ICZM:Open Education & OER; Tour d’horizon and how to start

• Joost Groot Kormelink

Introduction

• This presentation is meant as input for a further debate around open educational resources (OER) and open education (OE)

• Please see memorandum for definitions• In this presentation we will first give a quick tour

d’horizon regarding OER and OE (i.e. MOOC’s): what is happening in the word?

• Then we will have a closer look at what it means to start with OER and Open education from an institutional perspective

Open education is a fascinating topic!

ContentPart A: Tour d’horizon1a. What is happening in the world when it comes to open education and OER?1b. What are some of the main motives for institutes to start with OER and open education

Part B: starting with OER and OE2. Starting with OER: considerations3. Stating with Open education: considerations4. The other way round: integrate external OE and OER in your own courses

Tour d’ Horizon1a.

Opening up in EducationIn education we have seen the rise of parallel open

or ‘opening’ movements around:• Learning and teaching: open educational

resources and open delivery models (from OCW to OER, Open Textbooks, and lately, MOOCs)

• Research: open access (OA) to research publications (shaking up traditional publishing models and also driving emergence of open peer review models)

• Data: open access to government and research data (OD).

Parallel Open Movements

Open!!!

Data

Education

Research

What do we mean with open? Some notions:

• Free• Shared• Choices• Ability to adapt• Cost effective• Ability to tailor & build

your own• Creative Commons• Freedom of info and

use

• Quality assurance• Varied availability by

disciplines• Available to anybody• Digital• Often multimedia• Accessibility

CC-BY Brandon Muramatsu: http://www.slideshare.net/bmuramatsu/oex

‘Opening up Education’

OER

Open experiments

Open Textbooks

MOOCs

OpenCourseWare

Open education and OER has many faces:

Different ingredientsOER• Individual assets as web

lectures, presentations, book chapters, etc.

OCW ingredients• OCW = OER organized as a

course (with learning objectives, quizzes and almost all course materials)

MOOC ingredients• Complete course • Videos• Assignments, exams• Certificates/recognition• Feedback / Interaction

• Discussion Forum• Feedback movies• Community moderatorsMOOCs

OCW

OER

Since 2013 MOOC’s have become a hype

• MOOC stands for Massive Open Online Course• Over > 100 courses starting now every month• In the next slide some of the well known platforms

What the press is saying:New York Times

26/1/2013

www.coursera.org/

Examples of MOOC platforms

www.edx.org

https://www.futurelearn.com/

https://www.canvas.net/

And many more (often with a national or regional focus)

For example:

EdRaak: (Arabic world)

Miríada X (Spain/Latin America)

• see: www.class-central.com/providers for overview

But also in the field of OER and OCW a lot of booming developments

INTERACTIVE SIMULATIONS

FOR SCIENCE AND MATHhttps

://phet.colorado.edu/

Open textbooks

Educational videos

Khan Academy includes video library with over 9,000 videos in various topic areas as well as

exercise software

Khan Academy is very famousKhan Academy includes a video library with over 9,000 videos in various topic areas as well as exercise software

OER and OE More and more mainstream

Over 260 institutions and organizations worldwide support open sharing in education as member of the Open Education Consortium

http://www.oeconsortium.org/

16

Example of universities in Africa working together to develop high quality OER in the field of health:

The African Health OER Network: http://www.oerafrica.org/healthoer

Motives1b.

The opposite of open is “broken”

CC-BY Cable Green: http://www.slideshare.net/cgreen/the-obviousness-of-open-policy-2011

We can and have to share and educate as never before

‘ The value of knowledge increases when it is shared

with others!’

Why do universities start with OE or OER?

Motives can be different

• Reputation & Visibility• Improved quality: openness leads to higher quality• Outreach task of an university• Ambition to be part of a worldwide movement• Forerunner digital education • Educational experiments and innovation• Specific Funding (government, alumni, donors) • Spin-off research projects (informing the broader public) • Preparation freshman (study choice)• Research: and more to more to collect data from participants

Government perspective:

Total Number of Students Participating in Higher Education Worldwide: http://www.oecd.org/edu/Education-at-a-Glance-2014.pdf

‘ We need one new university every day’

• OER and OE are a way to meet increasing demand for HE (see figures below)

• How can higher education systems be developed to provide access, affordability, participation, and quality lifelong learning for all? OE as answer?

but there are also quite a few challenges • Not all education is suited for online offering• Finding the right materials is not easy as teacher. Also the local relevance

is often far from optimal. Quality of materials is very different • Certification/grading/exams of open education is still problematic

(cheating is easy) • Cultural differences/ educational traditions may also reduce the

possibilities for re-use• Access to computers & Internet is still a big issue in developing countries • Changing role of teachers requires new skills• Exams committee are often reluctant to approve courses that are not

developed in-house• Didactics need rethinking • Not all courses suited for mobile learning (telephones) which students

often prefer (or as only option)• Expectations and readiness of our students………………………….

Starting with Open Educational Resaources

2.

If an organisation wants to start with OER, a number of issues have to be adressed

A. Vision/ambition: what do we want OER as what is our target group?Strategic collaboration with other institutes? Political support?

B. Content selection (how to organize the process)?C. Technical infrastructure (repository/content management

system) and recording facilitiesD. Workflow/ Organisation (OER bureau) including Licencing

(dealing with copyrights)E. Support and recognition teachersF. Costs

In the next slides this will be elucidated

A. Vision/AmbitionPotential reasons for develop OER can be as we have seenA. Moral /idealistic duty (as public university)B. Unique knowledgeC. Act as forerunner (in your country)D. Be part of a worldwide movementE. Attracting new studentsF. Allowing more self study (own students)G. Visibility and reputationH. ‘Freemium’ model: offering something for free that attracts

clients for paid services

For example: TU Delft offers MOOCs also to attract students on-campus for paid online follow-up courses

A. Why OER and MOOCs (continued)

I. Efficiency reasons (for example cheap textbooks for studentsJ. Research (data from participants)

For strategic and efficiency reasons cooperation with strategic partners is important to take into consideration (not only content but also facilities and support)

b. Selection of content: processThere are many options/criteria for organizing this process

• Bottom-up or top-down process or combination• Rewards for teachers (including prizes etc.)• Do the materials have to allow for self –study?• Only selected fields (relevance, enhancing

repuation)• Potential copyright problems • Establishment of an Editorial board needed?• Invidual courses or only set of courses

Content: potential criteria • Leave it to pioneers (high quality)• Focus on key areas • External funding available• Editorial board• Electives, need for life long learning• Back-up for alumni (update knowledge)• Pilots

Key: rewards teachers

C. Facilities: a content management system is required

And also recording facilities

• Screen caster

• Professional studio

• Recordings in Classroom

d. Issues to be handled (support side)

• Metadata: at which level (course of for each individual resource)?• Marketing; how can people find us?• Repository or content management system. Can we use the library

for that?• Templates (do we want a common look and feel?)• Do we want to be part of a regional or worldwide community (and

become members of such consortia)?• Recording facilities (see net slides)?

Typically these issues are handled by an OER-bureau (see next slide)

c. OER bureau Basic tasks• Organisation (OER bureau) typically requires expertise form

library (repository, metadata, copyright and marketing• Responsible for publishing materials (repository), maintaining

website (portal),• Templates, licenses and copyright issues. • Addressing questions from teachers• Accountable to management • Search strategies for finding OER• Typically needed: around 0.8 to 1.2 fte (mostly 2 persons)

ContentLay-out

CooperateIdentity

Author rights Upload content Metadata

Staff member OER bureau

Peer review Adjustments

Faculty/department

A few additional remarks about licensing for open education

• With licensing we indicate whether it is allowed (or not) to share re-use and remix the educational resources

• Most used licence world wide is creative commons• Creative commons (CC) has 6 options, depending on

to what extent you want to allow re-use and re-mix. • For these licences: see next slide • TU Delft policy: CC 4.0 unless otherwise stated• Difficult: you often cannot use/publish all resources

because of copyright.

CC-licences

Ad E and F: Recognition and costs for publishing OER

• Recognition of teachers is key (dispensation other tasks, prizes, best practices, etc.)

• Rough estimate: 40 hrs for a teacher for a complete course (meaning OpenCourseWare) and 40 hours support staff

Starting with Open Education3.

Open education

•As indicated MOOCs are the flavor of the month

• But what does it take to develop such courses?

Image CC-BY-NC Gordon Lockhart:http://gbl55.wordpress.com/2011/03/08/cck11-man-this-mooc-is-something-else/

Needed for development of MOOCs in addition to OER

• Passionate teachers during recordings and webinars camera)

• Reflection on institutional priorities (what does it bring us, selection process)

• Dedicated support team for teachers (recording, instructional designers, marketers, beta-testers, technical support

• Didactics: Online/open education is different from on-campus. See presentation about online education)

• More professional recording facilities for short videos (7-10 minutes)

• Publication platform: for example an existing platform (negotiate fee) or an open platforms under own umbrella (like, for example MOOCIT)

Costs

• Very rough calculation: For a new MOOC you will need about 800 hrs. work in total of which 50% by the teacher

Re-use of external materials in own courses

4.

The other way round: Reuse of materials from others

Many high quality materials are available but finding the right materials for the local context

can be difficult.

Some kind of search strategy is needed

Example: Phyton courses• Suppose we want to support students in learning Python. Are these courses then relevant? • www.edx.org/course/intro

duction-python-data-science-microsoft-dat208x-0

• https://www.edx.org/course/learn-program-using-python-utarlingtonx-cse1309x

Or this one?

• https://www.edx.org/course/engineering-building-nature-delftx-bwn101x

Key reading

Recommended Key reading

• A Basic Guide to Open Educational Resources (OER) http://unesdoc.unesco.org/images/0021/002158/215804e.pdf