Capacity-building for the adoption of OEP in higher education A/Prof Natalie Brown Dr Carina Bossu Open Ed Symposium: "Education Without Borders“ 18 Nov.

Capacity-building for the adoption of OEP in higher education

A/Prof Natalie BrownDr Carina Bossu

Open Ed Symposium:"Education Without Borders“

18 Nov 2015

TASMANIAN INSTITUTE OF LEARNING AND TEACHING

This presentation

3

Two Case Studies for OpenEdOZ

– Open micro-course in open curriculum design (Course)

– Student research project on use of Open Educational Resources in

Medical Education (OER)

Key outcomes in terms of Student Voice

Learnings from both Case Studies

http://lifeinthefastlane.com/foam/

TASMANIAN INSTITUTE OF LEARNING AND TEACHING

Case Study 1: OLT project (micro-course)

To design, develop and pilot a free, open and online professional development micro course (approx. 20 hours of study, 5 weeks)

– A ‘learner empowered’ view of curriculum design with multiple learning pathways.

– Learning outcomes nested within broader subject/unit learning outcomes to support ‘micro credentials’

– An emphasis on learners’ professional practice contexts and authentic activities

– Course content as co-created by learners

– Explicit modelling of open education.

– Designing for open platforms and tools– Wikieducator– Wiggio

http://wikieducator.org/course/Curriculum_design_for_open_education

5TASMANIAN INSTITUTE OF LEARNING AND TEACHING

Example activity

6

Findings

• Scope and content appropriate

• Topics accessed suggested few participants completed all tasks

• Confined time of course (limiting?)

• Order of completion largely reflected structure as designed (not many individual pathways)

• Small number of course completions

• Asynchronous nature somewhat demotivating

TASMANIAN INSTITUTE OF LEARNING AND TEACHING

Case Study 2: Student research project

Awareness and Use of OER in Medical Education

• Internationally the cost of textbooks is increasing

• Rapid pace of discovery in medical and scientific research

• Rise of online resources – eg FOAM(primarily based around social media discussion and resources such as blogs and podcasts – Emergency Medicine)

Survey: 44 students and 15 staff

• knowledge of OER

• assess the benefits and barriers in OER adoption

TASMANIAN INSTITUTE OF LEARNING AND TEACHING

8

Findings

Staff and Students

• Limited understanding/awareness of both OER and FOAM.

• Some already involved in creation of OER.

• Websites were the most utilised OER for L & T

• Ease of access, and lack of cost, encouraged use

• Up to date, broadening knowledge

• Portable

Students

• Difficulty in finding/selecting OER

• Unsure of quality, reliability, trustworthiness

• Barriers eg subscriptions/memberships.

TASMANIAN INSTITUTE OF LEARNING AND TEACHING

TASMANIAN INSTITUTE OF LEARNING AND TEACHING

Learnings and next Steps

AWAKEN the awareness and benefits of OER for staff and students

BUILD confidence and capacity in the use of OER for staff and students

CREATE Communities of practice to explorecurate, adapt, creation and share OER

DEVELOP critical digital information literacy skills

ENCOURAGE institutional and sector supportfor OER through policy, infrastructure and recognition

(CC BY 3.0)

TASMANIAN INSTITUTE OF LEARNING AND TEACHING 10

Questions & discussion?

Phoenix-Panarh (2015). Licensed as CC0 Public Domain - http://pixabay.com/en/exclamation-question-sign-491244/