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COER13 – A MOOC on Open Educational Resources as Change Agent? Patricia Arnold Munich University of Applied Sciences, Germany Online Educa 2013, Berlin Partially funded by

Arnold online educa_131205

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Page 1: Arnold online educa_131205

COER13 – A MOOC on Open Educational Resources as Change Agent? Patricia Arnold Munich University of Applied Sciences, Germany Online Educa 2013, Berlin

Partially funded by

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Slide 2 ONLINE EDUCA 2013 Patricia Arnold, [email protected]

1. Open Educational Resources in Germany – Setting the Scene

2. Introducing “COER13” – A MOOC on OER

3. Implementation - How did “COER13” Evolve?

4. “COER13” as Change Agent ?– A Critical Assessment

5. Conclusions

Agenda

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Slide 3 ONLINE EDUCA 2013 Patricia Arnold, [email protected]

What are Open Educational Resources? I h

“digitized materials offered freely and openly for educators, students and self-learners to use and re-use for teaching, learning and research” (Hylen 2006, 1)

Open Access Open Licence Open Format Open Software

Reuse Revise Remix Redistribute

Source: OER Logo 2012 CC-BY J. Mello

UNESCO 2002 UNESCO 2012 Paris OER Declaration

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Slide 4 ONLINE EDUCA 2013 Patricia Arnold, [email protected]

What are Open Educational Resources? II

Source: OECD 2007

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Slide 5 ONLINE EDUCA 2013 Patricia Arnold, [email protected]

What are Open Educational Resources? III

Source: SURF 2012, 4

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Slide 6 ONLINE EDUCA 2013 Patricia Arnold, [email protected]

Slow uptake of OER in Germany

OER uptake in Germany is lagging behind (Ebner & Schön 2011, Arnold 2012),

Many controversial issues: copyright, business cases, etc.

OECD Survey 2011 (Hylen et al. 2012)

“Germany was the only country [out of 28] who responded that the OER issue is not expected to become a policy priority in the near future”.

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Slide 7 ONLINE EDUCA 2013 Patricia Arnold, [email protected]

From the video: What is"COER13" and who runs it with what sort of ideas (in German) http://www.youtube.com/watch?feature=player_embedded&v=xqfAohcsSec#!

“One can’t believe impossible things.” “I daresay you haven’t had much practice,” said

the Queen. “When I was your age I always did it for half-an-hour a day. Why, sometimes I’ve believed as many as six impossible things before breakfast.”

Lewis Carroll, Alice’s Adventures in Wonderland

OER – or to believe impossible things?

Source: OER Logo 2012 CC-BY J. Mello (Inspired by: http://www.21stcenturyschools.com/what_is_21st_century_education.htm)

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Slide 8 ONLINE EDUCA 2013 Patricia Arnold, [email protected]

#COER13: A MOOC on OER April – June 2013 http://www.coer13.de

/

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8 partners with diverse organizational affiliations – dedicated to the OER cause

• E-teaching.org

• TU Graz, L3T

• University Tübingen

• Munich University of Applied Sciences

• OER Services

• BIMS e.V, L3T

Patricia Arnold

Johannes Moskaliuk

Andreas Link Simone Haug Martin Ebner

Anne Thillosen Sandra Schön Markus Schmidt

The team of convenors of COER13

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COER13 – to realize the impossible PROGRAM

• Starting Week: What are OER?

• Unit 1: Looking for and finding OER

• Unit 2: Producing OER oneself

• Unit 3: OER Use cases

• Unit 4: Business plans & financing OER

• Unit 5: OER at schools and in higher education

• Closing Week: Looking back & what‘s next?

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COER13 – educational design

• Community-oriented MOOC (cMOOC) i.e.

participants‘ contributions were considered to

be an integral part of the course

• Free and open, i.e. no prerequisites for

participating / run entirely online

• Variety of communication channels: website,

newsletter, forum – twitter, blogs –

aggregated via #COER13 – emerging social

network groups

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COER13 – structure

• Structured course with 1-2 online events

per unit

• Instructional videos or presentations &

reading material for each unit

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• One practical assignment per unit

• Assessment via online badges on two

levels (hOERer, wOERker)

COER13 – assessment

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COER13 – in numbers

• 1090 registered participants (15% students)

• Instructional videos/ 10 registered Online-Events

• 673 forum postings / 316 Blog posts / 2.247 Tweets from 336 people

• 105 participants in emergent Facebook COER13-group / COER13 discussion in OER Google+ group

• 612 new tags at edutags

• OER-Wiki, 2 OER apps, several presentations, posters, summaries • As of 04.09.2013 - Details unter http://prezi.com/52xrza0rsgfw/coer13/#share_embed

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COER13 – participation online events

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COER13 – participants Professional Background Number %

Higher ed lecturer 83 21%

teacher 89 22%

Support staff 91 23%

students 61 15%

Professional development/ adult education 80 20%

Corporate staff 31 7%

freelance 72 18%

pupils 1 0,26%

retired 8 2%

N = 426 | n = 391 | sys-missing = 35

COER13 – participants’ background

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COER13 – in Zahlen

• From 89 participants striving for an

online badge 56 actually obtained

badges:

• 29 hOERer / 27 wOERker

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Slide 18 ONLINE EDUCA 2013 Patricia Arnold, [email protected]

COER13 as change agent? Critical Assessment I

A Challenges and Effects within one Institution (Munich University of Applied Sciences MUAS)

Issues of mandate: Is a MOOC on OER mandated by a project to improve the overall teaching

quality of MUAS with digital media? Is a joint venture of many different players, inside and outside of HE, mandated? Is an open target group mandated?

Issues of public relations: What is the official status of such an informal co-operation by experts in the field

without contractual basis?

Issues of accreditation: How to give students credit in ECTS * for successful participation?

*ECTS = European Credit Transfer System

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Slide 19 ONLINE EDUCA 2013 Patricia Arnold, [email protected]

COER13 as change agent? Critical Assessment II

A Challenges and Effects within one institution (MUAS; cont.) Raised awareness:

COER13 obtained much attention within the university (management, PR division, faculty boards etc. –due to MOOC “me too-effect”?)

Increased student choices: COER13 was accredited for within a scheme of study offerings across programs

– ECTS for an informal learning opportunity -> increased student choices!

Enhanced information material on OER: COER13 website is used as a comprehensive learning/promotion site on OER

within the university (in German)

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Slide 20 ONLINE EDUCA 2013 Patricia Arnold, [email protected]

COER13 as change agent? Critical Assessment II

B Promoting the OER cause Comprehensive learning resource on OER:

COER13 website is still used and referred to frequently after the end of the course – acts as OER on OER (in German)

many other OERs came into existence: Participants created many other OERs in their fields, often tagged with

“edutags”, and linked to the COER13 website

OER wiki with suggestions and recommendations on strategies & policies

A variety of summarizing posters and graphics, openly licensed

2 smart phone apps for choosing the most adequate open license

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Slide 21 ONLINE EDUCA 2013 Patricia Arnold, [email protected]

Conclusions

COER13 advanced the OER cause in Germany

To measure impact further research needed

“The key question here is whether our higher education institutions and individual instructors can afford to adopt a ‘wait-and-see’ attitude in the light of these [OER and OEP] movements. Asking that question in fact amounts to answering it! Didderen & Verjans (2012, 15)

Cheating Sheet on OER

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Slide 22 ONLINE EDUCA 2013 Patricia Arnold, [email protected]

Thank you very much…

…..for your attention!

Contact: Prof. Dr. Patricia Arnold

Munich University of Applied Sciences

[email protected] http://patriciaarnold.wikispaces.com/

Partially funded by

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Slide 23 ONLINE EDUCA 2013 Patricia Arnold, [email protected]

References

Hylén, J. et al. (2012), “Open Educational Resources: Analysis of Responses to the OECD Country Questionnaire”, OECD Education Working Papers , No. 76, OECD Publishing. http://dx.doi.org/10.1787/5k990rjhvtlv-en

Arnold, P. (2012). “Open Educational Resources: The Way to Go, or ‘Mission Impossible’ in (German) Higher Education?” In: Stillman, L.; Denision, T.; Sabiescu, A. & Memarovic, N. (Eds.): CIRN 2012 Community Informatics Conference: “Ideals meet Reality”. Monash: CD-ROM.

Brown, J. S. & Adler, Richard P. (2008). “Minds on Fire: Open Education, the Long Tail and Learning 2.0”. In: Educause Review, Vol. 43, Nr. 1, 16-32.

Daniel, J. (2012). “Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility”. In Journal of Interactive Media in Education, 3. http://www-jime.open.ac.uk/jime/article/viewArticle/2012-18/html (2013-09-01).

Ebner, M. & Schön, S. (2011). “Offene Bildungsressourcen: Frei zugänglich und einsetzbar”. In K. Wilbers & A. Hohenstein (Eds.). Handbuch E-Learning. Expertenwissen aus Wissenschaft und Praxis – Strategien, Instrumente, Fallstudien. (Nr. 7-15). Köln: Deutscher Wirtschaftsdienst (Wolters Kluwer Deutschland), 39. Erg.-Lfg. Oktober 2011, 1-14.

Geser, G. (Ed.) (2007). Open educational Practices and Resources. OLCOS Roadmap 2012. Salzburg: Salzburg Research/EduMedia Group. http://www.olcos.org/cms/upload/docs/olcos_roadmap.pdf (2012-10-01)

COER13 website:www.coer13.de Slides based partially COER13 slides BY COER123 Team and prezi-presentation by Markus Schmidt ( CC

BY)