-policies-for-oer-uptake/#sthash.y85ZmpkT.dpuf
- Policy advice for OER uptake in schools POERUP, Policies for OER Uptake, was a project part-funded under the Lifelong Learning Programme of the European Commission during the period November 2011 until June 2014 inclusive. The project’s overall aim was to develop policy recommendations to promote the uptake of OER (Open Educational Resources) in the educational sector, and to further the range of purposes for which institutions deploy OER: opening up education, widening access (internationally and in particular for developing countries), higher quality or lower cost of teaching – and combinations of these. These policy advice documents – for schools, for universities and for colleges and other organised education providers – were to be oriented to the European Union and a specified range of other countries. - See more at: http://education.okfn.org/poerup-policies-for-oer-uptake/#sthash.y85ZmpkT.dpuf
- Summary :: This is an effort to create a text, teaching guide, and lesson plans for the upcoming Programming and Coding short course being introduced fall 2014 in Ireland. The course references the Junior Cycle Statements of Learning (SOL) where applicable to the content of the course. The course is aligned with the draft curriculum produced by the National Council for Curriculum and Assessment (NCCA) and will be kept in alignment with any subsequent drafts or releases of the course entitled "Programming and Coding". This is a true open-source crowd-source effort. The ethos is to contribute a public reference and connect teachers with those who would be willing to assist in the planning and implementation of such a course. As such, all content is released under Creative Commons Attribution 4.0 International (CC BY 4.0) except where covered by license applied due to attribution, where noted. http://openknowledge.ie/open-data-day-ireland-2014/ A book sprint to create a open license and free of charge textbook for programming in Irish schools Booksprint: Textbook in ‘Programming’ for Irish Schools The book sprint brought together a group of people, including a number of teachers to contribute to an open license textbook on programming for inclusion as a junior cycle optional short course as announced by Minister Ruairi Quinn last year. As an open source book it will be a free of charge teaching resource to all kids and schools in Ireland. Being free of charge parents, students, and anyone else can also benefit and get started with coding following a structured curriculum at their own time. Saturday’s book sprint sparked intense collaboration with participants becoming readers, writers, editors and publishers for a day and they have formed a team that will continue to finish the book working remotely. So far the team have added content to 4 chapters of the final textbook which are laid out to contain all resources a textbook normally needs to be accepted into schools: curriculum, teacher guide and lesson materials. Once all content has been collated the open source software Booktype will help the team to upload the chapters and produce the textbook. We made a lot of headway on Saturday and appreciate that teachers lent their expertise to create something valuable that will be available and will address the growing need to teach our kids computer programming and digital literacy. Elon Musk – business magnate, investor and inventor – founder of SpaceX and Paypal and CEO of Tesla Motors attended Web Summit 2013 in Dublin last year and reiterated that in order to compete, Ireland needs to make sure to build and retain innovative talent on it’s shores. Let’s do just that.
- You are a teacher in a country with a total population of about 300,000. The language of instruction is Icelandic, spoken by perhaps a total of 350,000 people worldwide. You are expected to provide a high quality up-to-date educational experience for your students. Educational resources available in Icelandic are few, and hard to keep up-to-date because of limited resources. They get together a few subject experts, have them produce a manuscript, publish it, distribute to schools and students, update as needed Throughout my studies, we were constantly promised a series of brand new psychology textbooks. They never materialized. We were supplied with photocopied excerpts of early drafts of the books, in addition to supplemental materials based on old, out-dated resources. Finally, in my fourth and final year, the new textbooks were available. They were colourful, shiny, and thick. Sadly, however, much of the material was also out-dated. And so, the cycle began again to produce an updated text. Education Plaza to inform school communities about OERs; to encourage collaboration within and among distinct communities of interest; and to address specific issues relating to the use of OERs, such as working to establish a repository for Icelandic OERs. Education Plaza is a project backed by the Ministry of Education, the Icelandic universities providing teacher training, the Icelandic Teachers’ Union, the City of Reykjavík’s Department of Education, and the Federation of Icelandic Municipalities. The objective of the project is twofold: to promote collaborative approaches to continuing education and professional development within the school community; and to strengthen links between practitioners and the academic community within the universities. Education Plaza works with self-organising professional communities of educators that focus on specific topics of mutual interest
- From a study conducted by UNICEF in 2001, there is an estimate of 246, 000 street children in the Philippines. All are living in poverty, are hardly educated and are holding out through begging, selling small items like cigarettes, flowers and newspapers, garbage scavenging, shining shoes, etc. The Bureau of Alternative Learning System instituted then an informal education for these street and working children. Homeschooling - The Department of Education in the Philippines also provides homeschool accreditation through the Philippine Validating Test (PVT) Open education is similarly presented by making educational materials publicly available and accessible online, without charge. One example is the Learning Resource Management and Development System (LRMDS) of DepEd that provides free digital learning resources for teachers, students and the general public Welcome to the Learning Resources Portal. This Portal is designed to provide you with access to quality learning, teaching and professional development resources. Find information on quantity and quality and location of text ise. Search, download and use these resources on this site and locate them in print and hard copy format stored at the Region, Division, District or Cluster Lead school.
- “Siyavula” is an Nguni word meaning “we are opening” and therefore is not only core to our mission to open up education in South africa, but it also means something to the majority of people we are trying to reach. We have built ourselves up on three solid foundations, openness, community and technology, and continue to work at the intersection of these spheres to truly have an impact in South African education. You can read a bit more about our story of how we came to be here. Siyavula’s openly licensed content is primarily focused on Maths and Science for Gr 4-12 and aligned to the national curriculum. It is available in English and Afrikaans, 2 of South Africa’s 11 official languages. Learners receive mother tongue instruction up until the end of Gr 3. In Gr 4, most schools switch to, or continue with, instruction in either English or Afrikaans. By high school, all subjects are taught in either English or Afrikaans. You can find out more about the different textbooks - See more at: http://education.okfn.org/open-education-south-africa-2/#sthash.W2QieFSD.dpuf
- The Doctor and the Gym Posted on October 9, 2014 We will have made great progress on the OER front when educators and institutions make OER the default choice and feel the need to justify using closed content. Right now, the opposite is generally true: Closed content is the default and people need compelling reasons to replace it with OER. When the norms have changed, OER will be in the mainstream*. As I have visited with folks in the OER community these past few months, people have continually highlighted two major reasons people adopt OER: (a) to save money and (b) to improve teaching and learning. These two reasons for adopting fit naturally with the two key characteristics of OER: free use and repurposing. The characteristic of free use lends itself to the economical motivation for using OER; while the ability to revise, remix, reuse, redistribute, and retain resources provides opportunity for improved teaching and deeper learning. As I have thought about why people choose to adopt OER, I’ve come to realize that there are important and fundamental differences between the two major motivations for adoption. A simple health metaphor helps me understand these differences and sheds some light on how we might approach persuading more people to adopt OER. When we are sick or in pain, most of us don’t need much motivation to seek help or go to the doctor. When we are otherwise healthy, however, most of us need quite a bit of external motivation to take steps to strengthen our bodies and improve our health through proper exercise and diet. I think, in most cases, the same is true for OER adoption. In most educational settings, especially those with large numbers of at-risk students like community colleges and public K-12 schools, the economic situation is tenuous. People and systems are in financial pain and need very little extra motivation to accept an obvious remedy when it is presented. In these situations, the economic argument for OER brings welcome relief. However, in the same way that someone with a broken leg is not likely to respond well to encouragement to run laps at the gym, those feeling heavy financial pain are not likely to respond enthusiastically to exhortations to improve teaching and learning through OER. It just isn’t a compelling reason for them to adopt**. If we want OER to become the default, we need people to use OER and to know that they are using OER. In the United States and Canada, particularly, the economic argument for OER is a compelling reason to adopt at all educational levels. Using the economic argument does not diminish OER’s potential for improving teaching and learning. Instead, it is a gateway that people want to enter so they can feel better. And when they enter this gate, evidence in the field shows that they are more likely to go to the proverbial gym and start using OER in ways that leverage the open license. To be sure, the real power of OER is in its potential to improve teaching and learning through open pedagogy. But we may never get to the point where effective use of OER is a mainstream practice until lots and lots of people are using it to meet their more basic needs. *Credit goes to Nick Shockey of SPARC for framing the mainstreaming of OER in the context of setting defaults and shifting norms. **I fully recognize that there are many educators who find the opportunity to use OER to improve teaching and learning a compelling reason to adopt. However, I think there are many more people who would adopt OER for economic reasons. It is entirely possible, and desirable, to focus on both motivators for adoption simultaneously. The point of this metaphor is to illuminate the need to pay attention to these diverse motivators and tailor the approach accordingly.