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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
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?
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
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
• 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.