Oer panel
description
Transcript of Oer panel
OER and associated practices – opportunities and challenges
Gráinne Conole, The Open University, [email protected]
OPAL research panelParis, 8-9th November 2010
Purpose
• 20 international experts to discuss a roadmap and guidelines on the question how to make OER first rate choices in educational organizations and surrounding issues.
Open Educational Resources (OER)Basic definition
The open provision of educational resources, enabled by information and communication technologies, for consultation, use and adaptation by a community of users for non-commercial purposes (UNESCO 2002)
Broader definitionLearning resourcesCourseware, content modules, learning objects, learner support & assessment tools, online learning communitiesResources to support teachersTools for teachers and support materials to enable them to create, adapt and use OER; training materials for teachersResources to assure the quality of education and educational practices (UNESCO 2004)
cloudworks.ac.uk/cloudscape/view/2209Twitter: OPAL10
OER - a vision of transformationBeyond content – focus on activity and use
Learners as self-directed and autonomous
More of a focus on sharing, refinement, iteration, critical reflection
OER as a potential catalyst to transforming educational practice
Improvements in social inclusion, quality and innovation
From resources to practices
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The OPAL vision
Open Educational Resource PracticeOEP constitute the range of practices around the
creation, use and management of OER with the intent to improve quality and innovate education.
Focus on the practice around OER rather than the resources
Better understanding will lead to improvements in the quality of OER and more innovation
Abstracting dimensions of PracticeOpen Educational Practices
(OEP)Practices around the creation, use and
management of Open Educational Resources
Approach60+ case studies of OER collected
Dimensions of OEP derivedOnline consultation process
http://cloudworks.ac.uk/cloudscape/view/2105
Open Educational Practice DimensionsStrategies and policiesQuality Assurance modelsPartnership modelsBusiness models/sustainability strategiesBarriers and success factorsTools and tool practicesSkills development and supportInnovations
Strategies and policesBarriers and success factorsTools and tool practicesSkills development and support
Strategies and policiesQuality Assurance modelsPartnership modelsBusiness models/sustainability strategies
Barriers and success factorsTools and tool practicesSkills development and supportInnovations
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The OEP cube model• THE DIMENSION: What?
– Strategies and Policies– Barriers and Success Factors– Tools and Tool Practices– Skills Development and Support
• THE CONTEXT: Where?– Macro level (society)– Meso level (organisation)– Micro level (individuals)
• MATURITY: How well is it established?– Initial (not yet started)– Managed– Defined– Optimizing (embedded / advanced)
DIMENSION
CON
TEXT
MATURITY
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Refining the dimension
Strategies & Policies
Barriers and Success Factors
Tools & tool practices
Skills Development & Support
QA models
Partnership Models
Business Models
Sustainability Strategies
Barriers
Success Factors
Tools
Tool Practices
Digital Literacy
Support structures and processes
12 skills of evolving digital literacyHenry Jenkins
CYBERLEARNING REPORT
DIMENSION
CON
TEXT
MATURITY
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Maturity View
• INITIAL (not yet started): Process unpredictable, poorly controlled and reactive
• MANAGED: Process characterized for projects and is often reactive.
• DEFINED: Process characterized for the organisation and is proactive (Projects tailor their process from the organisation’s standard)
• OPTIMIZING (embedded / advanced): Process is measured and controlled, the focus on process improvement
DIMENSION
CON
TEXT
MATURITY
Maturity model
3AX 3BX
2AX 2BX
1AX 1BX
3AX 3BX
2AX 2BX
1AX 1BX
3AY 3BY1AX 1BX
2AY 2BY2AX 2BX
1AY 1BY3AX 3BX
3BX
2BX
1BX
3BX
2BX
1BX
3BY1CX
2BY2CX
1BY3CX
3BX
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1BX
3BX
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3BY1DX
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Macro-level: Societal
Meso-level: Organisation
Micro-level: Individual
Levels
Stra
tegi
es &
po
licie
s
Barr
iers
&
succ
ess f
acto
rs
Tool
s & to
ol
prac
tices
Skill
s Dev
&Su
ppor
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Dimensions
Level of maturity
OER embedded in strategy
Institutional OER repository
Adapted from diagram by T. Koskinen
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Uses and benefits• Three uses– Benchmarking– Guidance– Reflection and comparison
• Benefits– Guides users in understanding how to think about
the key issues.– Flexible enough to cover the multiple stakeholders– Sub-cubes provide practical illustrative examples– Useful as a mechanism for institutions to self-
benchmark
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Mapping the case studiesMicro Meso Macro
Strategies and policies
Personal motivations and goals
Institutional strategies and policies in place
Embedded in national policy and funding
Barriers and success factors
Tension between research and teaching
Lack of appropriate structure
Lack of funding or rewards
Tools and tool practices
Use of web 2.0 tools to discuss OER
Institutional OER repository
National repository available
Skills development and support
Peer review and discussion
Institutional workshops on OER
Hewett OER projects and OCW
Question 1
• What opportunities do OER offer from your perspective?
Question 2
• What do you think are the key challenges to achieving this vision?
Question 3
• 4 dimensions of OEP (strategy and policy, barriers and success factors, tools and tool practice, staff development/support)
• What are your views on these?• Is there anything else we should include?
Question 4
• What kind of guidelines derived from these dimensions of OEP would be useful for those involved in creating, using and managing OER?
Breakout Groups – Room XV
• Ulf Ehlers• Tom Wambecke• Tim Unwin• Ricarda Reimer• Dirk Schneckenberg• Maruja Guttierez-Dias (Tuesday)• Thomas Richter• Jan Pawlowski• Diego Leal
Breakout Groups – Room 36 level 13
• Chris Pegler• David Storti• Indrajit Banerjee• Zeynep Varoglou• Andy Lane• Ville Venäläinen• Jose Luis Ramos• Julia Minguillion Alfonso• Steve Ryan
Breakout Groups – Room 19 level 6
• Anna-Kaarina Kairamo• Goncalo Silva• Abel Caine• Susan D’Antoni• Hans Põldoja• Eta De Cicco• Seb Schmoller