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OPEN EDUCATIONAL
RESOURCES: SHARING
CONTENT AND KNOWLEDGE
DIFFERENTLY IS A DRIVER OF
INNOVATION IN EDUCATION
Dirk Van Damme – OECD/CERI
• Why have ICT and the internet – which profoundly changed production and distribution in so many sectors and improved productivity – not had the same impact on education so far?
• Open Educational Resources (OER) can be seen as a social innovation (not a technological one) with the potential of reforming (not revolutionising) education if they are linking to what we know about learning and to what teachers need
Starting points
• How innovative is the educational sector?
• The innovation potential of open educational resources
• How?
– Fostering pedagogies for 21st century learning
– Fostering teachers’ collaboration and professional development
– Significantly improving the quality of resources
• Some conclusions and final comments
Outline
HOW INNOVATIVE IS THE EDUCATION SECTOR?
• Oslo Manual (2005):
– “the implementation of a new or significantly improved product (good or service) or process, a new marketing method, or a new organisational method in business practices, workplace organisation or external relations.”
Innovation in education
• Applied to the educational sector:
1. new products and services, e.g. new syllabi, textbooks or educational resources
2. new processes for delivering their services, e.g. use of ICT in e-learning services,
3. new ways of organising their activities, e.g. ICT to communicate with students and parents, and
4. new marketing techniques, e.g. differential pricing of postgraduate courses.
Innovation in education
Percentage of graduates working in highly
innovative workplaces, by sector, 2005 or 2008
0
10
20
30
40
50
60
70
80
90
100
% Health Manufacturing Business activities All economy Education
Percentage of graduates working in the education
sector in highly innovative workplaces, 2005 or 2008
37.6
43.6
49.8 50.2 51.4 53.2
55.2 58.9 59.1 60.1 61.4 61.8 62.6 63.9 64.6
66.3 67.2 67.7 71.0 72.3
0
10
20
30
40
50
60
70
80%
Knowledge or methods
Percentage of graduates working in the education
sector in highly innovative workplaces, 2005 or 2008
21.8 22.3
29.2 30.9
32.7 32.9 33.8 35.5 36.4 37.3 37.6
39.1 39.3 40.5 42.0
44.2 45.9
48.4 50.3
52.3
0
10
20
30
40
50
60
70
80%
Product or service
Percentage of graduates working in the education
sector in highly innovative workplaces, 2005 or 2008
19.1
23.7 25.5
28.6 28.8 30.4
32.7 33.9 35.8 36.1 36.4 37.1 37.3
40.4 42.9 44.2 45.3 45.7
51.2 53.0
0
10
20
30
40
50
60
70
80
% Technology, tools or instruments
THE INNOVATION POTENTIAL OF OPEN
EDUCATIONAL RESOURCES
• “teaching, learning and research materials that make use of appropriate tools, such as open licensing, to permit their free re-use, continuous improvement and re-purposing by others.”
– Any type or form
– Mostly, though not exclusively, in digital format
– Allowing for re-use, revise, re-mix and re-distribute (the ‘four Rs’ of OER)
Defining OER
• The innovation potential of OER resides in their usage in a teaching and learning setting by:
– Substitution: The OER replaces a similar learning material allowing for the same functionalities.
– Augmentation: The OER constitutes an improvement in terms of previous learning materials’ efficacy.
– Modification (redesign of the learning activity): The OER enables a substantial learning activity redesign compared to the previous learning material.
– Redefinition (of the pedagogical approach): The OER allow for new forms of learning that were previously unavailable with the previous teaching and learning configuration.
(Puentedura, 2006)
OERs’ innovation potential
HOW?
1. FOSTERING PEDAGOGIES FOR 21ST CENTURY LEARNING
• In reality, most OER are used in existing educational settings
• At best, augmenting the teaching-learning process and the resources used
• But 21st century learning requires a focus on more innovative skills development and pedagogies
1. Fostering pedagogies for 21st century
learning
16
Changing skill demand
40
45
50
55
60
65
1960 1970 1980 1990 2000
Routine manual
Nonroutine manual
Routine cognitive
Nonroutine analytic
Nonroutine interactive
Source: Levy and Murnane, 2005
Me
an
ta
sk in
pu
t a
s p
erc
en
tile
s o
f t
he
19
60
ta
sk d
istr
ibu
tio
n
Economy-wide measures of routine and non-routine task input (US)
1.56
1.76
1.76
1.81
1.94
1.95
1.97
1.98
1.99
2.00
2.02
2.05
2.11
2.15
2.18
2.24
2.34
2.44
2.97
1.00 2.00 4.00
assert your authoritynegociate
knowledge of other fieldsperform under pressure
write reports or documentswork productively with others
mobilize capacities of othersuse time efficiently
make your meaning clearuse computers and internet
write and speak a foreign languagecoordinate activities
master of your own fieldanalytical thinking
present ideas in audiencealertness to opportunities
willingness to question ideasacquire new knowledge
come with news ideas/solutions
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Critical skills for innovation
Likelihood (odds ratios) of reporting the following job requirements: people in the most innovative jobs vs. least innovative jobs
Source: OECD, based on REFLEX and HEGESCO data
From what we know from learning research, teaching and learning environments and pedagogies should be:
• Learner-centred: highly focused on learning but not as an alternative to the key role for teachers
• Structured and well-designed: needs careful design and high professionalism alongside inquiry & autonomous learning
• Profoundly personalised: acutely sensitive to individual and group differences and offering tailored feedback
• Inclusive: such sensitivity to individual and group differences means they are fundamentally inclusive
• Social: learning is effective in group settings, when learners collaborate, and when there is a connection to community.
18
Redefining teaching and learning
Industrial Post-industrial
Cognitive skills Cognitive & non-cognitive skills
Discipline Character
Routine skills Non-routine skills
Curriculum centred Skills centred
Linear concepts of learning Non-linearity
‘Learning to the test’ ‘Joy of learning’
Formal education centred Continuum from formal to
informal learning
Evidence-poor teaching and learning environments
Evidence-rich teaching and learning environments
Pedagogy for selection of few Pedagogy of success of all
19
The direction of change
• Changes in teaching practices
• Changing the role of learners from passive consumers to active producers
• Fostering peer-to-peer learning
• Stimulating problem-based learning
• Enriching learning resources through collaborative production
• …
How can OER support innovative pedagogies?
HOW?
2. FOSTERING TEACHERS’ COLLABORATION AND
PROFESSIONAL DEVELOPMENT
• ICT technology and the ways to use them in a productive way in teaching and learning cited by teachers as one of the most important needs of professional development
• Professional collaboration is still the most contentious and difficult dimension of professionalism among teachers
2. Fostering teachers’ professional
development
Teachers’ need for professional development
0 10 20 30 40
Knowledge of the curriculum
Knowledge of the subject field(s)
School management and administration
Pedagogical competencies
Developing competencies for future work
Teaching cross-curricular skills
Student evaluation and assessment practice
Student career guidance and counselling
Approaches to individualised learning
Teaching in a multicultural or multilingual setting
Student behaviour and classroom management
New technologies in the workplace
ICT skills for teaching
Teaching students with special needs
France Average
Percentage of lower secondary teachers indicating they have a high level of need for professional development in the
following areas
TALIS 2013
Professional collaboration still the most
contentious aspect of professional growth
1.00
2.00
3.00
4.00
5.00
6.00
Shared vision Focus on studentlearning
Reflection De-privatisation ofpractice
Collaborativeactivities -exchange
Collaborativeactivities - teach
jointly
Me
an
fa
cto
r sco
re
Professional learning community
Belgium (Fl.)
Belgium (Fl.) profile A: 80% of teachers in Belgium (Fl.)
Belgium (Fl.) profile B: 13% of teachers in Belgium (Fl.)
Belgium (Fl.) profile C: 8% of teachers in Belgium (Fl.)
24
TALIS 2008
• Training and professional development for teachers on using OER
• Using OER in teacher training and teacher professional development
• Collaborative production of OER
• Stimulating teachers in reusing, revising, remixing and redistributing of OER
• …
How can OER support teachers’ professional
development?
HOW?
3. SIGNIFICANTLY IMPROVING THE QUALITY OF RESOURCES
• Many people see open resources as a quality challenge because of lack of trust in products from other people and the dispersed nature of the production process
• OER can provide access to high-quality resources
• Collaborative practices, feedback, adaptability should work in favour of quality, by
– Keeping resources up-to-date
– Providing adequate quality assurance mechanisms
– Aligning OER to accepted standards
3. Significantly improving the quality of
resources
• Creating communities of practice purposefully evaluating and enhancing quality of resources through user feedback, adapting and modifying resources, etc.
• Improving access to and sharing of high-quality materials
• Providing targeted search tools to high-quality materials
• Flexibly adapting resources to new environments
• Better organising procedures of peer-review and use feedback
• Refusing to be tolerant to low-quality resources
How can OER improve the quality of
resources?
SOME CONCLUSIONS AND FINAL COMMENTS
• Ultimately, the relevance of OER will consist of the way it impacts on and improves teaching and learning processes and facilitates better skills development
• Content and teaching-learning practices are not completely distinct
• OER should be able to demonstrate its intrinsic superiority over proprietary materials in its pedagogical dimension and substantive quality
• OER should move from a pioneering community of believers, or even an ideology, into professional practice
Some conclusions and final comments
• Much more research is needed on the usage of OER in teaching and learning environments and on the impact they have
– Measurement issues
– Opportunities of ‘big data’ research, learning analytics
• OER opens a window on how future societies, knowledge workers and educators will process knowledge: through sharing, collaborating, communities of practice, …
Some conclusions and final comments
Thank you !
dirk.vandamme@oecd.org www.oecd.org/edu/ceri
twitter @VanDammeEDU
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