innovative experiences of open educational resources towards academic knowledge mobilization:...

8/6/2019 Innovative experiences of Open Educational Resources towards academic knowledge mobilization: Latin-American context

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Creative Commons Attribution License

http://creativecommons.org/licenses/by/3.0/

Proceedings of OpenCourseWare Consortium Global2011: Celebrating 10 Years of OpenCourseWare

Innovative experiences of

Open Educational Resources

towards academic knowledgemobilization: Latin-American context

Vladimir BurgosLiaison Officer of Innovation and Educational Technology atthe Center for Innovation in Technology and Education in

Tecnolgico de Monterrey (ITESM).

Project manager of OCW Tecnolgico de Monterrey

& temoa.info (Knowledge Hub OER Index)


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2

The creation and transference of

knowledge is one of the strategies of wealthand prosperity most promising and

challenging in the emergence of aknowledge-based society

We need to go beyond knowledge sharing and disseminationof OER towards open educational practices (OEP).


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Frame of reference

Open Educational Resources (OER)3

OER are teaching, learning and research resourcesthat reside in the public domain or have been released

under an intellectual property license that permits theirfree useor re-purposing by others. Open educational

resources include full courses, course materials, modules,textbooks, streaming videos, tests, software, and any other

tools, materials or techniques used to support access toknowledge

Atkins, D; Brown, J; Hammond, A (2007). Report to The W illiam and Flora Hewlett Foundation (February2007); pp.4, http://www.hewlett.org/oer

Smith, Marshall S.; Casserly, Catherine M. (2006). The Promise of Open Educational Resources; Change:The Magazine of Higher Learning; Sep-Oct 2006; 38(5); p. 8 (EJ772126)


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Frame of reference

Open Educational Practices (OEP)4

Open Educational Practices (OEP) are a set ofactivities around instructional design and implementation

of events and processes intended to support learning.They also include the creation, use and repurposing of

Open Educational Resources (OER) and their adaptation tothe contextual setting. They are documented in a portable

format and made openly available

The OPAL Report 2011 Beyond OER: Shifting Focus to Open Educational Practices, The "Open

Educational Quality Initiative", retrieved at 23 February, 2011 from http://oer-quality.org/


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To move forward in the creation and sharing of knowledgerepresented as open educational resources (OER), it isimportant to recognize and properly document the use and thetype of knowledge being generated in educational institutions(i.e. courses, articles, lectures, documentation, research, etc).

Open educational practices (OEP) may help us to makeevident the use we are giving to OER, this through thedocumentation of teaching methodologies and strategies,

learning activities, study cases and any other forms ofpresenting evidences of use of OER through the socializationof educational experiences.

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Knowledge value6

The objective has to be the discovery, instrumentationand operationalization of a sustainable cycle of virtuousvalue creation, as a side effect of the capitalization of theflow of information and knowledge in the activitiesproduced by the most valuable asset of the organization

(human capital).

OER


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Comunnities of practice (CoP)7

To succeed towards a knowledge-based economy,organizations including educational institutions needto recognize their knowledge assets and facilitate adissemination process through active localcommunities.


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Barriers of academic knowledge mobilization

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According to OPAL (2011) in its report Beyond OER: Shifting Focus to

Open Educational Practices there are five relevant barriers that need to beaddressed to ease the task to individuals to use OER:

1. Lack of institutional support;

2. Lack of technological tools;3. Lack of skills and time of users;

4. Lack of quality or fitness of OER;

5. Personal issues (lack of trust and time).

The report argues for building confidence in the use of OER to enhancetheir actual usage as well as the creation of open learning frameworks totransform the way we see education nowadays.

The OPAL Report 2011 Beyond OER: Shifting Focus to Open Educational Practices, The "Open

Educational Quality Initiative", retrieved at 23 February, 2011 from http://oer-quality.org/


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Study case: academic knowledge mobilization

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The case that is presented refers to a Mexican

university, the Tecnolgico de Monterrey(www.itesm.edu) that has been working since 2007on several open educational projects.

The Tecnolgico de Monterrey is a private, non-profitacademic institution founded at the year of 1943 andcomposed of 31 campuses across Mexico.

Since 1989 it has been a pioneer in distance

education, and with more of 20 years of experiencethrough its Virtual University, it currently reaches 29countries and offers undergraduate, postgraduate,continuing education, and social programs completelyonline.


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Academic knowledge mobilization10

The biggest challenge we face is to foster the value of use of

existing knowledge in the process of sharing, assimilation andapplication of focused knowledge to specific needs throughlocal communities of practice.

INTERNET Infomediary---------------

Catalog ofOER

Government

Industry

NGO

Communities

People

Academy

Sharing Selection Dissemination Mobilization

University


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Towards academic knowledge mobilization11

The idea with open educational practices (OEP) is to identify(document) the activities of how educators are using OER intheir daily practice for teaching or research, as for example forreuse, revision, remixing, redistribution and production of newOER to promote innovative pedagogical techniques and

strategies to empower learners on their lifelong learning path.


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OpenCourseWarehttp://ocw.itesm.mx/

Knowledge Hub

temoa.info

Sharing Selection & Dissemination Mobilization

OCW Consortiumwww.ocwconsortium.org

[a]

[b]

[c]

OER content lists

Anthologies (course)http://www.temoa.info/node/45210

[d2]

OER content repositoryhttp://catedra.ruv.itesm.mx

[d1]

OER eBook

Educational methodologies

[d3]

[d4]

Case studies

OER content repositoryhttp://catedra.ruv.itesm.mx//handle/987654321/87

OER for basic education K-12

http://khubk12.blogspot.com

[d7]

OER Communities of Practice

Inter-institutional researchprojects & training of facultywww.cudi.edu.mx

[d6]

OER content lists

Topics (learning activities)http://www.temoa.info/node/33487

[d5]

OER Catalog


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Sharing of knowledge (publication)http://ocw.itesm.mx/

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Selection & Dissemination of knowledgewww.temoa.info

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Criteria to select and evaluate OER

Resources are public and inclusive (full content)

Free (no charges or fees)

Permanent publication (lifelong)

Without subscriptions or further obligations for users

Resources in the public domain or released under an intellectualproperty license (we evaluate a formal declaration of intellectualproperty and respect to authorship of the resources; for exampleCreative Commons (CC) licenses or customized licenses).

D t d f l ti t i ti


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Documented process of selection, categorization

and communication of OER16

INTERNETIdentification, Searching, Filtering,

Selection, Documentation

Metadata harvesting

process

Potential reuse, diffusion,sharing discovery and

evaluation.

Socialize and share

Common metadata Ease adoption Remixing OER to build

new knowledge One single window of

discovery of OER

Webpages

Repositories

Manual (human)

Semiautomatic(technology/human)


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Mobilization of knowledge

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OER Content Playlists to promote and facilitate remixing of corecomponents of courses share new ideas for teaching by creating newtopics and course subjects with OER from the catalog

Index subjects

Create newcontent: Course Topic Activity

Examples of playlists:

1. OER as textbook alternatives

(anthologies of resources)2. OER as reusable resource3. OER as learner generated/

modified content


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Legal terms ofuse

Subscribe to RSSfeeds

Share with friendsand colleaguesthrough socialnetworks

Course:

Introduction to Physics- Mechanicshttp://www.temoa.info/node/38310

Topics

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http://www.temoa.info/node/38310http://www.temoa.info/node/38310


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Syllabus (Educational context) Learning objectives Subject general Basic information Teacher information Institutional information

Instructional metadata Basic information

OER from several contentproviders

Authorship Educational level

Student information Lecture hours

Teacher information Instructor's academic profile Recommended academic

experience Evaluation policy

Institutional information Course type Type of academic term

Course identifier

Bibliographic references for OER

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How to cite theOER from theplaylist

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The community may review andrate the course

The board represents a [Topic]

The student represents an

[Activity]

The World represents an

[OER]

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The community may discuss ordebate about the course

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M bili ti f k l d


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Mobilization of knowledgehttp://tinyurl.com/bookREA

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Adoption of OER in a graduate course for the master degree ofeducation: Research for the improvement of educational practices

www.lulu.com

As a result, 30 study cases were documented through a methodologicalresearch process on the subject of adoption of the OER in learning activities,in several knowledge disciplines and educational levels.

M bili ti f k l d


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Mobilization of knowledgehttp://catedra.ruv.itesm.mx/

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OER content repository

M bili ti f k l d


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Mobilization of knowledgewww.ruv.itesm.mx/convenio/catedra/

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Integration of OER Communities of Practice

Networking with research groups

Inter-institutional research projects & training of faculty

www.cudi.edu.mx


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Lessons learned and recommendations26

A good educational practice is to promote among theacademic community a culture of prosumers that,

according its definition, is about people whom producesomething (product/ service) for their own consumption.

Support and recognize the relevance of OER initiatives atthe institutional level (involvement of decision makersand staff).

Promote a new culture and educational practice toacquire the skills required to exploit fully the use of OER, forexample, digital literacy and information literacy.


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Lessons learned and conclusion27

Promote a community-based system of open sharing ofeducational best practices, with the intention of facilitatingthe effective reuse of OER and learning of significantexperiences in the use of OER in teaching and learningactivities.

Clarify and define licensing schemes and mechanismsfor the protection of copyright and intellectual property tofoster openness of OER, and to foster its use and

ownership of OER.


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Based on:28

Burgos, J.V, and Ramrez, M.S. (2011). Innovative experiences of Open Educational Resources towardsacademic knowledge mobilization: Latin-American context. In Proceedings of OpenCourseWare Consortium

Global 2011: Celebrating 10 Years of OpenCourseWare. Cambridge, MA. USA

[email protected]

[email protected]

Vladimir BurgosLiaison Officer of Innovation and Educational Technology atthe Center for Innovation in Technology and Education inTecnolgico de Monterrey (ITESM).

Project manager of OCW Tecnolgico de Monterrey

& temoa.info (Knowledge Hub OER Index)

Marisol RamrezFull time Professor at the Graduate School of Education (EGE),

and Principal of the Research Group of Investigation of Innovationin Technology and education in Tecnolgico de Monterrey

(ITESM)
mailto:[email protected]:[email protected]:[email protected]:[email protected]


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