OER Africa – An Introduction (Kenya Methodist University, Meru) January 2010

KeMU Institutional Policy Workshop Main Campus, Mderu

27th January, 2010

OER AfricaOER AfricaAn Institutional Policy Review for the An Institutional Policy Review for the

Kenya Methodist UniversityKenya Methodist University

ObjectiveObjective

to identify the extent to which the existing policy framework supports the development and use of OER in taking forward the institution’s goals;;

to suggest areas which might need to be reviewed or added to optimise policy support in guiding practice.

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Documentation reviewed (1)Documentation reviewed (1)1. Foundation Documents: Trust Deed, Charter, Statutes

and, KeMU Values, 19912. Strategic Plan 2006 – 2015, August 20063. Open and Distance Learning Mode (ODLM) Department.

Policy and Operational Guidelines, February 4th, 20084. Human Resources Policy Manual, April 20075. Academic Handbook. Guidelines, Policies and

Procedures. Revised Edition, June 20096. Administrative Handbook for Lecturer. First Edition,

December 6th, 20067. Proposed Draft Common Regulations and Procedures for

Postgraduate Studies, December 20088. [The Role of] Dean of Faculty/ School/ Institute,

September 2008

KeMU Policy and OER Workshop 310/04/23

Documentation reviewed (2)Documentation reviewed (2)9. Academic Enterprise (Income-Generating) Programmes.

Policy and Operational Guidelines. Revised November 21, 2006

10.Department of Students’ Welfare and Development, Instruments of Governance. Students’ Code of Conduct and Discipline. [3rd Edition], March 2009

11.A Guide to Policies, Rules and Regulations of the Library Services, July 2006

12.The Kenya Methodist University Alumni Association Constitution {KEMUAA}, 10/26/2007

13.Chaplaincy Policy, September 200814.Draft Records Management Policy, April 200915.Website – www.kemu.ac.ke – visited 10 December 2009.


http://www.kemu.ac.ke/

Overall Policy Framework (1)Overall Policy Framework (1)PhilosophyPhilosophy … to foster the intellectual, spiritual and physical development

of the wholesome individual in order to recognize and utilize the available opportunities for enhancement of human enhancement of human development development with the appropriate recognition and respect for other creations.

VisionVision "To be a leading world class University in East Africa,

committed to raising a new generation of transformational leaders, who are well grounded and committed to spiritual and ethical values".

MissionMission "To contribute to the transformation of our society by providing

high quality education that promotes excellence in scholarship, research and selfless service to the community".


Overall Policy Framework (2)Overall Policy Framework (2)ObjectivesObjectives to provide quality training quality training through provision of scholarship,

advancement of knowledge through research and development of specialized activities in the University;

to produce effective graduates effective graduates with the appropriate practical and specialized skills, attitudes and values required for personal growth and advancement of responsible citizens in the global environment;

to participate in community service through provision of continuing education, conduction of research, participation in external services, provision of specialist consultative or referral services, facilitation of community empowermentfacilitation of community empowerment, promotion of fairness and natural justice and maintenance of good neighbourliness with the community.

Source:(website, 10/12/09; KeMU Charter, 5 (2), (3), (4))


Policy ContextPolicy Context

KeMU Charter, 2006 – Part 4. OBJECTIVESKeMU Charter, 2006 – Part 4. OBJECTIVES 4(1) The University may, subject to approval by

the Commission, enter into affiliations or academic linkages with any individual, group or institution as provided for in the Statutes


Is Overall Policy and Strategy Is Overall Policy and Strategy Conducive to Collaborative OER ?Conducive to Collaborative OER ?

KeMU Charter, 2006 – Part 6. FUNCTIONSKeMU Charter, 2006 – Part 6. FUNCTIONS 6(1) (b) participate in discovery, collection, processing and

dissemination of knowledge for the betterment of humankind and to provide opportunity for development of intellectual activities, academic freedom and scholarly acumen

6(1)(c) determine what may be taught, how it may be taught and who may teach at the University

6(1) (f) establish linkages, affiliations or collaborative ventures with individuals, groups or institutions, private or public, in support of research, teaching or service activities of the University

6(1) (g) foster development of good neighbourliness and promote intellectual and social interaction between the University, other institutions and members of the public.KeMU Policy and OER Workshop 810/04/23

Human Resources Policy (April Human Resources Policy (April 2007)2007)

Policy on hiring of salaried or monthly employees•This policy governs both internal transfers as well as external appointments if the necessary competences are not available internally or nobody applies internally.

Policy will probably not affect / be affected by an agenda of collaboration and / or OER;

If KeMU is part of the trend towards resource-based learning, consideration might be given to providing staff with support in terms of pedagogy and / or use of educational technology.

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Policy Position / Objective Relevance to Collaboration / OER

Human Resources Policy (2)Human Resources Policy (2)

Policies on annual salary and merit review, promotions and performance management.

teaching role could include the development of appropriate learning resources – JDs accordingly amended

team approach will be required to bring together content, pedagogic and technical expertise in the design and development process and this should also therefore be captured in a policy statement.




Policy statements on business ethics, Policy on Public Relations•emphasises the institution’s strong commitment to the highest standards of ethical and legal conduct in all its business practices. •requires honesty and integrity from every employee in their dealings with fellow employees, the institution, the business community and the general public.

Critical – basic provisions will stand and could be supported by statements on:

• copyright and copyright clearance of source resources, draft resources and final OER

• the ‘ownership’ of and rights regarding resources created by KeMU staff and/or students (including research outputs) and/or commissioned persons/ bodies

• branding of KeMU resources shared• signing off processes for finalisation of

OER to be shared.




Policy against sexual harassment

No particular collaboration / OER implication

Reminder of need for gender sensitivity in learning resources developed

Reminder to avoid gender stereo-typing

Reminded that language need only be gender specific if contextually relevant .




Policy guidelines on allowances, leave, retirement and discipline.

Appear neutral to collaboration / OER

Possibly consider notion of a sabbatical for research and development of learning resources.




Policies and procedures for staff training and development.

(September 2008)

Broadly applicable to the collaborative use and development of OER.

Strategic decisions will need to be made about how to get the maximum impact from the specific kinds of training associated with the development of learning resources that will become OER.




Staff Welfare Policy

(September 2008) General policy – no particular

implications to the collaborative use and development of OER.

Issue is whether or not development of learning resources perceived to be part of staff core job descriptions and provided for accordingly.




Roles of Deans of Faculty/ School/ Institute; Role of Academic Coordinator in the KeMU Centres (both September 2008)

Role of Chairman of Department; Functions of the Dean’s Committee, (both August 2008).

No apparent implications to collaboration / OER.

Need to consider processprocess by which / authority through whom to do the following;

identify areas in which learning resources need to be developed; selection process for which to share as OER and how; and finally to sign off – giving final authorisation on the part of KeMU for the release of the OER.



ICTs & ICT InfrastructureICTs & ICT Infrastructure

Policy on Electronic Mail•all email is considered business mail and therefore the institution has full access and rights regarding all email;

•prohibits the emailing of confidential and copyrighted information

Standard ICT Policy

GuidelinesGuidelines may be required regarding what can be shared and with whom, in regard to OER.



Policies in Support of Teaching & Policies in Support of Teaching & Learning - Library ServicesLearning - Library Services

A guide to rules, policies and regulations of the library services, July 2006•This Guide to policy and procedure regarding the library services offered by the institution and how these may be accessed.

List of resources could include OER repositories.

‘Resource Sharing’ section could extend to OER.

Consider how to archive own OER internally and make it available externally; how to manage versioning; and how will facilitate access to OER

Library should play a leading role in these processes.



Policies in Support of Teaching & Policies in Support of Teaching & Learning - Academic HandbookLearning - Academic Handbook

Academic Handbook: Guidelines, Policies and Procedures (June 2009)

•Stipulates academic procedures, guidelines and policies to be followed in order to assist faculty and students to observe and uphold high scholarship, achieve high academic standards while maintaining efficiency and understanding of the University Academic organs and their functions. p. (i)

Section 6 (Academic Discipline) could highlight ease of access to information in information age and attendant risk of plagiarism (which may not not be intentional)

Section 6 could hence provide some guidelines on copyright, Creative Commons and referencing / refer staff and students to a policy that addresses these issues.



Admin Handbook for Lecturers & Admin Handbook for Lecturers & Guidance on Academic EnterpriseGuidance on Academic Enterprise

Administrative Handbook for Lecturers (December 2006) & Academic Enterprise – Policy and Operational Guidelines (November 2006)

•Admin Handbook is a collection of commonly used administrative policies and procedures;

•Academic Enterprise (income-generating projects) is one of the areas covered by the academic policy framework.

May be useful to foreground successful dev’t of high-quality peer-reviewed resources as a criteria for appointment & promotion

Might usefully consider need for support – persons who combine both IT / technical expertise with pedagogical expertise – and can usefully support discipline experts.



Student Code of Conduct & Student Student Code of Conduct & Student Organisation ConstitutionOrganisation Constitution

Students’ Code of Conduct and Discipline (3rd Ed, March 2009);

KeMU Student Organisation Constitution (May 2006)

•These two documents govern student affairs at KeMU

Code provide guidance re plagiarism or copyright.

List of work which students might undertake for the university could include support for OER development

Provision for an ODL Rep to help KeMU “ensure materials are issued on time” and “are relevant to the course requirements” gives useful framework for student engagement in the development and review of learning resources.



Records Management PolicyRecords Management Policy

• draft policy stemming from the belief that ‘The University is wholly The University is wholly dependent on its records for the dependent on its records for the efficient and effective discharge of efficient and effective discharge of its academic responsibilities its academic responsibilities ... [and so] ... This policy document provides and outlines the framework for the management of the University management of the University records with a view of ensuring that records with a view of ensuring that the university creates and retains the university creates and retains only those records that are only those records that are necessarynecessary.

Current focus is student records.

Policy might usefully consider:

• Guidelines for management and archiving of the institution’s OER.

• Systems to ensure that learning resources are quality assured quality assured and copyright cleared copyright cleared prior to release as OER and that the correct version correct version of the resource is released.



CommonCommon Regulations and Regulations and Procedures for Postgraduate Procedures for Postgraduate Studies Studies

• Draft document (Dec 2008) sets Draft document (Dec 2008) sets out the expectations and out the expectations and requirements for postgraduate requirements for postgraduate study.study.

Section 8 (g) which deals with IPR issues could be expanded to a more general policy on plagiarism, copyright and Creative Commons issues

KeMU could consider:

• if to make post Graduate research reports, dissertations and theses widely available as OER.

• If so, would need to assert institutional copyright (perhaps non-exclusive)



Policy Implications – OER, ODL & Policy Implications – OER, ODL & eLearningeLearning

The mission of the ODLM department is to design, produce and distribute (DPD) the most

suitable course materials for ODL mode teaching and learning at the most convenient

time and place.

(ODLM Department, Policy & Operational Guidelines, June 25, ‘07 & Feb 4, (ODLM Department, Policy & Operational Guidelines, June 25, ‘07 & Feb 4, ‘08) ‘08)

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ODL SystemsODL SystemsPolicy Area

Policy Issues/Objective

s

Relevance to collaboration and/or OER

Type of DE system(ODLM 2008, Sect A)

Campus based, organisation based, individual based

Self-paced or programme based

Open access Single, dual-mode,

partnership service provider

• Sharing of research, guidelines, process documents and quality criteria can help KeMU ODLM make informed decisions about which DE model(s) will be most appropriate to its needs in future.

• Policy should clearly articulate the criteria for making judgements about appropriate teaching and learning strategies to suit particular purposes and target audiences.

Choosing the appropriate technology for distribution and materials and for interaction with students(ODLM 2008, Sect A (4))

Print, audio/visual, web-based or a mix

Access implications of choice

Training implications of choice

Cost – including maintenance and sustainability

• Open licences for materials will facilitate cost-effective production and distribution of materials

• Access to course materials from other institutions committed to OER can be an effective, rapid strategy to secure materials for courses where no materials exist / might allow use of media that would not have been affordable if KeMU needed to develop everything itself.

• Resource dev’ t guidelines should explicitly require that no completely new development should happen without first checking that suitable resources do not already exist as OER and where new development is sanctioned that maximum use is made of existing OER as resources e.g. graphics from Flickr.2510/04/23 KeMU Policy and OER Workshop

Business Planning & CostingBusiness Planning & CostingPolicy

Issues/ObjectivesRelevance to collaboration and/or OER

• Philosophy and objectives• Capital and recurrent costs

• planning• implementation• maintenance and updating• fixed and variable

• Self-financing or subsidised?• Courses portfolio (e.g. length

of study)• Course development and

production process (e.g. team, individual contract)

• Course delivery• Enrolment• Tutorial system• Materials dispatch• Assessment• Record keeping• Marketing• Funding

• Clear policy indications are needed that materials development is considered important by KeMU and that there is commitment to investing in it

• Policy positions are essential to ensure high quality of materials and effective collaboration and this is indicated by allocation of appropriate resources including staff time

• It may be necessary to include specific references to collaborative activities to ensure that funds are set aside to cover the time of academic staff from KeMU participating in such collaborative activities

• Sharing of course materials may reduce requirements to pay sub-contracting fees for materials development, as it may open access to already developed course materials in key areas of need

• Participation in materials development/OER collaborations could generate consultancy funds, providing an alternative income stream to the university and its staff and financial returns on capital investment in line with current KeMU policy


HR Policy for ODLMHR Policy for ODLMPolicy


• Staff complement• Staff development• Staff workload

• Most academic staff will be discipline experts rather than materials developers – OER Africa and its partners can help ODLM with the further development of skills related to materials development

• Staff awareness processes should include awareness about changing intellectual property parameters introduced by growth of ICT, and accompanying introduction to open licences like the Creative Commons

• Consideration might be given to the notion that staff participating in collaborative activities and materials development exercises that are over and above their normal workload can receive remuneration for their time spent (e.g. by Extended Agreement/ private Work – however, in the long term if DE provision accelerates – job descriptions will need to be adapted so that time is allocated to programme development, course design and materials production as a core activity)

• Policy should commit the institution to a team work approach to resource development in order to harness effectively content, pedagogic and technical expertise – it is rare that all the necessary competences reside in a single person. 2710/04/23 KeMU Policy and OER Workshop

Program Dev’t Policy for ODLMProgram Dev’t Policy for ODLMPolicy


• Buy, make or adapt• Media choice and/or mix• Instructional design• Developmental testing• Production• Delivery• Updating• Storage

• Facilitated by use and adaptation of OER• Facilitated by systematic analysis of current copyright status of

existing materials, and efforts to ensure that all materials can be freely updated and revised without securing additional permissions.

• Existing OER available on the Internet and materials available from others can support review processes and cost-effective updating of courses

• Establishment of licensing frameworks relevant to digitized materials (e.g. Creative commons) will be essential to protect rights of KeMU – so KeMU will still need to decide how to share resources for which it claims the copyright

• Essential to define terms of use of all materials within a digital repository, which will be facilitated by systematic materials audit and establishment of systems to manage KeMU’s knowledge base

• Shared course materials and OER can be used to increase number of available materials in digital repository without significant additional cost

• Collaboration with others will facilitate such access, as will ongoing integration of KeMU into emerging global OER networks..2810/04/23 KeMU Policy and OER Workshop

Monitoring, Evaluation & QA Policy Monitoring, Evaluation & QA Policy for ODLfor ODL

Policy Issues/Objectives

Relevance to collaboration and/or OER

• Who is the evaluation for? (e.g. politicians, managers,

educational staff)

• The level of monitoring (e.g. system level,

course/programme level, individual tutor or individual

learner)

• Capability to act on findings of evaluation, monitoring and quality assurance

• Quality assurance systems

• Completing a systematic audit of materials and their licences will create a clear legal framework to guide staff and students.

• Maintaining proper licences that facilitate use and adaptation of materials further supports this.

• The sharing of research, guidelines, process documents and quality criteria can help KeMU make informed decisions about suitable models for managing a quality assurance system in an ODL context.


ODLM Policy ConsiderationsODLM Policy Considerations

Policy pertaining to copyright of KeMU ODL learning resources could be expanded in regard to OER• e.g. procedures to check & clear copyright within

materials

ODLM Draft Contracts include provision for versioning / editions and guidelines such as use of Harvard referencing system• These guidelines could usefully be adopted across the

entire institution


ODLM Policy ConclusionsODLM Policy Conclusions

KeMU already has strategic intent and implementation strategy that supports collaboration and the systematic deployment of OER

Some gaps in the current policy framework – particularly regarding an effective policy for locating materials development within a much larger curriculum design process

Should be addressed if the institution is keen to exploit the potential of collaborative efforts in materials development and the potential of OER.

Without modification of the policy environment to address these gaps, it will be difficult to harness this potential in a systematic and sustainable way.


Key Considerations for KeMUKey Considerations for KeMU

KeMU’s existing policy framework is largely supportive of increased collaboration, sharing of course materials, and harnessing of OER – although it is also clear that current policy was developed prior to considerations of the possibility of working with OER.

A key policy statement that could be beneficial would pertain to the Intellectual Property Rights and Copyright of staff, students and the institution - with regard to learning with regard to learning resources developed in the normal course of learning and resources developed in the normal course of learning and teaching and how these might be shared. teaching and how these might be shared.

Policy must make clear and unequivocal statements on IPR and Copyright relating to learning resources developed in the course of work – currently the ODLM guidelines refer specifically to development that has been outsourced.


Plenary discussion (1) Plenary discussion (1) Questions and clarifications:

1. If an academic staff member develops a learning resource during KeMU time using KeMU resources and not in relation to an ODLM contract, does copyright in the resulting product vest with KeMU? Does the academic have any rights in respect of this material?

2. If an academic staff member develops a learning resource outside KeMU time using KeMU resources and not in relation to an ODLM contract, does copyright in the resulting product vest with KeMU or the academic?


Plenary discussion (2) Plenary discussion (2) Questions and clarifications:

3. If an academic staff member develops a learning resource outside KeMU time using his/her own resources and not in relation to an ODLM contract, does copyright in the resulting product vest with KeMU or the academic?

4. If another member of staff or a student contributes to the development of the learning resource – e.g. by providing learning design advice, developing graphic material etc., does he/she have any rights in respect of this material?

5. Where are / should the answers to these questions stated?


Break-Out SessionsBreak-Out Sessions1. Should KeMU commit itself to sharing resources with

others? If so, on what basis? Under what license conditions? All at once or gradually?

2. What kinds of policies need to be put in place regarding materials development and Intellectual Property Rights that are not currently in place?

3. How should policy at KeMU regarding salaries, incentives, etc. change to reflect staff inputs into materials development (and collaborative processes in this area)?

4. What steps need to be followed to create the appropriate policy environment for KeMUin relation to the above issues?

KeMU Policy and OER Workshop10/04/23 35

Thank youThank you

Catherine Ngugi Neil ButcherProject Director OER Strategist [email protected] [email protected]

OER Africa – An Introduction (Kenya Methodist University, Meru) January 2010

Education

Transcript of OER Africa – An Introduction (Kenya Methodist University, Meru) January 2010