Making Education More Open with OER

Professor Andy Lane, Senior Fellow, SCORE

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

The meaning of open in OER? (Geser, 2007)

Designs

Many aspects and issues

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

Trends in the components of educational systems

• Analogue >>>>>>> Digital• Tethered >>>>>>> Mobile• Isolated >>>>>>> Connected• Generic >>>>>>> Personal• Consumers>>>>>>> Creators• Closed >>>>>>> Open

After David Wiley

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

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

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.

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.

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

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.

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

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

Bridging informal and formal learning

• Learner comes first

• Content is the hook

• Flexibility

• Mix and match

• Self pacing

Impact on recruitment, preparation and progression

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

Collaborate and cooperate

• Preparation

• Curriculum extension

• Professional development

• Narrow the digital divide

• Work based learning

• A common knowledge base

• Remote communities

A test bed

• Different cultural settings

• Informal collaboration

• Experiments

• Uptake of new technologies

• Supporting other universities

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

Educational materials can act as a mediating object between teachers and learners

Educational material

Teachers Learners

Open educational practices

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

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

Teacher- learner interaction

• Course designer• Expert• Guide• Facilitator• Examiner

Open educational practices

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