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

http://www.slideshare.com/cilt_UCT

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

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

http://commons.wikimedia.org/wiki/File:PCoE_students_at_AICTE_Regional_Office_in_Mumbai.jpg

http://commons.wikimedia.org/wiki/File:PCoE_students_at_AICTE_Regional_Office_in_Mumbai.jpg

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

Audio

Text

Illustration

Animation

Simulation

Objective

Adapted by Hodgkinson-Williams & Carstens 2014 from Hodgins originally repurposed with permission: W.Hodgins ©1992 Learnativity

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

https://vula.uct.ac.za/x/KWvsvP

https://vula.uct.ac.za/x/KWvsvP

Learning Objects

Open Educational Resources


Information Objects

Application Objects(Learning Objects)

Audio

Text

Illustration

Animation

Simulation

Procedure

Principle

Concept

Process

Fact

Overview

Summary

Objective

Procedure

Principle

Concept

Process

Fact

Overview

Summary

Objective


Open Content

Open content / OER example:A presentation

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

https://vula.uct.ac.za/x/ZIw1tw

https://vula.uct.ac.za/x/ZIw1tw

Learning Objects


Open textbooks


Information Objects


Aggregate Assemblies (Lessons, Chapters,

etc.)

Audio

Text

Illustration

Animation

Simulation

Procedure

Principle

Concept

Process

Fact

Overview

Summary

Objective

Procedure

Principle

Concept

Process

Fact

Overview

Summary

Objective


Open Content

Open textbook example: A chapter

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

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

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

Learning Objects


Open textbooks

MOOCs


Information Objects


Aggregate Assemblies (Lessons, Chapters,

etc.)

Collections (Courses, etc.)

Audio

Text

Illustration

Animation

Simulation

Procedure

Principle

Concept

Process

Fact

Overview

Summary

Objective

Procedure

Principle

Concept

Process

Fact

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

http://wikieducator.org/OER_Handbook/educator/Introduction/Why_OER?

http://wikieducator.org/OER_Handbook/educator/Introduction/Why_OER?

OER cycle: Example 2

See p 99-100 in the

Proceedings

10C Open Education Cycle

Conceptualise

Create

LoCate

CertifyCirculate

Combine

Customise

Curate

Copy

Critique

Creation cycle

Adaptation cycleCheryl Hodgkinson-Williams 2014

ideal


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

Copy

Critique

Creation cycle


ideal

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

Copy


ideal

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

Copy

Critique

Creation cycle


ideal

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

USE



Conceptualise

Create

LoCate

CertifyCirculate

Combine

Customise

Curate

Copy

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

USE



Conceptualise

Create

LoCate

CertifyCirculate

Combine

Customise

Curate

Copy

Critique

Creation cycle


ideal

Factors and degrees of ease influencing the OE Cycle

TECHNICAL FACTORS LEGAL FACTORS

CULT

URAL

FACT

ORS

PEDAGOGICAL FACTORS

FINANCIAL FACTORS

Degree of ease of OE processCopy CreateCustomise Combine

Curate Re-curate

Circulate Re-circulate

EasyDifficult

TECHNICAL

LEGAL

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

henrytrotter

On the bottom line, it appears that the BY, NC, ND and SA are listed according to the most restrictive/most accommodating pole above it. But I don't think this is the impression you're meaning to give, is it? It might be worth listing the 4 license criteria as bullet points so that people do not assume that BY is the most restrictive while SA is the most accommodating. It looks like you've rather meant to simply list it in alphabetical order, but because it is listed horizontally like the materials above it, it is slightly confusing.

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

CULT

URAL

FACT

ORS

PEDAGOGICAL FACTORS

FINANCIAL FACTORS

LEGAL FACTORS


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

Written by Cheryl [email protected] in

2014 Graphics by Rondine Carstens & Cheryl

[email protected]

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

comments on the draft version

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mailto:[email protected]


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

Contact author: [email protected]

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