Degrees of ease: Adoption of OER, Open Textbooks and MOOCs in the Global South

Sub-theme 3: Content

Cheryl Hodgkinson-WilliamsCentre for Innovation in Learning & Teaching (CILT)

University of Cape Town (UCT)

www.slideshare.com/cilt_UCT

Cheryl Hodgkinson-WilliamsOER Asia 2nd Regional Symposium

Penang, Malaysia24-27 June 2014

Key challenges facing education in the Global South

Growing numbers of students in the education sector

http://commons.wikimedia.org/wiki/File%3APCoE_students_at_AICTE_Regional_Office_in_Mumbai.jpg

Increasing financial pressure being exerted on education institutions

Increasing demand for the provision of quality education

Limited and/or expensive teaching and learning resources, including textbooks

Employability of graduates

Key enablers of change

• Internet connectivity• Alternative licencing systems• Emerging open practices in

many areas (open source software, open access journals, open data, social media, open education declarations as well as “less legal” practices such as sharing music)

2000 - 2007 2008 2009 2010 2011 2012 2013 2014

Open education

Online distance learning

Open education resources

Open content

Connectivist MOOC

(cMOOCs)

iTunes U, Khan Academy

Open source software

Learning management

systems

MIT – Open Courseware Consortium

Open University - OpenLearn

Stanford xMOOCs

Udacity

Coursera

MITx edX

FutureLearn

NovoEd

OpenUp Ed

Open to StudyOpen

Universities Australia

Directly related An influence

Learning objects Open Textbooks

Adapted by Hodgkinson-Williams 2014 from UNESCO 2013

Cape Town OE Declaration

Paris OER Declaration

Learning Objects

“Raw” Data Media Elements

Illustration

Animation

Simulation

Objective

A learning object can be described as a collection of content items, practice items and

assessment items that are combined based on a single learning objective.

The term “learning objects” is credited to Wayne Hodgins when he created a working

group in 1994 bearing the name, although the concept was first described by Gerard as far

back as 1967.

Learning object example: A graphic

Hodgkinson-Williams & Brown 2014 https://vula.uct.ac.za/x/KWvsvP

Learning Objects

Open Educational Resources

Information Objects

Application Objects(Learning Objects)

Illustration

Animation

Simulation

Procedure

Principle

Concept

Process

Overview

Summary

Objective

Procedure

Principle

Concept

Process

Overview

Summary

Objective

Open Content

Open content / OER example:A presentation

Cox & Hodgkinson-Williams 2014 https://vula.uct.ac.za/x/ZIw1tw

Learning Objects

Open textbooks

Information Objects

Aggregate Assemblies (Lessons, Chapters,

Illustration

Animation

Simulation

Procedure

Principle

Concept

Process

Overview

Summary

Objective

Procedure

Principle

Concept

Process

Overview

Summary

Objective

Open Content

Open textbook example: A chapter

Hodgkinson-Williams 2014 https://docs.google.com/document/d/1leRfNgnz0ywAsG6hWqU7uSoKs8g8FeEBaoRhiFSa308/edit?usp=sharing

Learning Objects

Open textbooks

Information Objects

Aggregate Assemblies (Lessons, Chapters,

Collections (Courses, etc.)

Illustration

Animation

Simulation

Procedure

Principle

Concept

Process

Overview

Summary

Objective

Procedure

Principle

Concept

Process

Overview

Summary

Objective

Open Content

MOOC example: An online course (planned)

Cycle of Open Education?

• Can we think more broadly of a cycle of Open Education – including the spectrum of open materials and practices?

OER cycle: Example 1

http://wikieducator.org/OER_Handbook/educator/Introduction/Why_OER%3F

OER cycle: Example 2

See p 99-100 in the

Proceedings

10C Open Education Cycle

Conceptualise

Create

LoCate

CertifyCirculate

Combine

Customise

Curate

Critique

Creation cycle

Adaptation cycleCheryl Hodgkinson-Williams 2014

Conceptualise

Creation cycle

Cheryl Hodgkinson-Williams 2014

The conceptualization phase includes the curriculum

planning of what exactly is needed for whom and an

awareness of Open Education before a decision is made to create, copy, customise or combine materials and/or

tuitionAdaptation cycle

Conceptualise

Create

Creation cycle

The creation phase refers to the development of original materials

and/or tuition by the author or institution either as a “self-use” of

existing materials or “born open” OER, i.e. developed with the view of being

shared freely and openly.

Conceptualise

Create Curate

Creation cycle

The curation step refers to the preservation or storage of the materials

and/or tuition that includes sufficient descriptive information (i.e. metadata)

and appropriate open licensing (e.g. Creative Commons)

Conceptualise

Create CirculateCurate

Creation cycle

The circulation step refers to the hosting of these on a publicly accessible platform with appropriate open

licensing and metadata

Conceptualise

Create

LoCate

CirculateCurate

The slightly artificially

coined “loCate” step refers to the ease of finding and

discovering OE materials

and/or tuition

Conceptualise

Create

LoCate

CertifyCirculate

Customise

Curate

idealThe customise step refers to the localising or adapting of the materials and/or tuition

Conceptualise

Create

LoCate

CertifyCirculate

Combine

Customise

Curate

idealThe combine step refers to the decomposing, re-mixing and re-assembling of materials

and/or tuition in accordance with the open licence that the original author or institution

selected

Conceptualise

Create

LoCate

Re-circulate

Combine

Customise

Re-curate

Critique

Creation cycle

Whether the materials have been customised or combined with other materials, ideally they need to be “Re-curated” and “Re-circulated” to fulfil the “Share-

Alike” licence and/or make the derivative work easy to find in order to re-use, re-customise and/or re-combine

Conceptualise

Create

LoCate

CertifyCirculate

Combine

Customise

Curate

The copy step allows for Open Education materials and/or tuition to be used in an

unaltered manner

Re-circulateRe-curate

Conceptualise

Create

LoCate

CertifyCirculate

Combine

Customise

Curate

Critique

Creation cycle

The “certify” step refers to activities around how to accredit Open Education and has been used to prompt thinking

about the possible consequences for the use and/or completion of original and/or re-worked Open Education

materials and/or tuition

Conceptualise

Create

LoCate

CertifyCirculate

Combine

Customise

Curate

Critique

Creation cycle

idealAn evaluative critique

step, (also slightly artificially named so that

this forms a relatively easy 10C heuristic of a

suggested Open Education cycle) prompts monitoring, research and reflection on the entire Open Education cycle

Conceptualise

Create

LoCate

CertifyCirculate

Combine

Customise

Curate

Critique

Creation cycle

Factors and degrees of ease influencing the OE Cycle

TECHNICAL FACTORS LEGAL FACTORS

PEDAGOGICAL FACTORS

FINANCIAL FACTORS

Degree of ease of OE processCopy CreateCustomise Combine

Curate Re-curate

Circulate Re-circulate

EasyDifficult

TECHNICAL

CULTURAL

PEDAGOGICAL

FINANCIAL

TECHNICAL factorsInteroperability & Formats

Closed Open

Technical skills & resources

Little or no competence

Competent

Few resources Well-resourced

No or limited affordable connectivity

Inexpensive connectivity

Availability & discoverability

Personal storage Public repository

Opaque Clear

Assessmentmechanisms & learning analytics

Lecturer supportDifficult to capture

Self- or peer review

supportEasy to

capture

TECHNICAL factors influencing the degree of ease of adoption at each stage of the OE cycle

ConceptualiseCreate Interoperability & Formats Closed Open

Technical skillsTechnical resources

Little or no competenceFew resources

CompetentWell-resourced

CurateCirculate

Availability Personal storage Public repository

LoCateCopy

Availability & discoverability Opaque Clear

Customise Interoperability & Formats Closed Open

Combine Interoperability & Formats Closed Open

Certify Assessment mechanisms Lecturer support Self- or peer review support

Critique Learning analytics Difficult to capture Easy to capture

TECHNICAL factors involved in degree of ease in adopting a learning object

TECHNICAL profile:

Interoperability & Formats• Developed in MSPowerPointTechnical skills & resources• Fairly basic graphic skills• Access to MSPowerPointAvailability & discoverability• Saved on institutional LMS• Licence captured in LMS• Version not easy to establishAssessmentmechanisms & learning analytics• No usage data

TECHNICAL factors influencing the degree of ease of adoption at each stage of this learning object

ConceptualiseCreate Interoperability & Formats Closed Open

CurateCirculate

Availability Personal storage Public repository

LoCateCopy

Availability & discoverability Opaque Clear

Customise Interoperability & Formats Closed Open

Combine Interoperability & Formats Closed Open

Certify

Critique

Degree of easeDegree of difficulty

LEGAL factorsOpen licensing knowledge

Uninformed Well-informed

Open licensing advice

No legal advice available

Legal advice available &

supportive of open licensing

Degrees of openness

LEGAL factors influencing the degree of ease of adoption at each stage of the OE cycle

ConceptualiseCreate Open licensing knowledge Most restrictive Most

accommodatingOpen licensing advice No legal advice available Legal advice

availableCurateCirculateLoCateCopy

Open licensingMost restrictive Most

accommodating

CustomiseCombine

Open licensing knowledge Most restrictive Most accommodating

Open licensing advice No legal advice available Legal advice available

Certify

Critique

LEGAL factors involved in degree of ease in adopting an OER

LEGAL profile:

Open Licencing knowledge• Knowledge of use of third party

text and images• Knowledge (and skill) of re-

drawing third images• Knowledge of Creative Commons

licencing and when to select which licence

Special legal advice• Not required in this instance

Legal factors influencing the degree of ease of adoption at each stage of this OER

ConceptualiseCreate Open licensing knowledge Most restrictive Most

accommodatingOpen licensing advice No legal advice available Legal advice

availableCurateCirculateLoCateCopy

Open licensingMost restrictive Most

accommodating

CustomiseCombine

Open licensing knowledge Most restrictive Most accommodating

Open licensing advice No legal advice available Legal advice available

Certify

Critique

Degree of ease

Cultural factorsKnowledge Homogenous Diverse

Curriculum Institutionalised Autonomous

CULTURAL factors influencing the degree of ease of adoption at each stage of the OE cycle

ConceptualiseCreate

Knowledge Homogenous Diverse

Curate

Circulate

LoCateCopyCustomiseCombineCertifyCritique

CULTURAL factors influencing the degree of ease in adopting anOpen Textbook

CULTURAL profile:

Knowledge• Knowledge of philosophical

assumptions about what constitutes valuable knowledge in Research Design – particularly differentiation between positivist, interpretivist, post-modernist and critical realist perspectives

Curriculum• Knowledge of expectations of what a

particular institution might require to be covered in a Research Design Course

• No certification or formal evaluation of use

CULTURAL factors influencing the degree of ease of adoption at each stage of this Open Textbook

ConceptualiseCreate

Curate

Circulate

LoCateCopyCustomiseCombine

CertifyCritique

PEDAGOGICAL factorsType of engagement

F2F Fully online

Pedagogic strategy

Didactic Experiential

Learning response

Responding Acting

Assessment strategy

Formal Informal

Certification mechanisms

Certification / qualification

Badging

Evaluation strategy

Formal evidence Informal evidence

PEDAGOGICAL factors influencing the degree of ease of adoption at each state of the OE cycle

Conceptualise

Type of engagementPedagogic strategyLearning responseAssessment strategy

F2FDidacticPassiveFormal

OnlineExperiential

ActiveInformalCreate

CurateCirculateLoCateCopyCustomiseCombine

OnlineExperiential

ActiveInformal

Certify Assessment strategyAccreditation mechanisms

Formal Informal

Critique Evaluation strategy Formal evidence Informal evidence

PEDAGOGICAL factors influencing the degree of ease in adopting an hybrid online course – as an OER

PEDAGOGICAL profile:

Type of engagement• HybridPedagogic strategy• Didactic, collaborative & experientialLearning response• Responding, collaborating, actingAssessment strategy• Peer-review and Formal grading after 2

rounds of formative feedbackCertification mechanisms• Credit in a degreeEvaluation• Class evaluation

PEDAGOGICAL factors influencing the degree of ease of adoption at each stage of this open

online courseConceptualise

OnlineExperiential

ActiveInformalCreate

CurateCirculateLoCateCopyCustomiseCombine

OnlineExperiential

ActiveInformal

Certify Assessment strategyAccreditation mechanisms

Formal Informal

Critique Evaluation strategy Formal evidence Informal evidence

FINANCIAL factorsCost to user Least affordable Most

affordableCharged Small charge Subscription

feeContribution

in kindUser

registrationFree

Cost to creator/s

Inexpensive Very expensive

Cost to institution

Cost to reviser/s Inexpensive Very expensive

Cost to re-combiner/s

FINANCIAL factors influencing the degree of ease of adoption at each stage of the OE cycle

Conceptualise

Cost to creator/s Inexpensive Very expensive

Create Cost to creator/s Inexpensive Very expensive

Curate Cost to institution Inexpensive Very expensive

Circulate Cost to institution Inexpensive Very expensive

LoCate Cost to users Affordable Very expensive

Copy Cost to users Affordable Very expensive

Customise Cost to re-creators Inexpensive Very expensive

Combine Cost to re-combiners Inexpensive Very expensive

Certify Cost to users Inexpensive Very expensive

Critique Cost to creator, institution Inexpensive Very expensive

FINANCIAL factors influencing the degree of ease in adopting this course as a MOOC

FINANCIAL profile:

Cost to creator• Time to conceptualise & createCost to user• Opportunity costCost to institution• Fees to MOOC platform providerCost to reviser• InexpensiveCost to combiner• Relatively expensive as pedagogic work

probably quite considerable

FINANCIAL factors influencing the degree of ease of adoption at each stage of this planned MOOC

Conceptualise

Cost to creator/s Inexpensive Very expensive

Create Cost to creator/s Inexpensive Very expensive

Curate Cost to institution Inexpensive Very expensive

Circulate Cost to institution Inexpensive Very expensive

LoCate Cost to users Affordable Very expensive

Copy Cost to users Affordable Very expensive

Customise Cost to re-creators Inexpensive Very expensive

Combine Cost to re-combiners Inexpensive Very expensive

Certify Cost to users Inexpensive Very expensive

Critique Cost to creator, institution Inexpensive Very expensive

TECHNICAL FACTORS

PEDAGOGICAL FACTORS

FINANCIAL FACTORS

LEGAL FACTORS

This work is licensed under a Creative Commons Attribution 4.0 International License.

Written by Cheryl Hodgkinson-Williamscheryl.hodgkinson-williams@uct.ac.za in

2014 Graphics by Rondine Carstens & Cheryl

Hodgkinson-Williamsrondine.carstens@uct.ac.za

Thanks to Tess Cartmill, Sukaina Walji, Henry Trotter, Thomas King and Mthunzi Nxawe for

comments on the draft version

This work is licensed under a Creative Commons Attribution 4.0 International License.

Contact author: cheryl.hodgkinson-williams@uct.ac.za

Follow on Twitter: http://twitter.com/cherylhw

Presentations: www.slideshare.com/cilt_uct

Degrees of ease: Adoption of OER, Open Textbooks and MOOCs in the Global South

Education

MOOCs, OER, Online Learning ... Aren’t They All the Same?

BCcampus: Finding, Selecting, and Adopting Open Textbooks and OER

MOOCs, e-Content Development and OER

Faculty attitudes towards OER and open textbooks in British Columbia and Beyond

2020-2021 USBE OER Science Textbooks

DL, OER, OCW, and MOOCS

Oer en MOOCs VLHORA studiedag 2014 fred truyen - short

Hodgkinson-Williams 2014 - Degrees of ease: Adoption of OER, Open Textbooks and MOOCs in the Global South

OER, MOOCs e oltre: una panoramica del movimento Open Education

OER and MOOCs need competency-based higher education

Business models for OER and MOOCs beyond monetary incentives

OER, Open Policy, and MOOCs

Bringing Global Stories into the Classroom Through OER and MOOCs

Open Quality Education: OER, MOOCs and Learning Analytics · Open Quality Education: OER, MOOCs and Learning Analytics Lecture for Dept. of E-Learning, KNOU by Christian M. Stracke

Opening higher education in Africa OER and MOOCs

Faculty attitudes towards and experiences with OER & Open Textbooks

Faculty attitudes towards OER and open textbooks in B.C. and beyond

BC OER Research Fellows on Open Textbooks

Institution ACC/OER Webpages - publications.arl.org · ... Institution ACC/OER Webpages AFFORDABLE LEARNING GEORGIA ... Sources for Textbooks Learning Objects sources include

Oer en MOOCs VLHORA studiedag 2014 fred truyen