Eldec keynote presentation_shironica_karunanayaka_14_march2016

Towards Open Educational Practices: Possibilities and Challenges

Shironica P. Karunanayaka

The Open University of Sri Lanka

<[email protected]>

Keynote Presentation, ELDEC, 14-15 March 2016, Lahore, Pakistan

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Shironica Karunanayaka, Keynote Presentation, ELDEC, 14-15 March 2016, Lahore, Pakistan

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Shironica P. Karunanayaka, Keynote Presentation, ELDEC, 14-15 March 2016, Lahore, Pakistan

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Value Principle:

“Education is a Common Good ”

Openness in Education


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Education is about SHARING…


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Opening up Education

through

Dimensions of

Open Access

Open Learning

Open Teaching

Open Technologies

Open Source Software

Open Text Books

Open Data

Open Access Journals

Open Scholarship

Open Courses

Open Badges

Open Educational Resources


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A continuum of ‘Open’ Practices has been evolving over time…


MOOCS Open

Licensing OER Open

Universiti

es

WWW Open

Content

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OER enables extremely

efficient

&

affordable

sharing

of educational resources…

Freely

Openly

Equitably


Enhanced Openness through OER

Empowers teachers and learners to become more creative and innovative

in their educational practices…

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(Wiley, 2014) Shironica P. Karunanayaka, Keynote Presentation, ELDEC, 14-15 March 2016, Lahore, Pakistan

Opening Up…

Access

OER

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Practices

OEP


MOST OPEN

LEAST OPEN

Open Access vs. Open Practices

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Instructivist

approaches

Constructivist

approaches

MOST OPEN

LEAST OPEN


Open Educational Practices (OEP) Support the (re)use and production of OER

through institutional policies,

Promote innovative pedagogical models, and

Respect and empower learners as co-producers on their lifelong learning path…

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(OPAL, 2009; Ehlers, 2011)


Challenge: Implementing OEP

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Implementing OEP in such a way to promote a culture of collaborative practices is very challenging.

This essentially requires a ‘change’ in practitioners’ mindsets towards a more open, participatory, creative and sharing culture.


Enacting

Carefully designed OER-based e-learning environments based on innovative pedagogical models would offer a viable solution to support transformational changes in thinking and practices among practitioners.

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“Change is a journey, not a blueprint” (Fullan, 1993)


Promoting OEP through designing appropriate experiences

The Case of OUSL

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Effective, Efficient, Engaging Learning Experience Design – Three Initiatives…

Promoting ▫ Authentic

▫ Situated

▫ Learning-centric

▫ Task-oriented

▫ Peer-supported

▫ Creative

▫ Reflective OER-based eLearning environments

Integrating different forms of OER

in different ways.

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1. Engines for Education (2013-2014)

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• A framework for the design of effective, efficient and engaging learning experiences based on a situated learning pedagogy - Scenario- based Learning (SBL), with OER integration in the

learning design. (Naidu & Karunanayaka, 2015)


2. OER-based eLearning (2014-2015)

(Karunanayaka, Naidu, Rajendra, Ratnayaka, 2015)

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The ‘Engines of Education” framework integrated with the OPAL framework (2009) to design an OER-based e-Learning course, extending beyond mere access of OER to innovative OEP.


3. OEP through a DBR approach (2015-2016)

(Karunanayaka & Naidu, 2016)

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A design-based research framework (Reeves, 2006) through a carefully planned intervention strategies at different stages over time, used in real life settings of OER-integrated teaching, to promote OEP among teachers, while ascertaining its impact.


Reflections

A systematic approach to the integration of OER in teaching and learning was required to enact a ‘change’ in the mindsets of practitioners to move beyond mere access of OER to OEP.

Different ways and levels of OER integration in the learning design, through a carefully orchestrated series of learning experiences based on real life situations supported practitioners to gradually move towards OEP.

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Concluding Thoughts…

Opening up educational practices requires transformational changes in organizations.

A ‘transformational change’ can happen through ‘transformative learning’, where sets of fixed assumptions and expectations would be transformed to make them more open, reflective, and emotionally able to change (Scheels, 2013).

Design of appropriate effective, efficient, and engaging experiences based on innovative pedagogical models offers a viable solution to enhance transformational changes in mindsets and practices among practitioners towards OEP.


References • Ehlers, U.-D. (2011). From open educational resources to open educational practices. eLearning Papers (23).

Retrieved from: https://oerknowledgecloud.org/sites/oerknowledgecloud.org/files/media25161.pdf

• Fullan, M.G. (1993). The Professional Teacher: Why Teachers Must Become Change Agents. Educational Leadership. 50(6) March 1993. Retrieved from: http://www.michaelfullan.ca/Articles_98-99/03_93.pdf

• Karunanayaka, S. P., Naidu, S. (2016). From mindsets to mindstorms: Promoting transformational change in OEP at OUSL. Poster presentation at OEPS Forum4, 9 March, 2016, Scotland

• Karunanayaka, S. P., Naidu, S., Rajendra, J., & Ratnayake, H. (2015). From OER to OEP: Shifting Practitioner Perspectives and Practices with Innovative Learning Experience Design. Open Praxis, 7(4), 339-350. doi:10.5944/openpraxis.7.4.252 Retrieved from: http://www.openpraxis.org/index.php/OpenPraxis/article/view/252/0

• Karunanayaka, S.P. & Naidu, S. & (2014). (Eds). Integrating OER in Educational Practice : Practitioner Stories. The Open University of Sri Lanka. Retrieved from: http://www.ou.ac.lk/home/images/OUSL/publications/intergratingOERinEducationalPractice.pdf

• Naidu, S. & Karunanayaka, S. P. (2015). Impacts of OER: What difference does it make & how? Research paper presented at the International Conference on Distance Education (ICDE), 14-16 October, 2015, Sun City, South Africa, hosted by the University of South Africa (Unisa)

• OPAL (Open Educational Quality Initiative) Report. (2009). Retrieved from: http:/eu/eacea.ec.europa./llp/projects/public_parts/documents/ict/2009/mp_504893_ict_FR_opal.pdf

• Reeves, T.C. (2006). Design research from a technology perspective. In J. van den Akker, K. Gravemeijer, S. McKenney & N. Nieveen (Eds.), Educational design research (pp. 52-66). London: Routledge.

• Scheels, P. (2013). Processes of Transformational Change and Transformative Learning. Retrieved from: https://scheelelearning.com/2013/07/processes-of-transformational-change-and-transformative-learning/

• Wiley, D. (2014 March 15). Clarifying the 5th R [Web log post] Retrieved from: http://opencontent.org/blog/archives/3251

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https://oerknowledgecloud.org/sites/oerknowledgecloud.org/files/media25161.pdf

http://www.michaelfullan.ca/Articles_98-99/03_93.pdf




http://www.openpraxis.org/index.php/OpenPraxis/article/view/252/0

http://www.ou.ac.lk/home/images/OUSL/publications/intergratingOERinEducationalPractice.pdf

http://eacea.ec.europa.eu/llp/projects/public_parts/documents/ict/2009/mp_504893_ict_FR_opal.pdf

https://scheelelearning.com/2013/07/processes-of-transformational-change-and-transformative-learning/













http://opencontent.org/blog/archives/3251

Acknowledgements

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The Open University of Sri Lanka (OUSL)

Research on Open Educational Resources for Development Project (ROER4D)

Commonwealth of Learning (COL)

Commonwealth Educational Media Centre for Asia (CEMCA)

Dr. Som Naidu, Monash University, Australia – Co-Lead Researcher


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