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Introducing Open Educational Resources in a private, for-profit
Brazilian university: a case study

Introducing Open
Educational Resources in a
private, for-profit Brazilian
university
Presentation to the OERRH
Dr. Giselle Ferreira
University Estácio de Sá
Rio de Janeiro, Brazil
January 2014
Overview
Context
Umbrella project
Aims and Objectives
Methodology
So far…
Context (1/2)
• 

HE in Brazil: widening participation through positive
action; exponential growth of HE, particularly private
HEIs, eligible for numerous public funding streams
• 

• 
• 

Public vs. Private

Growth of OER movement nationally
Estácio de Sá: second largest HEI in BR; >280k
students; >50k DL; UNESA (5 PG programmes, inc.
Education)
Context (2/2)
•  New Teaching and Learning Model
•  Centrally selected and produced resources, for centrallydetermined curricula; unified assessment

•  Distance Education
•  Knowledge Factory

•  ‘Open courses’
•  Post-graduate training in Education
Umbrella project
(with Dr. Laélia Moreira)

Introducing OER in a for-profit university: between the
atelier and the factory

(proposed as a 2-year project, started in January 2013)
Aims and objectives
•  Integration of OER practices into research
training in Education (action research)
•  Exploration of institutional impact of
‘openness’ values
Related initiatives
Sendo livre você aprende mais (Being free
you learn more):
http://www.voceaprendemais.com.br/
Ateliê de Pesquisa (Research Atelier):
http://ateliedepesquisa.wordpress.com
Methodology
•  Participant observation
•  AR

•  Interviews and focus groups
•  March 2014 – May 2014
•  Stakeholder groups: senior management; teaching
staff (post-graduate)

•  Institutional survey
So far…
•  Literature review (in Portuguese)
•  Atelier site launched
•  Integration plan – in development

•  Institutional survey – in preparation
Emerging themes
•  Conceptualisations of ‘open’
•  Relationships with (awareness/knowledge of)
IP-related issues
•  Clashing cultures/discourses: academic
requirements – corporate management –
governmental regulation
•  (local idiosyncrasies?)

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OERRH Fellow Presentation - January 2014

  • 1. Introducing Open Educational Resources in a private, for-profit Brazilian university: a case study Introducing Open Educational Resources in a private, for-profit Brazilian university Presentation to the OERRH Dr. Giselle Ferreira University Estácio de Sá Rio de Janeiro, Brazil January 2014
  • 2. Overview Context Umbrella project Aims and Objectives Methodology So far…
  • 3. Context (1/2) •  HE in Brazil: widening participation through positive action; exponential growth of HE, particularly private HEIs, eligible for numerous public funding streams •  •  •  Public vs. Private Growth of OER movement nationally Estácio de Sá: second largest HEI in BR; >280k students; >50k DL; UNESA (5 PG programmes, inc. Education)
  • 4. Context (2/2) •  New Teaching and Learning Model •  Centrally selected and produced resources, for centrallydetermined curricula; unified assessment •  Distance Education •  Knowledge Factory •  ‘Open courses’ •  Post-graduate training in Education
  • 5. Umbrella project (with Dr. Laélia Moreira) Introducing OER in a for-profit university: between the atelier and the factory (proposed as a 2-year project, started in January 2013)
  • 6. Aims and objectives •  Integration of OER practices into research training in Education (action research) •  Exploration of institutional impact of ‘openness’ values
  • 7. Related initiatives Sendo livre você aprende mais (Being free you learn more): http://www.voceaprendemais.com.br/ Ateliê de Pesquisa (Research Atelier): http://ateliedepesquisa.wordpress.com
  • 8.
  • 9.
  • 10. Methodology •  Participant observation •  AR •  Interviews and focus groups •  March 2014 – May 2014 •  Stakeholder groups: senior management; teaching staff (post-graduate) •  Institutional survey
  • 11. So far… •  Literature review (in Portuguese) •  Atelier site launched •  Integration plan – in development •  Institutional survey – in preparation
  • 12. Emerging themes •  Conceptualisations of ‘open’ •  Relationships with (awareness/knowledge of) IP-related issues •  Clashing cultures/discourses: academic requirements – corporate management – governmental regulation •  (local idiosyncrasies?)