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OER AfricaUtilising Open Educational Resources in support

of curriculum transformation at Africa Nazarene University

Tony Mays

Education is the most powerful weapon which you can use to change the world.

Nelson Mandela (1918 – 2013)Nobel Laureate, 1993

Overview

Context

Theoretical framework

Methodology x2

Questions, findings, recommendations

CONTEXTUtilising OER at ANU

Context

1. OER Africa has facilitated engagement with OER in Africa since 2008

2. Currently it is engaged intensively with four institutions: OUT, UFS, UP and ANU

3. ANU has experienced increased demand for non-traditional, non-campus-based provision

4. MoU, D. study5. Duration of engagement 2013 to date6. Duration of study <2015-2016>

THEORETICAL FRAMEWORKUtilising OER at ANU

Theoretical framework

Ontology Determinist X Non-deterministEpistemology Idealist X Realist

Positivist X InterpretivistEducation paradigm Transmission Transaction X Transformation TranscendenceEducational meta-

theoriesLogical Empiricism

Critical rationalism xSystems theory XPhenomenology xHermeneutics XCritical theory x

Existentialism/African philosophy x/

Feminism/Post modernism x

Nihilism

Pedagogical choices Particular limited uses of behaviourist / associationist

theory; learning as purposeful and linked to

outcomes statements providing these are open to change; belief in connecting

ideas in increasingly complex ways – from

concrete to abstract, from known to unknown

Practice informed primarily by cognitive and social constructivist approaches seeking to work towards

consensus understandings that allow teams of people to work together towards agreed common

goals in communities of learning and practice.

While encouraging groups to work towards

consensus understandings and work plans, there is need to create some

dissonance to challenge uncritical group think; agree that technology

opens new possibilities for learning; believe learning should be

activity-based.

METHODOLOGY X2Utilsing OER at ANU

Project methodology

Study methodology• Lead participant

– Interpretivist• Ethnography

– Autoethnography» Analytic autoethnography – self, setting, others> theory

• Data sources– Documents: existing internal, existing external, created in process– Workshops: 4 + 3– FGDs: 10 + 10– IIs: 6 + 10– OER maturity analysis and planning tool x2– 5 Kenya visits and 1 SA study visit

• Analysis and review: iterative reports and chapters

QUESTIONS, FINDINGS AND RECOMMENDATIONSUtilising OER at ANU

Questions• What conditions are necessary for successfully mainstreaming the use of OER in support of

curricular and pedagogic transformation in a mixed mode higher education institution such as Africa Nazarene University?– What kinds of pedagogical transformation are envisaged at ANU and within what

timeframes are these changes expected to be introduced? How does this align with the OER community’s understanding of the transformative educational potential of OER?

– To what extent can use of OER constitute an effective catalyst in driving or supporting these envisaged pedagogical changes?

– In what ways can a focus on pedagogical transformation serve to embed effective OER practices into mainstream institutional activities and systems, rather than these practices operating parallel to the mainstream?

– What opportunities already exist within ANU that can be used to drive this kind of pedagogical transformation and how can these opportunities most effectively be harnessed?

– What policy, procedural, systemic, cultural, and logistical challenges and barriers inhibit these changes within ANU?

– What strategies need to be implemented to overcome these challenges? – What levels of institutional political support or championing are needed for changes

made to become institutionalized?

Findings

• Institutional environment for and against• IODL (cross-cutting board but isolated in practice)• Willingness to engage but issues relating to DE model

and part-timers• Business model?• OER/IPR Policy, HR Policy, QA, ICT Policy• Changing demand (competition, ICT, cost)• Move to resource-based learning: CAMS/Enaz?• Strategic leadership?

Recommendations• Strategic plan 2017+• National voice in policy and regulation• Resource- and activity-based learning with

varying levels of additional support (and cost)• Business model (market analysis, needs analysis,

differentiated programmes and budgets, development/implementation and review/teach-out, data analytics)

• Focus on quality rather than breadth

Open ecology

OERODeLOEPVision and mission

Integrated modelling

OER for Africa… and the world

OER show-cases African intellectual capital – allowing us our rightful participation as

contributors to the global knowledge economy.

“Education is a human right with immense power to transform. On its foundation rest the cornerstones of freedom, democracy and sustainable human development.”

Kofi AnanNobel Laureate, 2001

tony.mays@up.ac.zaMays, T.J. 2017. Utilising Open Educational Resources in

support of curriculum transformation at Africa Nazarene University: a participatory action research approach, Open Education Global Conference 2017, CTICC.

Johannesburg: Saide/OER Africa/UP

This work is licensed under a Creative Commons Attribution 4.0 License

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