OSPI OER PROJECT INTRODUCTION TO OPEN EDUCATIONAL RESOURCES OER 101:
Oer panel
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Transcript of Oer panel
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OER and associated practices – opportunities and challenges
Gráinne Conole, The Open University, [email protected]
OER Panel, EDEN Research WorkshopBudapest, 26th October 2010
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Open Educational Resources (OER)Basic definition
The open provision of educational resources, enabled by information and communication technologies, for consultation, use and adaptation by a community of users for non-commercial purposes (UNESCO 2002)
Broader definitionLearning resourcesCourseware, content modules, learning objects, learner support & assessment tools, online learning communitiesResources to support teachersTools for teachers and support materials to enable them to create, adapt and use OER; training materials for teachersResources to assure the quality of education and educational practices (UNESCO 2004)
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• Level of granularity– ‘Atomistic’: based around learning objects (Merlot)– ‘Holistic: aligned to course structures (MIT)
• Format– Simple, primarily text-based– Rich multi-faceted multimedia
• Pedagogy– Relatively neutral– Embedded
OER models
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OER - a vision of transformationBeyond content – focus on activity and use
Learners as self-directed and autonomous
More of a focus on sharing, refinement, iteration, critical reflection
OER as a potential catalyst to transforming educational practice
Improvements in social inclusion, quality and innovation
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From resources to practices
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The OPAL vision
Open Educational Resource PracticeOEP constitute the range of practices around the
creation, use and management of OER with the intent to improve quality and innovate education.
Focus on the practice around OER rather than the resources
Better understanding will lead to improvements in the quality of OER and more innovation
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Abstracting dimensions of PracticeOpen Educational Practices
(OEP)Practices around the creation, use and
management of Open Educational Resources
Approach60+ case studies of OER collected
Dimensions of OEP derivedOnline consultation process
http://cloudworks.ac.uk/cloudscape/view/2105
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Open Educational Resources
Open Learning Initiative
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Pedagogically diverse
Conole, McAndrew & Dimitriadis, forthcoming
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Open Educational Practice DimensionsStrategies and policiesQuality Assurance modelsPartnership modelsBusiness models/sustainability strategiesBarriers and success factorsTools and tool practicesSkills development and supportInnovations
Strategies and policesBarriers and success factorsTools and tool practicesSkills development and support
Strategies and policiesQuality Assurance modelsPartnership modelsBusiness models/sustainability strategies
Barriers and success factorsTools and tool practicesSkills development and supportInnovations
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The OEP cube model• THE DIMENSION: What?
– Strategies and Policies– Barriers and Success Factors– Tools and Tool Practices– Skills Development and Support
• THE CONTEXT: Where?– Macro level (society)– Meso level (organisation)– Micro level (individuals)
• MATURITY: How well is it established?– Initial (not yet started)– Managed– Defined– Optimizing (embedded / advanced)
DIMENSION
CON
TEXT
MATURITY
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Refining the dimension
Strategies & Policies
Barriers and Success Factors
Tools & tool practices
Skills Development & Support
QA models
Partnership Models
Business Models
Sustainability Strategies
Barriers
Success Factors
Tools
Tool Practices
Digital Literacy
Support structures and processes
12 skills of evolving digital literacyHenry Jenkins
CYBERLEARNING REPORT
DIMENSION
CON
TEXT
MATURITY
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Maturity View
• INITIAL (not yet started): Process unpredictable, poorly controlled and reactive
• MANAGED: Process characterized for projects and is often reactive.
• DEFINED: Process characterized for the organisation and is proactive (Projects tailor their process from the organisation’s standard)
• OPTIMIZING (embedded / advanced): Process is measured and controlled, the focus on process improvement
DIMENSION
CON
TEXT
MATURITY
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Maturity model
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Macro-level: Societal
Meso-level: Organisation
Micro-level: Individual
Levels
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Tool
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Skill
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Dimensions
Level of maturity
OER embedded in strategy
Institutional OER repository
Adapted from diagram by T. Koskinen
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Uses and benefits• Three uses– Benchmarking– Guidance– Reflection and comparison
• Benefits– Guides users in understanding how to think about
the key issues.– Flexible enough to cover the multiple stakeholders– Sub-cubes provide practical illustrative examples– Useful as a mechanism for institutions to self-
benchmark
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Mapping the case studiesMicro Meso Macro
Strategies and policies
Personal motivations and goals
Institutional strategies and policies in place
Embedded in national policy and funding
Barriers and success factors
Tension between research and teaching
Lack of appropriate structure
Lack of funding or rewards
Tools and tool practices
Use of web 2.0 tools to discuss OER
Institutional OER repository
National repository available
Skills development and support
Peer review and discussion
Institutional workshops on OER
Hewett OER projects and OCW
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Questions for debate
• Learning and the context of learning have changed• We need new approaches to learning and teaching• How can we harness increasingly sophisticated tools and
OERs?• How can we support innovation in the use and reuse of
OER?• Will openness enable or restrict social inclusion?• What are the quality implications in an increasingly open
context?• Will a focus on OER practices lead to improvements in
quality and innovation?
A vision of OEP for inclusion, innovation & quality