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A readiness gap for Opening Up education by OER and MOOCs at University?

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A readiness gap for Opening Up education by OER and MOOCs at University?

The presentation given at SIREMSIEL2014 congress in Perugia, 13th to 15th November 2014 (http://www.siremsiel2014.it/)

Abstract:
Developments in Information and Communication Technologies are not always paralleled by an equivalent number of transformations in higher education institutions. Indeed it seems that Open Educational Resources have missed the objective of transformation in spite of the potential of Open Learning to transform education. This paper reports on a part of some qualitative research carried out at the University of Parma, a case study involving teachers from UniPR Co-Lab Research Centre who share the values of being alert to innovation and aware of the importance of Technology Enhanced Learning in the academic pedagogical landscape; it examines whether educators are ready and willing to adopt open approaches in both a pedagogical and technological perspective and whether they have the necessary competences to do so. The aim was to explore the perceptions of University teachers who might become involved in the use of Open Educational Resources (OER) and the organization of MOOCs

The presentation given at SIREMSIEL2014 congress in Perugia, 13th to 15th November 2014 (http://www.siremsiel2014.it/)

Abstract:
Developments in Information and Communication Technologies are not always paralleled by an equivalent number of transformations in higher education institutions. Indeed it seems that Open Educational Resources have missed the objective of transformation in spite of the potential of Open Learning to transform education. This paper reports on a part of some qualitative research carried out at the University of Parma, a case study involving teachers from UniPR Co-Lab Research Centre who share the values of being alert to innovation and aware of the importance of Technology Enhanced Learning in the academic pedagogical landscape; it examines whether educators are ready and willing to adopt open approaches in both a pedagogical and technological perspective and whether they have the necessary competences to do so. The aim was to explore the perceptions of University teachers who might become involved in the use of Open Educational Resources (OER) and the organization of MOOCs

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A readiness gap for Opening Up education by OER and MOOCs at University?

  1. 1. UniPR Co-Lab! PERUGIA,  13th  November  2014   Sara  Valla   SIREMSIEL  2014   UniPR Co-Lab! A  readiness  gap     for  Opening  Up  educaEon     by  OER  and  MOOCs     at  University?     Sara  Valla   UniPR  Co-­‐Lab  Research  Centre   University  of  Parma  
  2. 2. UniPR Co-Lab! PERUGIA,  13th  November  2014   Sara  Valla   SIREMSIEL  2014   outlines   •  OER  and  MOOCs  for  learning  enhancement   •  Research  quesEons  and    aims   •  Research  context     •  Research  methodology   •  Readiness  for  TEL,  Open  Learning,  MOOCs   •  Findings   •  Conclusions  and  implicaEons  (finish  line  as  a   starEng  point)  
  3. 3. UniPR Co-Lab! PERUGIA,  13th  November  2014   Sara  Valla   SIREMSIEL  2014   “The  development  in     informa1on  and   communica1on   technologies  over  the  last   three  decades  is     comparable  with  the   development  in  informa1on   and  communica1on     technologies  over  the  last   three  millennia”   Laurillard  (2004,  p.  8)    
  4. 4. UniPR Co-Lab! PERUGIA,  13th  November  2014   Sara  Valla   SIREMSIEL  2014   WHAT  ABOUT  LEARNING???   “Being  connected  changes  learning.  When  those   connec1ons  are  global,  the  experience  of  knowledge   development  is  drama1cally  altered  as  well.”     Siemens,  2008  
  5. 5. UniPR Co-Lab! PERUGIA,  13th  November  2014   Sara  Valla   SIREMSIEL  2014   What  about  learning?   !
  6. 6. UniPR Co-Lab! PERUGIA,  13th  November  2014   Sara  Valla   SIREMSIEL  2014  
  7. 7. UniPR Co-Lab! PERUGIA,  13th  November  2014   Sara  Valla   SIREMSIEL  2014  
  8. 8. UniPR Co-Lab! PERUGIA,  13th  November  2014   Sara  Valla   SIREMSIEL  2014   ACCESS   Focus  is  to  be  shiYed    from  open   content  and  access  to     Open  Educa9onal  Prac9ces     (Camilleru,  A.  F.,  &  Ehlers,  U.  D.,  2011)  
  9. 9. UniPR Co-Lab! PERUGIA,  13th  November  2014   Sara  Valla   SIREMSIEL  2014  February,  2014   C  C   R   C   M   F   C   Updated   3rd  September,  2014  
  10. 10. UniPR Co-Lab! PERUGIA,  13th  November  2014   Sara  Valla   SIREMSIEL  2014   •  recommendaEons  and  iniEaEves  of  the  European   Community  towards  opening  up  educaEon   •  Opening  up  EducaEon  IniEaEve  2013   •  Horizon  2020  programme   •  Horizon  Report  2013  and  2014   OPENING  UP  EDUCATION  –  EUROPE  
  11. 11. UniPR Co-Lab! PERUGIA,  13th  November  2014   Sara  Valla   SIREMSIEL  2014   survey  on  OER  conducted  in  2013  in  the   Italian  UniversiEes  (CRUI  library  commission)     •  need  for  insEtuEonal  strategies  on  OER   •  need  for  competent  resources  and   support  to  be  dedicated  to  open  educaEon     (Tammaro,  Roncaglia,  De  Robbio,  Panto,  &   De  Rosa,  2013).     OPENING  UP  EDUCATION  –  ITALY?  
  12. 12. UniPR Co-Lab! PERUGIA,  13th  November  2014   Sara  Valla   SIREMSIEL  2014   Research  quesEon(s)   •  what  does  open  educaEon  mean  to   educators  in  terms  of  enhancing   learning?     •  are  educators  ready  and  willing  to  open   up  educaEon  in  a  pedagogical  and   technological  perspecEve?     •  do  they  have  the  necessary   competences?  
  13. 13. UniPR Co-Lab! PERUGIA,  13th  November  2014   Sara  Valla   SIREMSIEL  2014  
  14. 14. UniPR Co-Lab! PERUGIA,  13th  November  2014   Sara  Valla   SIREMSIEL  2014  
  15. 15. UniPR Co-Lab! PERUGIA,  13th  November  2014   Sara  Valla   SIREMSIEL  2014   Aims   •  to  establish  the  role  and  possibili9es  of  Open  Educa9onal   Resources,  Open  Educa9onal  Prac9ces  and  the  MOOC     phenomenon  in  relaEon  to  learning  enhancement;   •  to  idenEfy  and  gain  insight  into  the  pedagogical  and   technological    implica9ons  that  this  concept  of  openness     may  have;   •  to  explore  the  percep9ons  of  teachers,  who  might  be   involved  in  the  use  of    Open  EducaEonal  Resources  and  the   adopEon  of  Open  EducaEonal  PracEces  and  the  MOOCs.  
  16. 16. UniPR Co-Lab! PERUGIA,  13th  November  2014   Sara  Valla   SIREMSIEL  2014   32.050  students   1882  scholars     (including  visiEng  scholars)   University  of  Parma  (Italy)   (November  2013)  
  17. 17. UniPR Co-Lab! PERUGIA,  13th  November  2014   Sara  Valla   SIREMSIEL  2014   Learn Share Collaborate Research Center
  18. 18. UniPR Co-Lab! PERUGIA,  13th  November  2014   Sara  Valla   SIREMSIEL  2014   •  RESEARCH  METHOD:  case  study     (UniPR  Co-­‐Lab  teachers,  at  the  University  of  Parma)     •  SAMPLE:  7  teachers  at  the  University  of  Parma  who  had   shown  or  declared  an  interest  in  Technology  Enhanced   Learning  and  in  the  acEviEes  of  the  UniPR  Co-­‐Lab   Research  Center.   Methodology  1  /  3   Research  method  
  19. 19. UniPR Co-Lab! PERUGIA,  13th  November  2014   Sara  Valla   SIREMSIEL  2014   Methodology  2/3   Data  collecEon  techniques   •  semi-­‐structured  face-­‐to-­‐face  interviews     –  conversaEons  are  aimed  at  gefng  to  know  people  and  learning   “about  their  experiences,  feelings  and  hopes  and  the  world  they   live  in”  Kvale  (1996,  p.  5)     –  carried  out  between  25th  March  and  28th  April  2014,  in  Italian,   following  a  specific  interview  process  (Pickard,  2007  p.  172).   •  document  analysis   –  to  obtain  contextual  informa9on  about  facts  and  strategies   about  e-­‐learning  and  open  learning  and  contribute  to  the   picture  of  the  operaEonal  world  in  which  teachers  are  acEng.   –  InsEtuEonal  documents,  policies,  strategies,  reports  made   available  through  the  University  web  site  
  20. 20. UniPR Co-Lab! PERUGIA,  13th  November  2014   Sara  Valla   SIREMSIEL  2014   Methodology  3/3  -­‐  Analysis   •  Data  collecEon  aimed  at  in-­‐depth   understanding,  taking  due  care  about   complexity  (Stake,  2010,  p.  26-­‐28).     •  STRATEGY  for  analysis  :  “constant   compara9ve  analysis”  (Pickard,  2007,  p.   241).    
  21. 21. UniPR Co-Lab! PERUGIA,  13th  November  2014   Sara  Valla   SIREMSIEL  2014   C  C   R   C   M   F   C   Readiness   (TEL,  OL,  MOOCs)   Chapnick  (2000),  Haney  &  Haney  (2002),   Guglielmino  &  Guglielmino  (2003)  Aydın   &  Tasci,  (2005):  dimensions  and  factors   for  e-­‐learning  readiness     change  management  theories   readiness  as  an  important  factor  for   successful  implementa9on  of  change   (Holt,  Armenakis,  Harris,  &  Feild,  2007)   (Armenakis,  Harris,  &  Mossholder,  1993,   pp.  681–2)  (Jones,  2005,  p.  362).     Technology  Enhanced  Learning   READINESS    oYen  referred  to  as   readiness  for  e-­‐learning  by  insEtuEons   (Aydın  &  Tasci,  2005)(Chapnick,  2000)    
  22. 22. UniPR Co-Lab! PERUGIA,  13th  November  2014   Sara  Valla   SIREMSIEL  2014   IniEal  framework  for  analysis  about   readiness  for  open  learning  and  MOOCs   Learners   Human  Resources   BLOOM  (domains)   COGNITIVE   AFFECTIVE   PSYCHOMOTRIC   Knowledge   Feeling   Competences  (skills)   and  tools   TECHNOLOGY           Content  readiness   (technological  AND   pedagogical  level)   Aftude  towards  technology     Aftude  towards  innovaEon     Aftude  towards  self-­‐development     Sociological  aspect  (collaboraEon)   Technological  Skills   PEDAGOGY      
  23. 23. UniPR Co-Lab! PERUGIA,  13th  November  2014   Sara  Valla   SIREMSIEL  2014   Learners   Human  Resources   BLOOM  (domains)   COGNITIVE   AFFECTIVE   PSYCHOMOTRIC   Knowledge   Feeling   Competences  (skills)  and  tools   Knowledge  (previously  known  material,   terminology,  facts,  ways,  means,  theories)   Comprehension  (understanding)  meaning   Applica9on  à  use  in  new  and  concrete   situaEons   Analysis   Synthesis:  creaEvely  or  divergently  apply   Evalua9on   Feelings   Values   AppreciaEon   Enthusiasm   MoEvaEons   Aftudes     Using  technical  instruments   Other  skills     TECHNOLOGY                   Knowledge  of  technologies  to  use     Knowledge  of  experiences  /  examples     Knowledge  of  exis1ng  support  (T)   AMtude  towards  use  of  …  (posi1ve/  nega1ve)     AMtude  towards  technology     Feeling  about  exis1ng  support  (T)     Feeling  about  technological  competences     AMtude  towards  innova1on   Ability  to  use…   (technological  skills)     PEDAGOGY       Knowledge  of  exis1ng  strategy  (T-­‐P)     Knowledge  of  exis1ng  support  (P)       Levels  of  enrichment  (learning  quality)     Teaching  experience     Comprehension  of  the  right  approach  /   tool  for  the  pedagogical  approach     Sociological  aspect     AMtude  towards  self-­‐development     Feeling/aMtude  towards  strategy     Feeling  about  exis1ng  support  (P)     Mo1va1ons  as  teacher     AMtude  towards  teacher’s  role  /  teaching   approach     Feeling  about  “tension”  research  /  teaching     Feeling  about  pedagogical  competences   Ability  to  use   (pedagogical-­‐level  skills)    
  24. 24. UniPR Co-Lab! PERUGIA,  13th  November  2014   Sara  Valla   SIREMSIEL  2014    no  specific  focus  by  the  insEtuEon  on  their   pedagogical  prepara9on     no  guidance  given  on  “how  to  explain  their  discipline”.     READINESS  AND  PEDAGOGY:     no  pedagogical  preparaEon       to  use  technology     to  enhance  learning   by  Open  Learning  /MOOCs  
  25. 25. UniPR Co-Lab! PERUGIA,  13th  November  2014   Sara  Valla   SIREMSIEL  2014   Gaps  in  technological   competences  and  skills:   not  so  great     need  for  improvement  / development  of  competences     knowledge  of  sensible  uses   of  technologies  in  the   educaEonal  context     a  conversaEonal  methodology  works    
  26. 26. UniPR Co-Lab! PERUGIA,  13th  November  2014   Sara  Valla   SIREMSIEL  2014   Gap  between     a  personal  use  of  technology   and  its  use     for  educaEonal  purposes  
  27. 27. UniPR Co-Lab! PERUGIA,  13th  November  2014   Sara  Valla   SIREMSIEL  2014   Technology  and  Pedagogy     must  go  on  together  
  28. 28. UniPR Co-Lab! PERUGIA,  13th  November  2014   Sara  Valla   SIREMSIEL  2014   OER   OEP   MOOC   Openness   •  No  sufficient   knowledge   •  No  common   understanding  of   meaning   •  PosiEve  aftude   •  Doubts  on  licenses   •  RecogniEon  of   opportuniEes  for  LE   •  no  specific  implicaEons   of  technology  (T)   •  Need  for  support  (T)  (P)   •  Not  menEoned   •  No  experience   •  Absence  or   regular  pracEces   •  Occasional  use  of   OER   •  No  creaEon  of   OER   •  no  specific   implicaEons  of   technology  (T)   •  Need  for  support   (T)  (P)   •  Acronym:  known  and   clear   •  Need  for  further   clarificaEon  of  meaning   •  No  direct  experience   •  Curiosity   •  RecogniEon  of   opportuniEes  fo  LE  (P)   •  Pedagogical  concerns   (P)   •  no  specific  implicaEons   of  technology  (T)   •  Need  for  support  (T)  (P)   •  Broad  approach  —  including  overcoming  limitaEons  and  facing  specific  challenges  (P)   •  NO  content-­‐based  approach  (P)   •  “Seamless”  learning  (P)   •  Focus  on  usage/needs  rather  than  on  specific  technological  tools  (T)   (P)  Pedagogy   (T)  Technology   OPPORTUNITIES  FOR:   •  fostering  interacEon  and   parEcipaEon   •  answering  to  specific   students’  learning  needs   •  solve  challenging  issues   •  Learning  analyEcs  to   know  students’   behaviour   CONCERNS:     Openness  (background,   knowledge,  language…)   OPPORTUNITIES:   •  learn  basic  things   •  Support  explanaEon  of   abstract/complex   concepts   •  development  of   teacher’s  preparaEon   •  support  for  specific   tasks  (e.g.  thesis)   •  go  beyond  the   curriculum     •  prepare  for  the  real   world   Findings  
  29. 29. UniPR Co-Lab! PERUGIA,  13th  November  2014   Sara  Valla   SIREMSIEL  2014   gap  in  the  pedagogical  knowledge,  under  the  cogni9ve  and   affec9ve  domain   Which  aspects?   •  comprehension  of  the  right  approach/tool  for  the   pedagogical  approach;   •  sociological  aspect  of  learning     •  concerns  deriving  from  insufficient  experience    of  open   pracEces.   Conclusions  (readiness  aspect)   gap  in  technological  competences  and  skills  apparently   felt  as  less  crucial  (and  not  so  big)  
  30. 30. UniPR Co-Lab! PERUGIA,  13th  November  2014   Sara  Valla   SIREMSIEL  2014   need  for  fostering  a   unitary  and  shared  approach   COACHING  by  professionals  with  a   wide  range  of  competences,  which   are  not  limited  to  technical  aspects,     to  be  carried  out  in  a  conversaEonal   and  dialogue-­‐based  way  
  31. 31. UniPR Co-Lab! PERUGIA,  13th  November  2014   Sara  Valla   SIREMSIEL  2014   Teachers’  profiles   based  on  readiness  to   open  up  educaEon     in  a  technological  and   pedagogical  perspecEve         Tech  Innovator               Open  innovator         PT  curious               Cau9ous  innovator   PT  uncertain   PK  (-­‐)   PK  (+)  TK  (-­‐)   TK  (+)  
  32. 32. UniPR Co-Lab! PERUGIA,  13th  November  2014   Sara  Valla   SIREMSIEL  2014   Proposals  for   further  research   •  Study  including     all  the  educators  at  UniPR   •  Students’  percepEons     …any  gaps  between  percepEons?     Experimen9ng  on  some  of  the   suggested  themes:     •  learning  analyEcs   •  flipped  classroom  model  
  33. 33. UniPR Co-Lab! PERUGIA,  13th  November  2014   Sara  Valla   SIREMSIEL  2014   For:   ATTENTION     FEEDBACK  (WELCOME)   COMMENTS  (WELCOME)   Sara  Valla  –  UniPR  Co-­‐Lab  –  Università  degli  Studi  di  Parma   E-­‐mail:  sara.valla@unipr.it   Twiver:  @thuridilla     Profile  is  available  on:     Linkedin,  Academia.edu,     ResearchGate  

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