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OER IN AND AS MOOCS: IMPACT ON EDUCATORS’ PRACTICES IN AFRICAN- DEVELOPED HIGHER EDUCATION COURSES Michael Glover Laura Czerniewicz and the UCT MOOC Team Centre for Innovation in Learning & Teaching, University of Cape Town Open Education Global Conference, Banff, Canada 20 April 2015 [email protected]

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OER IN AND AS MOOCS: IMPACT ON EDUCATORS’ PRACTICES IN AFRICAN-

DEVELOPED HIGHER EDUCATION COURSES

Michael GloverLaura Czerniewicz and the UCT MOOC TeamCentre for Innovation in Learning & Teaching, University of Cape Town

Open Education Global Conference, Banff, Canada20 April 2015

[email protected]

OVERVIEW

oOrientate

oResearch question and

hypothesis

o Types of evidence

oConceptual framework

oDiscussion

CONTEXT

o CILT 18 month study of first 3 – 5 MOOCs at UCT

o One of seven case ROER4D studies on the impact of OER

ABOUT THE UCT MOOCS PROJECT

o First major MOOC initiative in Africa

o 12 MOOCS+ over 3 yearso Multi-platform approacho Intention for OER outputso Creative commons

licensed material

Medicine and the Arts: Humanising

Healthcare

What is a Mind?

RESEARCH QUESTION

How does the adoption of OER, incorporating

both creation and use, in African-developed

MOOCs impact on educators’ (primarily

creators, but may also include re-users) open

educational practices?

SPOTLIGHT THREE ASPECTS

• Adoption of Open Educational Resources

• Impact • Educators’ practices

INTERESTED IN

Observing changes in attitudes, behaviours and practices of

these educators in their post-MOOC teaching practices and

research and, where possible, whether other educators re-

use the OER and in what manner

  HYPOTHESIS

OER adoption in a MOOC format

contributes to the spread of

open educational practices

OPENNESS DEFINITION OEP defined by Beetham et al 2012

1. Opening up content to students not on campus/formally enrolled

2. Sharing and collaborating on content with other practitioners

3. Re-using content in teaching contexts

4. Using or encouraging others to use open content

5. Making knowledge publicly accessible

6. Teaching/learning in open networks

EVIDENCE

• Interviews, transcriptions• Artefacts (e.g., open policy

documents)• Notes from interviews • Learning analytics

CONCEPTUAL FRAMEWORK: CHATTools

Subject

Rules Community

Object

Division of labour

Outcome

• Use the evidence collected to create rich Activity Systems at 3 time intervals for each MOOC

• Note tensions and contradictions

• Note changes in Activity Systems

PRELIMINARY OBSERVATIONS• Hopes for MOOC emergent• Nascent grasp of OER (CC

licensing)• Variety of views on challenges of

making MOOCs and OERs• Finding CC licensed images and

source readings & alternative texts • Disparate views on: rules,

community, division of labour

PRELIMINARY OBSERVATIONS

• RE educators: Early positive response from MATA MOOC• It is up to institution, not platform to

specify the license• Re-use of MOOC materials in face to

face course• MOOC entering face to face course• Face to face students remark that

they are ‘learning a lot’ from the MOOC

REFERENCES• Beetham, H., Falconer, I., McGill, L., &

Littlejohn, A. (2012). Open Practices: a briefing paper, JISC 2012

• Engeström, Y. (2001). Expansive Learning at Work: Toward an Activity-theoretical Conceptualization. Journal of Education and Work, 14(1), pp. 133-156.

DISCUSSION