OER LEARNING DESIGN GUIDELINES FOR BRAZILIAN K-12 TEACHERS

SUPPORTING THE DEVELOPMENT OF THEIR PROFESSIONAL PRACTICE

Viviane Vladimirschi, M.Ed. in Distance Education

Athabasca University, Alberta, Canada

April 12, 2016

G0-GN Conference 2016 Kraków – Poland

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Key challenges facing public K-12 education in Brazil

- ranked at 60th out of 75 countries (Faulkner, 2015) - R$ 10, 5 billion cut (roughly US $ 2. 8 million) in 2015

(UOL Notícias, 2016)- Shortage of computers in schools hinder information and

communication technology (ICT) uptake (OECD, 2015)- K-12 education systems consist of nineteenth-century

schools, twentieth-century teachers and twenty-first century learners (Ramos, 2015)

- Teachers are not prepared for 21st teaching practices and lack knowledge and skills in ICTs

What can be done?

- Distance education, blended learning and open education hold the potential to fill the gap of a deficient public school system and promote access to knowledge to more citizens (Litto, 2009; Litto, 2014; Haddad, 2009)

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Population: 200.4 million (2013) 45 million students enrolled in K-12 public schools (INEP/MEC, 2011)90.5 % study in public schools

  

Terms used in this Study Blended Learning: “systems combine face-to-face instruction with computer-mediated instruction” (Graham, 2007, p. 45).

Information and Communication Technology (ICT) or (ICTs): “is defined as ways of working with computers, Internet or software for teaching and learning purposes” (Jakobsdóttir, McKeown, Hoven, 2010, p. 105). Open Education: “encompasses resources, tools and practices that employ a framework of open sharing to improve educational access and effectiveness worldwide” (Open Education Consortium, 2015 para. 2).

OER (Open Educational Resources): “teaching, learning and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use or re-purposing by others” (The William and Flora Hewlett Foundation, 2015, para.2)

Teacher Professional Development (TPD): A long-term process that includes regular formal and informal learning opportunities and experiences planned systematically to promote growth and development in the profession (Villegas-Reimers, 2003).

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  Statement of the Problem

OER are present in two goals of the Brazilian National Education Plan (PNE) 2011- 2020, sanctioned in 2014, focused on increasing the national marks for the “Index of Basic Education Development” of fundamental education

The city of São Paulo in Brazil (Population: 11.8 million) has decreed that all educational resources paid for by the city must be OER licensed using a Creative Commons license (Sao Paulo, 2011)

The literature shows a conspicuous lack of analysis regarding experience with open digital content and OER (Mota, 2009; Santos, 2011)

Diverse barriers and challenges that impact OER uptake for the average K-12 public school teacher

Need for awareness-raising strategies (Aguilar, Montoya, & de Monterrey, 2013; Santos, 2011; Torres, 2013), capacity-building (Commonwealth of Learning, 2015; Kanwar, Uvalić-Trumbić, & Butcher, 2011; McGreal et al., 2015) and a paradigm shift in the pedagogical practices of teachers for OER uptake (Davidson & Goldberg, 2009; Torres, 2013; Umar, Kodhandaraman, & Kanwar, 2013; Vaughn, Cleveland-Innes, & Garrison, 2013)

There are no ready-made pedagogically sound TPD programmes for OER uptake in the Brazilian K-12 public school sector

  Purpose of the Study

The purpose of this mixed-methods, Design-Based Research study is to undertake an intervention in a Brazilian K-12 public school to plan, design, and implement a pilot blended-learning OER Development Course (ODC) for the teachers who participate in the study, and measure its effectiveness in terms of awareness-raising strategies, content taught, and instructional approaches utilized so as to extract OER learning design principles.

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  Population and Context of the Study

Luiz Bortolosso Fundamental Education Municipal School (K-12)

49 participants (school director, vice-director, pedagogical coordinatorand teachers

All teachers posses an undergraduate degree, São Paulo teaching license andare civil servants

1100 students enrolled in the school - Grades 1-5 (6-10-year-olds)

35 computers and access to Wi-Fi broadband Internet

Teachers are paid for for one-hour biweekly TPD activity time (HTP – Horário Trabalho Pedagógico)

State of São Paulo: accounts for 20.6% of all basic education students enrolledin Brazil (Secretaria da Educação do Estado de São Paulo, 2014)

  Guiding Research Questions

What characteristics of the pilot blended-learning ODC, if any, enable teachers to assemble and repurpose courses from available OER supporting the development of their professional practice?

1. What behaviors, factors, knowledge and skills impinge on the uptake of OER in this population?

2. Are the teachers able to assemble and repurpose courses at least one learning sequence, for example, a learning object, unit, or module from available OER in their instructional material-development practices upon completion of the pilot ODC?

3. Are the teachers able to identify the specific differences between designing with OER and traditional design upon completion of the course?

4. What activities of the pilot ODC hinder or enable teachers to assemble and repurpose courses from available OER?

  

Unified Theory of Acceptance and Use of Technology (UTAUT) framework (Venkatesh, Morris, Davis & Davis, 2003)

Theoretical Frameworks used in the Study

Figure 4. Mtebe and Raisamos’s (2014) Research Model

(Mtebe & Raisamo, 2014)

The Integrative Learning Design Framework (ILDF)

Figure 5. The ILDF Model

(Bannan, 2009)

  Outcomes and Significance of the Study

Add knowledge to the extant literature on TPD for OER implementation and uptake

Teach K-12 teachers what designing for OER entails

Generate OER learning design principles in the Brazilian K-12 public education sector

Development of a pilot blended-learning ODC programme aimed at K-12 teachers

OER learning-design principles

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   Methodology

A research methodology for describing when, why, and how innovative educational solutions work in practice (Design-based Research Collective [DBRC], 2003). The objective of DBR research is to develop, evaluate, implement, and disseminate a solution to a complex educational problem (Herrington, McKenney, Reeves, & Oliver, 2007). (McKenney and Reeves, 2012)

  Outputs of this DBR Study

Interventions: no ready-made, pedagogically sound OER TPD blended learning programmes are currently available to address the need at hand with its specific purpose and target audience

Design principles: the main objective of this study to extract and generate from the analysis of the research findings, a set of interrelated OER learning-design principles for the participants of the study, by means of a continuous cycle of design-reflection-design

Teacher professional development: the design of the pilot blended-learning ODC will be primarily informed by the intent of participants to embrace change and innovation

   DBR Limitations

• Credibility of data

• Generalizability

• Collaborative partnership

• Sustainability and funding

• Multiple iterations to achieve effective design principles

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(Chen, Fang, Lee, Oh, & Wong, 2006)

   Procedure of Phases

The Informed Exploration phase: UTAUT survey questionnaire (intention of stakeholders to adopt and use OER) + pre-online ODC survey questionnaire (to measure prior OER/digital knowledge and skills) + f2f awareness-raising workshops delivered by experts = pilot online ODC: focused on teaching teachers how to locate, assemble, repurpose and license OER using Creative Commons (CC) licenses

The Enactment phase: Delivery of the 1st version of the pilot online ODC, which has been designed, developed and pre-tested, ready to be trialed in a broader context, with the participants in this study

The Evaluation: Local Impact phase: Post-online ODC survey questionnaire (same as pre-online ODC survey) to assess gains in knowledge and skills following participant’s experience of the pilot online ODC + focus groups to assess quality of intervention

Informal summative assessment: to verify if the teachers were able to develop at least one OER learning sequence, for example, a learning object, unit, or module, and license it correctly upon completion of the course, which is the main learning outcome for the pilot online ODC

   Research Design

Figure 9:Research Design of the Pilot Blended-Learning ODC

  Quantitative Data Collection

UTAUT survey questionnaire: a 5–point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree) used to collect demographic data and to assess the intention of stakeholders to adopt and use OER

Pre and post-online ODC survey questionnaire : a 5-point Likert-scale evaluation where 1 indicates negligible or no skill, and 5 indicates expert skill focused on measuring prior OER knowledge and skills and on assessing gains in knowledge and skills following participants’ experience of the pilot online ODC ( e.g. Internet search skills, social software skills, multimedia skills, experience with OER and CC licenses)

Data from survey questionnaires + f2f awareness-raising workshops + literature review will inform the design of an effective intervention (learning theories, instructional approaches, existing models for OER use) for the participants of the study

  Quantitative Data Analysis

UTAUT survey questionnaire: Spearman’s rank correlation coefficient (Spearman’s rho) to measure the strengths of association between the ordinal variables: performance expectancy, effort expectancy, social influence, facilitating conditions and the intention of participants to adopt and use OER

Pre and post-online ODC survey questionnaire: Wilcoxon signed-rank test to compare the two sets of scores that come from each participant, and to investigate any change in scores from one time point to another

SPSS software

  Qualitative Data Collection

Focus groups: semi-structured, open-ended questions, data collected through use of interview notes, digital audio and video recordings with all participants upon completion of the pilot blended-learning ODC to gain insights into, and inspire solutions through group effort (Anderson & Kanuka, 2003; Patton, 1990) and to improve or build on future interventions (Morgan, 1997), focused on OER uptake in this particular educational setting

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  Qualitative Data Analysis

   Trustworthiness

DBR methodology promotes triangulation validity through use of multiple datasets

“Partnerships and iteration typical of design-based research result in increasing alignment of theory, design, practice, and measurement over time” (DBRC, 2003, p. 7)

Strategies adopted to assess trustworthiness of qualitative findings: inter-coder rater reliability, rich, thick description, and member checking

Quantitative data – internal validity threats will be minimized as the UTAUT instrument has already been validated; advisable to use this instrument in other Portuguese speaking schools to further validate it

Pre and post-online ODC survey should be used in other K-12 school contexts, Portuguese speaking or not, to further validate instrument

External validity threats: small nonrandom population of instructors. Small number of participants is commonly used in exploratory research and pilot interventions (Onwuegbuzie & Collins, 2007).

“A rich picture of a particular context that will never repeat again, but from which important lessons may be drawn, compared with practices and contexts elsewhere, and used to help guide practice” (J. Dron, personal communication, 2016, p. 125)

  Scope and Limitations of the Study

o This study is aimed at teachers and only indirectly at their students

o The Evaluation: Broader Impact phase will not be undertaken due to the time investmentof the researcher across all research phases

o To increase the quality of information extracted from the data, systematic documentationof data collection will be carried out

o No statistics for generalizing from small purposive samples

o There is need to support the intervention with comradeship, enthusiasm, objectivity whilebeing aware of potential researcher bias (Anderson & Shattuck, 2012)

o Findings can be transferable only to the extent that those contacted are representative of Brazilian K-12 public school teachers undergoing TPD in OER or in other form of ODC

  

Questions?

Thank you!

vvladimirschi@gmail.comvladimirschi@uol.com.br

“Knowledge and education should be considered

common and public goods. This implies that the creation of knowledge, as well as its acquisition, validation and

use, are common to all people as part of a collective societal endeavor” (UNESCO,

2015, p. 11)

  References – Images and Figures

Image # 1: States and Cities map. About Brazil. Retrieved from http://www.aboutbrasil.com/modules/brazil-brasil/Quick_facts_About_Brasil_Brazil.php?hoofd=9&sub=50&art=534Image # 2: “Knowledge sharing” by Ewa Rozkosz, August 2, 2011. http://tinyurl.com/hbaozen Licensed under CC BY-SA - 2.0 Image # 3: “Education” by GotCredit, March 16, 2015. http://tinyurl.com/huerfrjLicensed under CC BY - 2.0. Figure # 4: From User acceptance of information technology: Toward a unified view (p. 447) by V. Venkatesh, M.G. Morris, G.B. Davis, & F.D. Davis, 2003. Copyright V. Venkatesh, M.G. Morris, G.B. Davis, & F.D. Davis. Adapted with permission.Figure # 5: From The Integrative Learning Design Framework: An illustrated example from the domain of instructional technology (p. 54) by B. Bannan, 2009. Copyright B. Bannan, 2009. Adapted with permission.Image # 6: “OERs” by AJ Cann, January 16, 2012. http://tinyurl.com/znxqyhx Licensed under CC BY-SA 2.0Image # 7: “Education Reform: Insert your favorite “Wrath of Khan” joke blog title here” by opensource.com, August 26, 2011. http://tinyurl.com/hmlw799 CC BY -SA - 2.0Image # 8: “Denis Waitley The greatest limitations you will ever face will be those you place on yourself” by BK, June 24, 2014. http://tinyurl.com/jar8885 Licensed under CC BY-SA 2.0Image # 10: “Stream of Consciousness” by Steve Jurvetson, May 30, 2008. http://tinyurl.com/z9ed24p Licensed under CC BY 2.0

   References

Aguilar, J. V. B., Montoya, M. S. R., & de Monterrey, T. (2013). Academic knowledge mobilisation to promote cultural change towards openness in education. In McGreal, R., Kinuthia, W., & Marshall, S. (Eds.) Open educational resources: Innovation, research and practice (pp. 17-32). Retrieved from https://oerknowledgecloud.org/sites/oerknowledgecloud.org/files/pub_PS_OER-IRP_web.pdf#page=219Anderson, T. & Kanuka, H. (2003). e-Research: Methods, strategies and issues. Boston, MA: Allyn & Bacon. Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16-25. doi:10.3102/0013189X11428813Bannan, B. (2009). The integrative learning design framework: An illustrated example from the domain of instructional technology. In T. Plomp & N. Nieveen (Eds.), An introduction to educational design research (pp. 53-73). SLO: Netherlands Institute for Curriculum Development.Barrionuevo, A. (2010, September 4). Educational gaps limit Brazil’s reach. The New York Times. Retrieved from http://www.nytimes.com/2010/09/05/world/americas/ 05brazil.html?_r=0Chen, K.-C., Fang, H., Lee, S. J., Oh, E. J., & Wong, S.-C. (2006). Design-based research EPSS: Peer tutorial: Enactment. Retrieved from http://projects.coe.uga.edu/dbr/enact03.htmCommonwealth of Learning. (2015, March 10). Progress of OER in 2014:Stock taking in the Commonwealth [Web log post]. Retrieved from https://www.col.org/news/blog-posts/progress-oer-2014-stock-taking-commonwealthDavidson, C. N., & Goldberg, D. T. (2009). The future of learning institutions in a digital age. Cambridge, MA: MIT Press. Retrieved from http://mitpress.mit.edu/books/future-learninginstitutions- digital-ageDesign-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8. doi.10.3102/0013189X032001005Faulkner, R. (2015, May 14). OECD ranks Brazil schools 60th out of 75 countries. The Rio Times. Retrieved from http://riotimesonline.com/brazil-news/rio-business/oecd-ranks-brazil-schools-60th-out-of-75-countries/Graham, C. R. (2007). Blended learning systems. Definition, current trends, and future directions. In C. J. Bonk & C. R. Graham (Eds.), Handbook of blended learning: Global perspectives, local designs [Kindle DX version] (pp.16-41). Retrieved from http://www.amazon.com/Handbook-Blended-Learning-Perspectives-Designs-ebook/dp/B008O5JQE4/ref=mt_kindle?_encoding=UTF8&meHaddad, F. (2009). Preface. In In Litto, F. and Formiga, M. (Eds.) Educação a Distância – O Estado da Arte, (n.p).,São Paulo: Pearson – Prentice Hall.Herrington, J., McKenney, S., Reeves, T., & Oliver, R. (2007). Design-based research and doctoral students: Guidelines for preparing a dissertation proposal. Retrieved from http://researchrepository.murdoch.edu.au/6762/1/design_based_doctoral.pdfINEP/MEC (2011). Censo escolar. Retrieved from http://portal.inep.gov.br/rss_censo-escolar/-/asset_publisher/oV0H/content/id/19910Jakobsdóttir, S., McKeown, L., & Hoven, D. (2010). Using the new information and communication technologies for the continuing professional development of teachers through open and distance learning. In Danaher, P. A., & Umar, A. (Eds.). Teacher education through open and distance learning. Commonwealth of Learning (pp 105-120). Kanwar, A., Uvalić-Trumbić, S., & Butcher, N. (2011). A basic guide to open educational resources (OER). Vancouver: Commonwealth of Learning; Paris: UNESCO. Retrieved from http://metacatalogo.info/bitstream/001/290/8/978-1-894975-41-4.pdfLitto, F. M. (2014). As interfaces da EAD na educação brasileira. Revista USP, (100), 57-66. doi: 10.11606/issn.2316-9036.v0i100p57-66Litto, F. M. (2009) Recursos educacionais abertos. In Litto, F. and Formiga, M. (Eds.) Educação a Distância – O Estado da Arte, (pp. 304-308).,São Paulo: Pearson – Prentice Hall.McGreal, R., Anderson, T., & Conrad, D. (2015). Open educational resources in Canada 2015. The International Review of Research in Open and Distributed Learning, 16(5). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/2404/3441McKenney, S. E., & Reeves, T. C. (2012). Conducting educational design research. New York, NY: Routledge.

   References

Morgan, D. L. (1997). Focus groups as qualitative research (Vol. 16). Sage. Retrieved from http://0-www.uk.sagepub.com.aupac.lib.athabascau.ca/gray3e/study/chapter18/Book%20chapters/Planning_and_designing_focus_groups.pdfMota, R. (2009) A universidade aberta do Brasil. In Litto, F. & Formiga, M. (Eds.) Educação a Distância – O Estado da Arte. São Paulo: Pearson – Prentice Hall (pp. 297-303).Mtebe, J. S., & Raisamo, R. (2014). Challenges and instructors’ intention to adopt and use open educational resources in higher education in Tanzania. The International Review of Research in Open and Distributed Learning, 15(1). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1687/2771OECD (2015). Brazil. In Education at a glance 2015: OECD indicators. OECD Publishing, Paris. doi: http://dx.doi.org/10.1787/eag-2015-46-en Onwuegbuzie, A.J. & Collins, K.M.T. (2007). A typology of mixed methods sampling designs in social science research. The Qualitative Report. 12(2), 281 – 316. Retrieved from http://www.nova.edu/ssss/QR/QR12-2/onwuegbuzie2.pdfOpen Education Consortium (2015). What is open education? Retrieved from http://www.oeconsortium.org/about-oec/Patton, M.Q. (1990). Qualitative evaluation research methods (2nd ed.). London: Sage. Ramos, N.M. (2015, March). Panorama. Veja Essa. Veja, 10, 35. Rossini, C. A. A. (2010). Green-Paper: The state and challenges of OER in Brazil: from readers to writers?. Berkman Center Research Publication. Retrieved from http://beespace.net/blog/wp-content/uploads/2009/09/PaperOEROSI080909.pdfSao Paulo (2011). Decree on open educational resources [Web log post]. Retrieved from http://rea.net.br/site/politicas-publicas-para-rea/decreto-municipal-da-cidade-de-sao-paulo/Santos, A. I. dos (2011). Open educational resources in Brazil: State-of-the-art, challenges and prospects for development and innovation. UNESCO Institute for Information Technologies in Education. Secretaria da Educação do Estado de São Paulo (2014). Censo escolar. Retrieved from http://www.educacao.sp.gov.br/censo-escolarThe William and Flora Hewlett Foundation (2015). Open educational resources. Retrieved from http://www.hewlett.org/programs/education/open-educational-resourcesUmar, A., Kodhandaraman, B., & Kanwar, A. (2013). Can open educational resources thrive in closed educational systems? Some reflections on OER in Developing Countries. In McGreal, R., Kinuthia, W., & Marshall, S. (Eds.) Open Educational Resources: Innovation, Research and Practice (pp.193 - 204). Retrieved from https://oerknowledgecloud.org/sites/oerknowledgecloud.org/files/pub_PS_OER-IRP_web.pdf#page=219UNESCO (2015). Rethinking education: towards a global common good? UNESCO. Paris: France. Retrieved from http://unesdoc.unesco.org/images/0023/002325/232555e.pdfUOL Notícias (2016, February 1). Fies. Educação perde R$ 10,5 bi em 2015. Retrieved from http://noticias.uol.com.br/ultimas-noticias/agencia-estado/2016/01/02/educacao-perde-r-105-bi-em-2015.htmVaughn, N. D., Cleveland-Innes, M., & Garrison, D. R. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. Athabasca, AB: Athabasca University Press.Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS quarterly, 27(3).Villegas-Reimers, E. (2003). Teacher professional development: An international review of the literature. International Institute for Educational Planning, UNESCO: Paris.

UTAUT Survey Questionnaire

Definition of Terms: a) The term ICT is defined “as ways of working with computers, Internet or software for teaching and learning purposes” (Jakobsdóttir, McKeown, Hoven, 2010, p. 105). b) OER are defined as “teaching, learning and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use or re-purposing by others” (The William and Flora Hewlett Foundation, 2015, para.2).

Questionnaire: Please choose the option that corresponds to your opinion or knowledge on the topics contained in this questionnaire by ticking ( ) on the appropriate ✓box.

Performance Expectancy (Please choose by ticking ( ) on the appropriate box) ✓

StronglyDisagree

Disagree Neutral Agree Strongly Agree

15. I would find OER useful in my courses

16. Using OER will enable me to accomplish course development activities more quickly

17. Using OER will increase learning outcome of my students

18. The use of OER will allow me to have access to more information about the subjects I teach

UTAUT Survey Questionnaire

StronglyDisagree

Disagree Neutral Agree Strongly Agree

19. It would be easy for me to navigate and interact with content available on OER websites

20. It would be easy for me to become skillful at using and integrating OER into my courses

21. I would find OER easy to use

22. Learning to use OER websites will be easy for me

Effort expectancy (Please choose by ticking (✓) on the appropriate box)

UTAUT Survey Questionnaire

StronglyDisagree

Disagree Neutral Agree Strongly Agree

23. People who influence my behavior think that I should use and integrate OER into my courses

24. People who are important to me will think that I should use and integrate OER into my courses

25. The directors and other staff at my school will be helpful in the use and integration of OER into my courses

26. In general, my school will support the use of OER in teaching and learning

Social influence (Please choose by ticking (✓) on the appropriate box)

UTAUT Survey Questionnaire

StronglyDisagree

Disagree Neutral Agree Strongly Agree

27. I have the resources necessary to access OER

28. I have the knowledge necessary to use and integrate OER into my courses

29. OER is similar to other course content I use for teaching

30. Help will be available when I have problems using and integrating OER into my lessons or courses

Facilitating conditions (Please choose by ticking (✓) on the appropriate box)

UTAUT Survey Questionnaire

StronglyDisagree

Disagree Neutral Agree Strongly Agree

31. I intend to use and integrate OER into my courses in the future

32. I predict I would use and integrate OER into my courses in the future

33. I plan to use and integrate OER into my courses in the future

Intention to use OER (Please choose by ticking (✓) on the appropriate box)

Note. Adapted with permission from Mtebe, J. S., & Raisamo, R. (2014). Challenges and instructors’ intention to adopt and use open educational resources in higher education in Tanzania. The International Review of Research in Open and Distributed Learning, 15(1). © Joel Mtebe and Roope Raisamo.

Pre and Post-Online ODC Survey Questionnaire

Negligible or none

Basic Intermediate  

Advanced Expert

1. How would you rate your knowledge and skills in navigating the Internet to search for information, pictures, audio and video files?

2. How would you rate your knowledge and skills in doing Internet searches for OER?

3. How would you rate your knowledge and skills in evaluating the quality of OER from search results?

4. How would you rate your knowledge and skills in creating OER to supplement course materials?

5. How would you rate your knowledge and skills in using, remixing adapting and developing OER to supplement course or lesson materials?

Questionnaire:

Please respond how you would rate your knowledge and skills on the topics in this questionnaire by ticking (✓) on the appropriate box. You will be asked to respond to this questionnaire BEFORE taking the online component of the OER Development Course (ODC) to measure prior knowledge and AFTER completing the online component of the OER Development Courses (ODC) to measure learning outcomes.

Pre and Post-Online ODC Survey Questionnaire

Negligible or

none Basic Intermediate

 Advanced Expert

6. How would you rate your knowledge and skills in creating and using a microblog (e.g. Twitter) or a free blog (e.g. Wordpress)?

7. How would you rate your knowledge and skills in using public wiki platforms (e.g. Wikipedia, WikiEducator)?

8. How would you rate your knowledge and skills in taking online courses that use OER (e.g. MOOCs (Massive Open Online Courses)?

9. How would you rate your knowledge and skills in in using open and free tools for creating and remixing OER (e.g. Storyboards – Lino; Vector graphics software – Inkscape; Quicktime; photo and picture editor – Picasa; Audio editor and recorder – Audacity; LibreOffice)?

10. How would you rate your knowledge and skills in using open licenses, such as Creative Commons (CC) licenses?

Pre and Post-Online ODC Survey Questionnaire

Negligible or none Basic Intermediate

 Advanced Expert

11. How would you rate your knowledge and skills in using sites for finding Creative Commons or public domain photos and clipart (e.g. Pixaby, Flickr, Open clipart, Wikimedia commons)?

12. How would you rate your knowledge and skills in using sites for finding music and videos to use, share, and remix (e.g. Vimeo, Jamendo, YouTube when licensed under Creative Commons)?

13. How would you rate your knowledge and skills in using available Brazilian sites to create and use OER (e.g. A Física e Cotidiano; Conteúdos Educacionais Digitais; Currículo+; Portal Teca; Wikimedia Brazil; Matemática Multimídia; Secretaria de Educação do Município de São Paulo; Portal do Professor)?

14. How would you rate your knowledge and skills in knowing how to correctly attribute a Creative Commons license to an OER?

Pre and Post-Online ODC Survey Questionnaire

Negligible or none Basic Intermediate

 Advanced Expert

15. How would you rate your knowledge and skills in online learning BEFORE beginning this course?

16. How would you rate your overall knowledge and skills in OER BEFORE beginning this course?

17. How would you rate your overall knowledge and skills in using Creative Commons (CC) licenses BEFORE beginning this course?

Hegarty’s Model for Using OER

Eight Attributes of Open Pedagogy

Note. From Attributes of Open Pedagogy: A Model for Using Open Educational Resources (p. 4), by B. Hegarty, 2015, Educational Technology, 55(4), 3-13. Copyright B. Hegarty. Adapted with permission.