Cultural Imperialism or Multicultural Mix: promoting OER reuse through collaboration
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Cultural Imperialism or Multicultural Mix: promoting OER reuse through collaborationOER10 – Cambridge
Andreia I. Santos, Patrick McAndrew and
Murilo M. Mendonca
This work is licensed under the Creative Commons Attribution-Non-Commercial-No Derivative Works 2.0 UK: England & Wales License. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc-nd/2.0/uk/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California 94105, USA.
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Andreia I. Santos, Patrick McAndrew and Murilo M. Mendonca
Outline
• Risk of Cultural Imperialism• Opportunities for Multiculturalism• Collaboration Cycle• UnisulVirtual: illustrating the provider-user-provider
continuum• Future directions
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National culture
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OU Culture
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Culture imperialism
http://en.wikipedia.org/wiki/File:Map_of_the_British_Empire_in_the_1920%27s.gif
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Andreia I. 11
I SPEAK ENGLISH
EU FALO PORTUGUÊS
YO HABLO ESPAÑOL
我發言中
Я владею русским
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By James J. Zuiches urilo M. Mendonca 12
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Andreia I. Santos, Patrick McAndrew and Murilo M. Mendonca
Collaboration
peer-to-peerpeer-to-peer
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practitionerspractitioners
inter-institutionalinter-institutional
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Andreia I. Santos, Patrick McAndrew and Murilo M. Mendonca 14
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Social network analysis course
Andreia I. Santos, Patrick McAndrew and Murilo M. Mendonca 17
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Collaboration cycle
Santos, A. OpenLearn Research Report 2006-2008
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• To use, provide, promote uptake. Then...• Make the collaboration formal! Commitmet!• Foster DE faculty and technical staff to participate.• Encourage students to use OpenLearn.• Publish, repurpose, translate material (8 Portuguese-
speaking countries = 223 million people.• Share our own intellectual production (cross-cultural,
comparative studies cultural exchange).
Collaboration Phase 1: Spotting an Opportunity
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• Establish GOALS:
1.Offer and encourage DE and face-to-face students to use and benefit from OER.
2.Make OpenLearn a repository of contents of excellence produced at UNISUL.
3.Translate OL content into Portuguese based on students’ areas of interest (initially).
4.Establish a scientific co-operation programme with the Open University.
5.Hold a 2-day OU seminar at UNISUL on DE trends and methodologies with an emphasis on OER.
Collaboration Phase 1: Spotting an Opportunity
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• MOVE 1: invite (under)graduate programme coordinators to browse OL for courses of potential interest to their students as complementary study material, to be translated into Portuguese. OER USER
• MOVE 2: invite coordinators to suggest Unisul courses of potential interest to external communities for upload and sharing on the Unisul Collaborations Area inside the LabSpace of OpenLearn. OER PROVIDER
Collaboration Phase 2: Promoting Staff Engagement
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• ACTIONS:
1.UnisulVirtual curricula x related/complementary OER courses on OpenLearn matrices.
2.URL’s of related/complementary courses published in each VLS.
3.Explanatory/contextualizing/encouraging e-mails sent to students: usability / findability / discoverability.
4.Permanent process of encouraging faculty to use and provide OER.
5.OU Seminar at UNISUL.
Collaboration Phase 3: Towards OER Acculturation
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• Open University Seminar at UNISUL:
• to inform and instruct UnisulVirtual’s faculty, technical staff on how to use OpenLearn’s wide range of educational applicability;
• to establish a modus operandi, to lead to joint research opportunities;
• to impart cultural identity to the collaboration and create a sense of belonging in order to foster effective participation.
Collaboration Phase 3: Towards OER Acculturation
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• “+ in June” Programme 2009:• The Concept of Innovation (215 students)• Designing the User Interface (136 students)• TOTAL = 351 students enrolled.• Steps involved:• Translation.• Adaptation.• Hiring tutor.• Double interface: UnisulVirtual VLS and OpenLearn
website
Collaboration Phase 3: Towards OER Acculturation
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• “+ in June” Programme 2010:
• Digital literacy initiave: basic computer skills + “Information on the Web” (taken from OL).
• Aimed at UnisulVirtual students’ friends and/or relatives (30,853 students at UV).
• Tutor + friend/relative support widening participation participatory culture social inclusion fulfilment of university mission.
Future Actions: Taking OER Beyond the University
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Conclusions
Language can be a barrier to OER use, but:• Mentoring and collaborative action can help overcome
the linguistic barrier and reduce the gap between different educational traditions (cultural imperialism)
• Collaborative action empowers OER take up and fosters dissemination (from user to provider)
• Interoperability of OER encompasses a technological perspective but also a social approach. Technology is a medium to facilitate cultural exchange (multiculturalism)
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Thank you!
Andreia Santos – [email protected]
Dr Patrick McAndrew – [email protected]
Murilo Mendonça – [email protected]
Image credits: flickr
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