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![[O]ne impediment is traditional thinking that educational innovation
exists within formal educational institutions (e.g., schools, institutes,
universities) and not in other formal or informal environments. Moving
beyond this thinking presents a niche of opportunity to generate lines
of research and publications related to the processes of formal and
informal learning within networks, considering multiple relationships
with educational institutions and other sectors.
Another challenge of great incidence is “openness,” the capacity to
bring together diverse sectors (educational, social, enterprise, cultural)
for collaboration and dissemination. In this landscape, the field of open
education is fertile, both for training in educational innovation and for
promoting innovations within the framework of the open educational
movement with practices of production, use, dissemination, and
mobilization.
Here, the open education movement is visualized as a dynamic
phenomenon, in constant evolution, that starts from the simplest idea
of taking advantage of resources to share a common good, namely,
knowledge. However, open education can also mean something more
complex: developing educational practices that contribute to the
necessary improvements in education, management, and research
required by external changes.
Sustainability 2020, 12, 7053; doi:10.3390/su12177053](https://image.slidesharecdn.com/20210215oerinnovationlillehammer-210216140019/75/The-Innovative-Aspect-of-Open-Education-11-2048.jpg)
Uploaded byRobert Farrow
The Innovative Aspect of Open Education
This document discusses the innovative aspects of open education. It begins by explaining that open educational resources (OER) were created in response to copyright, which was itself an innovation. People innovate to overcome challenges, but this often gives rise to new challenges. The document then discusses several OER projects and how they demonstrate innovation, such as replacing textbooks with open versions or facilitating exchange of ideas between open education communities. It emphasizes that adoption is needed for innovations to be sustained and discusses how OER adoption has grown. The document concludes by suggesting ways to support innovation with and through OER, such as raising awareness of open alternatives and empowering individuals.
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The Innovative Aspect of Open Education
- 1. The Innovative Aspect ofOpen Education Dr. Robert Farrow Open Education Research Hub Institute of Educational Technology The Open University, UK rob.farrow@open.ac.uk @philosopher1978
- 2. 2 SUMMARY WP7: QUALITY • Whatis WP7? Aims, activities and deliverables • D7.1 Quality Management System • Proposed Next Steps
- 3. Open Educational Resources (OER)are an innovation, but what they respond to (copyright) was also an innovation.
- 4. Copyright was introduced toregulate IP in the age of mechanical reproduction: Incentivising creative production Preserving the integrity of creative works Establishing rules for the economic exploitation of works
- 5. People innovate to overcomechallenges
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- 8. People innovate to overcomechallenges
- 9. People innovate to overcomechallenges… giving rise to new challenges
- 10. Sustainability 2020, 12,7053; doi:10.3390/su12177053
- 11. [O]ne impediment istraditional thinking that educational innovation exists within formal educational institutions (e.g., schools, institutes, universities) and not in other formal or informal environments. Moving beyond this thinking presents a niche of opportunity to generate lines of research and publications related to the processes of formal and informal learning within networks, considering multiple relationships with educational institutions and other sectors. Another challenge of great incidence is “openness,” the capacity to bring together diverse sectors (educational, social, enterprise, cultural) for collaboration and dissemination. In this landscape, the field of open education is fertile, both for training in educational innovation and for promoting innovations within the framework of the open educational movement with practices of production, use, dissemination, and mobilization. Here, the open education movement is visualized as a dynamic phenomenon, in constant evolution, that starts from the simplest idea of taking advantage of resources to share a common good, namely, knowledge. However, open education can also mean something more complex: developing educational practices that contribute to the necessary improvements in education, management, and research required by external changes. Sustainability 2020, 12, 7053; doi:10.3390/su12177053
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- 14. Keyword Hypothesis Performance OERimprove 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 http://oerhub.net/reports/
- 15. Maximus Gorky Sembiring,(2016). OER impact study perceived by faculty within ODL framework. Asian Association of Open Universities Journal, Vol. 11 Iss: 1, pp.78 - 89
- 16. How can weunderstand innovation in open education?
- 17. 17 Lillehammer Lifelong LearningConference 2021 THE INNOVATIVE ASPECT OF OPEN EDUCATION PROJECT INNOVATION ASPECT OER Research Hub (2012-2016) http://oerhub.net/research-outputs/reports/ First global investigation of key claims made about OER UK Open Textbooks (2017-2018) http://ukopentextbooks.org/ Replacing textbooks with openly licensed equivalents, supporting pedagogical innovation BizMOOC (2016-2019) https://moocbook.pressbooks.com/ Leverage MOOCs for business training and development OER World Map (2014-) https://oerworldmap.org/ Facilitate exchange of data, experiences and ideas between different people and Open Education communities European MOOC Consortium: Labour Markets (2019-2022) https://emc.eadtu.eu/emc-lm/ Leverage MOOCs for labour markets: upskilling, (re-training), responsiveness, scalability Global OER Graduate Network (2016-2021) http://go-gn.net/ Supporting doctoral research into open education; exploring openness as a research vector
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- 19. 19 Diffusion of Innovations(Rogers, 2003) • Focused on spread of new technology & practices • Adoption is required for innovations to sustain • Relative advantage; compatibility Lillehammer Lifelong Learning Conference 2021 THE INNOVATIVE ASPECT OF OPEN EDUCATION
- 20. 20 Diffusion of Innovations(Rogers, 2003) • Focused on spread of new technology & practices • Adoption is required for innovations to sustain • Relative advantage; compatibility Lillehammer Lifelong Learning Conference 2021 THE INNOVATIVE ASPECT OF OPEN EDUCATION OER has 5% K12 market share in USA https://www.onlinelearni ngsurvey.com/reports/k- 12_whatweteach.pdf
- 22. 22 Lillehammer Lifelong LearningConference 2021 THE INNOVATIVE ASPECT OF OPEN EDUCATION SUBSTITUTION AUGMENTATION MODIFICATION REDEFINITION Open Textbooks Use Open Textbooks in place of proprietary versions (More than $1 billion saved in the USA) https://sparcopen. org/news/2018/1- billion-in-savings- through-open- educational- resources/ Freely shared and accessible online Enhances access, reduced dependency on grants and loans Producing revised/remixed versions of lessons, textbooks and supplementary resources Collaboration across institutions Rethinking the textbook as the standard organisation of curricula
- 23. 23 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, DOI: 10.1080/02680513.2018.1552579 Lillehammer Lifelong Learning Conference 2021 THE INNOVATIVE ASPECT OF OPEN EDUCATION
- 24. 24 Weller (2014) suggeststhat motivations for moving towards openness are difficult to be categorical about since they are so heavily influenced by context. Lillehammer Lifelong Learning Conference 2021 THE INNOVATIVE ASPECT OF OPEN EDUCATION Costa (2014). Digital scholarship practices. Compiled and adapted from Weller (2011)
- 25. How do wesupport innovation with and through OER? Raise awareness of open alternatives Empower individuals in ways that enable them to exercise their autonomy Encourage experimentation in pedagogy and practice Develop constructive, critical learning cultures Think and act at the level of the ecosystem Leverage the power of networks
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- 27. Deimann, M., &Farrow, R. (2013). Rethinking OER and their use: Open education as Bildung. The International Review of Research in Open and Distributed Learning, 14(3), 344-360. https://doi.org/10.19173/irrodl.v14i3.1370
- 28. How do wesupport innovation with and through OER? Raise awareness of open alternatives Empower individuals in ways that enable them to exercise their autonomy Encourage experimentation in pedagogy and practice Develop constructive, critical learning cultures Think and act at the level of the ecosystem Leverage the power of networks
- 29.