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Sub-theme 3: Content Cheryl Hodgkinson-Williams Centre for Innovation in Learning & Teaching (CILT) University of Cape Town (UCT) www.slideshare.com/cilt_UCT
Sub-theme 3: Content
Cheryl Hodgkinson-Williams Centre for Innovation in Learning & Teaching (CILT)
University of Cape Town (UCT)
www.slideshare.com/cilt_UCT
Degrees of ease: Adoption of OER, Open Textbooks and MOOCs in the
Global South
Cheryl Hodgkinson-Williams OER Asia 2nd Regional Symposium
Penang, Malaysia
24-27 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 Study
Open 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
Learning Objects
Open Educational Resources
“Raw” Data Media Elements
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
Adapted by Hodgkinson-Williams & Carstens 2014 from Hodgins originally repurposed with permission: W.Hodgins ©1992 Learnativity
Open Content
Open content / OER example: A presentation
Cox & Hodgkinson-Williams 2014 https://vula.uct.ac.za/x/ZIw1tw
Learning Objects
Open Educational Resources
Open textbooks
“Raw” Data Media Elements
Information Objects
Application Objects (Learning 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
Adapted by Hodgkinson-Williams & Carstens 2014 from Hodgins originally repurposed with permission: W.Hodgins ©1992 Learnativity
Open Content
Open textbook example: A chapter
Hodgkinson-Williams 2014 https://docs.google.com/document/d/1leRfNgnz0ywAsG6hWqU7uSoKs8g8FeEBaoRhiFSa308/edit?usp=sharing
Learning Objects
Open Educational Resources
Open textbooks
MOOCs
“Raw” Data Media Elements
Information Objects
Application Objects (Learning 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
Adapted by Hodgkinson-Williams & Carstens 2014 from Hodgins originally repurposed with permission: W.Hodgins ©1992 Learnativity
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
Certify Circulate
Combine
Customise
Curate
Copy
Critique
Creation cycle
Adaptation cycle
Cheryl Hodgkinson-Williams 2014
ideal
10C Open Education Cycle
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
tuition Adaptation cycle
10C Open Education Cycle
Conceptualise
Create
Creation cycle
Cheryl Hodgkinson-Williams 2014
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.
10C Open Education Cycle
Conceptualise
Create Curate
Creation cycle
Cheryl Hodgkinson-Williams 2014
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)
10C Open Education Cycle
Conceptualise
Create Circulate Curate
Creation cycle
Cheryl Hodgkinson-Williams 2014
The circulation step refers to the hosting of these on a publicly accessible
platform with appropriate open licensing and metadata
10C Open Education Cycle
Conceptualise
Create
LoCate
Circulate Curate
Adaptation cycle
Cheryl Hodgkinson-Williams 2014
The slightly artificially
coined “loCate” step refers to the ease of finding and
discovering OE materials
and/or tuition
10C Open Education Cycle
Conceptualise
Create
LoCate
Certify Circulate
Customise
Curate
Adaptation cycle
Cheryl Hodgkinson-Williams 2014
ideal The customise step refers to the localising or adapting of the materials and/or tuition
10C Open Education Cycle
Conceptualise
Create
LoCate
Certify Circulate
Combine
Customise
Curate
Adaptation cycle
Cheryl Hodgkinson-Williams 2014
ideal The 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
10C Open Education Cycle
Conceptualise
Create
LoCate
Re-circulate
Combine
Customise
Re-curate
Copy
Critique
Creation cycle
Adaptation cycle
Cheryl Hodgkinson-Williams 2014
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
10C Open Education Cycle
Conceptualise
Create
LoCate
Certify Circulate
Combine
Customise
Curate
Copy
Adaptation cycle
Cheryl Hodgkinson-Williams 2014
ideal
The copy step allows for Open Education materials and/or tuition to be used in an
unaltered manner
Re-circulate Re-curate
10C Open Education Cycle
Conceptualise
Create
LoCate
Certify Circulate
Combine
Customise
Curate
Copy
Critique
Creation cycle
Adaptation cycle
Cheryl Hodgkinson-Williams 2014
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
Re-circulate Re-curate
10C Open Education Cycle
Conceptualise
Create
LoCate
Certify Circulate
Combine
Customise
Curate
Copy
Critique
Creation cycle
Adaptation cycle
Cheryl Hodgkinson-Williams 2014
ideal An 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
Re-circulate Re-curate
10C Open Education Cycle
Conceptualise
Create
LoCate
Certify Circulate
Combine
Customise
Curate
Copy
Critique
Creation cycle
Adaptation cycle
Cheryl Hodgkinson-Williams 2014
ideal
Factors and degrees of ease influencing the OE Cycle
PEDAGOGICAL FACTORS
Degree of ease of OE process
Copy Create Customise Combine
Curate Re-curate
Circulate Re-circulate
Easy Difficult
TECHNICAL
LEGAL
CULTURAL
PEDAGOGICAL
FINANCIAL
TECHNICAL factors Interoperability & 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
Assessment mechanisms & learning analytics
Lecturer support Difficult to capture
Self- or peer review
support Easy to
capture
TECHNICAL factors influencing the degree of ease of adoption at each stage of the OE cycle
Conceptualise
Create Interoperability & Formats Closed Open
Technical skills Technical resources
Little or no competence Few resources
Competent Well-resourced
Curate Circulate
Availability Personal storage Public repository
LoCate Copy
Availability & discoverability Opaque Clear
Customise Interoperability & Formats Closed Open
Technical skills Technical resources
Little or no competence Few resources
Competent Well-resourced
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 MSPowerPoint Technical skills & resources • Fairly basic graphic skills • Access to MSPowerPoint Availability & discoverability • Saved on institutional LMS • Licence captured in LMS • Version not easy to establish Assessment mechanisms & learning analytics • No usage data
TECHNICAL factors influencing the degree of ease of adoption at each stage of this learning object
Conceptualise
Create Interoperability & Formats Closed Open
Technical skills Technical resources
Little or no competence Few resources
Competent Well-resourced
Curate Circulate
Availability Personal storage Public repository
LoCate Copy
Availability & discoverability Opaque Clear
Customise Interoperability & Formats Closed Open
Technical skills Technical resources
Little or no competence Few resources
Competent Well-resourced
Combine Interoperability & Formats Closed Open
Certify
Critique
Degree of ease
Degree of difficulty
LEGAL factors Open 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
Conceptualise
Create Open licensing knowledge Most restrictive Most accommodating
Open licensing advice No legal advice available Legal advice available
Curate Circulate LoCate Copy
Open licensing Most restrictive
Most accommodating
Customise Combine
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
Conceptualise
Create Open licensing knowledge Most restrictive Most accommodating
Open licensing advice No legal advice available Legal advice available
Curate Circulate LoCate Copy
Open licensing Most restrictive
Most accommodating
Customise Combine
Open licensing knowledge Most restrictive Most accommodating
Open licensing advice No legal advice available Legal advice available
Certify
Critique
Degree of ease
Cultural factors Knowledge Homogenous Diverse
Curriculum Institutionalised Autonomous
CULTURAL factors influencing the degree of ease of adoption at each stage of the OE cycle
Conceptualise Create
Knowledge Homogenous
Diverse
Curriculum Institutionalised Autonomous
Curate
Circulate
LoCate Copy Customise Combine Certify Critique
Knowledge Homogenous Diverse
Curriculum Institutionalised Autonomous
CULTURAL factors influencing the degree of ease in adopting an
Open 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
Conceptualise Create
Knowledge Homogenous
Diverse
Curriculum Institutionalised Autonomous
Curate
Circulate
LoCate Copy Customise Combine
Knowledge Homogenous Diverse
Curriculum Institutionalised Autonomous
Certify Critique
Curriculum Institutionalised Autonomous
Degree of ease
Degree of difficulty
PEDAGOGICAL factors Type 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 engagement Pedagogic strategy Learning response Assessment strategy
F2F Didactic Passive Formal
Online Experiential
Active Informal Create
Curate Circulate LoCate
Copy Customise Combine
Type of engagement Pedagogic strategy Learning response Assessment strategy
F2F Didactic Passive Formal
Online Experiential
Active Informal
Certify Assessment strategy Accreditation 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 • Hybrid Pedagogic strategy • Didactic, collaborative & experiential Learning response • Responding, collaborating, acting Assessment strategy • Peer-review and Formal grading after 2
rounds of formative feedback Certification mechanisms • Credit in a degree Evaluation • Class evaluation
PEDAGOGICAL factors influencing the degree of ease of adoption at each stage of this open
online course Conceptualise
Type of engagement Pedagogic strategy Learning response Assessment strategy
F2F Didactic Passive Formal
Online Experiential
Active Informal Create
Curate Circulate LoCate
Copy Customise Combine
Type of engagement Pedagogic strategy Learning response Assessment strategy
F2F Didactic Passive Formal
Online Experiential
Active Informal
Certify Assessment strategy Accreditation mechanisms
Formal Informal
Critique Evaluation strategy Formal evidence Informal evidence
Degree of ease
Degree of difficulty
FINANCIAL factors Cost to user Least affordable Most
affordable
Charged Small charge Subscription fee
Contribution in kind
User registration
Free
Cost to creator/s
Inexpensive Very expensive
Cost to institution
Inexpensive Very expensive
Cost to reviser/s Inexpensive Very expensive
Cost to re-combiner/s
Inexpensive Very expensive
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 & create Cost to user • Opportunity cost Cost to institution • Fees to MOOC platform provider Cost to reviser • Inexpensive Cost 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
PEDAGOGICAL FACTORS Cheryl Hodgkinson-Williams 2014
This work is licensed under a Creative Commons Attribution
4.0 International License.
Written by Cheryl Hodgkinson-Williams [email protected] in
2014 Graphics by Rondine Carstens & Cheryl
Hodgkinson-Williams [email protected]
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:
Follow on Twitter: http://twitter.com/cherylhw
Presentations: www.slideshare.com/cilt_uct
