making education more_open andy lane
TRANSCRIPT
![Page 1: Making Education more_open andy lane](https://reader035.vdocument.in/reader035/viewer/2022062418/5549e885b4c9050d488b4cd8/html5/thumbnails/1.jpg)
Making Education More Open with OER
Professor Andy Lane, Senior Fellow, SCORE
![Page 2: Making Education more_open andy lane](https://reader035.vdocument.in/reader035/viewer/2022062418/5549e885b4c9050d488b4cd8/html5/thumbnails/2.jpg)
The Opportunity
Open Educational Resources are “… digitised materials offered freely and openly for educators, students and self learners to use and reuse for teaching, learning and research. “ Giving Knowledge for Free: The Emergence of Open Educational Resources, OECD 2007
“The most promising initiative in e-learning is the concept – and the developing reality, of open educational resources.” Sir John Daniel (OU, UNESCO, Commonwealth of Learning)
“The UK must have a core of open access learning resources organised in a coherent way to support on-line and blended learning by all higher education institutions and to make it more widely available in non-HE environments.” On-line Innovation in Higher Education, Sir Ron Cooke, 2008
![Page 3: Making Education more_open andy lane](https://reader035.vdocument.in/reader035/viewer/2022062418/5549e885b4c9050d488b4cd8/html5/thumbnails/3.jpg)
The meaning of open in OER? (Geser, 2007)
![Page 4: Making Education more_open andy lane](https://reader035.vdocument.in/reader035/viewer/2022062418/5549e885b4c9050d488b4cd8/html5/thumbnails/4.jpg)
Designs
Many aspects and issues
![Page 5: Making Education more_open andy lane](https://reader035.vdocument.in/reader035/viewer/2022062418/5549e885b4c9050d488b4cd8/html5/thumbnails/5.jpg)
Why make Educational Resources open?
• A growing momentum behind OER worldwide and emergence of creative commons licences
• Consistent with the OU’s commitment to social justice and widening participation
• Helps build markets and reputation
• Bridges the divide between formal and informal learning
• A test bed for new e-learning developments and an opportunity to research and evaluate them
• A way of drawing in materials from other organisations
• Provides the basis for world-wide collaborations
![Page 6: Making Education more_open andy lane](https://reader035.vdocument.in/reader035/viewer/2022062418/5549e885b4c9050d488b4cd8/html5/thumbnails/6.jpg)
Trends in the components of educational systems
• Analogue >>>>>>> Digital• Tethered >>>>>>> Mobile• Isolated >>>>>>> Connected• Generic >>>>>>> Personal• Consumers>>>>>>> Creators• Closed >>>>>>> Open
After David Wiley
![Page 7: Making Education more_open andy lane](https://reader035.vdocument.in/reader035/viewer/2022062418/5549e885b4c9050d488b4cd8/html5/thumbnails/7.jpg)
Open communities as much as open content
http://www.independent.co.uk/life-style/gadgets-and-tech/news/munroes-map-for-social-networksrsquo-lost-souls-2111356.html
![Page 8: Making Education more_open andy lane](https://reader035.vdocument.in/reader035/viewer/2022062418/5549e885b4c9050d488b4cd8/html5/thumbnails/8.jpg)
OER are what you make of them
• OER can be:– Designed explicitly for educational use– Other content used for educational purposes
• OER can be found in:– funded institutional repositories – funded and non-funded community based initiatives – proprietary channels – websites of projects, groups and individuals
![Page 9: Making Education more_open andy lane](https://reader035.vdocument.in/reader035/viewer/2022062418/5549e885b4c9050d488b4cd8/html5/thumbnails/9.jpg)
For individuals the greater availability and accessibility of resources has been found to help them to:
• Learn new things or enrich other studies;• Share and discuss topics asynchronously or synchronously with
other learners;• Assess whether they wish to participate in (further) formal
education; • Decide which institution they want to study at;• Improve their work performance;• Create or revise OER themselves.
![Page 10: Making Education more_open andy lane](https://reader035.vdocument.in/reader035/viewer/2022062418/5549e885b4c9050d488b4cd8/html5/thumbnails/10.jpg)
For teachers, individually and collectively, OER make it possible for them to:
• Create courses more efficiently and/or effectively, particularly using rich media resources that require advanced technical and media skills;
• Investigate the ways in which others have taught their subject;• Create resources or courses in collaboration with others rather
than doing it all themselves;• Join in communities of practice which help improve their teaching
practices as they reflect on the community use of new open tools and technologies;
• Customise and adapt resources by translating or localising them.
![Page 11: Making Education more_open andy lane](https://reader035.vdocument.in/reader035/viewer/2022062418/5549e885b4c9050d488b4cd8/html5/thumbnails/11.jpg)
For educational institutions OER offers up opportunities to:
• Showcase their teaching and research programmes to wider audiences;
• Widen the pool of applicants for their courses and programmes;• Lower the lifetime costs of developing educational resources;• Collaborate with public and commercial organisations in new
ways, including educational publishers;• Extend their outreach activities
![Page 12: Making Education more_open andy lane](https://reader035.vdocument.in/reader035/viewer/2022062418/5549e885b4c9050d488b4cd8/html5/thumbnails/12.jpg)
For governments and national agencies OER offer scope to:
• Showcase their country’s educational systems;• Attract international students (to higher education at least);• Help drive changes in educational practices;• Develop educational resources in ‘minority’ languages that
commercial publishers are reluctant to do so;• Develop educational resources that reflect local cultures and
priorities;• Cooperate internationally on common resources to meet common
needs.
![Page 13: Making Education more_open andy lane](https://reader035.vdocument.in/reader035/viewer/2022062418/5549e885b4c9050d488b4cd8/html5/thumbnails/13.jpg)
Stages in open educational resources development
1. Legal: release of copyright through creative commons
2. Practical: provide access to content
3. Technical: develop an environment for open access
4. Pedagogic: understand the designs that work
5. Economic: devise a model for sustainable operation
6. Transformative: change ways of working and learning
![Page 14: Making Education more_open andy lane](https://reader035.vdocument.in/reader035/viewer/2022062418/5549e885b4c9050d488b4cd8/html5/thumbnails/14.jpg)
open educational contentopen educational contentdocuments, learning objects, datasets, multimedia, documents, learning objects, datasets, multimedia,
etc…etc…
content sharingcontent sharingtools, platforms, devices, etc …tools, platforms, devices, etc …
sensemaking: community discoursesensemaking: community discourse
Missing layers in the open educational innovation infrastructure
R&E, market intelligence: user behaviourR&E, market intelligence: user behaviour
![Page 15: Making Education more_open andy lane](https://reader035.vdocument.in/reader035/viewer/2022062418/5549e885b4c9050d488b4cd8/html5/thumbnails/15.jpg)
Bridging informal and formal learning
• Learner comes first
• Content is the hook
• Flexibility
• Mix and match
• Self pacing
![Page 16: Making Education more_open andy lane](https://reader035.vdocument.in/reader035/viewer/2022062418/5549e885b4c9050d488b4cd8/html5/thumbnails/16.jpg)
Impact on recruitment, preparation and progression
![Page 17: Making Education more_open andy lane](https://reader035.vdocument.in/reader035/viewer/2022062418/5549e885b4c9050d488b4cd8/html5/thumbnails/17.jpg)
Designing for open learning
Volunteer students• Use exercises and submit
work• Custom portfolios for skills
development• Whole courses with pay-as-
you-go, on-demand accreditation
Social learners• Extending learning into
social networks• Store and reveal the actions
of learners• Self certification using data
on user interaction
![Page 18: Making Education more_open andy lane](https://reader035.vdocument.in/reader035/viewer/2022062418/5549e885b4c9050d488b4cd8/html5/thumbnails/18.jpg)
Collaborate and cooperate
• Preparation
• Curriculum extension
• Professional development
• Narrow the digital divide
• Work based learning
• A common knowledge base
• Remote communities
![Page 19: Making Education more_open andy lane](https://reader035.vdocument.in/reader035/viewer/2022062418/5549e885b4c9050d488b4cd8/html5/thumbnails/19.jpg)
A test bed
• Different cultural settings
• Informal collaboration
• Experiments
• Uptake of new technologies
• Supporting other universities
![Page 20: Making Education more_open andy lane](https://reader035.vdocument.in/reader035/viewer/2022062418/5549e885b4c9050d488b4cd8/html5/thumbnails/20.jpg)
The Four Rs of OER and teaching and learning practices
• Reuse – Use the work verbatim, just exactly as you found it• Rework – Alter or transform the work so that it better meets your
needs• Remix – Combine the (verbatim or altered work) with other works
to better meet your needs• Redistribute – Share the verbatim work, the reworked work, or the
remixed work with others.
David Wiley, 2007
Open educational practices
![Page 21: Making Education more_open andy lane](https://reader035.vdocument.in/reader035/viewer/2022062418/5549e885b4c9050d488b4cd8/html5/thumbnails/21.jpg)
Educational materials can act as a mediating object between teachers and learners
Educational material
Teachers Learners
Open educational practices
![Page 22: Making Education more_open andy lane](https://reader035.vdocument.in/reader035/viewer/2022062418/5549e885b4c9050d488b4cd8/html5/thumbnails/22.jpg)
Teacher-content interaction
• Purpose of content• Degree of meaning/sense-making in content• Structure of content
– Learning outcomes– Assessment– Feedback
• Community involvement– Teacher - teacher– teacher - learner
Open educational practices
![Page 23: Making Education more_open andy lane](https://reader035.vdocument.in/reader035/viewer/2022062418/5549e885b4c9050d488b4cd8/html5/thumbnails/23.jpg)
Learner-content interaction
• Prior sense-making
• Level of engagement
• Testing sense-making
• Augmented sense-making
• Community involvement– Learner-learner cooperation– Learner-learner collaboration
Open educational practices
![Page 24: Making Education more_open andy lane](https://reader035.vdocument.in/reader035/viewer/2022062418/5549e885b4c9050d488b4cd8/html5/thumbnails/24.jpg)
Teacher- learner interaction
• Course designer• Expert• Guide• Facilitator• Examiner
Open educational practices
![Page 25: Making Education more_open andy lane](https://reader035.vdocument.in/reader035/viewer/2022062418/5549e885b4c9050d488b4cd8/html5/thumbnails/25.jpg)
The implications of OER for mediating teaching and learning opportunities
• Granularity– the size and inter-dependence of modules• Judging the appropriate mix between:
- Pedagogic support (built into content)
- Personal support (self reflection and guidance)
- Peer support (mutual reflection and guidance)
- Professional support (expert reflection and guidance)• The use of new social computing technologies in facilitating
support and interaction• Greater sharing of practice amongst teachers and learners