Global Tendencies in Open Educational Resources (OER) Different approaches to OER: benefits, trends and challenges from the learner, educator and provider perspectives UNESCO Institute for Information Technologies in Education International OER Workshop, 31 May – 1 June 2011, Moscow, Russia Katarzyna Kozinska, Ph.D. Student Academic Supervisors: Dr Ann Jones, Dr Patrick McAndrew, Prof Eileen Scanlon Centre for Research in Education and Educational Technology (CREET) Institute of Educational Technology (IET) Presentation licensed under , individual images’ licenses on slides
Presentation 'Different approaches to OER: benefits, trends and challenges from the learner, educator and provider perspectives' given at The International OER & IPR Workshop, 31 May – 1 June 2011, co-organized by UNESCO Institute for Information Technologies in Education in Moscow, Russia http://www.iite.unesco.org/events/387945/
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Global Tendencies in Open Educational Resources (OER)
Different approaches to OER: benefits, trends and challenges
from the learner, educator and provider perspectives
UNESCO Institute for Information Technologies in EducationInternational OER Workshop, 31 May – 1 June 2011, Moscow, Russia
Katarzyna Kozinska, Ph.D. Student
Academic Supervisors: Dr Ann Jones, Dr Patrick McAndrew, Prof Eileen ScanlonCentre for Research in Education and Educational Technology (CREET)
Institute of Educational Technology (IET)
Presentation licensed under , individual images’ licenses on slides
Aim: showcase how variety supports diversity sharing observations from on-going doctoral research supported by examples of different OER initiatives –
user and provider perspectivesDoctoral research
Focus: What motivates and influences learning with different OER among diverse users?
Activity: Studying different OER and their users
Goal: Learn how different OER support learning among diverse users through establishing what drives, enhances and impedes various learning processes in order to know what to improve and preserve (or not) to help different individuals develop their talents and interests throughout lives
OER world: Initiatives selected showcasing different approaches and visions
OpenStudy, US (2007), Study Groups
OpenLearn (2006), The Open University, UK (1969), OER & social tools
OpenSpires (2009), University of Oxford, UK (oldest colleges 1249/64), Open Content Podcasting
METU OCW (2008), Middle East Technical University,
Turkey (1956), OpenCourseWare
Wolne Lektury (Free Obligatory School Readings) (2007), Modern Poland Foundation, Poland (2001), Web library
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Different visions….
The Open University - OpenLearn as ‘an extension of the University’s educational mission’ (McAndrew et al., 2009:4) [of widening access, championing progress and social justice]
Aiming to…’reflect the unique nature of the education offered by the collegiate University’ (Mansell et al., 2010:5)
‘Our mission is to make the world one large study group, regardless of school, location, or background.’ <http://openstudy.com/about-us>
International character, innovation; ‘we knew that METU students and faculty were heavily using the MIT OCW courses’ Kursat Cagiltay, Associate Professor METU, (2003-2011, Education-Portal.com)
MPF 'wants to give thousands of children what is the most valuable: knowledge and abilities letting them understand modern world and take advantage of its opportunities'<http://www.wolnelektury.pl/o-projekcie/>
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…common benefits
Profile Brand Reputation Impact Income Innovation Learner and Educator Appreciation, Use and Enjoyment
http://www.flickr.com/photos/777/330860411/
CC Creative Commons Attribution 2.0 Generic (CC BY 2.0, by Naomi Ibuki
• Various OER –> various evidence -> non-homogenous, different methods and data, e.g. semi-structured interviews, virtual output, analytics, indirect observation/ observation with elements of ethnography
• Access to participants: no registrations – how do you reach users?
• Analytics data: statistics only, no insight into motivations
• Time factor: negotiating access even if registrations available
‘Openness is the enemy of tracking’ Melissa Highton, OpenSpires Project Director, Oxford University Computing Services
Barriers, concerns, challenges
• Attendance of current students
• Public domain
• Licenses (OER), copyright (academics, units)
• Sustainability
• Research, measuring impact
Each OER is unique and helps users…
• ‘Learn and Live’ (The OU motto), e.g. OpenLearn and OU formal course learner after a stroke, enthusiasts with work & home duties, limited time
• Improve their teaching, e.g. Wolne Lektury, METU OCW• Discuss problems with other learners, e.g. OpenStudy, which is believed
to make them ‘feel more engaged and more motivated’ (Preetha Ram, OpenStudy Co-founder, in interview 2011)
• Revise, gather resources, pursue ‘stationary’ or ‘on-the-move’ learning; ‘15% of accesses to Oxford podcasts come directly from mobile devices’ (Geng, F., Marshall, C., Wilson, R., 2011)
‘Globalization is best seen as a multidimensional and multidirectional process involving accelerated and increased flows of virtually everything – capital, commodities, information, ideas, beliefs, people – along constantly evolving axes’ • (UNESCO World Report: Investing in Cultural Diversity and Intercultural Dialogue (Executive summary 2009:6)
http://www.flickr.com/photos/kynbit/2283232287/By kynbit, CC Creative Commons Attribution 2.0 Generic (CC BY 2.0)
• Win-to-win of OER provision: (similar) benefits > barriers
• Variety supports diversity: demand across needs, interests and abilities
• OER 2.0 move to participation: enriches rather than replaces content, ‘the collective’ as an extension/ enhancement of the individual, not its replacement
• OER can be fun: inspiration, encouragement, enjoyment of learning
• Research into OER use is challenging – but necessary
• Institution/Government engagement matters: importance of quality, trust and credibility as OER is not just ‘free’ material
References & links• Geng, F., Marshall, C., Wilson, R., (2011) Listening for Impact: Final Report.
A JISC funded study by Oxford University Computing Services into the impact of podcasting at the University of Oxford. The Learning Technologies Group, OUCS.
• Mansell, L., Wilson, R., Highton, M., Robinson, P. (2010) JISC Final Report. OpenSpires: Open Content at Oxford University. Available from: http://openspires.oucs.ox.ac.uk/resources
• McAndrew, P., Santos, A., Lane, A., Godwin, S., Okada, A., Wilson, T., Connolly, T., Ferreira, G., Buckingham Shum, S., Bretts, J. and Webb, R. (2009) OpenLearn Research Report 2006-2008. Milton Keynes, England: The Open University.
• UNESCO World Report: Investing in Cultural Diversity and Intercultural Dialogue (Executive summary) 2009 http://unesdoc.unesco.org/images/0018/001847/184755e.pdf
• http://openstudy.com/about-us
• http://www.wolnelektury.pl/o-projekcie
• Interview with Kursat Cagiltay by Megan Driscoll http://education-portal.com/articles/Open_Education_Around_17the_World_Education-Portalcom_Speaks_with_the_Middle_East_Technical_University.html
• Quotes from interviews conducted by K.Kozinska with Melissa Highton (OpenSpires) and Preetha Ram (OpenStudy)
olnet.org
Image by 姒儿喵喵, http://www.flickr.com/photos/crystaljingsr/3914729343/in/photostream/
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