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Sub-theme 3: Content
Cheryl Hodgkinson-WilliamsCentre for Innovation in Learning & Teaching (CILT)
University of Cape Town (UCT)
www.slideshare.com/cilt_UCT
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Degrees of ease: Adoption of OER, Open Textbooks and MOOCs in the Global South
Cheryl Hodgkinson-WilliamsOER Asia 2nd Regional Symposium
Penang, Malaysia24-27 June 2014
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Key challenges facing education in the Global South
Growing numbers of students in the education sector
http://commons.wikimedia.org/wiki/File%3APCoE_students_at_AICTE_Regional_Office_in_Mumbai.jpg
Increasing financial pressure being exerted on education institutions
Increasing demand for the provision of quality education
Limited and/or expensive teaching and learning resources, including textbooks
Employability of graduates
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Key enablers of change
• Internet connectivity• Alternative licencing systems• Emerging open practices in
many areas (open source software, open access journals, open data, social media, open education declarations as well as “less legal” practices such as sharing music)
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2000 - 2007 2008 2009 2010 2011 2012 2013 2014
Open education
Online distance learning
Open education resources
Open content
Connectivist MOOC
(cMOOCs)
iTunes U, Khan Academy
Open source software
Learning management
systems
MIT – Open Courseware Consortium
Open University - OpenLearn
Stanford xMOOCs
Udacity
Coursera
MITx edX
FutureLearn
NovoEd
OpenUp Ed
Open to StudyOpen
Universities Australia
Directly related An influence
Learning objects Open Textbooks
Adapted by Hodgkinson-Williams 2014 from UNESCO 2013
Cape Town OE Declaration
Paris OER Declaration
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Learning Objects
“Raw” Data Media Elements
Audio
Text
Illustration
Animation
Simulation
Objective
Adapted by Hodgkinson-Williams & Carstens 2014 from Hodgins originally repurposed with permission: W.Hodgins ©1992 Learnativity
A learning object can be described as a collection of content items, practice items and
assessment items that are combined based on a single learning objective.
The term “learning objects” is credited to Wayne Hodgins when he created a working
group in 1994 bearing the name, although the concept was first described by Gerard as far
back as 1967.
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Learning object example: A graphic
Hodgkinson-Williams & Brown 2014 https://vula.uct.ac.za/x/KWvsvP
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Learning Objects
Open Educational Resources
“Raw” Data Media Elements
Information Objects
Application Objects(Learning Objects)
Audio
Text
Illustration
Animation
Simulation
Procedure
Principle
Concept
Process
Fact
Overview
Summary
Objective
Procedure
Principle
Concept
Process
Fact
Overview
Summary
Objective
Adapted by Hodgkinson-Williams & Carstens 2014 from Hodgins originally repurposed with permission: W.Hodgins ©1992 Learnativity
Open Content
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Open content / OER example:A presentation
Cox & Hodgkinson-Williams 2014 https://vula.uct.ac.za/x/ZIw1tw
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Learning Objects
Open Educational Resources
Open textbooks
“Raw” Data Media Elements
Information Objects
Application Objects(Learning Objects)
Aggregate Assemblies (Lessons, Chapters,
etc.)
Audio
Text
Illustration
Animation
Simulation
Procedure
Principle
Concept
Process
Fact
Overview
Summary
Objective
Procedure
Principle
Concept
Process
Fact
Overview
Summary
Objective
Adapted by Hodgkinson-Williams & Carstens 2014 from Hodgins originally repurposed with permission: W.Hodgins ©1992 Learnativity
Open Content
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Open textbook example: A chapter
Hodgkinson-Williams 2014 https://docs.google.com/document/d/1leRfNgnz0ywAsG6hWqU7uSoKs8g8FeEBaoRhiFSa308/edit?usp=sharing
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Learning Objects
Open Educational Resources
Open textbooks
MOOCs
“Raw” Data Media Elements
Information Objects
Application Objects(Learning Objects)
Aggregate Assemblies (Lessons, Chapters,
etc.)
Collections (Courses, etc.)
Audio
Text
Illustration
Animation
Simulation
Procedure
Principle
Concept
Process
Fact
Overview
Summary
Objective
Procedure
Principle
Concept
Process
Fact
Overview
Summary
Objective
Adapted by Hodgkinson-Williams & Carstens 2014 from Hodgins originally repurposed with permission: W.Hodgins ©1992 Learnativity
Open Content
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MOOC example: An online course (planned)
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Cycle of Open Education?
• Can we think more broadly of a cycle of Open Education – including the spectrum of open materials and practices?
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OER cycle: Example 1
http://wikieducator.org/OER_Handbook/educator/Introduction/Why_OER%3F
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OER cycle: Example 2
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See p 99-100 in the
Proceedings
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10C Open Education Cycle
Conceptualise
Create
LoCate
CertifyCirculate
Combine
Customise
Curate
Copy
Critique
Creation cycle
Adaptation cycleCheryl Hodgkinson-Williams 2014
ideal
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10C Open Education Cycle
Conceptualise
Creation cycle
Cheryl Hodgkinson-Williams 2014
The conceptualization phase includes the curriculum
planning of what exactly is needed for whom and an
awareness of Open Education before a decision is made to create, copy, customise or combine materials and/or
tuitionAdaptation cycle
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10C Open Education Cycle
Conceptualise
Create
Creation cycle
Cheryl Hodgkinson-Williams 2014
The creation phase refers to the development of original materials
and/or tuition by the author or institution either as a “self-use” of
existing materials or “born open” OER, i.e. developed with the view of being
shared freely and openly.
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10C Open Education Cycle
Conceptualise
Create Curate
Creation cycle
Cheryl Hodgkinson-Williams 2014
The curation step refers to the preservation or storage of the materials
and/or tuition that includes sufficient descriptive information (i.e. metadata)
and appropriate open licensing (e.g. Creative Commons)
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10C Open Education Cycle
Conceptualise
Create CirculateCurate
Creation cycle
Cheryl Hodgkinson-Williams 2014
The circulation step refers to the hosting of these on a publicly accessible platform with appropriate open
licensing and metadata
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10C Open Education Cycle
Conceptualise
Create
LoCate
CirculateCurate
Adaptation cycleCheryl Hodgkinson-Williams 2014
The slightly artificially
coined “loCate” step refers to the ease of finding and
discovering OE materials
and/or tuition
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10C Open Education Cycle
Conceptualise
Create
LoCate
CertifyCirculate
Customise
Curate
Adaptation cycleCheryl Hodgkinson-Williams 2014
idealThe customise step refers to the localising or adapting of the materials and/or tuition
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10C Open Education Cycle
Conceptualise
Create
LoCate
CertifyCirculate
Combine
Customise
Curate
Adaptation cycleCheryl Hodgkinson-Williams 2014
idealThe combine step refers to the decomposing, re-mixing and re-assembling of materials
and/or tuition in accordance with the open licence that the original author or institution
selected
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10C Open Education Cycle
Conceptualise
Create
LoCate
Re-circulate
Combine
Customise
Re-curate
Copy
Critique
Creation cycle
Adaptation cycleCheryl Hodgkinson-Williams 2014
ideal
Whether the materials have been customised or combined with other materials, ideally they need to be “Re-curated” and “Re-circulated” to fulfil the “Share-
Alike” licence and/or make the derivative work easy to find in order to re-use, re-customise and/or re-combine
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10C Open Education Cycle
Conceptualise
Create
LoCate
CertifyCirculate
Combine
Customise
Curate
Copy
Adaptation cycleCheryl Hodgkinson-Williams 2014
ideal
The copy step allows for Open Education materials and/or tuition to be used in an
unaltered manner
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Re-circulateRe-curate
10C Open Education Cycle
Conceptualise
Create
LoCate
CertifyCirculate
Combine
Customise
Curate
Copy
Critique
Creation cycle
Adaptation cycleCheryl Hodgkinson-Williams 2014
ideal
The “certify” step refers to activities around how to accredit Open Education and has been used to prompt thinking
about the possible consequences for the use and/or completion of original and/or re-worked Open Education
materials and/or tuition
USE
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Re-circulateRe-curate
10C Open Education Cycle
Conceptualise
Create
LoCate
CertifyCirculate
Combine
Customise
Curate
Copy
Critique
Creation cycle
Adaptation cycleCheryl Hodgkinson-Williams 2014
idealAn evaluative critique
step, (also slightly artificially named so that
this forms a relatively easy 10C heuristic of a
suggested Open Education cycle) prompts monitoring, research and reflection on the entire Open Education cycle
USE
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Re-circulateRe-curate
10C Open Education Cycle
Conceptualise
Create
LoCate
CertifyCirculate
Combine
Customise
Curate
Copy
Critique
Creation cycle
Adaptation cycleCheryl Hodgkinson-Williams 2014
ideal
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Factors and degrees of ease influencing the OE Cycle
TECHNICAL FACTORS LEGAL FACTORS
CULT
URAL
FACT
ORS
PEDAGOGICAL FACTORS
FINANCIAL FACTORS
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Degree of ease of OE processCopy CreateCustomise Combine
Curate Re-curate
Circulate Re-circulate
EasyDifficult
TECHNICAL
LEGAL
CULTURAL
PEDAGOGICAL
FINANCIAL
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TECHNICAL factorsInteroperability & Formats
Closed Open
Technical skills & resources
Little or no competence
Competent
Few resources Well-resourced
No or limited affordable connectivity
Inexpensive connectivity
Availability & discoverability
Personal storage Public repository
Opaque Clear
Assessmentmechanisms & learning analytics
Lecturer supportDifficult to capture
Self- or peer review
supportEasy to
capture
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TECHNICAL factors influencing the degree of ease of adoption at each stage of the OE cycle
ConceptualiseCreate Interoperability & Formats Closed Open
Technical skillsTechnical resources
Little or no competenceFew resources
CompetentWell-resourced
CurateCirculate
Availability Personal storage Public repository
LoCateCopy
Availability & discoverability Opaque Clear
Customise Interoperability & Formats Closed Open
Technical skillsTechnical resources
Little or no competenceFew resources
CompetentWell-resourced
Combine Interoperability & Formats Closed Open
Certify Assessment mechanisms Lecturer support Self- or peer review support
Critique Learning analytics Difficult to capture Easy to capture
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TECHNICAL factors involved in degree of ease in adopting a learning object
TECHNICAL profile:
Interoperability & Formats• Developed in MSPowerPointTechnical skills & resources• Fairly basic graphic skills• Access to MSPowerPointAvailability & discoverability• Saved on institutional LMS• Licence captured in LMS• Version not easy to establishAssessmentmechanisms & learning analytics• No usage data
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TECHNICAL factors influencing the degree of ease of adoption at each stage of this learning object
ConceptualiseCreate Interoperability & Formats Closed Open
Technical skillsTechnical resources
Little or no competenceFew resources
CompetentWell-resourced
CurateCirculate
Availability Personal storage Public repository
LoCateCopy
Availability & discoverability Opaque Clear
Customise Interoperability & Formats Closed Open
Technical skillsTechnical resources
Little or no competenceFew resources
CompetentWell-resourced
Combine Interoperability & Formats Closed Open
Certify
Critique
Degree of easeDegree of difficulty
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LEGAL factorsOpen licensing knowledge
Uninformed Well-informed
Open licensing advice
No legal advice available
Legal advice available &
supportive of open licensing
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Degrees of openness
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LEGAL factors influencing the degree of ease of adoption at each stage of the OE cycle
ConceptualiseCreate Open licensing knowledge Most restrictive Most
accommodatingOpen licensing advice No legal advice available Legal advice
availableCurateCirculateLoCateCopy
Open licensingMost restrictive Most
accommodating
CustomiseCombine
Open licensing knowledge Most restrictive Most accommodating
Open licensing advice No legal advice available Legal advice available
Certify
Critique
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LEGAL factors involved in degree of ease in adopting an OER
LEGAL profile:
Open Licencing knowledge• Knowledge of use of third party
text and images• Knowledge (and skill) of re-
drawing third images• Knowledge of Creative Commons
licencing and when to select which licence
Special legal advice• Not required in this instance
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Legal factors influencing the degree of ease of adoption at each stage of this OER
ConceptualiseCreate Open licensing knowledge Most restrictive Most
accommodatingOpen licensing advice No legal advice available Legal advice
availableCurateCirculateLoCateCopy
Open licensingMost restrictive Most
accommodating
CustomiseCombine
Open licensing knowledge Most restrictive Most accommodating
Open licensing advice No legal advice available Legal advice available
Certify
Critique
Degree of ease
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Cultural factorsKnowledge Homogenous Diverse
Curriculum Institutionalised Autonomous
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CULTURAL factors influencing the degree of ease of adoption at each stage of the OE cycle
ConceptualiseCreate
Knowledge Homogenous Diverse
Curriculum Institutionalised Autonomous
Curate
Circulate
LoCateCopyCustomiseCombineCertifyCritique
Knowledge Homogenous Diverse
Curriculum Institutionalised Autonomous
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CULTURAL factors influencing the degree of ease in adopting anOpen Textbook
CULTURAL profile:
Knowledge• Knowledge of philosophical
assumptions about what constitutes valuable knowledge in Research Design – particularly differentiation between positivist, interpretivist, post-modernist and critical realist perspectives
Curriculum• Knowledge of expectations of what a
particular institution might require to be covered in a Research Design Course
• No certification or formal evaluation of use
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CULTURAL factors influencing the degree of ease of adoption at each stage of this Open Textbook
ConceptualiseCreate
Knowledge Homogenous Diverse
Curriculum Institutionalised Autonomous
Curate
Circulate
LoCateCopyCustomiseCombine
Knowledge Homogenous Diverse
Curriculum Institutionalised Autonomous
CertifyCritique
Curriculum Institutionalised Autonomous
Degree of easeDegree of difficulty
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PEDAGOGICAL factorsType of engagement
F2F Fully online
Pedagogic strategy
Didactic Experiential
Learning response
Responding Acting
Assessment strategy
Formal Informal
Certification mechanisms
Certification / qualification
Badging
Evaluation strategy
Formal evidence Informal evidence
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PEDAGOGICAL factors influencing the degree of ease of adoption at each state of the OE cycle
Conceptualise
Type of engagementPedagogic strategyLearning responseAssessment strategy
F2FDidacticPassiveFormal
OnlineExperiential
ActiveInformalCreate
CurateCirculateLoCateCopyCustomiseCombine
Type of engagementPedagogic strategyLearning responseAssessment strategy
F2FDidacticPassiveFormal
OnlineExperiential
ActiveInformal
Certify Assessment strategyAccreditation mechanisms
Formal Informal
Critique Evaluation strategy Formal evidence Informal evidence
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PEDAGOGICAL factors influencing the degree of ease in adopting an hybrid online course – as an OER
PEDAGOGICAL profile:
Type of engagement• HybridPedagogic strategy• Didactic, collaborative & experientialLearning response• Responding, collaborating, actingAssessment strategy• Peer-review and Formal grading after 2
rounds of formative feedbackCertification mechanisms• Credit in a degreeEvaluation• Class evaluation
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PEDAGOGICAL factors influencing the degree of ease of adoption at each stage of this open
online courseConceptualise
Type of engagementPedagogic strategyLearning responseAssessment strategy
F2FDidacticPassiveFormal
OnlineExperiential
ActiveInformalCreate
CurateCirculateLoCateCopyCustomiseCombine
Type of engagementPedagogic strategyLearning responseAssessment strategy
F2FDidacticPassiveFormal
OnlineExperiential
ActiveInformal
Certify Assessment strategyAccreditation mechanisms
Formal Informal
Critique Evaluation strategy Formal evidence Informal evidence
Degree of easeDegree of difficulty
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FINANCIAL factorsCost to user Least affordable Most
affordableCharged Small charge Subscription
feeContribution
in kindUser
registrationFree
Cost to creator/s
Inexpensive Very expensive
Cost to institution
Inexpensive Very expensive
Cost to reviser/s Inexpensive Very expensive
Cost to re-combiner/s
Inexpensive Very expensive
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FINANCIAL factors influencing the degree of ease of adoption at each stage of the OE cycle
Conceptualise
Cost to creator/s Inexpensive Very expensive
Create Cost to creator/s Inexpensive Very expensive
Curate Cost to institution Inexpensive Very expensive
Circulate Cost to institution Inexpensive Very expensive
LoCate Cost to users Affordable Very expensive
Copy Cost to users Affordable Very expensive
Customise Cost to re-creators Inexpensive Very expensive
Combine Cost to re-combiners Inexpensive Very expensive
Certify Cost to users Inexpensive Very expensive
Critique Cost to creator, institution Inexpensive Very expensive
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FINANCIAL factors influencing the degree of ease in adopting this course as a MOOC
FINANCIAL profile:
Cost to creator• Time to conceptualise & createCost to user• Opportunity costCost to institution• Fees to MOOC platform providerCost to reviser• InexpensiveCost to combiner• Relatively expensive as pedagogic work
probably quite considerable
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FINANCIAL factors influencing the degree of ease of adoption at each stage of this planned MOOC
Conceptualise
Cost to creator/s Inexpensive Very expensive
Create Cost to creator/s Inexpensive Very expensive
Curate Cost to institution Inexpensive Very expensive
Circulate Cost to institution Inexpensive Very expensive
LoCate Cost to users Affordable Very expensive
Copy Cost to users Affordable Very expensive
Customise Cost to re-creators Inexpensive Very expensive
Combine Cost to re-combiners Inexpensive Very expensive
Certify Cost to users Inexpensive Very expensive
Critique Cost to creator, institution Inexpensive Very expensive
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TECHNICAL FACTORS
CULT
URAL
FACT
ORS
PEDAGOGICAL FACTORS
FINANCIAL FACTORS
LEGAL FACTORS
Cheryl Hodgkinson-Williams 2014
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This work is licensed under a Creative Commons Attribution 4.0 International License.
Written by Cheryl [email protected] in
2014 Graphics by Rondine Carstens & Cheryl
Thanks to Tess Cartmill, Sukaina Walji, Henry Trotter, Thomas King and Mthunzi Nxawe for
comments on the draft version
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This work is licensed under a Creative Commons Attribution 4.0 International License.
Contact author: [email protected]
Follow on Twitter: http://twitter.com/cherylhw
Presentations: www.slideshare.com/cilt_uct