ready or not? oer workshops at 3 south african … · 2019. 8. 27. · university of cape town...
TRANSCRIPT
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READY OR NOT? OER WORKSHOPS AT 3 SOUTH
AFRICAN UNIVERSITIES
Cox, G.;
;
© 2018, COX, G.
This work is licensed under the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/legalcode), which permits unrestricted use, distribution, and reproduction, provided the original work is properly credited.
Cette œuvre est mise à disposition selon les termes de la licence Creative Commons
Attribution (https://creativecommons.org/licenses/by/4.0/legalcode), qui permet
l’utilisation, la distribution et la reproduction sans restriction, pourvu que le mérite de la
création originale soit adéquatement reconnu.
IDRC Grant/ Subvention du CRDI: 107311-001-Research into Open Educational Resources for
Development
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Ready or Not? OER workshops
at 3 South African Universities
By Glenda Cox and Henry Trotter
(University of Cape Town)
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GENERAL OBJECTIVE:
IMPROVE EDUCATIONAL POLICY PRACTICI and RESEARCH m developing rounmes
by better understanding the use and Impatt ufOER
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Sub-Projects 3 & 4: Academics’ adoption of OER
Prof Sanjaya Mishra &
Dr Ramesh Sharma
& Alka Singh (New Delhi, India)
4 Indian HEIsGlenda Cox
& Henry Trotter(Cape Town, South Africa)
University of Cape Town,
University of Fort Hare, UNISA
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Research into the Social and
Cultural acceptability of Open
Educational Resources (OER)
in the Global South (South
Africa)Glenda Cox
Senior Lecturer, Centre for Innovation in Learning and Teaching (CILT), University of Cape Town
Henry Trotter
Researcher, CILT
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Research question/questions
Why do people contribute or refuse to
contribute OER and what are the
conditions under which OER, contribution
and use, would be considered socially and
culturally acceptable?
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South Africa/India
comparison
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Development and data collection
Introduction to OER and Creative
Commons Workshop
6 Interviews (collaboratively developed, in
depth)
Attitudes survey
(developed by colleagues in
India)
Subject o 0 Object—>Outcome
o«T» o4}» 0
Rules Community Division of labour
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2014 2015
Today
Jan Mar May Jul Sep Nov 2015 Mar May Jul Sep Nov
Idenitfy institutions1/1/2014
Contact local co-ordinators1/8/2014
Ethical clearance UCT9/15/2014
India OER workshop10/6/2014
Banff presentation4/22/2015
1/1/2014 - 1/30/2014IdenitifyInstitutions
1/31/2014 - 4/1/2014
Communication with local coordinators
4/2/2014 - 1/30/2015Ethical clearance
1/31/2015 - 2/28/2015Wokshop planning
3/3/2015 - 3/18/2015SA workshops
3/19/2015 - 5/15/2015Transcription
5/16/2015 - 10/30/2015Analysis
10/31/2015 -12/31/2015
Report writing
Timeline
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Selecting South African
institutional partners
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South Africa
• 26 public higher education institutions
(3 new ones last year)
• Varied focus some more vocational or
technical
• 11 traditional (variable quality and
access to resources)
• Number of students: 938210 (2011)
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http://chet.org.za/files/uploads/data/CHET-Shape-of-Post-Secondary-
Sector.png
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University students
986 559Faun: 592 935
Pnvale 93 623
College students
404 849Name 326 529
Private 77 950
18 to 24-year«oldsNot in education, employment or training
2 781 185
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Selecting institutional partners
• Urban/rural
• Distance/residentia
l
• OER platform or
not
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Management styles
Organisational
cultural types
(McNay 1995)
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Policy deflnl Ion
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South African institutions
University of Cape
Town (UCT)
University of Fort Hare University of South
Africa (UNISA)
Residential Residential Distance
26 000 students 11 000 students 400 000 students
Urban Rural Dispersed
Traditional Traditional Comprehensive
Collegial Bureaucratic? Bureaucratic
UNHS/AxlfiL
llnivcrsity nf I-‘an Halrc
lug.-Itm ml no (4-
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Methodology
• Identify a local co-ordinator
• Ethical clearance
• Visit to India to observe a
workshop
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Maulana Azad National Urdu
University
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Conduct workshops and
interviews and administer
surveys.
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Expectations as insiders and outsiders
Seen and unseen
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UCT expectations and
challenges
• Open agenda since 2007
• We have an Open Access repository
(2014)and previously had an Open
Content (2010)directory.
• Anticipated poor attendance
• Insufficient incentive to attend
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University of Cape Town: Part 1
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University of Cape Town: Part 2
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University of Cape Town : WHO
Number
Students 1
Academic staff 4
Other staff* 2
Non-UCT 5
Librarians -
TOTAL 12
*Researchers/course facilitators
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South African institutions
University of Cape
Town (UCT)
University of Fort Hare University of South
Africa (UNISA)
Residential
11 000 students
Rural
Traditional
Bureaucratic?
UNHS/AxlfiL
llnivcrsity nf I-‘an Halrc
lug.-Itm ml no (4-
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Fort Hare expectations and
challenges
• No OER at Fort Hare
• Very little previous contact
• Initial conversations with local coordinator
were very encouraging
• Very poor communication due to email
system failing and power outages for up to
2 weeks!
• Climbed on the plane hoping….
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Fort Hare Day 1(9.30am)
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Fort Hare Day 1(10.30 am)
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Fort Hare
Number
Students 4
Academic staff 3
Other staff* 1
Non-UFH
Librarians 3
TOTAL 11
* Research unit manager
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South African institutions
University of Cape
Town (UCT)
University of Fort Hare University of South
Africa (UNISA)
Distance
400 000 students
Dispersed
Comprehensive
Bureaucratic
UNHS/AxlfiL
llnivcrsity nf I-‘an Halrc
lug.-Itm ml no (4-
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UNISA expectations and
challenges
• Previous contact
• Open Access drive
• Policy to encourage OER
• Bureaucratic mine field (felt from the
outside)
• Lecturers produce course materials
(materiality)
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University of South Africa
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University of South Africa
Number
Students 0
Academic staff 14
Other staff* 5
Librarians 0
TOTAL 19
*Support staff, UNISA Press, PVC office
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Attitude Survey
Print Survey Code (for each respondent)
Institution
Answer OptionsU of Cape
Town
U of Fort
HareUNISA
Response
Count
11 9 14 34
answered question 34
skipped question 0
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Attitudes Survey
0
5
10
15
20
25
Yes No
Have you used OER previously?
U of CapeTown
U of FortHare
UNISA
0
5
10
15
20
25
30
35
Yes No
Have you contributed OER previously?
U of CapeTown
U of FortHare
UNISA
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Hotel venue Round
tables
Full venue
NO devices!
Lab
space
Poor lighting
Big lab, even
on second
day felt empty
Packed
venue
Well
resourced
Nice light,
Majority
male
Mostly women
Clinical
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Who is not ready? And who are we to
decide this?
No impact where we felt we would like to
make an impact
A real challenge to unravel the
complexities of these institutions in SA
and India
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Next 7 months
Analysis of Survey data
Analysis of the Interviews
Comparison of some key findings across SA
and India
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W9”