GLOBAL LEARNASIA PACIFIC 2010

MAY 17 20 PENANGMAY 17-20, PENANG

Th C lthThe Commonwealth of Learningof Learning

(COL)(COL)

L i f D l tLearning for Development

The Commonwealth of LearningThe Commonwealth of Learning

WHAT IS IT FOR?WHAT IS IT FOR?To help Commonwealth governments andTo help Commonwealth governments and institutions use various technologies to

improve and expand learning forimprove and expand learning for development

…and all over the Commonwealth!

TOWARDS SUSTAINABLE TOWARDS SUSTAINABLE OER: A PERSPECTIVE FROM

THE GLOBAL SOUTHAsha Kanwar, Vice President, Commonwealth of Learning

Asha Kanwar K. Balasubramaniam Abdurrahman Umar

PlanPlan

The ContextThe ContextWhat are OER?Does the hype match the hope?The COL experienceThe COL experienceTowards sustainabilityRole of various stakeholders

THE CONTEXT

The World Bank says:The World Bank says:

Age Participation Rates (APRs) of 40-Age Participation Rates (APRs) of 40-50% for sustainable economic developmentdevelopment

B tButAPR 10% i h f h S A i &Af iAPRs<10% in much of the S.Asia&Africa

APR ambitions:APR ambitions:

40% b 201040% by 2010

30% by 2015

15% by 2012% y

HUGE DEMAND:HUGE DEMAND:

University of Dhaka10 000 of 80 00010,000 of 80,000

Public universitiesPublic universities9,000 out of 40,000

TEACHERS NEEDED

580,000 to 706,000580,000 to 706,000

150 000 to 192 000150,000 to 192,000

370,000 t0 453,000

A country will never achieveUniversal Secondary Education if

Secondary costs more thancosts more than

TWICE as much as

P iPrimary

K ith L iKeith Lewin

The Iron Triangle

COST

ACCESS QUALITY

COST

A global perspectiveA global perspectiveA global perspective A global perspective of sharingof sharingof sharingof sharing

Interactions in learning

(Meta-analysis by Bernard et al.2009)

Student <> Content

Student <> Student

Student <> TeacherStudent <> Teacher

Interactions in learning

(Meta-analysis by Bernard et al.)

Student <> Content # 1

Student <> Student # 2

Student <> Teacher # 3Student <> Teacher # 3

WHAT ARE OER?

Whats in a name?

Open CourseWare (OCW)Open eLearning contentp gOpen digital educational contentOpen contentOpen Learning Resources (OLR)p g ( )

UNESCO 2002UNESCO, 2002

technology-enabled open provision technology-enabled, open provision of educational resources for

lt ti d d t ti b consultation, use and adaptation by a community of users for non-commercial purposes....OER include learning objects such as lecture g jmaterial....

“. . . publicly available resources that may be used for d i l Th i f i l i educational purposes. The range in types of material is

much broader … from suitability for children to college students to professionals These materials are more students to professionals. These materials are more often smaller modules rather than complete lesson plans or complete courses”plans or complete courses

wikipediawikipedia

‘educational resources (lesson plans, quizzes, syllabi, instructional modules,

simulations etc) that are freely available f d t ti d h i ’for use, reuse, adaptation and sharing.’

What are Open Education Resources (OERs)?(OERs)?

Materials that areMaterials that are Free and freely available Suitable for all levelsReusableReusableDigital

The VirtualUniversityU e s tyforSmall Statesof theof the Commonwealth

this courseware is mine to this courseware is for (open) mining1.MIT: Open Coursewarep

sharing knowledge

2 UKOU O L2. UKOU: Open Learnsharing learning

3. VUSSC: Collaborative communitysharing learning and teachingsharing learning and teaching

From teaching to learningFrom teaching to learning

Teacher-centred to learner-centricTeacher centred to learner centric Only 16% of the users of MIT OCW are

educators (Wiley 2007)educators (Wiley, 2007)

DOES THE HYPE MATCH THE HOPE?

Potential advantages of using OERsPotential advantages of using OERs

Saves time and moneySaves time and money Fosters global knowledge exchange Supports capacity development Supports capacity development Preservation & dissemination of indigenous

kno ledgeknowledge Raise the quality of education

Development of coursesDevelopment of courses

Instructional design, multimedia design, g ,editing etc.20%

80%

Academic authoring time

Development of OERDevelopment of OER

Authoring shared among participating institutions/ individuals

Mackintosh

Promise & the realityPromise & the reality

No data to support such claimsNo data to support such claimsOER movement led by the developed

worldDonor drivenDonor driven

1 lack of data? 1. lack of data?

54% of MIT OCW traffic is non-US; 54% of MIT OCW traffic is non US; 43% of the visitors are self-learners; 35% of the freshmen are aware of MIT’s OCW 35% of the freshmen are aware of MIT s OCW

before attending the university and 17% of educators using the site have re used 17% of educators using the site have re-used

the content’

2 Driven by 2. Driven by the global north?north?Africa generates generates only 0.4% of the global the global online contentcontent

MIT OCWMIT OCWRice University’s ConnexionsUKOU OpenLearnUKOU OpenLearnOpenER Netherlands OU

How many have heard of?How many have heard of?

Sakshat

Open Resources

University of Cape Town

OpenCourseware

3 D d i ?3. Donor driven?Utah State University’s Open Courseware initiative (2009)

THE COL EXPERIENCE

COL initiativesCOL initiatives

STAMP 2000 STAMP 2000+ CCNCCCNCVUSSCVUSSC

STAMP 2000+

Why no takers?Why no takers?

No commitment from TTI’sNo commitment from TTI s no clear strategy for implementation ‘not made here’ ‘not-made-here’ materials were considered too generic lack of awareness about the programme and

its benefits

Lesson 1Lesson 1

not only to develop capacity and not only to develop capacity and content but to ensure a buy-infrom local partners and to have a clear implementation strategyclear implementation strategy

Commonwealth Computer N i ’ C ifiNavigator’s Certificate

Participating institutionsParticipating institutionsIGNOU

University of the Western Cape

O P l t h i f N Z l dOpen Polytechnic of New Zealand

University of West IndiesUniversity of West Indies

Memorial University Newfoundland

Penn State University

Lesson 2Lesson 2

in spite of the strength of the in spite of the strength of the community to self-organise there was a need to put in place a governance structure that would governance structure that would steer the project and monitor

i t d progress against agreed-upon quality standardsq y

The Virtual University for Small States of the Commonwealth

The Commonwealth of Learning

PARTICIPATING COUNTRIESNAMIBIANAMIBIATRINIDAD AND TOBAGOSAMOAJAMAICASEYCHELLESSEYCHELLESLESOTHOBAHAMAS, THESWAZILANDTONGATONGATUVALUGUYANAANTIGUASIERRA LEONEST LUCIASOLOMON ISLANDSBARBADOSDOMINICAMALDIVESMAURITIUS

Lesson 3Lesson 3

a bottom up participatory a bottom-up participatory approach requires much approach requires much longer timeframes.

TOWARDS SUSTAINABILITY

SustainabilitySustainability

the ability of a project to the ability of a project to continue its operations.... [and the] project’s ongoing ability to meet its goalsmeet its goals

D Wiley, 2007

Elements of SustainabilityElements of Sustainability

Provision of resources for future growth; Provision of resources for future growth; impact on the target group building partnerships building partnerships Strategic planning accountability and transparency

Guthrie, Griffiths, Maron, 2008

Process-oriented approachProcess-oriented approach

“Is OER another pedagogical theory for Is OER another pedagogical theory for learning experts to debate? Or another techie thing for educators to play with?g f p yOpening educational resources is an action that will cause education to move to a new place”. (Breck, 2007).

1. Region Computers per Internet Users per 1000 persons 1000 persons

S th A i 22 50 46 0South Asia 22.50 46.0

Africa 38.33 42.26

EastAsia/Pacific

275.29 323.53Asia/PacificWestern Europe

548.67 651.33EuropeUSA 810.0 740.0

dividesoutdoor class (Africa) house (Malawi)

computer class (Europe) MIT Medialab (USA)56

DividesDivides

KnowledgeKnowledgeProsperityInclusion

Digital Divide GeographyRace

GenderEconomicDisability

...there is a fundamental form of f f fexercising power...exclusion from the network....the network society…. is a major source of the structuration of power relationships.

Manuel Castells,2009

Network-making powerNetwork-making power

Ability to constitute program and reprogram Ability to constitute, program and reprogram networks Ability to connect and ensure cooperationAbility to connect and ensure cooperation

The need for institutional changeThe need for institutional change

Social mobilisationSocial mobilisation Unmasking the inherent power relationships

Domestication of OER

Phases Characteristics1 Appropriation ability of every stakeholder to have access to the tools ofpp p y y

OER. This would not only include the availability ofinfrastructure, but also the social access to everystakeholder irrespective of class, gender and ethnicity

2 Localization reflects the meaning and position given to OERs vis-à-vissocial, political and cultural values.

3 Incorporation Every stakeholder should have the ability to interact withOER and use them for strengthening the educational goalsof the community.of the community.

4 Conversion The stakeholder is encouraged to look beyond thecommunity and enter into a relationship with the globalcommunity. In addition, the stakeholder is also influencingy , gthe structure and functions of OER.

GovernanceGovernance

Participatory approachParticipatory approach Decentralised organisational structures Learner centred approach Learner centred approach

Trends in the last 10 yearsygovernance(top down)

India PanAfrican

Network AVU

(top-down)

Network

VUSSC(1st phase)

empowerment(bottom up)

1st gen. 2nd gen. 3rd gen.less sustainable more sustainable

(bottom-up)

• technology first• content first • people & learning first

From ‘divide’ to ‘dividend’From divide to dividend

emphasis on people rather than on emphasis on people, rather than on technologies knowledge as a social product emerging as an knowledge as a social product emerging as an

interface of machine, individual, society learning as a process of knowledge creation learning as a process of knowledge creation

Re-defining OER/OLRRe-defining OER/OLR

The phenomenon of OER/OLR is an The phenomenon of OER/OLR is an empowerment process, facilitated by technology in which various types of gy yp fstakeholders are able to interact, collaborate, create and use materials and processes, that are freely available, for enhancing access, reducing costs and improving the quality of education and learning at all levels.

ROLE OF STAKEHOLDERS

International Organisations canInternational Organisations can

policy advocacypolicy advocacy share information to avoid duplication of

efforteffort support institutions/organisations to adopt a

process-oriented approach in OERprocess-oriented approach in OER

National Governments canNational Governments can

Develop an ICT in Education policyDevelop an ICT in Education policy Propose a vision and strategy for OERs at all

levels of educationlevels of education Recognise OER-development at par with

academic publications to reward faculty in academic publications to reward faculty in promotions

Institutions canInstitutions can

develop an ICT policy within the institutiondevelop an ICT policy within the institution elaborate a policy on copyright provide incentives for faculty members such provide incentives for faculty members such

as increments and recognition of OER-development towards promotionsdevelopment towards promotions make the development of OER a job

requirement at the time of recruitmentrequirement at the time of recruitment

COL Resources: COL Resources: Information Information Resource CentreResource Centre

Open Access DEOpen Access DEJournalsJournalsJournalsJournals

Sources forSources forSources forSources forDocuments &Documents &News SearchesNews Searches

l /il /iwww.col.org/ircwww.col.org/irc

http://opac.col.org/ZonesL/http://opac.col.org/ZonesL/

COL’s work in CopyrightCOL’s work in Copyrightpy gpy g

www.col.org/copyrightwww.col.org/copyright

Guideline on copyright Guideline on copyright py gpy glimitations & exceptionslimitations & exceptions

Copyright Law and Copyright Law and Education: AuditEducation: Audit

COL Copyright GuidelineCOL Copyright Guideline

Chapter open licensesChapter open licenses

Book publishedBook publishedpp

THANK YOUakanwar@col.org