The Use ofOpen Education Resourcesat the University of Malawi (UNIMA)

The idea that Malawi should have a University was first conceived after the country obtained its independence in 1964. The result was the founding of the University of Malawi (UNIMA) only a few months after independence, although teaching did not start for another year. Today, UNIMA is the nation’s principal state univer-sity, comprising four colleges and a polytechnic, with campuses located around the country.

• ChancellorCollege,thelargestofitsconstituentcolleges,islocat-edinthesmalltownofZombainthesouthernregionofMalawi.Thecollegehousesfivefaculties:FacultyofHumanities,FacultyofScience,FacultyofLaw,FacultyofSocialScience,andFacultyofEducation.TheRectorate’scentralofficeisalsoinZomba.

• TheCollegeofMedicinehasmodernfacilities,andislocatedinBlantyre, thecountry’s largestcity,a fewkilometresawayfrom Queen Elizabeth Central Hospital, which is the mainteachinghospital.

• KamuzuCollegeofNursinghastwocampuses.TheBlantyrecam-pusislocatedinthecityofBlantyre,withinthepremisesofQueenElizabethCentralHospital,whiletheLilongwecampus,situatedinthecapitalofLilongwe,overlooksLilongweCentralHospital.

• BundaCollegeofAgricultureislocated35kmfromLilongwe,inthecentralregionofthecountry.

• ThePolytechnic,situatedintheheartofBlantyre,comprisestheFaculties of Applied Sciences, Commerce, Engineering, Educa-tionandMediaStudies,andtheBuiltEnvironment.

ChallengeofResourcesLikemostAfrican tertiary institutions, theUniversityofMalawifacesongoingchallengesasdemandsfortertiaryeducationcon-tinuetogrowbutaccesstobothphysicalandhumanresourcesremainsfixed.

In2009,atotalof5,600Malawianssattheentranceexaminationtocompeteforamere1,152UNIMAplaces.

Besidesbasingselectiononmerit,ageographicalquotasystemthatattemptstoenforcespatialequityshapesstudentselectiontotheuniversity.Thelegalityofthisquotasystemisbeingfoughtinthecountry’s lawcourts,andthegovernment isunderconstantpres-suretoallowmoreplaces.

Background&Context

In 2007, UNIMA had a total of 6,257 students enrolled in various under- and post graduate courses, and employed an academic staff contingent of 676.

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Dr Emmanuel Fabiano• DrEmmanuelFabiano,theeighthVice-ChancellorofUNIMA,wasappointedinFebruary2010.

• DrFabianoisnotnewtotheUniversityofMalawi.HefirstjoinedUNIMAin1977as

Meanwhile,teachingstafffacethedailychallengeofprovidingqual-ity education to those students fortunate enough to be enrolled.Prescribingtherelevanttextbooks,forexample,isoftenconsideredabasicstrategywhendesigninganacademiccourseindevelopedcountries.InmanypartsofAfrica,however,copyrightedtextbooksare difficult to acquire, and students and their families considerthemtobetooexpensive.

UNIMAfindsitselfinasituationwhereveryfewstudentshaveac-cess to the approved textbooks and readings, nullifying the pre-scribedbooklists.Resourcesinthereservesectionofthecollegelibrariesareingreatdemand,andpopularbooksundergorebindingmanytimesintheirlifecycle.

It is against this background that UNIMA embarked on a strategy to exploit Open Education Resources (OER).

OERare teaching, learning,and research resources that reside inthepublicdomainorreleasedunderacopyrightlicencethatpermitstheiruseandorre-purposingbyothers.OpenEducationResourcesinclude full courses, course readings, course materials, modules,textbooks,streamingvideos, tests, software,andanyother tools,materialsortechniquesusedtosupportaccesstoknowledge.

ICTPolicyThenewly appointedVice-Chancellor,DrEmmanuelFabiano, hasapassionfor InformationandCommunicationTechnologies(ICT).Dr Fabiano believes that, if deployedwith insight, ICT can assisttheuniversitytoovercomeanumberofinstitutionalchallenges.Tothisend,seniormanagement formulatedadraft ICTpolicy,whichiscurrentlybeingrefined.TheaimistoestablishaninfrastructurethatwillensurethecentralizationofallaspectsofadministrationatthevariouscollegesandthePolytechnic.TheRectoratealsowantstotrainstaffsotheycanexploite-learningstrategiestoassist inovercomingproblemsrelatedtolargeclasssizes,aswellasprovid-ingstudentsaccesstoaffordable,qualitylearningresources.

UNIMAOER‘Proof-of-Concept’ProjectsConsidering the challenge of providing quality, cost-effectivelearning resources, it made sense that UNIMA should experi-mentwithusingOER.

Through grants from theOpenSociety Initiative for South-ernAfricaandtheWilliamandFloraHewlettFoundation,theInternational Association for Digital Publications and OERAfrica,aninitiativeoftheSouthAfricanInstituteforDistanceEducation,wereabletofacilitatetheseprojects.

• The first project, conducted at Kamuzu College of Nurs-ing (KCN), aimed at training staff to source, evaluate, andadaptOERforane-learningUniversityCertificateMidwiferyCourse.

• ThesecondOERproject,conductedatBundaCollegeofAgri-culture(BCA),calledfortheuseofOERtocompileafirst-yearcommunicationskillstextbook.

• A third project, also running from Bunda, was designed toprovidePostGraduatestudentswithaccesstocopyrightede-books,acomponentofIADP’sAffordableAccessprogramme.

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ateachingassistantandovertheyearshasclimbedtherankstohiscurrentroleasVice-Chancellor.

• DrFabianohasaB.Edobtainedin1977fromtheUniversityofMalawi;anMSc(1980)fromtheUniversityofWarwickandaPhD(1986)fromtheUniversityofNewcastleUponTyne.

Midwiferystudentsinthepilot,showofftheircoursematerialsCD-ROM.

KamuzuCollegeofNursing’sOERProject

PerceivedNeedsandProjectDesignTheKamuzuCollegeofNursing(KCN)identifiedaseriesofneeds,whichshapedthisproject.Throughthisproject,KCNsoughtto:

• Developacoursethatwouldmovestudentsawayfromhavingapurely theoretical knowledge to being able to apply their skillsandknowledgeclinically.Atmost,anysupportmaterialdevelopedneededtobeonethirdtheoryandtwothirdspracticalskills.

• Introducefifthyearstudentmidwivestoelectronicmedia,wherecolourphotosandcontextuallyrelevantvideoclipscouldbeinte-gratedwithtextresources.

• Achieveallofthisinacost-effectivewaybyadaptingmaterialsreleasedasOER,ratherthandevelopingmaterialsfromscratch.Support came primarily fromMichigan State University, whichhelpedtoidentifyrelevantOERfortheproject.

AslecturerslackedtheexpertisetodesignmaterialsincorporatingaProblem-BasedLearning(PBL)approach,theyalsoneededsupporttoteachinadifferentway.Theprojectthereforesoughttobuildca-pacityamongtheKCNstafftodevelopasetofmaterialstosupportbothstudentsandstaffintheuseofPBLusingOER.

Inanattempttominimizeanydependencyonconnectivity,aCD-ROMwith this collectionofdigital supportmaterialswasdistrib-uted.Thecoursewasarrangedaccordingtoa‘problem-solving’ap-proachtonursingeducation,inwhichthefocusofthecontentwasonantenatal,labouranddelivery,andpostpartumcare.

ProjectImplementationandProcessesPriortothetrainingandsupportofstaff, itwasnecessarytofindqualityOER.Thisproject’sneed forspecializedmaterials relatingto birth, delivery, andpost-natalmother care benefitted from thesourcing ofOERdirectly from institutions rather than frommoregeneralized, openly available, online OER repositories. MichiganStateUniversity (MSU)was one of the universities contacted byIADP/OERAfrica, and it generouslyprovideda setofusefulma-terialswithwhichtostarttheadaptationprocess.ThesematerialsformedthecoreofaseriesofOERworkshopsheldforaselectionofnurses,midwives,andcoursedesigners.

Duringthefirstworkshop,participantswereintroducedtothecon-ceptsofOERandPBL,andtheybegantheprocessofadaptationofthematerialstomakethembetterfitthePBLapproachandtheMalawian context. Between the first and secondworkshops, theacademics focused on reworking the materials. During the sec-ondworkshop, theconceptofpackaging thematerials integratedasaPBLpathwayonaCD-ROMwasrefined,andthestructureofthecourseanditsvariouscomponentswereclearly identifiedandmapped.

After thesecondworkshop, theworkof theKCNteamcontinuedwithsupportfromtheIADP.TheIADPteamdevelopedtheHTMLinterfacefortheCD-ROMandcollatedthedraftmaterialssubmit-tedbytheMidwiferyteam.Tofinalizethecourseandcompletethecreation and adaptation of the resources, a further meetingwasscheduled.

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Sisters!AbabyheldbyheroldersisteratChatinkhaMaternityWingatQueenElizabethCentralHospital,oneoftheclinicalsitesforKCN.

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Openingscreenforpostpartummaterials,clearlyoutliningthesevenlearningstepsrequiredinProblem-BasedLearning.

Products and OutcomesThis OER project included training KCN faculty members to source, analyse, and adapt OER and, with the support of OER Africa/IADP, to devise an interface to hold the digital resources together in a manner that promoted the use of PBL. The materials integrated contextually relevant photographs and video clips. The final prod-uct included an orientation section, which introduced the PBL methodology and spelled out how student involvement was differ-ent from traditional learning methods.

The courseware has been offered back to the OER community via the OER Africa platform1 and has a Creative Commons, Attribution, Non-Commercial, Share Alike licence (CC: BY-NC-SA).

Each step in the learning pathway is hyperlinked directly to a set of activities. For example, step four, entitled Core Resources, requires students to review a set of OER in order to acquire in-depth knowl-edge that would help them to solve a particular midwifery problem. The KCN faculty also devised portfolio and assessment activities to complement the use of OER.

Piloted in February 2010, the midwifery learning environment gen-erated a high level of interest among students. Uptake in using the materials was slow, however, because both the staff and students had to adapt to a different methodology of teaching and learning. Consequently, a second piloting of the course occurred between June and August 2010 with a group of midwifery diploma students. Integrating the PBL methodology might take some time, but there is growing consensus at KCN that using OER is a cost-effective way of creating high quality teaching and learning materials.

Evaluation Findings and Lesson LearnedThe KCN team provided monitoring and evaluation input on two occasions. During the first workshop, the team members completed a baseline study that gauged the extent of their use of computers and also their awareness of OER. The KCN team also completed a follow-up questionnaire that monitored changes in behaviour and perceptions during the third meeting.

The KCN team was unanimous in its support for the use of OER in tertiary education. Of particular interest was a comment made by one respondent, who said:

“... Because the materials are already there you don’t need to re-invent the

wheel and they shorten the time needed to prepare new teaching materials. With OER,

it is easy to adapt them to your needs. Re-using quality OER also helps staff to

grow in confidence in teaching the content of the materials.”

Rebecca Ngalande, Lecturer and Coordinator of the KCN OER project.

1 See http://www.oerafrica.org/malawi/IADPSADCDigitalResourcesHome/Pilot2OERMidwifery/tabid/1350/Default.aspx

“WhileOERhasaconsiderableroletoplay,thereisaneedtosensitizestudentsandmanagementtoitssignificance.Whatwehavedoneisnotfullyappreciatedandthebenefitstooarecurrentlynotrecognized.”

KCN team member, response to questionnaire

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KCNstaffduringthesecondworkshop,Blantyre.

The KCN team has affirmed the quality of the resources it adapted and believes the materials were cost effective as they are available free of charge. However, problems with Internet connectivity often made access difficult. When asked, “Do you believe technology and e-learning in particular can play a role in enhancing the courses you design for the students in the future?”, the KCN team responded:

“Yes,becauseofthedemandforand[increased]useoftechnology[bystudents]andalsobecausewearefacedwithbiggergroupswithfewerresources.”

“Yes,astheycanbeusedaslearningmaterialswhichenhancethelearningofthestudentsevenaftertheygraduate.Theresourcewillactasanimportantreferencetool.”

KCN team member, response to questionnaire

When asked to identify future challenges in acquiring and adapting OER, the KCN team identified the following issues:

• Thestaffworkloadneeds to include time tosourceandadaptmaterials;

• Thereisaneedtotrainandcapacitateadditionalstafftosourceand adapt OER;

• Facultyandstaffneedtoundergoageneralsensitizationpro-gramme outlining the benefits of this model; and

• ArobustandfastconnectiontotheInternetisrequired.

FeedbackTheprojecthasgeneratedmuchinterestamongotherUniversityofMalawifacultymembers,someofwhomhavesuggestedusingthismodel as a basis for other e-learningprogrammes.Somedepart-mentswithintheCollegehaveaskedforsimilarCD-ROM-basedma-terialsfortheircourses.Asaconsequenceofthistypeoffeedback,theUNIMAprojectcoordinatorhasaskedOSISA/IADP/OERAfricatoconsidernewOERprojectsthatinclude:

• Anexpansionof theexistingMidwiferycourseso that it incor-poratesgenuineMalawiancasestudiesandscenarios,includingclinicalskillsformidwives,i.e.complicatedantenatal,labouranddelivery,andpostnatalcare(whichwasnotincludedintheOERpilotcourse).

• TheproductionofaDVDoncommoncompetenciesandproce-dures,whichwouldincludebothvideoandaudiolecturematerial,sothatstudentscanlearnwithouthavingtoattendlectures.Stu-dentswouldsupplementthesematerialswithashorteraudiencewiththelectureratasettimeforclarificationanddiscussion.In-cludedwouldbeadditionalmaterials thatwouldshowcommoncompetencies andprocedures, andhow theseareused in bothidealsituationsandinareaswhereresourcesarenotadequate,butwithoutcompromisingquality.

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BundaCollegeofAgriculture’sOERProject

PerceivedNeedsandProjectDesignIn this project, the staff ofBundaCollegeofAgriculture’s (BCA)Language and Communication for Development Department in-tendedtouseOERtoaddressspecificproblems:

• WhiletheCommunicationSkillscoursewasacoreoneforallfirstyearstudents, theydidnothaveaccess toallof the textbooksusedby thestaff.Thiswasdue to therebeingnoset textbookforthecoursesyllabus.Inaddition,lecturerstendedtousemorethanonetexttoteachthesyllabus,andstudentsgenerallydidnothaveaccesstoallofthesetitles.

• Students could not always access the ‘recommended reading’textbooksthataccompanythesyllabusoutline,asthelibrarydidnothave,orhadaninsufficientnumberof,thesetexts.

BCAstaffthereforedecidedtocreateapapertextbookfromfreelyavailableOERthatwouldcoverat least75%ofthefirstsemestercourse content andwouldbe easily replicable for up to200 stu-dentsandstaffperannum.

Aseriesofwritingworkshops facilitatedbyOERAfrica/IADPas-sistedBCAstafftosource,analyse,andadaptavarietyofexistingOERtohelpcraftthetextbook.Theworkshopsalsointendedtoactasamodelforexpansionintootherdepartmentsinthecollegefac-ingsimilarneeds.

Theprocessinvolvedwouldalsohelptheinitialgroupdevelopasec-ondtextbookatalaterdateforthesecondsemesterCommunica-tionSkillscourse.

ProjectImplementationandProcessesPriortothefirstworkshopduringFebruaryandMarch2009,IADP/OERAfricaconductedasearchforOERassociatedwithlanguageteaching,resultinginaCDcompilationofsamplesandassociatedweb addresses that linked to these language resources.This re-source list/samplerwaspartof thematerials that formed theba-sisofthefirstOERworkshop.TheworkshopincludedatheoreticalcomponentthatintroducedtheOERconceptanda‘hands-on’ap-proachtosearchingdigitalrepositoriesandadaptingthematerials.

Betweenthefirstandsecondworkshops,theBCAteamreworkedthesourcedOERandadaptedthemtosuittheBundacontext.Thefocusofthesecondworkshopwasonthewritingprocessandiden-tificationofanygapsthatexisted.Thethirdworkshopfocusedonqualitycontrol,providinganopportunityforfurtherwritingandalsoidentifyingomissionsinthetextandsetremedialactivities.

ProductsandOutcomesWhileitinitiallyproveddifficulttoweanthewritingteamofftheirfamiliarcopyrightedtexts,theBCAteamfeltafterwardsthatthereisaroleforOERintheproductionofuniversitytexts.

BCAstaffatthefirstOERworkshop.TH

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Staffwereencouragedtoenhancethematerialsbyadaptingthemso that they contained contextually relevant examples, includedenrichmentactivitiesandassignments,and in some instances re-phrasingthem,soastomakethemmorefamiliartolocalfirstyearstudents.

Theseadaptationsand improvementswerepossibleonlybecausetheoriginalOERlicensingconditionsallowedderivativeworks.

BundaCollege released the 102-pageCommunicationSkills text-book,createdexclusivelyfromOER,inearly2010.Itisfreelyavail-ablefromboththeBundaCollegewebsite2andtheOERAfricawebsite3.ThemaintextandtheindividualchaptershavebeenlicensedwithaCreativeCommons,Attribution,Non-commercial,ShareAlikelicence(CC:BY-NC-SA).

EvaluationFindingsandLessonLearnedTheBCA team providedmonitoring and evaluation input on twooccasions.Duringthe firstworkshop, teammemberscompletedabaselinestudythatgaugedtheextentoftheiruseofcomputersfortheirwork and also their awareness ofOER.TheBCA teamalsocompletedafollow-upquestionnairethatmonitoredchangesinbe-haviourandperceptionsduringthethirdmeeting.

Notsurprisingly,awarenessofOERinthegroupimproved.AllwereinfavourofusingOERinthefuture.Onerespondentclaimedtheywere‘fantastic’and‘helpfulincomingupwithcustomizedteachingmaterial’.

CoverofthecompletedOERtextbookonCommunicationSkills.

2 Seehttp://www.bunda.unima.mw/3 Seehttp://www.oerafrica.org/malawi/IADPSADCDigitalResourcesHome/Pilot1CommunicationSkills/tabid/888/Default.aspx

BCA OER Materials Development Team1st Workshop April 2009

Amorecautiousattitudeprevailedontheissuesofsuitability,cost,andavailabilityofOER.Ontheissueofsuitability,onerespondentsaidthatit‘dependedonthesubjectmatter’.Ontheissueofcost,anotherteammemberstatedthat,whileOERisfree,therearehid-den costs, suchas the time taken to search for appropriateOERaswell as the timeneeded todo theadaptations.Therearealsoproduction costs. Comments on availability focused on issues oftechnology.BundaCollegehasaninadequatebandwidthallocationfor itsneeds,and the twoworkshopsoncampus revealeda slowconnectionrate.Consequently,searchingforresourceswasapro-tractedaffair.

IntermsofusingOERinfuture,respondentsidentifiedthefollow-ingpotentialpitfalls:

• Potentiallackofinterestamongstakeholders(seniormanage-ment);

• Lackofinfrastructureandconnectivity;

• LackofadequateresourcesforthecoursesheldatBundaCollegeofAgriculture;and

• Lackoffundingtocoverthetimerequiredtodothesearchingandadaptations.

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PerceivedBenefitsofusingOERIn thewakeof these two successfulOERprojects, otherUNIMAstaffmembershaveexpressedinterestinOERprojectsfortheothercolleges.Thisinterestisdueinparttothepraisessungbytherecipi-entsofthefirstroundofOERtraining.RebeccaNgalande,coordi-natoroftheKCNproject,commentsasfollows:

...thefirstprojectwasaneye-openerandwehadanumberofissueswehadtodealwith.However,wehaveseenhowtheadaptedmaterialswerereceivedbythestudentsandareawareoftheprocessesweshouldfollownow.Adaptationinthefuturewillbeeveneasier.

TheVice-Chancellor,who envisages ICT playing a greater role insupporting the teachingand learningprocesses in the future,be-lieves exposure to and use of OER by his staff is an importantcomponentintheirgrowthtowardsdevelopingmoresophisticatede-learningplatforms.Heendorses theiruseandappreciates theircontribution.

ProjectFunders

TheOpenSocietyInitiativeforSouthernAfrica(OSISA)isaleadingJohannesburg-basedfoundation,establishedin1997andoperatinginthefollowingtenSouthernAfricancountries:Angola,Botswana,theDRC,Lesotho,Malawi,Mozambique,Namibia,Swaziland,Zam-biaandZimbabwe.OSISAispartofanetworkofautonomousfoun-dations established byGeorge Soros and located in Eastern andCentralEurope,theformerSovietUnion,Africa,LatinAmerica,theCaribbean,theMiddleEast,SoutheastAsiaandtheUS.

OSISA’svisionistopromoteandsustaintheideals,values,institu-tions,andpracticeofopensociety,withtheaimofestablishingavibrantSouthernAfrican society inwhich people free ofmaterialandotherdeprivationsunderstandtheirrightsandresponsibilitiesandparticipatedemocraticallyinallspheresoflife.OSISAsupportsadvocacyworkbyitspartnersintherespectivecountries,or joinspartnersinadvocacyonsharedobjectivesandgoals.Inothersitu-ations,OSISAdirectlyinitiatesandleadsinadvocacyinterventionsalongthekeythematicprogrammesthatguideitswork.OSISAalsointervenesthroughthefacilitationofnewandinnovativeinitiativesand partnerships, through capacity-building initiatives as well asthroughgrantmaking.

TheWilliamandFloraHewlettFoundationhasbeenmakinggrantssince1967tosolvesocialandenvironmentalproblemsathomeandaround theworld.The Foundation’s programmes have ambitiousgoalsthatincludehelpingtoreduceglobalpoverty,limitingtherisksof climate change, improving education for students inCaliforniaandelsewhere,improvingreproductivehealthandrightsworldwide,supportingvibrantperformingartsinitscommunity,advancingthefieldofphilanthropy,andsupportingdisadvantagedcommunities.

FordFoundationFordFoundationprovidesbroadsupportfortheIADP’sAffordableAccessProgram,andsupplementaryfundswereallocatedtothee-bookcomponentoftheUNIMAproject.

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OER Africa is an innovativeinitiative established by theSouth African Institute forDistance Education (SAIDE)to play a leading role in driv-

ingthedevelopmentanduseofOpenEducationalResources(OER)acrossalleducationsectorsontheAfricancontinent.Establishedin1992,SAIDE’smission is to increaseequitableandmeaningfulaccess toknowledge,skillsand learningacross theAfricanconti-nent,throughtheadoptionofopenlearningprinciplesanddistanceeducationstrategies.SAIDE’srecentlylaunchedOERAfricainitia-tivebringstogetherallofitsOER-relatedactivitiesunderacommonconceptualframework.SAIDEis–throughitsOERAfricainitiative–providingauniqueopportunitytodeployAfricanexpertisetohar-nesstheconceptofOERtothebenefitofeducationsystemsonthecontinentandaroundtheworld.

The IADP provides university students andacademicstaff indevelopingcountrieswithaffordableaccesstoe-booksandsupportfortheidentification,development,andeffectiveuseofopenaccesse-learningresources.TheIADPcommencedoperationsinMarch2006withapilotprogrammethatprovidede-books

tosmallgroupsofstudentsatfourSouthAfricanuniversities.Thisprogrammemadee-booksavailableofflineaswellasonlineonaprobonobasisbyagrowingnumberofpublishers.TheIADPalsodevel-opedanopenaccessplatform,whichithasstartedtopopulatewithrelevante-learningresources.Followingapositiveexternalevalua-tionbytheBritishCouncilinMarch2008,theIADPisnowprepar-ingtoaddscaleinSouthAfricaandtoextendtheprogrammesintoothercountries.Inordertoimplementtheprogrammes,theIADPhasaddedtoitsstaffbyin-sourcingspecialistconsultantsonatimeandexpensesbasisfromtheSouthAfricanInstituteofDistanceEduca-tion(SAIDE)andNeilButcher&Associates.

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ProjectFacilitators

AUTHOR/RESEARCHER: Andrew Moore & Donna PrestonEDITOR: Neil Butcher & Lindsay Barnes

BROCHURE REVIEW: Liz Levey, Sarah Hoosen & Cathy MacDonaldDESIGN AND LAYOUT: Michelle Randell

PHOTOGRAPHS: Andrew Moore / UNIMA website

ThisworkispublishedundertheCreativeCommonsAttribution3.0License.Copyright©2010SAIDE