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Intergrating OER in Educational Practice: Practitioner Stories

Jul 21, 2015

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Page 1: Intergrating OER in Educational Practice: Practitioner Stories
Page 2: Intergrating OER in Educational Practice: Practitioner Stories
Page 3: Intergrating OER in Educational Practice: Practitioner Stories

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Page 17: Intergrating OER in Educational Practice: Practitioner Stories

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Page 19: Intergrating OER in Educational Practice: Practitioner Stories

PART I

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Page 21: Intergrating OER in Educational Practice: Practitioner Stories

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Integrating OER in Educational Practice : Practitioner Stories

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Page 41: Intergrating OER in Educational Practice: Practitioner Stories

PART II

Practitioner Stories

Page 42: Intergrating OER in Educational Practice: Practitioner Stories

24

Integrating OER in Educational Practice : Practitioner Stories

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25

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Integrating OER in Educational Practice : Practitioner Stories!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!)

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Integrating OER in Educational Practice : Practitioner Stories

Fig. 2.2: Initial concept map of Team member 6

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Integrating OER in Educational Practice : Practitioner Stories

Fig. 2.8 Final concept map of Team member 5

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Page 63: Intergrating OER in Educational Practice: Practitioner Stories

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Integrating OER in Educational Practice : Practitioner Stories!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

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Page 67: Intergrating OER in Educational Practice: Practitioner Stories

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Integrating OER in Educational Practice : Practitioner Stories!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

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61

The Open University of Sri Lanka

Face-to-Face Session

ODL Institution (Open)

OER Materials

New Methods

Traditional Methods

Module

ODL

ICT

Fig. 3.2: Concept Map - Initial version of member 6

odl Open online

courses

Subject Linking Reviewing

Assessment Activities

Online

Conducting Research Planning

Developing instruments Pilot study Analyzing

Distribution Rubric

Assessment

Internet Connection

CC, CC BY -ND, CC – BY, CC BY –NC, CC BY- NC-SA

Individual Differences Conflicts Group Discussions Team Work Time frame Busyness

Future implementation

Relevance

Fig. 3.3: Concept Map - Final version of member 6

Page 80: Intergrating OER in Educational Practice: Practitioner Stories

62

Integrating OER in Educational Practice : Practitioner Stories

Inte

grat

ion

of IC

T an

d O

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to T

each

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prog

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mes

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ver

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of m

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Page 81: Intergrating OER in Educational Practice: Practitioner Stories

63

The Open University of Sri Lanka

Conc

ept

Map

Ver

sion

3- I

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f ICT

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3.5

: Con

cept

Map

- Fi

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f mem

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2

Page 82: Intergrating OER in Educational Practice: Practitioner Stories

64

Integrating OER in Educational Practice : Practitioner Stories

Capacity Building

OER ICT

Open Learning Resources

New Concept Features Benefits Constrains

Open Licenses

Open Badges

Open Scholarships

Free

No Cost

Difficult to Find

Not Suitable to Our Concepts

Fig.3.6: Concept Map-Final Version of Member 3

MOOCS

Fig. 3.6: Concept Map - Initial version of member 3

Fig. 3.7: Concept Map - Final version of member 3

Challengers

Less Interaction

Less Internet

Managing Time

Identify suitable OER

Managing other works

Teaching Learning

Scenario Based Learning

Practical Solution

Motivation to explain

Motivation to learn

New Learning Methods

Higher Order Cognitive skills

Learning Out comes

Learning

Assessment

Reuse

Open

Redistribute

Remix

Revise

Benefits

Developing ICT Skills

Creativity Development

New Learning approach

Using New Technology

Team Sprit

Easy Access

Student

Open Learning Environment (OLE)

Fig.3.7: Concept Map-Final Version of Member 3

Page 83: Intergrating OER in Educational Practice: Practitioner Stories

65

The Open University of Sri Lanka

Inte

grat

ion

of IC

T an

d O

ER

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n Le

arn

Lear

nO

pen

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atio

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sour

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te

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3.8:

Con

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f Mem

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Fig.

3.8

: Con

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- In

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ver

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embe

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Page 84: Intergrating OER in Educational Practice: Practitioner Stories

66

Integrating OER in Educational Practice : Practitioner Stories

Research

Organizing

M.Ed Programme

ESP 2311

ESP 2312 ESP 2313

ESP 2317 ESP 2318 ESP2332

Cognitive Process

Child Development

Learning

Children with Special Need

Assignment

Presentations

Online Activities Face-to-Face Day

Activities Resources

Open Educational Resources

Additional Readings

Learning

Reflective Journal

Assessment Activities

Class Discussion

Scenario

Case Study

CC

By

SA

NC

ND

Copy Write

Orientation

Team Meeting

Work Shops

Course Development

Evaluation

Progress

Search

Evaluation

Uploading Materials

Course Development

Data Collecting

Questionnaires

Pre

post

Interview Schedule

Data analyzing

Qualitative

Quantitative

Fig. 3.9: Concept Map - Final version of member 4

Text books

Videos

Images

OER MATERIALS

OPEN LEARNING AND OPEN LEARNING RESOURCES

Revise

Remix

Redistribute

Reuse

Retain

5’R’S FRAMEWORK

OER LICENCES

OPEN SCHOLARSHIPS

BY SA

NC

Fig. 3.10: Concept Map - Initial version of member 5

Page 85: Intergrating OER in Educational Practice: Practitioner Stories

67

The Open University of Sri Lanka

How unesco support for OER

1. UNESCO OER platform

2. UNESCO OER community

3. UNESCO OER resources

4. Open Training platform2013-2014

5. Open educational

Quality initiative 6.OER Asia training tool kit 7.OER community wiki

Audio

BBC archives,

Librivox- free audio books, ITunes University, open

OER Text books/Journals

*Flatworldknowledge.com,

*College open text books

*CC consortium for OER,

*Directory of Access journals

*Project Gutenberg

*Google Books,

Images

*Flicker, digital *gallery, US *government photos & images,* Morgue file,*freeimages.com,

*everystockphoto

Content aggregate

*Merlot,*connexions,*OER commons,*World lecture hall,*world lecture project,*search by creative commons,* internet archieve

Conferences

1. Open Education 2011 Utah, USA

2. OER 11, Manchester UK

Resources communities

1 College open text book community,

2.Open Course library

Why do I care for OER?

* Limited text books, *lacking teacher training programmes * join with learning communities, creation,sharing, review, and use

Videos

You Tube Edu

You Tube

Ted talks

What Education faculty can do with OER?

*Introducing OER based Short online courses for current needs of teachers, doing research for Using OER for teaching & learning, OER based conferences in the faculty level.

Articles /resources

*OER Handbook

*7 things you should know about open text books publishing from EDUCAUSE,

*$2B for OER resources

Open Scholarship

* Open access, *Open data,

*Open educational resources

OER licence conditions and copy rights

*Attribution by *Share Alike sa *Non Commercial nc *No Derivative

5 Rs frame work

*Retain, *Remix *Reuse,*revise *Redistribute

OPEN EDUCATION

& OPEN RESOURCES

Fig. 3.11: Concept Map - Final version of member 5

Page 86: Intergrating OER in Educational Practice: Practitioner Stories

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Integrating OER in Educational Practice : Practitioner Stories!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

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Page 87: Intergrating OER in Educational Practice: Practitioner Stories

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The Open University of Sri Lanka!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

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Integrating OER in Educational Practice : Practitioner Stories

Fig. 4.1: First Concept Map of team member 2

1

Open Learning

OER

Learning Object Creative Commons Licences

Open scholarships

Course designing ESP 1134

CC BY CC BY SA CC BY ND CC BY NC CC BY NC SA CC BY NC ND

Adaptable Reuse Remix Revise Redistribute

Printed Books, Journals and other printed materials

Digital Electronic books, journal, audios, videos and other electronic resources

Open badges

Fig 4.1 First Concept Map of Team member 2

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The Open University of Sri Lanka

Open Learning-removing barriers for learning

OER

Open Access

Creative Commons Licences

Open scholarships

Printed

Reuse Remix Revise Redistribute

Digital

Open badges

Self regulated learning/ Any time, Any where By our own pace pace

Different Discipline

MOOCs

OER based e learning

Removing Geographical, age barriers

Designing and implementation of OER based online course

Learning Objects

MIT Duke Yale Harvard

Content development (Scenarios, L/Activities, Assessment, learning resources

Online course development/ implementation /online Tutoring

Capacity Building

Challenges Student, personal resources

Fig. 4.2: Final Concept Map of Team member 2

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Integrating OER in Educational Practice : Practitioner Stories!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

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Integrating OER in Educational Practice : Practitioner Stories!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

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The Open University of Sri Lanka

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Integrating OER in Educational Practice : Practitioner Stories

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The Open University of Sri Lanka

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Integrating OER in Educational Practice : Practitioner Stories

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Integrating OER in Educational Practice : Practitioner Stories

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The Open University of Sri Lanka

Fig. 5.8: Concept Map V.4 - MATE 4

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Integrating OER in Educational Practice : Practitioner Stories

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Prin

cipl

e Ba

sed

Conc

eptu

al

Ope

n A

cces

s

Ope

n

Lice

nces

CC

By

SA N

C

Crea

tive

Com

men

ce

Lice

nses

ND

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cove

ry

Inte

grat

ion

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licat

ion

Teac

hing

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pen

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lars

hip

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otin

g

4R

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se

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sal Re

dist

ribu

ting

Rem

ix

Dig

ital L

/R

Pack

agin

g

Fact

ual

Dis

trib

utin

g

POO

L PO

ND

SPLA

SH MER

LO

T

CARE

O

Fig.

5.9

: C

once

pt m

ap V

.1-M

ATE

5

Fig.

5.9

: Con

cept

Map

V.1

- M

ATE

5

Page 123: Intergrating OER in Educational Practice: Practitioner Stories

105

The Open University of Sri Lanka

N

o Co

st

CC

BY

Ca

n Fr

eely

Use

CC

BY

- SA

Can

re –

use

, re

- mix

C

C BY

- N

D

CC

BY -

NC

Cr

eativ

e Co

mm

ons

CC

BY

– N

C - S

A

L

icen

ses

CC

BY

– N

C - N

D

F

actu

al

Lear

ning

Ope

n Ba

dges

OER

P

roce

dura

l

R

esea

rch

Sha

re th

e Kn

owle

dge

D

isco

very

T

each

ing

O

pen

P

rinc

ipal

Bas

ed

Sch

olar

ship

Inte

grati

on

Rev

isal

OD

L

In

stitutio

n

App

licati

on

Rem

ix

O

pen

Rub

rics

Teac

hing

O

pen

Re

dist

ribu

tion

S

chol

arsh

ip

P

rom

oting

4R

Re

- use

Inte

grat

e In

tegr

ate

E d u c a t i o n f o r A l l

New

M

etho

d

Trad

ition

al

Met

hod

Face

to

Face

Se

ssio

n

ICT

OER

M

ater

ials

Ope

n Li

cens

e

OER

Onl

ine

cour

se

Dev

elop

men

t

Inte

grat

e

Lear

ning

O

utco

me

Eval

uatio

n

Inte

grat

e In

tegr

ate

Acti

vity

and

as

sess

men

t Sc

enar

io b

ased

le

arni

ng

Cour

se

offer

ESP2

242

2242

Fig.

5.1

0:

Conc

ept m

ap V

.4-M

ATE

5

Fig.

5.1

0: C

once

pt M

ap V

.4 -

MAT

E 5

Page 124: Intergrating OER in Educational Practice: Practitioner Stories

106

Integrating OER in Educational Practice : Practitioner Stories

101

Asp

ect

CM- V

ersi

on 1

CM

- Ver

sion

2

CM- V

ersi

on 3

CM

-Ver

sion

4

CM

-Ver

sion

5

Key/

Foca

l Co

ncep

t O

pen

Educ

atio

nal

Reso

urce

s (O

ER)

OER

O

pen

Lear

ning

(OL)

O

pen

Educ

atio

nal

Prac

tices

(OEP

) O

EP

Key

Feat

ures

; Re

latio

nshi

ps

betw

een

key

conc

ept

and

othe

r co

ncep

ts;

Chan

ges

obse

rved

Focu

ses

only

on

OER

as

a co

ncep

t.

Wha

t are

they

?;

Why

do

we

need

?;

How

to

iden

tify?

; W

here

to fi

nd?;

H

ow c

an w

e us

e?;

How

to in

tegr

ate

in

t & l?

Mai

n fo

cus

is o

n O

ER, w

ith o

ther

re

late

d co

ncep

ts

iden

tifie

d.

OL

is s

uppo

rted

by

OER

; OL

is

poss

ible

thro

ugh

OLi

c; O

L pr

omot

es O

S; O

S al

low

s O

B; O

ER

high

light

s T/

L an

d Co

urse

de

sign

Mai

n fo

cus

chan

ged

from

OER

to “

Ope

n Le

arni

ng (O

L)”,

with

ot

her r

elat

ed

conc

epts

.

OL

is p

ossi

ble

thro

ugh

OLi

c; O

L pr

omot

es O

S; O

S al

low

s O

B; O

L is

su

ppor

ted

by O

ER;

Hig

hlig

hts

T/L

and

Cour

se d

esig

n;

whi

ch re

sults

in

OEP

; pro

mot

ing

a “S

harin

g Cu

lture

”;

Conc

erns

are

pr

esen

t.

Mai

n fo

cus

chan

ged

from

O

L to

“O

pen

Educ

atio

nal

Prac

tices

(OEP

)”, w

ith

othe

r rel

ated

con

cept

s.

OEP

is s

uppo

rted

by

OER

; O

ER e

nhan

ces

OEP

; Po

ssib

le th

roug

h O

Lic;

Pr

omot

es O

S th

at a

llow

s O

B; O

ER fo

cus

on

tech

nolo

gy a

nd p

edag

ogy;

O

ER-b

ased

T/L

and

Cou

rse

desi

gn; G

uide

d by

theo

ry;

Prom

ote

a ch

ange

in

peda

gogi

cal p

ract

ices

and

be

liefs

tow

ards

a “

shar

ing

cultu

re”;

Cha

lleng

es to

ov

erco

me.

Mai

n fo

cus

is o

n “O

pen

Educ

atio

nal P

ract

ices

(OEP

)”,

with

oth

er re

late

d co

ncep

ts.

“OER

-bas

ed e

-Lea

rnin

g” a

dded

.

OEP

is s

uppo

rted

by

OER

; thr

o.

4Rs

fram

ewor

k; O

ER e

nhan

ces

OEP

; Pos

sibl

e th

roug

h O

Lic;

Pr

omot

es O

S; s

uch

as M

OO

Cs;

that

allo

ws

OB;

OER

has

Dig

ital

Pote

ntia

l & P

edag

ogic

al

Pote

ntia

l; O

ER-b

ased

eLe

arni

ng;

requ

iring

Cou

rse

desi

gn; G

uide

d by

theo

ry; t

owar

ds a

“Sh

arin

g Cu

lture

”; c

reat

ing

Opp

ortu

nitie

s; C

halle

nges

; Co

ncer

ns

Tabl

e 5.

1 - A

Com

pari

son

of th

e D

iffer

ent V

ersi

ons

of t

he C

once

pt

Tabl

e 5.

1 - A

Com

pari

son

of th

e D

iffer

ent V

ersi

ons

of th

e Co

ncep

t Map

s

Page 125: Intergrating OER in Educational Practice: Practitioner Stories

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Integrating OER in Educational Practice : Practitioner Stories

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Integrating OER in Educational Practice : Practitioner Stories!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

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Learner

Student Interaction

Teaching Style

Use of Technology

Course design

Learning style Motivation Satisfaction

Difference from a traditional course

� Self-study

� Time-frames

Course

� Difficulty � Type

Convenience

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Fig. 6.1: Student interactions in a distance learning course, (Source - Moore, 1989)

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Integrating OER in Educational Practice : Practitioner Stories

Post Graduate Diploma in Education(PGDE)

Level 7 programme

Consists of 9 compulsory courses

ESP2204(Educational Technology)-6 credits

Mode of Course Delivery

Day Schools

Practical Sessions

Tutorial Sessions

Unit II Special Method of Technology

Unit II General Method of Technology

Learning Outcome 4

Learning Outcome 3

Learning Outcome 2

Learning Outcome 1

Open New Avenue to Online Supplementary Course

ESP2204(Educational Technology Foundation)

Content Scenario Based Learning

Learning Activities/Assessments

Quizzes

Concept Maps

Reflective Journals

Assignments

Evaluation

Continuous Assessment(CA)

2 Take home Assessments

Activity based Assignments

Final Examination

Discussion Forum

Fig. 6.2: Flow chart to show the transition of the offline course to an online course

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PART III

Commentaries

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