Wikieducator.org is an online community for open educational resources (OER). The document discusses the founding and mission of Wikieducator, which aims to turn the digital divide into digital dividends using free content and open networks. It provides background on OER and related open movements. The author describes their research project studying Wikieducator through participant observation, interviews, and discourse analysis of forum data.
CCCOER Presents: Professional Development Resources for OER Adoption and Crea...Una Daly
Do you, or the faculty and staff you work with, need more help getting started with OER adoption and creation? In this webinar, we will talk with experienced open education practitioners and trainers who will share free and inexpensive professional development resources and opportunities. We’ll explore resources that can be adapted to train faculty and staff at your institution.
When: Wednesday, May 12, 12 pm PDT/3 pm EDT
Panelists:
Cheryl Cuillier, Open Education Librarian, University of Arizona
Shanna Hollich, Interim Director of Library Services, Wilson College
Ursula Pike, Associate Director, Digital Higher Education Consortium of Texas (DigiTex)
We’re starting the academic year with a critical discussion that so many educators are struggling with right now. How can we use OER to advance inclusion, address systemic racism, and give a voice to the life experiences of underrepresented people?
Join us for this webinar to find out about emerging practices for transforming your instructional materials and practices featuring a librarian, an instructional coach, and a faculty member. Topics range from sourcing images to reflect your students’ culture and identity, reforming your syllabus towards inclusion, and converting your classes to include viewpoints that reflect varied cultural and gendered identities.
When: Wednesday, September 16, 2020, 12 pm PDT/3 pm EDT
Featured Speakers:
Justine Blau, English Lecturer, Lehman College – City University of New York (CUNY)
Heather Blicher, Coordinator of Library Services at Reynolds Community College
Joseph Brenkert, Mathematics Instructor at Front Range Community College
Moderator:
Suzanne Wakim, Coordinator of Open Educational Resources, Student Learning Outcomes, and Distance Education at Butte College District
Among the practices which have emerged through the New Lecturers Programme in 2011-12, there are three that test the limits to online learning:
massive open on-line courses (moocs),
virtual conferences as a means of assessment, and
distributed collaboration as a means of working in learning sets.
Taken together, these practices allow us to examine the role of the university and to re-imagine a place for institutions in a world where openness, access and community have come to underpin academic knowledge.
http://www.brookes.ac.uk/services/ocsld/resources/learn_teach_conf/2012/abstracts/roberts.html
CCCOER Presents: Professional Development Resources for OER Adoption and Crea...Una Daly
Do you, or the faculty and staff you work with, need more help getting started with OER adoption and creation? In this webinar, we will talk with experienced open education practitioners and trainers who will share free and inexpensive professional development resources and opportunities. We’ll explore resources that can be adapted to train faculty and staff at your institution.
When: Wednesday, May 12, 12 pm PDT/3 pm EDT
Panelists:
Cheryl Cuillier, Open Education Librarian, University of Arizona
Shanna Hollich, Interim Director of Library Services, Wilson College
Ursula Pike, Associate Director, Digital Higher Education Consortium of Texas (DigiTex)
We’re starting the academic year with a critical discussion that so many educators are struggling with right now. How can we use OER to advance inclusion, address systemic racism, and give a voice to the life experiences of underrepresented people?
Join us for this webinar to find out about emerging practices for transforming your instructional materials and practices featuring a librarian, an instructional coach, and a faculty member. Topics range from sourcing images to reflect your students’ culture and identity, reforming your syllabus towards inclusion, and converting your classes to include viewpoints that reflect varied cultural and gendered identities.
When: Wednesday, September 16, 2020, 12 pm PDT/3 pm EDT
Featured Speakers:
Justine Blau, English Lecturer, Lehman College – City University of New York (CUNY)
Heather Blicher, Coordinator of Library Services at Reynolds Community College
Joseph Brenkert, Mathematics Instructor at Front Range Community College
Moderator:
Suzanne Wakim, Coordinator of Open Educational Resources, Student Learning Outcomes, and Distance Education at Butte College District
Among the practices which have emerged through the New Lecturers Programme in 2011-12, there are three that test the limits to online learning:
massive open on-line courses (moocs),
virtual conferences as a means of assessment, and
distributed collaboration as a means of working in learning sets.
Taken together, these practices allow us to examine the role of the university and to re-imagine a place for institutions in a world where openness, access and community have come to underpin academic knowledge.
http://www.brookes.ac.uk/services/ocsld/resources/learn_teach_conf/2012/abstracts/roberts.html
CCCOER Presents: Inclusive Course Design and MaterialsUna Daly
Faculty Showcase: Inclusive Open Course Design and Materials
Feb 10, 2021
The OER movement is deeply rooted in ensuring equitable access to information; but there is more we can do to help increase equity, diversity, and inclusion in our course resources. Join us for a showcase of how faculty are making their course design and teaching materials more inclusive. Faculty from the humanities, social sciences, and STEM disciplines will present. Their projects range from a digital storytelling assignment for an anthropology course to adding LGBTQ+ information and experiences to a human biology textbook.
Featured Speakers:
Amy Carattini, Anthropology Faculty, Montgomery College, Maryland USA
Mandeep Grewal, Biology Professor, Butte College, California USA
Lori-Beth Larsen, English and Reading Faculty, OER Lead, Central Lakes College, Minnesota USA
Moderator:
Suzanne Wakim, Coordinator of Open Educational Resources, Student Learning Outcomes, and Distance Education at Butte College District
Presentation at Campus Party 3rd September 2013 on Digital Curiosity as part of Education 2.0 strand. Based on Open Context Model of Learning, learner-generated contexts, heutagogy and building architectures of participation
Digital Humanities for Undergraduates, AAC&U 2012Rebecca Davis
Digital Humanities for Undergraduates
The digital humanities offer one avenue for exploring the future of liberal education by pursuing essential learning goals and high impact practices in a digital context. This panel of faculty, staff and students from the Tri-College Consortium (Bryn Mawr, Haverford and Swarthmore Colleges), Furman University, Hamilton College, and Wheaton College will share how students have used digital methodologies to engage in authentic, applied research and prepare to be citizens in a networked world.
Rebecca Frost Davis, Program Officer for the Humanities, NITLE
Kathryn Tomasek, Associate Professor of History, Wheaton College
Angel David Nieves, Associate Professor of Africana Studies, Hamilton College
Janet Simons, Associate Director of Instructional Technology, Hamilton College
Christopher Blackwell, Professor of Classics, Furman University
Laura McGrane, Associate Professor of English, Haverford College
Jennifer Rajchel, Digital Humanities Intern, Library, Bryn Mawr College
This session is presented by the National Institute for Technology in Liberal Education (NITLE)
session from AAC&U 2012 annual meeting
Bryan Alexander's: Emerging technologies for teaching and learning: a tour of...Alexandra M. Pickett
SLN SOLsummit 2010
http://slnsolsummit2010.edublogs.org
February 25, 2010
Bryan Alexander, Director of Research, National Institute for Technology in Liberal Education.
Emerging technologies for teaching and learning: a tour of the 2010 horizon
How is the landscape for teaching and learning with technology changing this year? We begin with an overview of current methods for apprehending emergent technologies, including Delphi, futures markets, networks, and scenarios. Drawing on those methods we identify a series of emerging trends, from interface changes to open content to gaming. Next we delve into several high-impact fields. Social media has already transformed the general cybercultural world, and is reshaping the academy. Mobile devices have begun to revolutionize many levels of our technological interactions.
I research and develop programs on the advanced uses of information technology in liberal arts colleges. My specialties include digital writing, weblogs, copyright and intellectual property, information literacy, wireless culture and teaching, project management, information design, and interdisciplinary collaboration. I contribute to a series of weblogs, including NITLE Tech News, MANE IT leaders, and Smartmobs, when not creating digital learning objects (like Gormenghast). I’ve taught English and information technology studies at the University of Michigan and Centenary College.
http://blogs.nitle.org/let
http://twitter.com/BryanAlexander
http://www.slideshare.net/BryanAlexander
Blended learning, itself, is a threshold concept: liminal, uncomfortable, uncertain and transforming
Each person and context is a hybrid: utterly unique
No cultural origin is privileged
Learning occurs in the gaps: the spaces between
Learning growth is non linear
People only partly inhabit any space and do so on their own terms
All learning spaces are co-created
Social, learning, and transactional space are blending physically and digitally
The spirit of the third space is “the teacher”
Any enclosure of space requires force, power or violence
Presentation given for University of British Columbia Oct. 23, 2013 as part of Open Access Week.
Presentation explores open practices throughout society including education with a special focus on what freedoms openness brings and who is using those freedoms.
CCCOER Presents: Inclusive Course Design and MaterialsUna Daly
Faculty Showcase: Inclusive Open Course Design and Materials
Feb 10, 2021
The OER movement is deeply rooted in ensuring equitable access to information; but there is more we can do to help increase equity, diversity, and inclusion in our course resources. Join us for a showcase of how faculty are making their course design and teaching materials more inclusive. Faculty from the humanities, social sciences, and STEM disciplines will present. Their projects range from a digital storytelling assignment for an anthropology course to adding LGBTQ+ information and experiences to a human biology textbook.
Featured Speakers:
Amy Carattini, Anthropology Faculty, Montgomery College, Maryland USA
Mandeep Grewal, Biology Professor, Butte College, California USA
Lori-Beth Larsen, English and Reading Faculty, OER Lead, Central Lakes College, Minnesota USA
Moderator:
Suzanne Wakim, Coordinator of Open Educational Resources, Student Learning Outcomes, and Distance Education at Butte College District
Presentation at Campus Party 3rd September 2013 on Digital Curiosity as part of Education 2.0 strand. Based on Open Context Model of Learning, learner-generated contexts, heutagogy and building architectures of participation
Digital Humanities for Undergraduates, AAC&U 2012Rebecca Davis
Digital Humanities for Undergraduates
The digital humanities offer one avenue for exploring the future of liberal education by pursuing essential learning goals and high impact practices in a digital context. This panel of faculty, staff and students from the Tri-College Consortium (Bryn Mawr, Haverford and Swarthmore Colleges), Furman University, Hamilton College, and Wheaton College will share how students have used digital methodologies to engage in authentic, applied research and prepare to be citizens in a networked world.
Rebecca Frost Davis, Program Officer for the Humanities, NITLE
Kathryn Tomasek, Associate Professor of History, Wheaton College
Angel David Nieves, Associate Professor of Africana Studies, Hamilton College
Janet Simons, Associate Director of Instructional Technology, Hamilton College
Christopher Blackwell, Professor of Classics, Furman University
Laura McGrane, Associate Professor of English, Haverford College
Jennifer Rajchel, Digital Humanities Intern, Library, Bryn Mawr College
This session is presented by the National Institute for Technology in Liberal Education (NITLE)
session from AAC&U 2012 annual meeting
Bryan Alexander's: Emerging technologies for teaching and learning: a tour of...Alexandra M. Pickett
SLN SOLsummit 2010
http://slnsolsummit2010.edublogs.org
February 25, 2010
Bryan Alexander, Director of Research, National Institute for Technology in Liberal Education.
Emerging technologies for teaching and learning: a tour of the 2010 horizon
How is the landscape for teaching and learning with technology changing this year? We begin with an overview of current methods for apprehending emergent technologies, including Delphi, futures markets, networks, and scenarios. Drawing on those methods we identify a series of emerging trends, from interface changes to open content to gaming. Next we delve into several high-impact fields. Social media has already transformed the general cybercultural world, and is reshaping the academy. Mobile devices have begun to revolutionize many levels of our technological interactions.
I research and develop programs on the advanced uses of information technology in liberal arts colleges. My specialties include digital writing, weblogs, copyright and intellectual property, information literacy, wireless culture and teaching, project management, information design, and interdisciplinary collaboration. I contribute to a series of weblogs, including NITLE Tech News, MANE IT leaders, and Smartmobs, when not creating digital learning objects (like Gormenghast). I’ve taught English and information technology studies at the University of Michigan and Centenary College.
http://blogs.nitle.org/let
http://twitter.com/BryanAlexander
http://www.slideshare.net/BryanAlexander
Blended learning, itself, is a threshold concept: liminal, uncomfortable, uncertain and transforming
Each person and context is a hybrid: utterly unique
No cultural origin is privileged
Learning occurs in the gaps: the spaces between
Learning growth is non linear
People only partly inhabit any space and do so on their own terms
All learning spaces are co-created
Social, learning, and transactional space are blending physically and digitally
The spirit of the third space is “the teacher”
Any enclosure of space requires force, power or violence
Presentation given for University of British Columbia Oct. 23, 2013 as part of Open Access Week.
Presentation explores open practices throughout society including education with a special focus on what freedoms openness brings and who is using those freedoms.
MOOCs as New Marketing – The Intersection of Marketing and Education, Tech an...FutureM
FutureM 2013 session with speakers from IBM Research & Harvard University
Speakers:
Irene Greif
Chief Scientist for Social Learning, IBM Research
Perry Hewitt
Chief Digital Officer, Harvard University
Brands have weathered the shift from analog to digital, and from solely institutional to conversational. Now it's time to tackle the next shift -- the opportunity in lifelong learning marketing. Brands have long engaged in delivery of educational content from nitration to newborn care. What are the opportunities unique to the digital world for scale, quality, and assessment? This presentation will address ways the energy and thinking around MOOCs can expand our thinking about branded learning as a marketing competency.
Nota de prensa del Grupo Municipal de UPyD mostrando la denuncia que realiza el Defensor del Pueblo ante la falta de remisión de información por parte del Ayuntamiento de Getafe en el proceso por la queja presentada por UPyD debido a la vulneración de los derechos de su concejal
Designing for Diversity: Creating Learning Experiences that Travel the GlobeUna Daly
Workshop Title:
Designing for Diversity: Creating Learning Experiences that Can Travel the Globe
This highly interactive workshop will introduce and explore pedagogical, technical and policy-based strategies to design, create and deliver OER/OCW learning experiences that can be used by the broadest range of learners globally. Workshop participants will be exposed to a variety of tools while collaboratively creating educational resources that are amenable to translation across cultures, languages, formats, technical platforms, learning approaches, modes of interaction and sensory modalities.
The one consistent and predictable quality of learners is that they are diverse. Among the many differences, they differ in their expectations, language, learning approaches, priorities, culture, background knowledge, age, abilities, motivations, literacy, habits, learning context, available technology and skills. If the goal is to achieve the largest impact and support learners in reaching their optimum then the most important design criteria is to design OCW/OER for diversity.
There are tools, toolkits and guidelines available to support the creation of engaging, flexible and translatable learning experiences. There are also international research and innovation communities that support the advancement of inclusive design. Participants will be familiarized with both so that strategies introduced during the workshop can be further developed and updated after the workshop.
The workshop will address the full OER/OCW delivery chain from learning experience design, authoring, delivery, review, revision and reuse. Participants will explore a variety of content types including video, simulations, interactive forms, animations, games, electronic textbooks, math/science notation, and collaborative applications. Authoring tools and toolkits explored will range from office applications and OER authoring portals to application development environments. A variety of browsers and delivery platforms on desktops and mobile devices will be covered.
The workshop is intended for educators, policy makers, administrators, OER/OCW developers and technical support staff interested in reaching the broadest range of learners globally.
Presentation "Beyond Borders: Global Learning in a Networked World" by Stephen Downes during UNBORDERING EDUCATION forum in Yerevan, Armenia, November 2014.
Research in Distance Education: impact on practice conference, 27 October 2010. Opening keynote by Dr Josie Taylor of the Open University: Open Educational Resources and Learning Spaces: research questions.
Moodle, MOOC’s and our model for distance learning. Trying to clear up some of the vagueness around distance learning. Where we stand in regards to our work and the emerging tsunami of MOOC's.
A Case For Media Education in the Classroom - Nicoleta FotiadeMEDEA Awards
In her presentation media education expert Nicoleta Fotiade (ActiveWatch, Romania) who is an introduced various media education schemes and critical thinking methods in training settings that could help teachers open their students' minds towards their critical interaction and use of information media.
Nicoleta presented this presentation during the MEDEAnet webinar 'The Case for Media Education in the Classroom' on 18 October 2012. Find out more on http://www.medeanet.eu/event/webinar-media-education-in-classroom.
Educación Movil y TICS Para El Desarrollo (ICT4D) - Proyecto PilotoAlfonso Sintjago
Esta presentación explica un proyecto piloto en la República Dominicana donde 6 dispositivos móviles, cada uno con 12.5 gigabytes de información educativa abierta (REA) fueron entregados a varios administradores para crear Entornos Personalizados De Aprendizaje. Los participantes fueron parte de un curso de 16 semanas en los cuales crearon recursos y utilizaron los dispositivos en formas innovativas. Una de las metas del proyecto era ver como podemos utilizar los dispositivos móviles inteligentes de bajo costo mas eficientemente. Los dispositivos utilizados costaron solo $60 por persona mas $15 por SD card.
Mobile Phones and Development - Preliminary Results - Pilot Project (Dominica...Alfonso Sintjago
Following the distribution of $50 android devices with 12.5 GB of educational resources (most OER) in an SD card, this presentation highlights some of the initial results and hopes to start a conversation about ways in which we can more effectively use mobile devices in developing settings.
Augmented Reality and Education - Infographic (Leapfrog Initiatives)Alfonso Sintjago
Augmented reality (AR) technology is the result of using convergence technology to greatly expand our functional reality, i.e. that which is in our expanded environment, that we know about, and that we are able to act on. The technologies making this possible include, smartphones, GPS, phone cameras, always-on and always-available data networks, etc. A crude, but widespread, example of AR technology is Google Maps. Google Maps makes it possible for us to know about places of interest that are in our environment, or an environment relevant to us, far beyond that which our biological senses can reveal. Other examples include the services provided by apps such as Layars and Wikitude that provide detailed data on objects that we experience, Google’s recently released AR game, Ingress, among many other projects. AR is likely to be one of the most transformative technological developments that we will see over the next decade because it radically changes the world that we live in, how we perceive that world, and how we interact with it and other individuals in it. With affordable HUD displays (ex. Google Glass) this technology will take on a whole other dimension.
Robotics and Education - Infographic (Leapfrog Initiatives)Alfonso Sintjago
Robotics have reached a level of sophistication that it is wholly reasonable to start seeing them in a range of environments where they will interact with humans. The classroom is no exception. In fact, remote controlled robots have already been introduced in classrooms in South Korea and Japan. In South Korea robots are used in primary school classrooms to teach English (Learn more about EngKey). Some of these educational robots are remote controlled by teachers operating out of the Philippine Islands. In Japan, there are known instances where teachers have used remote controlled robots to teach courses in classrooms far away from where they live (E.g. Hiroshi Ishiguro). There are a range of tasks that robots can take over in classrooms, ranging from classroom management to engaging students. With the development of other related technologies, such as artificial intelligence, robots can conceivably even become involved in instruction itself.
Mobile Apps For Evaluators (Top App Categories for Evaluators in Android and ...Alfonso Sintjago
Ignite Session - AEA 2013
Mobile Apps For Evaluations
Top App Categories for Evaluators in Android and iOS
A YouTube Video of the presentation can be found at the end.
This presentation was created as Prezi to share with the Minnesota state legislation and for a grant application in social justice and collaborative leadership
2011 - Analyzing Wikieducators - Short Ethnography
1. Wikieducator.org
OER Online Community
An Online Community Ethnography
Contributing to the Edupunks, DIY U,
and the Free Culture Movement
The whole presentation can be seen at: http://z.umn.edu/wikieducator
3. Personal Reasons / Bias
• Social Reproduction – Family, Conditions, Opportunity
• North / South – Digital Divide
• Means of Production / Progress
• What We Learned From The Past
• Desire From Marginalized Voices To Be Heard
- (Part of my biases were included in the first letter of
invitation to participants) – Response rate was lower
8. Wikieducator.org
• Founded by Wayne Mackintosh
• Opened – in August 2006
• Slogan – “To turn the digital divide into digital
dividends using free content and open
networks”
For CI 5323 – Online Learning Communities Course,
we had to pick an online community and interact with
it weekly.
9. Technology and Education
Innovation Scholar Commented
on its Possibility
Blackboard 1841
Motion Picture 1940
Television 1957
Computers 1967
10. Arguments for it
• Many kids who will not be going to schools
– SS Africa – 76 will not have the privilege to attend
the last 3 years of secondary education
– We do not have enough money, we need to find a
better way to increase access to secondary
education and higher education
11. Technology and Social Links
• Importance of the Guttenberg Press on
spreading knowledge between the elite
• But need for social connections (at an
individual level)
• Find a mechanism that enshrines education as
a common global good.
• “Wiki technology combined with the right
license meets these two requirements”
12. WikiEducator Mission
• 2015 – A free curriculum for all sectors
– “Working collaboratively with educators
around the world we aim to develop free
content resources in support of all national
curricula”
– Not replacing closed content. There are
motivated producers in both the open and
close curriculum projects
13. Tragedy of Commons
• “Digital Knowledge is infinitely scalable and
will not suffer the tragedy of commons”
15. Some Initiatives
• VUSSC - Virtual University for Small States of the Commonwealth
– Network of 30 countries - OER
• UNESCO/COL Computer Navigator's Certificate
– Free computer and Software training for developing countries
• FLOSS4Edu
– Address the absence of Free content in African Schools
• Learning4Content and Scalability
– Scale up the development of OER
– Native American proverb - "Tell me and I'll forget, show me and I may
not remember, involve me, and I'll understand"
16. OER – Open Education Resources
Photo by Social Secrets
17. What are OER?
• “open educational resources are digitised materials
offered freely and openly for educators, students and
self-learners to use and reuse for teaching, learning
and research”
• Term was first coined at a UNESCO meeting – 2002
• OECD - the concept of “open educational resources”
is both broad and vague. (As noticed through this
research)
18. Brief Background OER
• The Internet and Free Data (Berners-Lee)
• Free Culture Movement (Lessig)
• Open Source Software Movement (Stallman)
• Open Licensing (Lessig)
• Open Access Journals
• Open Education Resources (UNESCO, Wiley)
• Open-Source Economics (Benkler)
22. Freedoms
• Freedom 0 – Freedom to use
• Freedom 1 – Freedom to adapt to your needs
• Freedom 2 – Freedom to help your neighbor (copies)
• Freedom 3 – Freedom to help your community
29. Participant Observation
• Became a member of Wikieducator.org
• Became a member of SCOPE – BC Campus
• Attended the February 23, 2011 OERU Planning
Meeting
• Began developing my own OER
• Became a member of the OCW Online
Communities
• Became a member of the OERU Google Group
• Became a member of the WSIS – OER and OERU
Groups
30. Attended – OLC4Ed
OPEN CONTENT LICENSING FOR EDUCATORS COURSE
Units (Complete a Unit a Day)
1- Why does open matter in education?
2- What constitutes an open education
resource?
3- What can educators legally copy in an online
world?
4- How can educators refine their copyright for
sharing knowledge?
32. Responses OCL4Ed (Day 3)
• With the case study itself, I wondered if there could be multiple
case studies made available for future iterations (through
hyperlinks?). I accessed the link to the P2P - copyright for educators
the page provided and it was helpful for finding other examples, but
I felt that more case studies could be made available and help one
to further your understand of Creative Commons.
• One possibility could be to include a case study that mentions the
implications of a YouTube video. In the school I used to work at
teachers primarily used YouTube videos and Netflix when including
audio visuals in their classrooms. Perhaps an additional case study
could address this murkier subject, instead of analyzing a formal
source such as a BBC video, YouTube.com or another video sharing
website could be explored. This argument is particularly linked to
question four.
36. Interviews
• Took the open list of participants to the OERU
Planning Meeting
• Made an Microsoft Access Database
– Included Name, Job Description, Email, Blog,
Institutional Website
• Tried to send personalized emails from Access
• Decided to try TimeTrade
– (24/7 Availability)
41. Individuals That Have Been
Interviewed
Abel Caine Replied Interviewed
Pheo Martin Replied Interviewed
Sean Linton Replied Interviewed
Joan Garfield Replied Interviewed
Steve Foerster Replied Interviewed
Joyce McKnight Replied Interviewed
David Porter Replied Interviewed
Cable Green Replied Interviewed
Simon Yalams Replied Interviewed
42. Semi-Structured
Most Asked Questions
• How and when did you first become involved with OER? How has your involvement with OER changed over time?
What attracts you the most about OER?
• What are some of the greatest obstacles facing OER? Should every country participate in the development of
OER?
• How important is strong support from the university administration for the development of OER?
• What are some obstacles that limit you from spending a greater amount of time developing OER?
• What leads a person to become more active in the community? How does the community strengthen itself?
• Should the term OER be a household or commonly known term? Have you taught your children about OER? Are
your family and friends supportive of OER?
• Are most of your friends aware of what OER are and are they supportive of the idea?
• Have you met people within Wikieducator.org? Have these relationships extended between the online
community? What has been the nature of these relationships?
• If you do not mind me asking, how do you identify yourself; political conservative, liberal, independent?
• Which OER sites do you frequently visit? How did the OERU idea develop? What has been your level of
involvement with the OERU initiative?
• What do you think is the greatest barrier for other universities when considering whether or not to join the OER
movement?
• What has the OER community done to increase awareness of OER? What other steps need to be taken?
• What to you is the ultimate goal of OER? Are OERs sustainable? Why or why not?
• Please explain your work within OER and what led you to choose this approach when developing education
resources? What is your average day like? Have you recently participated in OER courses?
43. Question Development
- Wrote them, edited by my wife - Ellie Lewis
- MA in Latin American Studies / UMN Law Student
- Showed them to Joanna
- Joanna helped select the most important ones
- Questions were also sent to Dr. Cassie Sharber
- She sent suggestions which will be consider for the
next iteration
- Respondents were asked for feedback
- Questions will be reevaluated at the end of this
stage
44. Hidden Questions
- How open are these communities to
researchers?
- How receptive are they to criticism?
- What does it take to be an insider?
- What do they think open is?
- What is their opinion of me as a researcher
from a closed institution?
45. Transcribing!
• Had 3 different audio / video recordings of
each interview
– Digital Recorder
– Audacity (Ubuntu)
– Desktop Screen Recorder (Ubuntu)
• Uploaded them to Youtube (Try free
transcription) – Failed horribly
• Transcribing word by word (I need a pedal)
48. Steve Forester
• “I think a lot of people who would like to develop
open educational resources are constrained by
other responsibilities that's why one of the
initiatives that Wayne Mackintosh put together is
to encourage universities to devote the equivalent
of a full-time person to the development of open
educational resources because with that sort of
institutional commitment, it would really help
individuals who are affiliated with those
institutions and are interested in participating, as it
would allow them to have the time that they need
to do so.”
50. Abel Caine (UNESCO)
• “The third part of your question is that OER are
very very slowly moving into developing
countries. The rate of adoption in developing
countries is extremely slow. This is where
UNESCO sees its competitive advantage. It will
be here in the developing countries where we
will need the greatest amount of technological
transfers or expertise. This is where UNESCO’s
CI sector, which is working on a platform, feels
that a lot of the software products that were
developed by the US institutions are not 100
percent relevant for developing countries, you
can’t just take Curriki and transplant it in the
middle of Ghana, it just will not work”.
52. Dr. Pheo Martin
• “The involvement has definitely grown because I
believe very strongly that Open Educational
Resources need to bring about the freedom from
oppressive book prices. I believe in open
educational resources because they are far more
accessible to students in digital form where they
don't have to buy these books. I advocate and
promote these resources through our institute
Realizing Education's Potential Institute.”
54. Comments – Other Interviews
Sean Liston Met Wayne Mackintosh through his social network in New Zealand.
Trying to spend more time developing OER
Joan Garfield Believes OER will mainly help the for-profit industry to lower its cost
or improve its services. Started working for them 2 yrs ago.
Joyce McKnight Looking forward to the first Open University to develop in the USA.
Sees the OER Community as substantially homogeneous
David Porter Argues that most of the OER supporters are similar philosophically
and that its supporters need to pass of the torch to others
Cable Green Explained how OERs would help Community Colleges. Sent messages
to other OER supporters so that I could meet with them in the future.
Simon Yalams It is important for the materials to be contextualized, but more
importantly there needs to be financial support for their development
55. Conclusions (From Interviews)
• Different Motivations
– From needed a job to promoting free textbooks to wanting
to make education free for all
• Different locations
– OER is increasing its transnational appeal – UNESCO / NET
• Looking for that critical mass – tipping point
– Different perspectives on how and when this will happen
• Resources are primarily developed in English
• The community seemed open and receptive
considering it was an email invite
• Quality and support of OER were widespread concerns
56. Conclusions (Research Framework)
• Refine interview questions
– Ask more details – such as what is their main
interest, or what they see as most important
• Need for additional interviews
• Need for help and for a OER research
component within CIDE
• It is difficult to immerse oneself within an
online community
Not replacing closed contentThere are motivated producers in both the open and close curriculum projectsQuality is equally important for closed and free content