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Proceedings of OpenCourseWare Consortium Global

2011: Celebrating 10 Years of OpenCourseWare

Innovative experiences of

Open Educational Resources

towards academic knowledge

mobilization: Latin-American context

Vladimir BurgosLiaison Officer of Innovation and Educational Technology at

the Center for Innovation in Technology and Education in

Tecnológico de Monterrey (ITESM).

Project manager of OCW Tecnológico de Monterrey

& temoa.info (Knowledge Hub OER Index)

2

“The creation and transference of

knowledge is one of the strategies of wealth

and prosperity most promising and

challenging in the emergence of a

knowledge-based society”

We need to go beyond knowledge sharing and dissemination

of OER towards open educational practices (OEP).

Frame of reference

Open Educational Resources (OER)

3

“OER are teaching, learning and research resources

that reside in the public domain or have been released

under an intellectual property license that permits their

free use or 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 to

knowledge“

Atkins, D; Brown, J; Hammond, A (2007). Report to The William and Flora Hewlett Foundation (February

2007); 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)

Frame of reference

Open Educational Practices (OEP)

4

“Open Educational Practices (OEP) are a set of

activities 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 to

the 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/

To move forward in the creation and sharing of knowledge

represented as open educational resources (OER), it is

important to recognize and properly document the use and the

type of knowledge being generated in educational institutions

(i.e. courses, articles, lectures, documentation, research, etc).

Open educational practices (OEP) may help us to make

evident the use we are giving to OER, this through the

documentation of teaching methodologies and strategies,

learning activities, study cases and any other forms of

presenting evidences of use of OER through the socialization

of educational experiences.

5

Knowledge value

6

The objective has to be the discovery, instrumentation

and operationalization of a sustainable cycle of virtuous

value creation, as a side effect of the capitalization of the

flow of information and knowledge in the activities

produced by the most valuable asset of the organization

(human capital).

OER

Comunnities of practice (CoP)

7

To succeed towards a knowledge-based economy,

organizations including educational institutions need

to recognize their knowledge assets and facilitate a dissemination process through active local

communities.

Barriers of academic knowledge mobilization

8

According to OPAL (2011) in its report “Beyond OER: Shifting Focus to Open Educational Practices” there are five relevant barriers that need to be addressed 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 enhance their actual usage as well as the creation of open learning frameworks to transform 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/

Study case: academic knowledge mobilization

9

The case that is presented refers to a Mexican university, the Tecnológico de Monterrey

(www.itesm.edu) that has been working since 2007 on several open educational projects.

The Tecnológico de Monterrey is a private, non-profit academic institution founded at the year of 1943 and composed of 31 campuses across Mexico.

Since 1989 it has been a pioneer in distance education, and with more of 20 years of experience through its Virtual University, it currently reaches 29 countries and offers undergraduate, postgraduate, continuing education, and social programs completely online.

Academic knowledge mobilization

10

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

existing knowledge in the process of sharing, assimilation and

application of focused knowledge to specific needs through

local communities of practice.

INTERNET

Infomediary

---------------

Catalog of

OER

Government

Industry

NGO

Communities

People

Academy

Sharing Selection Dissemination Mobilization

University

Towards academic knowledge mobilization

11

The idea with open educational practices (OEP) is to identify

(document) the activities of how educators are using OER in

their daily practice for teaching or research, as for example for

reuse, revision, remixing, redistribution and production of new

OER to promote innovative pedagogical techniques and

strategies to empower learners on their lifelong learning path.

12

OpenCourseWarehttp://ocw.itesm.mx/

Knowledge Hubtemoa.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 research

projects & training of facultywww.cudi.edu.mx

[d6]

OER content lists

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

[d5]

OER Catalog

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

13

Selection & Dissemination of knowledge

www.temoa.info

14

15

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 intellectual

property license (we evaluate a formal declaration of intellectual

property and respect to authorship of the resources; for example

Creative Commons (CC) licenses or customized licenses).

Documented process of selection, categorization

and communication of OER

16

INTERNET

Identification, 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)

Mobilization of knowledge

17

OER Content Playlists to promote and facilitate remixing of core

components of courses… share new ideas for teaching by creating new

topics and course subjects with OER from the catalog

Index subjects

Create new

content:

• Course

• Topic

• Activity

Examples of playlists:

1. OER as textbook alternatives

(anthologies of resources)

2. OER as reusable resource

3. OER as learner generated/

modified content

Legal terms of

use

Subscribe to RSS

feeds

Share with friends

and colleagues

through social

networks

Course:

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

Topics

18

Syllabus (Educational context)• Learning objectives

• Subject general

• Basic information

• Teacher information

• Institutional information

Instructional metadata• Basic information

• OER from several content

providers

• 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

19

How to cite the

OER from the

playlist

20

The community may review and

rate the course

The “board” represents a [Topic]

The “student” represents an

[Activity]

The “World” represents an

[OER]

21

The community may discuss or

debate about the course

22

Mobilization of knowledge

http://tinyurl.com/bookREA

23

Adoption of OER in a graduate course for the master degree of

education: “Research for the improvement of educational practices”

www.lulu.com

As a result, 30 study cases were documented through a methodological

research process on the subject of adoption of the OER in learning activities,

in several knowledge disciplines and educational levels.

Mobilization of knowledge

http://catedra.ruv.itesm.mx/

24

OER content repository

Mobilization of knowledge

www.ruv.itesm.mx/convenio/catedra/

25

Integration of OER Communities of Practice

Networking with research groups

Inter-institutional research projects & training of faculty

www.cudi.edu.mx

Lessons learned and recommendations

26

A good educational practice is to promote among the

academic community a culture of “prosumers” that,

according its definition, is about people whom produce

something (product/ service) for their own consumption.

Support and recognize the relevance of OER initiatives at

the institutional level (involvement of decision makers

and staff).

Promote a new culture and educational practice to

acquire the skills required to exploit fully the use of OER, for

example, digital literacy and information literacy.

Lessons learned and conclusion

27

Promote a community-based system of open sharing of

educational best practices, with the intention of facilitating

the effective reuse of OER and learning of significant

experiences in the use of OER in teaching and learning

activities.

Clarify and define licensing schemes and mechanisms

for the protection of copyright and intellectual property to

foster openness of OER, and to foster its use and

ownership of OER.

Based on:

28

Burgos, J.V, and Ramírez, M.S. (2011). Innovative experiences of Open Educational Resources towards academic knowledge mobilization: Latin-American context. In Proceedings of OpenCourseWare Consortium Global 2011: Celebrating 10 Years of OpenCourseWare. Cambridge, MA. USA

Thanks!

vburgos@itesm.mx

solramirez@itesm.mx

Vladimir BurgosLiaison Officer of Innovation and Educational Technology at the Center for Innovation in Technology and Education in Tecnológico de Monterrey (ITESM).

Project manager of OCW Tecnológico de Monterrey

& temoa.info (Knowledge Hub OER Index)

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

and Principal of the Research Group of Investigation of Innovation

in Technology and education in Tecnológico de Monterrey

(ITESM)

29

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