Understanding the nature of OEP for OER adoption in Global South contexts: Emerging lessons from the ROER4D project
Presentation at OER17 London 5-6 April 2017
Sukaina Walji & Cheryl Hodgkinson-Williams
The influence of institutional culture on lecturers’ agency in relation to OE...ROER4D
The influence of institutional culture on lecturers’ agency in relation to OER contribution.
Presentation at OER17, London, April 2017
Glenda Cox and Henry Trotter
OER and OEP towards Equitable and Quality Education for AllROER4D
OER and OEP towards Equitable and Quality Education for All
Patricia B. Arinto
University of the Philippines - Open University
Open Education Global Conference, Cape Town, 8-10 March 2017
Developing a communications strategy for ROER4D - insights for the South Afri...ROER4D
Developing a communications strategy for ROER4D - insights for the South African Institute for Distance Education
Seminar presented by Sukaina Walji, 22 May, 2017, Johannesburg
Making MOOCs and changing open educational practicesROER4D
Making MOOCs and changing open educational practices
Laura Czerniewicz, Andrew Deacon, Sukaina Walji, Michael Glover
9 March 2017
Presentation at Open Education Global Conference 2017
CCCOER Webinar: OER Research on Open Textbook adoption and LibrariansOER Hub
"OER Research on Open Textbook adoption and Librarians" was presented by Beck Pitt on 10 December 2014 as part of a CCCOER webinar with Nicole Allen (SPARC) and Una Daly.
These slides were created by reversioning two previous presentations: Librarians Perceptions of OER and Open Access Week 2014: Open Textbook Research Overview (also available on Slideshare).
Factors enabling and constraining OER adoption and Open Education Practices: ...ROER4D
Factors enabling and constraining OER adoption and Open Education Practices: lessons from the ROER4D project
Sukaina Walji & Cheryl Hodgkinson-Williams
Centre for Innovation in Learning & Teaching, University of Cape Town
Presentation at World Conference for Online Learning,
Toronto, Canada, 15-19 October 2017
The influence of institutional culture on lecturers’ agency in relation to OE...ROER4D
The influence of institutional culture on lecturers’ agency in relation to OER contribution.
Presentation at OER17, London, April 2017
Glenda Cox and Henry Trotter
OER and OEP towards Equitable and Quality Education for AllROER4D
OER and OEP towards Equitable and Quality Education for All
Patricia B. Arinto
University of the Philippines - Open University
Open Education Global Conference, Cape Town, 8-10 March 2017
Developing a communications strategy for ROER4D - insights for the South Afri...ROER4D
Developing a communications strategy for ROER4D - insights for the South African Institute for Distance Education
Seminar presented by Sukaina Walji, 22 May, 2017, Johannesburg
Making MOOCs and changing open educational practicesROER4D
Making MOOCs and changing open educational practices
Laura Czerniewicz, Andrew Deacon, Sukaina Walji, Michael Glover
9 March 2017
Presentation at Open Education Global Conference 2017
CCCOER Webinar: OER Research on Open Textbook adoption and LibrariansOER Hub
"OER Research on Open Textbook adoption and Librarians" was presented by Beck Pitt on 10 December 2014 as part of a CCCOER webinar with Nicole Allen (SPARC) and Una Daly.
These slides were created by reversioning two previous presentations: Librarians Perceptions of OER and Open Access Week 2014: Open Textbook Research Overview (also available on Slideshare).
Factors enabling and constraining OER adoption and Open Education Practices: ...ROER4D
Factors enabling and constraining OER adoption and Open Education Practices: lessons from the ROER4D project
Sukaina Walji & Cheryl Hodgkinson-Williams
Centre for Innovation in Learning & Teaching, University of Cape Town
Presentation at World Conference for Online Learning,
Toronto, Canada, 15-19 October 2017
Global Open Education Graduate Network Research Presentation - Cape Town, Sou...Michael Paskevicius
A brief overview of research journey into open educational practices so far. I am exploring how open educational practices (OEP) are evolving and being actualized in formal higher education. As an educational developer, I am interested in how to support faculty in moving to OEP, understanding the experience of faculty currently innovating with OEP, as well as the student experience of being engaged with OEP.
A presentation to accompany the launch of a guide to conceptual frameworks for researchers; especially those working in an open education context. Download the Guide from https://go-gn.net/gogn_outputs/conceptual-frameworks/
Sandra Schaffert: Open Educational Resources as Facilitators of Open Educatio...Sandra Schön (aka Schoen)
In the last few years Open Educational Resources (OER) have gained much attention. Experts who understand OER as a means of leveraging educational practices and outcomes define OER based on the following core attributes: the content is provided free of charge and liberally licensed for re-use in educational activities, the content should ideally be designed for easy re-use, open content standards and formats are being employed, and software is used for which the source code is available (i.e. Open Source software). From January 2006 to December 2007 Open e-Learning Content Observatory Services (OLCOS), a project co-funded by the European Commission under the eLearning Programme, explored how OER can make a difference in teaching and learning. The project aimed at promoting OER through different activities and products such as a European OER roadmap and OER tutorials. We present some results of the roadmap which provides an overview of the OER landscape and describes possible pathways towards a higher level of production, sharing and usage of OER. The roadmap emphasises that the knowledge society demands competencies and skills that require innovative educational practices based on open sharing and evaluation of ideas, fostering of creativity, and teamwork among the learners. Moreover, the roadmap provides recommendations on required measures and actions to support decision making at the level of educational policy and institutions.
Reflections on developing an evaluation and communications strategy for the ...ROER4D
Reflections on developing an evaluation and communications strategy for the ROER4D project
Sukaina Walji and Sarah Goodier
ROER4D Communications and Evaluation Advisors
Presentation for DECI-2 workshop
Cape Town, 4 May 2016
Open educational practices and resources in the Global South: Recommendations...ROER4D
Open educational practices and resources in the Global South: Recommendations for government from the ROER4D project
Cheryl Hodgkinson-Williams
Africa Regional Consultation on OER, 2-3 Mar 2017, Mauritius
Philosophical pedagogies are typically based on abstract discussion of texts, and have remained largely unchanged throughout the history of the subject. However, there is a considerable body of research which suggests that this is unsuited to some learning styles and may discourage some students from prolonged study (AEL, 2003; Pashler et al, 2008). Many prefer to learn through visual cues and models alongside engaging with literature resources. Students with learning needs like dyslexia might find the emphasis on the written word to be a considerable barrier to philosophical study. Simultaneously, there are ever greater numbers of websites, apps and mashups dedicated to the study of philosophy which sometimes do little more than recreate printed materials in a digital environment.
This presentation explores the potential for introducing and integrating visual pedagogies into teaching and learning philosophy by reviewing a number of different styles of visualization and their possible use in educational scenarios with a particular focus on education and the appropriate use of digital technologies.
Engaging with audiences early: the role of social media and networks in deve...ROER4D
Engaging with audiences early:
the role of social media and networks in developing a communications strategy for a global research project
Association of Business Communications (ABC) Regional Conference, Cape Town,
6-8 Jan 2016
Innovation with Open Educational Resources: The State of the ArtRobert Farrow
Keynote presentation at the OpenLang Network Multiplier Event, 10th December 2021. This presentation reflects on more than a decade of innovation in open education.
Open Educational Resources (OER) challenge the current storylines that steer higher education and publishers’ business models by providing students with access to alternative learning resources other than the traditional textbook or lecturer-generated teaching materials. To what extent students take up the opportunity to search for and find OER that are sufficiently authoritative and current to be considered worthwhile and suitably relevant to their context to be considered useful, is yet to be established in the Global South. Likewise it is also not fully understood to what degree lecturers take the time to explore the Internet to locate existing teaching materials to compare these to their own materials, to legally reuse, revise, remix and redistribute educational resources, and/or to contribute their original materials for others to reuse in specified ways. In fact it is not yet known to what extent students and lecturers are even aware of OER and how they are different from any other materials available on the Internet, let alone how they may practically access these materials in geographically remote or connectivity poor environments in countries in the Global South. Least of all, we have insufficient evidence about the actual impact of OER in the Global South on informal and formal students’ satisfaction or performance or lecturers’ pedagogical practices even though these benefits are widely touted.
Cheryl Hodgkinson-Williams' Keynote presentation slides for 2nd Regional Symposium on Open Educational Resources (OER). Presentation title: Degrees of ease: Adoption of OER, Open Textbooks and MOOCs in the Global South
Development of the Open Educational Practices Impact Evaluation IndexROER4D
Development of the Open Educational Practices Impact Evaluation Index
Som Naidu
Monash University, Australia
Shironica P. Karunanayaka
The Open University of Sri Lanka
Open Education Global Conference 207
Slides presented at Open Education 2016. The Open Research Agenda is an international consultation exercise on research priorities in open education which combines online surveys and focus group interactions. This presentation summarises thematic analysis of the data set and indicates future directions for research in the field of open education.
The Global OER Graduate Network (GO-GN): Engaging Doctoral Research with Open...Robert Farrow
This workshop was led by the Global OER Graduate Network (GO-GN) team (http://go-gn.net/). GO-GN is a network of PhD candidates around the world whose research projects include a focus on open education. These doctoral researchers are at the core of the network while around them, experts, supervisors, mentors and interested parties connect to form a community of practice. Considering the growth of open research and the commitment of research funders to follow this approach, there is a need to understand what open research practices imply. This involves understanding the benefits and challenges of making research more visible to increase impact and opportunities for collaboration with other researchers when doing a PhD and when pursuing a career in academia.
The workshop will focus on introducing the network possibilities for PhD students, including worldwide support to those researching in the different areas of open education. We will expose the values of the network promoting equity and inclusion in the field of open education research and introduce the different types of events we host such as an annual face-to-face workshop and online events. As well, we will discuss the support for alumni and members with a funded fellowship scheme and the acknowledgement of our members’ achievements through our annual awards. At the second part of the workshop, we will have a practical exercise with the audience to promote the co-authoring of research publications with our members. Two examples of those which will be disclosed are the research methods handbook, awarded with the 2020 Open Education Award for Excellence Winner, and the Research Review Summer 2020.
Presentation from Dr Stylianos Hatzipanagos (Senior Lecturer in Technology Enhanced Learning, King’s College London) on the use of OERs in distance education.
Conducted at the CDE's Research and Innovation in Distance Education and eLearning conference on 19 October 2012.
Importance of Open Educational Resources (OER) in ResearchShri Ram
The one week long AICTE sponsored online STTP on “New Dimensions in Research Support Services: A Contemporary Library Perspective” being organized by Pt. Deen Dayal Upadhyay Central Library of the J.C. Bose University, YMCA Faridabad.
Global Open Education Graduate Network Research Presentation - Cape Town, Sou...Michael Paskevicius
A brief overview of research journey into open educational practices so far. I am exploring how open educational practices (OEP) are evolving and being actualized in formal higher education. As an educational developer, I am interested in how to support faculty in moving to OEP, understanding the experience of faculty currently innovating with OEP, as well as the student experience of being engaged with OEP.
A presentation to accompany the launch of a guide to conceptual frameworks for researchers; especially those working in an open education context. Download the Guide from https://go-gn.net/gogn_outputs/conceptual-frameworks/
Sandra Schaffert: Open Educational Resources as Facilitators of Open Educatio...Sandra Schön (aka Schoen)
In the last few years Open Educational Resources (OER) have gained much attention. Experts who understand OER as a means of leveraging educational practices and outcomes define OER based on the following core attributes: the content is provided free of charge and liberally licensed for re-use in educational activities, the content should ideally be designed for easy re-use, open content standards and formats are being employed, and software is used for which the source code is available (i.e. Open Source software). From January 2006 to December 2007 Open e-Learning Content Observatory Services (OLCOS), a project co-funded by the European Commission under the eLearning Programme, explored how OER can make a difference in teaching and learning. The project aimed at promoting OER through different activities and products such as a European OER roadmap and OER tutorials. We present some results of the roadmap which provides an overview of the OER landscape and describes possible pathways towards a higher level of production, sharing and usage of OER. The roadmap emphasises that the knowledge society demands competencies and skills that require innovative educational practices based on open sharing and evaluation of ideas, fostering of creativity, and teamwork among the learners. Moreover, the roadmap provides recommendations on required measures and actions to support decision making at the level of educational policy and institutions.
Reflections on developing an evaluation and communications strategy for the ...ROER4D
Reflections on developing an evaluation and communications strategy for the ROER4D project
Sukaina Walji and Sarah Goodier
ROER4D Communications and Evaluation Advisors
Presentation for DECI-2 workshop
Cape Town, 4 May 2016
Open educational practices and resources in the Global South: Recommendations...ROER4D
Open educational practices and resources in the Global South: Recommendations for government from the ROER4D project
Cheryl Hodgkinson-Williams
Africa Regional Consultation on OER, 2-3 Mar 2017, Mauritius
Philosophical pedagogies are typically based on abstract discussion of texts, and have remained largely unchanged throughout the history of the subject. However, there is a considerable body of research which suggests that this is unsuited to some learning styles and may discourage some students from prolonged study (AEL, 2003; Pashler et al, 2008). Many prefer to learn through visual cues and models alongside engaging with literature resources. Students with learning needs like dyslexia might find the emphasis on the written word to be a considerable barrier to philosophical study. Simultaneously, there are ever greater numbers of websites, apps and mashups dedicated to the study of philosophy which sometimes do little more than recreate printed materials in a digital environment.
This presentation explores the potential for introducing and integrating visual pedagogies into teaching and learning philosophy by reviewing a number of different styles of visualization and their possible use in educational scenarios with a particular focus on education and the appropriate use of digital technologies.
Engaging with audiences early: the role of social media and networks in deve...ROER4D
Engaging with audiences early:
the role of social media and networks in developing a communications strategy for a global research project
Association of Business Communications (ABC) Regional Conference, Cape Town,
6-8 Jan 2016
Innovation with Open Educational Resources: The State of the ArtRobert Farrow
Keynote presentation at the OpenLang Network Multiplier Event, 10th December 2021. This presentation reflects on more than a decade of innovation in open education.
Open Educational Resources (OER) challenge the current storylines that steer higher education and publishers’ business models by providing students with access to alternative learning resources other than the traditional textbook or lecturer-generated teaching materials. To what extent students take up the opportunity to search for and find OER that are sufficiently authoritative and current to be considered worthwhile and suitably relevant to their context to be considered useful, is yet to be established in the Global South. Likewise it is also not fully understood to what degree lecturers take the time to explore the Internet to locate existing teaching materials to compare these to their own materials, to legally reuse, revise, remix and redistribute educational resources, and/or to contribute their original materials for others to reuse in specified ways. In fact it is not yet known to what extent students and lecturers are even aware of OER and how they are different from any other materials available on the Internet, let alone how they may practically access these materials in geographically remote or connectivity poor environments in countries in the Global South. Least of all, we have insufficient evidence about the actual impact of OER in the Global South on informal and formal students’ satisfaction or performance or lecturers’ pedagogical practices even though these benefits are widely touted.
Cheryl Hodgkinson-Williams' Keynote presentation slides for 2nd Regional Symposium on Open Educational Resources (OER). Presentation title: Degrees of ease: Adoption of OER, Open Textbooks and MOOCs in the Global South
Development of the Open Educational Practices Impact Evaluation IndexROER4D
Development of the Open Educational Practices Impact Evaluation Index
Som Naidu
Monash University, Australia
Shironica P. Karunanayaka
The Open University of Sri Lanka
Open Education Global Conference 207
Slides presented at Open Education 2016. The Open Research Agenda is an international consultation exercise on research priorities in open education which combines online surveys and focus group interactions. This presentation summarises thematic analysis of the data set and indicates future directions for research in the field of open education.
The Global OER Graduate Network (GO-GN): Engaging Doctoral Research with Open...Robert Farrow
This workshop was led by the Global OER Graduate Network (GO-GN) team (http://go-gn.net/). GO-GN is a network of PhD candidates around the world whose research projects include a focus on open education. These doctoral researchers are at the core of the network while around them, experts, supervisors, mentors and interested parties connect to form a community of practice. Considering the growth of open research and the commitment of research funders to follow this approach, there is a need to understand what open research practices imply. This involves understanding the benefits and challenges of making research more visible to increase impact and opportunities for collaboration with other researchers when doing a PhD and when pursuing a career in academia.
The workshop will focus on introducing the network possibilities for PhD students, including worldwide support to those researching in the different areas of open education. We will expose the values of the network promoting equity and inclusion in the field of open education research and introduce the different types of events we host such as an annual face-to-face workshop and online events. As well, we will discuss the support for alumni and members with a funded fellowship scheme and the acknowledgement of our members’ achievements through our annual awards. At the second part of the workshop, we will have a practical exercise with the audience to promote the co-authoring of research publications with our members. Two examples of those which will be disclosed are the research methods handbook, awarded with the 2020 Open Education Award for Excellence Winner, and the Research Review Summer 2020.
Presentation from Dr Stylianos Hatzipanagos (Senior Lecturer in Technology Enhanced Learning, King’s College London) on the use of OERs in distance education.
Conducted at the CDE's Research and Innovation in Distance Education and eLearning conference on 19 October 2012.
Importance of Open Educational Resources (OER) in ResearchShri Ram
The one week long AICTE sponsored online STTP on “New Dimensions in Research Support Services: A Contemporary Library Perspective” being organized by Pt. Deen Dayal Upadhyay Central Library of the J.C. Bose University, YMCA Faridabad.
Starting where we are, moving through changes open education is bringing at institutional, national, regional and international levels, and how we can continue to strengthen open education and its positive impacts
A crash course on open educational resources which covers the 4 'R's of Openness, access based on ALMS analysis, sustainability models and copyright. It further discusses the current state of OER in Asia. The last part provides a case study for reuse of OER in ODL courses.
The adoption and impact of OEP and OER in the Global South: Theoretical, conc...ROER4D
The adoption and impact of OEP and OER in the Global South: Theoretical, conceptual & methodological framework for the ROER4D project meta-synthesis
Presentation at Open Education Global 2017
Cheryl Hodgkinson-Williams
#oersymposium2014 S3K Cheryl Hodgkinson Williams Pat Toh
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 3: Content
Keynote: Degrees of ease: Adoption of OER, Open Textbooks and MOOCs in the Global South
Cheryl Hodgkinson-Williams
Research on Open Educational Resources for Development (ROER4D) in the Globa...ROER4D
Research on Open Educational Resources for Development (ROER4D) in the Global South:
An overview for Dutch HBO-I Academic Visit to the University of Cape Town on March 2015
Presentation of a Higher Education Academy (HEA) funded teacher education project by Phil Taylor and Dario Faniglione at an HEA teacher education dissemination event in July 2014. For further details of this event and links to related materials see http://bit.ly/1mqhzHS.
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This presentation draws from the experiences of the Research in Open Educational Resources for Development (ROER4D) project in discussing how open textbooks can address the demands for curriculum transformation and decolonialisation in South African higher education.
This presentation explores the meta-synthesis process undertaken in the Research on Open Educational Resources for Development (ROER4D) project through Archer's (2003) social realist theoretical perspective.
This presentation at OE Global 2018 discusses open educational resource and open eductional practice activities and projects in the Global South under Gidden's (2010) social inclusivity lens, with an eye to answering the question "Whether, why, and how do OEP and OER contribute to the social inclusion of underserved communities in the Global South?" It explores the idea that although OER and OEP may widen access to materials, they may also have an unintended consequence of reinforcing epistemic dependency on Global North pedagogies and theories.
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OER-INTEGRATED TEACHING AND LEARNING IN A POST-WAR NORTHERN SRI LANKAROER4D
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Exploring the cultural-historical factors influencing OER adoption in Mongoli...ROER4D
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Understanding the nature of OEP for OER adoption in Global South contexts: Emerging lessons from the ROER4D project
1. Sukaina Walji & Cheryl Hodgkinson-Williams
Centre for Innovation in Learning & Teaching, University of Cape Town
http://www.slideshare.net/ROER4D/
Understanding the nature of OEP for OER adoption in Global South
contexts:
Emerging lessons from the ROER4D project
Presentation at OER17 London 5-6 April 2017
2. ROER4D Phases 1 & 2
2
ROER4D Phase 1: Adoption Studies ROER4D Phase 2: Adoption & Impact Studies
18 independent sub-projects - 100 researchers & research assistants - 16 time zones - Aug 2013- Dec 2017
Hosted by the University of Cape Town, South Africa and Wawasan Open University, Malaysia
Funded by the IDRC & DFID
3. ROER4D research rationale
Internationally, education institutions are under pressure
to provide students with access to affordable, quality
education in economically constrained environments
from primary, secondary and tertiary phases to what is
termed lifelong learning.
The need for equity of access to affordable, locally
relevant educational materials is felt acutely in Global
South countries facing growing student numbers,
decreasing government funding, increasing
Textbooks costs, and educational materials which
are not always suitable for the local context.
3
#FeesMustFall Protests at UCT Picture courtesy
Discott CC-BY-SA; Wikimedia Commons
4. Research question
4
Whether, how, for whom and under what circumstances can engagement with
open educational practices and resources provide equitable access to
relevant, high quality, affordable and sustainable education in the Global South?
For this presentation we are interested in:
What can we learn about the nature of OEP that is emerging from some of the
ROER4D projects?
5. OEP and OER - perspectives from literature
5
• Since at least 2007, researchers have included “practices” as a constituent aspect of the OER
movement (Andrade et al. 2010)
• “OEP is a broad descriptor that includes the creation, use and reuse of OER, open pedagogies, and
open sharing of teaching practices” (Cronin, 2017)
• Although much of the conceptualisation and research on OEP and OER has taken place in the
Global North (Andrade et al., 2010; Ehlers, 2011; Porter, 2013), a growing number of studies in the
Global South is surfacing the shift from OER to OEP (Czerniewicz, Glover, Deacon & Walji, 2016;
Perryman & Seal, 2016).
Varied approaches to defining OEP
Masterman (2016) argues that developing an OEP conceptual framework “involves disparate sources”
for OEP as there is a lack of a “holistic repertoire of practices currently observable in the field”.
6. OER OEP Open Pedagogy and other OEP descriptions
Mapping “ways of seeing” OER->OEP
Wiley & 5Rs
(2007 - )
OPAL (2011)
Ehlers (2011)
Beetham (2012)
Hegarty (2015)
Cronin (2017)
Wiley (2014)
Masterman
(2016)Karunanayaka
(2015)
Hodgkinson-
Williams (2014)
5 “R”s
framework
where
permissions
inherent in
OER when
activated
lead to
optimal
educational
outcomes
Shift to
promoting
practices to
enable
optimal use
of OER
OER as
a
catalyst
for
OEP
OEP
enables
optimising
of current
pedagogy
Broader &
critical
definitions of
OEP:
-networked
participation
-open
teaching
-critical digital
pedagogy
Strategic
selection of
OEP to meet
pedagogical
goals
OEP can
lead to OER
awareness
Open
Pedagogy
as a
subset of
OEP
7. “Ways of seeing” OER-OEP in ROER4D
7
Prior OEP enables OER
OER
OER
OER
OER
OER
Subsequent OEP for
OER optimisation
Cycle of OEP sustains OER
For OER to exist there
must be prior open
educational practices
For OER to be optimised and
sustainable, there must be subsequent
open educational practices
New OEP
8. 8
Process OLnet 2010 Wiley (2014) White & Manton (2011) Okada (2012)
Conceptualise
(plan, propose, imagine)
deciding
Create
(develop, produce,
make)
design
Curate Retain - make, own, and control
copies of the content
Circulate (host on public
platform/s)
Redistribute - share copies of the
original content, your revisions, or
your remixes with others
delivering
LoCate
(find, choose)
select discovering, discerning
Customise
(edit, translate, localise)
(design) Revise - adapt, adjust, modify, or
alter the content itself
designing re-authoring, contextualising,
re-designing, summarising,
repurposing, translating,
personalising, re-sequencing
Combine
(mix, group, mash-up)
Remix -combine the original or
revised content with other open
content to create something new
decomposing, re-mixing
and/or assembling
Certify
(award, accredit)
Critique
(reflect, judge)
evaluate
10C Open Education Cycle (Hodgkinson-Williams, 2014)
10. 10C Open Education Cycle
Conceptualise
Creation cycle
Cheryl Hodgkinson-Williams 2014
Adaptation cycle
In the study at Wawasan
Open University of
course developers’
deliberate use of OER to
create a formal 5-credit
distance learning course,
an official curriculum
committee
conceptualised the
structure of the course
prior to the identification
of existing OER (Menon
et al., in press)
The conceptualisation
phase includes the
curriculum planning of
what exactly is needed for
whom as well as an
awareness of OER
11. 10C Open Education Cycle
Conceptualise
Create
Creation cycle
Cheryl Hodgkinson-Williams 2014
In Colombia 22 teachers from six
schools created 16 OER of which
10 were created individually and
six collaboratively; the latter being
a new practice for school
teachers who do not usually
create materials or do so
collaboratively
A study of 117 lecturers
in four universities in
India found that
lecturers were more
likely to create
materials rather than
customise or combine
existing OER.
The creation phase refers to the
development of original materials by an
individual or institution and includes
materials developed with the express
intent to share freely and openly from
the outset (“born open OER”) or re-
created from “closed” materials by the
original author
Although some studies provided
opportunities for co-creation with
students (Westermann, et al, in
press), not many students took this
up.
12. 10C Open Education Cycle
Conceptualise
Create Curate
Creation cycle
Cheryl Hodgkinson-Williams 2014
The curation step refers to the
preservation or storage of the
materials and/or tuition that
includes sufficient descriptive
information (i.e. metadata) and
appropriate open licensing (e.g.
Creative Commons)
In some ROER4D studies OER are
formally tagged and openly licenced
(Kasinathan & Ranganathan, in press).
A more common practice was for
educators to retain copies of newly
created OER on their devices or in
password protected learning management
systems (Karunanayaka & Naidu, in press)
and therefore curation practices were
difficult to identify.
13. 10C Open Education Cycle
Conceptualise
Create CirculateCurate
Creation cycle
Cheryl Hodgkinson-Williams 2014
The circulation step refers
to the hosting of these on a
publicly accessible platform
with appropriate open
licensing and metadata
OER was hosted on public platforms (e.g.
Karnataka Open Educational Resources (KOER)
in India (Kasinathan & Ranganathan, in press),
Darakht-e Danesh Library in Afghanistan (Oates
et al., in press), the Co-KREA website in
Colombia (Sanez et al, in press) and on the
Wikibooks platform for a teacher-generated open
textbook developed for students at a higher
education institution in Chile (Westermann, in
press)
Not all materials intended as OER were available
publicly. At the Open University of Sri Lanka local
LMS was used as a password protected platform for
sharing materials among student teachers
(Karunanayaka & Naidu, in press). In India teachers
preferred to share materials informally via a mailing
list (Kasinathan & Ranganathan, in press), Some
OER on MOOC platforms (Czerniewicz et al, in
press).
14. 10C Open Education Cycle
Conceptualise
Create
LoCate
CirculateCurate
Adaptation cycle
Cheryl Hodgkinson-Williams 2014
The slightly
artificially coined
“loCate” step
refers to the ease
of finding and
discovering OE
materials and/or
tuition
At Wawasan Open University
two librarians and an
educational technologist formed
a “search group” to find OER to
assist course developers to
identify possible OER for reuse
in a formal 5-credit course
(Menon et al., in press). At the
Open University of Sri Lanka
student teachers found and
then documented and shared
links to OER with other
teachers via the institutional
LMS (Karunanayaka & Naidu,
in press).
15. 10C Open Education Cycle
Conceptualise
Create
LoCate
Circulate
Customise
Curate
Adaptation cycle
Cheryl Hodgkinson-Williams 2014
The customise step refers to the localising or adapting of the
materials and/or tuition In a study in Malaysia, India and Sri
Lanka of course developers’
deliberate use of OER to create a 5-
credit course, it was found that
customising
(localising/contextualising) “large
chunks of OER” was easier and
less time consuming than
customising more granular
“reusable learning objects”.
Customising also required creating
new linking materials (Menon, et al.,
in press) or what we refer to as
“instructional glue”
16. 10C Open Education Cycle
Conceptualise
Create
LoCate Combine
Customise
Curate
Adaptation cycle
Cheryl Hodgkinson-Williams 2014
The combine step refers to the decomposing, re-mixing and
re-assembling of materials and/or tuition in accordance with
the open licence that the original author or institution selected
Only one study
distinguished between
combining (remixing) and
customising (revising)
(Menon, et al. in press),
while most other studies
reported more general
adaptation practices.
17. 10C Open Education Cycle
Conceptualise
Create
LoCate
Re-circulate
Combine
Customise
Re-curate
Copy
Creation cycle
Adaptation cycle
Cheryl Hodgkinson-Williams 2014
Whether the materials have been customised or combined with other materials, ideally
they need to be “Re-curated” and “Re-circulated” to fulfil the “Share-Alike” licence
and/or make the derivative work easy to find in order to re-use, re-customise and/or re-
combine
This is possibly the
weakest set of
practices as it is not
always clear where
they can upload
derivative work.
Educators in Sri
Lanka saved
materials on the LMS
or their own devices
and shared informally
18. 10C Open Education Cycle
Conceptualise
Create
LoCate Combine
Customise
Curate
Copy
Adaptation cycle
Cheryl Hodgkinson-Williams 2014
The copy step allows for Open
Education materials and/or tuition to
be used in an unaltered manner
In the ROER4D studies
copying was the most
common practice,
especially for videos,
diagrams, and
photographs. While a
“dead-end”, it is still
valuable to users for
materials that are
technically complex or
time consuming to
make.
19. Re-circulateRe-curate
10C Open Education Cycle
Conceptualise
Create
LoCate
CertifyCirculate
Combine
Customise
Curate
Copy
Creation cycle
Adaptation cycle
Cheryl Hodgkinson-Williams 2014
ideal
The certify step refers to activities around
how to accredit Open Education and has
been used to prompt thinking about the
possible consequences for the use and/or
completion of original and/or re-worked
Open Education materials and/or tuition
Apart from one study at
Wawasan Open
University, which
intentionally adopted OER
for a formal credit-bearing
course (Menon et al., in
press), none of the other
studies surfaced this
practice
20. Re-circulateRe-curate
10C Open Education Cycle
Conceptualise
Create
LoCate
CertifyCirculate
Combine
Customise
Curate
Copy
Critique
Creation cycle
Adaptation cycle
Cheryl Hodgkinson-Williams 2014
ideal
An evaluative critique step, (also
slightly artificially named so that
this forms a relatively easy 10C
heuristic of a suggested Open
Education cycle) prompts
monitoring, research and reflection
on the entire Open Education
cycle
22. References
22
Andrade, A., et al. (2010). Beyond OER: Shifting Focus to Open Educational Practices. OPAL Report 2011. Retrieved from:
https://oerknowledgecloud.org/sites/oerknowledgecloud.org/files/OPAL2011.pdf
Beetham, H., I. Falconer, L. McGill, L. & Littlejohn, A. (2012). Open practices: briefing paper. Retrieved from:
https://oersynth.pbworks.com/w/page/51668352/OpenPracticesBriefing
Cronin, C. (2017) 'Openness and praxis: Exploring the use of open educational practices in higher education'. The International
Review of Research in Open and Distributed Learning, In Press.
Czerniewicz, L., Glover, M., Deacon, A. & Walji, S. (2016). MOOCs, openness and changing educator practices: an Activity Theory
case study. In Cranmer S., Dohn N.B., de Laat M., Ryberg T & Sime J.A. (Eds.). Proceedings of the 10th International Conference on
Networked Learning 2016. Retrieved from: http://137.158.1.55.94/bitstream/handle/11427/19714/NLC%20paper.pdf?sequence=1
Ehlers, U. D. (2011). From open educational resources to open educational practices. E-learning papers, 23, 1–8. Retrieved from:
http://www.openeducationeuropa.eu/en/article/From-Open-Educational-Resources-to-Open-Educational-Practices
Hegarty, B. (2015). Attributes of Open Pedagogy: A Model for Using Open Educational Resources. Educational Technology, (July-
August 2015), 3-13. Retrieved from:
https://upload.wikimedia.org/wikipedia/commons/c/ca/Ed_Tech_Hegarty_2015_article_attributes_of_open_pedagogy.pdf
Hodgkinson-Williams, C. A. (2014). Degrees of Ease: Adoption of OER, OpenTextbooks and MOOCs in the Global South. Keynote
address at the OER Asia Symposium 2014. Available online: https://open.uct.ac.za/handle/11427/1188
23. References
Karunanayaka, S.P., et al. (2015). Perspectives and practices of student teachers of OUSL in the use of OER in teaching and learning. Research
paper presented at the OUSL Annual Academic Sessions-2015, held 19-20 November, 2015, at OUSL, Nawala.
Masterman, E. (2016). Bringing Open Educational Practice to a Research-Intensive University: Prospects and Challenges. The
Electronic Journal of e-Learning, 14(1), 31-42. Retrieved from: www.ejel.org
OPAL (2011). Beyond OER: Shifting focus to open educational practices. OPAL Report 2011 Essen: Open Education Quality Initiative
https://www.scribd.com/document/49389350/OPALReport2011-Beyond-OER
Perryman, L.-A. & Seal T. (2016). Open educational practices and attitudes to openness across India: Reporting the findings of the
Open Education Research Hub Pan-India Survey. Journal of Interactive Media in Education. 2016(1), 1-17. Retrieved from:
http://jime.open.ac.uk/articles/10.5334/jime.416/
Porter, D. (2013). Exploring the practices of educators using open educational resources (OER) in the British Columbia higher
education system (D.Ed). Simon Fraser University.
Wiley, D. (2009). Defining “open”, iterating toward openness [Blog]. http://opencontent.org/blog/archives/1123
Wiley, D. (2014). The Access Compromise and the 5th R. Retrieved from: http://opencontent.org/blog/archives/3221
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24. Citation and attribution
Walji, S. & Hodgkinson-Williams, C.A. (2017). Understanding the nature of OEP
for OER adoption in Global South contexts: Emerging lessons from the
ROER4D project. OER 17 Conference, London, 5-6 April 2017. Retrieved from:
http://www.slideshare.net/ROER4D/
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