Question Harmonisation: Session 13SP6 : Co-creation of OER by teachers and teacher

educators in Colombia : #coKREA

María del Pilar Saenz

Ulises Hernandez Pino

Yoli Marcela Hernandez

Henry Trotter17 September 2014

Announcements

• Welcome statements by Henry

• Happy birthday and welcome back to Cheryl!

• Format: Pilar, Ulises and Marcela will lead the presentation,

but if you have any questions, feel free to “raise your hand” or

write your questions in the chat box so that the presenters

can respond to it.

• Please keep your microphones off during the presentation,

but turn it on when you are given space to ask a question or

make a comment.

• Thanks!

Agenda

• Context: ICT in K12 – Colombia

• General objective of SP6

• Research questions

• Stages of research

• Data processing: grounded theory

• Questionnaires on prior conceptions

• Focal group: semi-structured interviews

• Phone interviews

• IRC chat

• Initial reflections on: teamwork, participation, OER & copyright

Context: ICT in K12 - Colombia

Since 2000, there are programs formass delivery of computers to publicschools.

These programs include teachertraining processes for the use of ICT in the classroom.

Between 2010-2014 the ICT Ministrydelivered about 2 million units, including computers and tablets.

Today: 12 children per computer, without regard to tablets. Tablets are 1-1 model.

Progress is being made in connectivity, without ensuring stabilityand connection speed. Entrega de tabletas en Ramiriquí (2013)

Ministerio TIC Colombia. En Flickr. CC by

Schools: 22,937

Students: 10,674,609

Teachers: 295,341

http://menweb.mineducacion.gov.co/seguimiento/estadisticas/

Context: ICT in K12 - Colombia OER are unknown in education.

Licensing is not an issue

included in training programs for

teachers.

The Ministry of Education (MEN)

initiative of Open Educational

Digital Resources (REDA) is

aimed at higher education to

create repositories, but is not

linked to processes of formation.

Difficulty: There is not

widespread proficiency in

English.

Jornada TemaTICas (2012)

Martha Cecilia Arevalo. Archivo TemaTICas. CC BY

I went to an event to gain experience

with ICT (...) I already understood the

concept of OER and I noticed that

most people did not respect

copyright. I had to bite my tongue

more than once not to mention it ...

General objective

The proposed research aims to

study “whether and how a

bottom-up approach, where

participants collaboratively and

actively co-create contextual

resources ('embedded' within a

'community of interest'), can

support effective OER models”.

Research questions

1. What kind of processes would support a

community of teachers in actively engaging with

the creation and adaptation of a contextual and

collaborative OER model?

Research questions

2. What enabling conditions would encourage a

wider adoption by peers of the contextually

created resources within the community?

Research questions

3. What new skills are needed to be built among

teachers and teacher-educators to adopt a new

learning culture?

Research questions

4. How would local needs and contexts (local

language, local culture, social issues,

geographies, ecologies, needs, aspirations,

priorities, etc.) impact upon the universal (mostly

defined through normative system of the global

North) vs local notions of 'meaningfulness / quality'

of OER?

Research questions

5. How would institutional and systemic factors

interact with and influence the building of such a

'participatory' OER model within the

government/public system?

Stages of research

Induction Co-creation Deployment Systematization

April - June July - September October - November 2015

Questionnaire of

previous ideas (online)

Focus group with

leading teachers

Telephone Interviews

Chat IRC (virtual)

Focus group with

teams of teachers

Focus group with

leading teachers

(virtual)

Focus group with

teams of teachers

Focus group with

leading teachers

(virtual)

Data processing: grounded theory

Questionnaires on prior conceptions

Session 1: Recognizing the co-KREA project

There was no questionnaire

Session 2: Defining Open Educational Resources

Questionnaire 2: 15 teachers responded

2.1. What type of Digital Resources do I use in class? How do

I use them with my students?

2.2. What do I understand by Digital Resources? Where do I

get digital resources I use in class?

2.3 When searching for Digital Resources, what criteria do I

have in mind for their selection and use in the classroom?

2.4 How do I recognize a Digital Resource that comes to my

hands what the author allows me to do or not?

2.5 What are Open Educational Resources (OER)?

Questionnaires on prior conceptions

Session 3: OER as measurement in the Study of

Contextualized Problem Situations (SCPS)

Questionnaire 3: 13 teachers responded

3.1. What are the main problems I encounter in my

classroom? What have I done to address them as a teacher?

3.2. How so I verify learning gains of my students?

3.3. What socio-cultural context aspects do I consider when

preparing and developing my classes?

3.4. How can Digital Resources help me in the work I do as a

teacher in the classroom?

3.5. What contribution can Open Educational Resources

(OER) make in my teaching practice?

Questionnaires on prior conceptions

Session 4: Systematizing classroom experiences

Questionnaire 4: 10 teachers responded

4.1. How do I describe my role within the co-KREA project?

4.2. What do I understand by Systematization of Educational

Experience?

4.3. What would I like to achieve in the classroom with Open

Educational Resources?

4.4. What do I consider to be the primary research question

addressed by the co-KREA project?

Questionnaires on prior conceptions

Session 5: Tools for editing basic OER

Questionnaire 5: 9 teachers responded

5.1. What type of Digital Content have I

developed for my students? With what software

have I developed them? With whom have I

created them?

5.2. What is Free Software? What is the

difference between Free-of-Charge Software and

Free Software? Why do I use or not use Free

Software?

5.3. When developing Digital Contents, how do I

expect them to be used by my students? What

motivates me to make these Digital Contents?

5.4. Do I publish those Digital Contents developed

by me? Why do I make them public? Where do I

publish them? What licensing do I use?

Questionnaires on prior conceptions

Session 6: Tools for editing multimedia OER

Questionnaires 6: 11 teachers responded

6.1. How do I envision OER to be developed by me on this project?

6.2. What difference does OER contribute to the learning processes of my students compared to

traditional resources I use in my class?

6.3. What is a Virtual Learning Object? How does VLO and OER relate?

6.4. How do I think I can help other co-KREA teachers involved in the project?

Questionnaires on prior conceptionsSession 7: Criteria for designing, adapting and assessing OER

Questionnaire 7: 6 teachers responded

7.1. What criteria should be considered in the search for digital content

(text, images, audios, videos) for OER development?

7.2. What authorization should digital content have to be considered

OER?

7.3. What license should digital content have to be adapted or

integrated into the resource I am developing?

7.4. What sections or components should an OER have to be

considered a Virtual Learning Object (VL/VLO) too?

Focal group: semi-structured interviews

Dialogue for sharing

concerns, expectations and

motivations on the co-

KREA project.

In addition:

Identifying teachers’

leaders.

Clarifying and solving

doubts about the dynamics

of teacher teams.

Phone interviews

In total, 32 teachers were called:

Assessing aspects such as content

relevance, timeliness, length of

sessions and time schedule.

Also, open questions to explore

particular difficulties for individual and

team participation.

IRC chat

It was used as a means of synchronous interaction

on virtual sessions.

To be used as input for discourse analysis,

interactions were recorded.

Initial reflections: on teamwork

Lack of institutional support restricts workspaces.

Sometimes it is difficult to reach agreement on how to work.

However, when there is interest by individuals, greater

commitment is generated because they encourage and support

each other to advance and enrich activities.

Initial reflections: on participation

Teachers prefer synchronous meetings, face-to-face or virtual.

Their communications logic is more oral than written, and

asynchronous meetings are more associated with writing.

Initial reflections: on OER and copyright

The expectation of the teacher was to know programs in order to develop

resources, but they find themselves with an experience that integrates

technology, legality and pedagogy.

Reaction to Copyright has 3 phases:

1. Resistance and anger: “It's not fair.” “My hands are tied.”

2. Desire to know: “What if ...?” “And can I do this?” “And how do I search for

open licensed resources?”

3. Decision of sharing: “This must be known by my students, teachers,

managers...”

In phase 3, they considered OER as an essential input for comprehensive

training.

Initial reflections: on OER and copyright When we discovered restrictions and

limitations imposed by Copyright, we

found in OER the essential inputs for

classroom teaching practices.

While there are various personal and

institutional conditions hindering

collaborative work with fellow teachers

for co-creating OER, those who persist

in this way of working recognize that it

is a path that generates greater

educational impact.

It is true that ICTs produce multiple

interaction spaces, but teachers prefer

face-to face meetings and virtual

synchronous interactions, since these

ways of communication are closer to

their oral communications logic.

Teachers were linked up to the

project thinking on being trained on

how to use programs that would

allow them to develop resources,

and they have encountered an

experience that also includes legal

and pedagogical issues.

Knowing about Copyright made

them pass through the 3 phases of:

resistance and anger

desire to know

decision of sharing

Questions?

http://karisma.org.co

Facebook/KarismaCol

@KarismaCol

http://www.iered.org

Facebook/ieRed

Google+/ieRed

@ieRed