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Introduction to Open Educational Resources 2012
This document provides an introduction to open educational resources (OER). It discusses how OER differ from traditional closed educational resources by being openly licensed and freely available online. Examples of early OER projects like MIT OpenCourseWare and the Khan Academy are presented. The benefits of OER for collaboration between institutions and adaptation of content to different contexts are explored. Challenges in implementing OER initiatives and shifting academic practices are also examined based on the presenter's research.
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Introduction to Open Educational Resources 2012
- 1. Introduction to OpenEducational Resources (OER) Michael Paskevicius March 29, 2012 Presentation to: EDN6099F: ICT in Education - Issues & Debates
- 2. Introduction • Originally fromCanada; came to Southern Africa via Namibia where I did an internship for the Commonwealth of Learning 2005-2008 • Began my coursework on the ICTs in Education course in 2009 . Completed dissertation on how open educational resources might be useful for social outreach in 2011 • Educational technologist in the Centre for Educational Technology working on UCT OpenContent and OpenUCT • Research interests include learning and educational analytics, metadata for online resources, knowledge management, mobile learning, social media in education and open scholarship.
- 3. Question • How manyof us have shared some form of media online? • How many of us have put some form of educational media online? • Do you consider how the content you share online is licensed for use by others? • How many have heard the term open educational resources?
- 4. Part 1 CONTRASTING OPENAND CLOSED ONLINE RESOURCES
- 5. The origins ofOER: MIT OpenCourseWare
- 6. Open CourseWare: OpenUniversity
- 7.
- 8. Open Video: TheKhan Academy
- 9. Mostly closed video:YouTube
- 10. YouTube recently launcheda Creative Commons option
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- 13. © Cancels thePossibilities Of digital media and the internet Internet Copyright Enables Forbids What to do? Wiley, D. (2012) Openness and the Future. ETS Future of Assessment Conference. Presentation available: http://www.slideshare.net/opencontent/openness-and-the-future-of-assessment
- 14. Part 2 OPEN EDUCATIONALRESOURCES
- 15. Open Educational Resources OpenContent / Open educational resources (OER) / Open Courseware are educational materials which are discoverable online and openly licensed that can be: Shared freely and openly to … redistribute be… Shared and share again. Redistributed Used … used by … adapt / repurpose/ anyone to … improve under some Improved type of license in order to …
- 16. OER include CreativeCommons licenses which allow for reuse
- 17. Open educational resourcespart of the “Open Movement” Open Data Open Source Software Open Society Open Access The Open Movement Open Science Open Educational Resources Open Licences
- 18. Towards open educationalpractices…
- 19. …sharing beyond theclassroom Traditional sharing of Sharing educational teaching materials resources as OER Additional considerations: • Clearing of copyright issues • Formatting for web and accessibility for reuse • Addition of metadata • Publishing in repository or referatory Educator Creates Learning activity or resource Publishes as OER on web Shares Available to other with students faculties, students and and other institutions. faculty Other educators can now discover and reuse. Adapted from Conole, G., McAndrew, P. & Dimitriadis, Y., 2010
- 20. Example of OERdevelopment Original diagram in a PhD thesis … Improved and adapted for the Portuguese context … Translated into Greek … Adapted and translated to Spanish … Adapted at the University of Cape Town
- 21. Findings from myown research Ambiguity around the terms of use when working with digital educational materials Need for more explicit understanding of copyright Opportunity to use open licenses such as Creative Commons Systems needed to make digital educational materials discoverable to teachers Need for metadata to describe resources Importance of curation of digital materials Challenge of collaborative authoring Open educational practices may improve collaboration with other institutions Opportunity for institutions to collaborate and share educational content
- 22. Aggregating content: OERCommons
- 23. Collecting OER inAfrica: OER Africa
- 24. OER from UCT:OpenContent
- 25. What we havelearned implementing UCT OpenContent • Sharing OER requires more than simply a facility for sharing • Requires change in academic practices • Academics generally want to get involved (sharing knowledge is second nature) • Shift question from: – ‘why should I share my educational content?’ to – ‘how can I stay in control of the process of my educational content being shared?’ (Butcher, 2010) Butcher, N (2010) Open Educational Resources and Higher Education. http://oerworkshop.weebly.com/documents‐and‐papers.html
- 26. Part 3 BEYOND OER:OPEN EDUCATION
- 27. Massive Open OnlineCourses (MOOCs)
- 28. MITx: MIT’s latestopen education project
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- 30. Part 4 WHY GOOPEN? WHAT ARE THE POSSIBILITIES?
- 31. CHED Computer LiteracyGuides • IEEE UCT chapter use the openly licensed CHED computer literacy materials to support training in a computer lab donated to a high school http://www.ebe.uct.ac.za/usr/ebe/staff/april2010.pdf
- 32. Creative Commons LicensingScreencast • Creative Commons licensing video is translated into Czechoslovakian, French, Italian and Spanish on YouTube http://www.youtube.com/watch?v=-pvoie4ydSw
- 33. Studying at University:A guide for first year students • Used by Venda University and the University of the Western Cape with new students • Stellenbosch University uses some of the illustrations • The guide has been accessed over 3800 times via the directory and over 600 physical printed guides have been sold!
- 34. OpenContent becomes aJournal Article • Materials published as OER on OpenContent selected for publishing in the Journal of Occupational Therapy of Galicia, an open access journal for occupational therapists in the Spanish speaking world http://blogs.uct.ac.za/blog/oer-uct/2010/12/06/sharing-knowledge-leads-to-opportunities
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- 36. Closing note: "When youlearn transparently (and openly) you become a teacher“ Siemens, 2010 Siemens, G. & Matheos, K. (2010). Open Social Learning in Higher Education: An African Context. VI International Seminar of the UNESCO chair in e-learning; open social learning. Available online: http://www.youtube.com/watch?v=Oexie4cwpf8
- 37. Prepared by: MichaelPaskevicius Contact me: mike.vicious@gmail.com OpenContent Directory: http://opencontent.uct.ac.za OER UCT project blog: http://blogs.uct.ac.za/blog/oer-uct Follow us: http://twitter.com/openuct Follow me: http://twitter.com/mpaskevi Presentations: http://www.slideshare.net/mpaskevi This work is licensed under the Creative Commons Attribution-Share Alike 2.5 South Africa License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/2.5/za/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
Editor's Notes
- #16 The key aspect of an OER is that it is both discoverable online – so that people can find it AND openly licensed - so that people can legally make use of it. OER includes texts, different forms of media, ideas, as well as documented teaching strategies/techniques or practices. Advocates of openness would suggest that the value in OER is in its potential to support learning in many ways and in many contexts.
- #18 So open educational resources are part of a larger open movement, which harnesses the affordances provided by the internet, and aims to increase access to information. Open access to research, open availability of data, open science for global collaboration, open source software are all part of this movement.
- #19 A growing body of online content is now available under Creative Commons which means teachers anywhere in the world can discover, adapt, mix it with other resources, improve it and use it for teaching their students. Open educational resources are materials which can be discovered online by teachers, and legally downloaded and used for teaching. This is because of the open license, typically Creative Commons, which enables the creators of content to designate it for reuse. Open educational practices (OEP) is defined as use of openly licensed OER and online resources to raise the quality of education and training and innovate educational practices on institutional, professional and individual level (Conole, 2011)Conole, G. (2011). Towards Open Educational Practices. e4innovation Blog posted Friday, January 7th, 2011. Accessed online: http://e4innovation.com/?p=406
- #20 So what is meant to happen is a cycle of teaching material evermore being improved and shared. Plus it is all legal under the terms of the open license.
- #21 Image 1: http://www.flickr.com/photos/courosa/2922421696/ Image 2: http://veja.abril.com.br/imagem/professorantenado.jpgImage 3: http://www.flickr.com/photos/stylianosm/3706684606/Image 4: http://www.flickr.com/photos/langwitches/3460307056/
- #22 A growing body of online content is now available under Creative Commons which means teachers anywhere in the world can discover, adapt, mix it with other resources, improve it and use it for teaching their students. Open educational resources are materials which can be discovered online by teachers, and legally downloaded and used for teaching. This is because of the open license, typically Creative Commons, which enables the creators of content to designate it for reuse. Open educational practices (OEP) is defined as use of openly licensed OER and online resources to raise the quality of education and training and innovate educational practices on institutional, professional and individual level (Conole, 2011)Conole, G. (2011). Towards Open Educational Practices. e4innovation Blog posted Friday, January 7th, 2011. Accessed online: http://e4innovation.com/?p=406
- #26 Sharing OER requires more than simply a facility for sharing – there are plenty of options for people wanting to share these days. It seems more important to focus on a change in academic practices, to ensure academics know the risks of sharing, use content they have the rights to share, and maximize exposure – if that is what they desire. Shift question from ‘why should I share my educational content?’ to ‘how can I stay in control of the process of my educational content being shared?’ (Butcher, 2010)
- #32 The first example is of the IEEE chapter using our CHED computer literacy guides for lab training. Students from the chapter actually wrote to us asking for permission to use the guides. We were able to say “yes absolutely!” they are freely available on our website and the Creative Commons license provides the terms for reuse.
- #33 Next we have a screencast which was created to help people apply the creative commons to offline works. The video was well received and has since been translated into Czechoslovakian, French, Italian and Spanish.
- #34 Of course the A guide for first year students, which was a resounding success and has been used by the University of Venda and the University of the Western Cape to help new students acclimate to the university environment.
- #35 One of our greatest stories of reuse was that or Matumo Ramafekeng, whose materials which were published as OER on OpenContent, were selected for publishing in the Journal of Occupational Therapy of Galicia, an open access journal for occupational therapists in the Spanish speaking world
- #37 So often we are apprehensive about sharing our works in progress, our thoughts, our notes, our ideas. Technology today provides us many opportunities to share the process of our learning, rather than just the final product. We can share our reflections and ideas on blogs, our thoughts on Twitter or Facebook, and people can instantly comment and contribute to our own ideas. This goes for teaching materials as well, which are sometimes imperfect or not highly refined. In sharing digital media, we may become teachers to someone who is interested in our work. As they follow our thought process, connect to our ideas and references, they may benefit tremendously from us openly sharing the process of our own learning.