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QUALITY IN OER BOLDIC OLRO 2014-10-13
Ebba Ossiannilsson, PhD Lund University, SE Luleå Technical University, SE Dalarna University, SE Mid Sweden University, SE SVERD ITHU OERSweden NordicOER, Boldic, LangOER Evaluator SEQUENT Research Leader ICDE Quality Standard Study 2014
Ossiannilsson_BOLDIC2014 http://www.slideshare.net/EbbaOssiann
UNESCO/COL
Open Educational Resources (OERs) are any type of educational materials that are in the public domain or introduced with an open license. The nature of these open materials means that anyone can legally and freely copy, use, adapt and re-share them. OERs range from textbooks to curricula, syllabi, lecture notes, assignments, tests, projects, audio, video and animation.
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UNESCO/COL
COL-UNESCO defines OER as: The phenomenon of OER is an empowerment process, facilitated by technology in which various types of stakeholders are able to interact, collaborate, create, and use materials and pedagogic practices, that are freely available, for enhancing access, reducing costs, and improving the quality of education and learning at all levels (Kanwar, Balasubramanian & Umar 2010)
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OER Paris Declaration (1)
awareness and use
enabling environments
strategies and policies
open licensing frameworks
sustainable development of quality
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OER Paris Declaration (2)
strategic alliances
variety of languages and cultural contexts
research
finding, retrieving and sharing
open licensing, public funds
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How open is open?
©
Copyright Public domain Creative Commons
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Expectations to OER
“OERs have the potential to solve the global education crisis and contribute to sustainable economic growth”
Sir John Daniel, former CEO for Commonwealth of Learning and David Killion, US ambassador to UNESCO said in Guardian in July 2012
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Product/Process (Mackintosh 2013)
“In education, quality is more about the process than a product. Most open developments start as a first draft -- the expression of an idea. Through repeated iterations and refinements, and collaboration from the [community] the quality of individual projects improve over time."
Image CC BY-SA Wayne Mackintosh (N.B. 'WE' = 'WikiEducator')
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HEA/JISC OERinfoKit
QA will occur as a result of Self-assessment (individuals
and institutions release resources of highest quality possible) Internal QA processes (institutions to QA their own resources before release) Rating systems (community-driven QA through ratings and comments within OER release platform) Individual review (comments and suggestions made by individuals and institutions) HEA/JISC InfoKit
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HEA/JISC OERinfoKit
Quality-using the following lenses Accuracy
Reputation of author/institution
Standard of technical production
Accessibility
Fitness for purpose
Trust HEA/JISC InfoKit
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Pedagogical aspects HEA/JISC OERinfoKit
Learning and Teaching considerations OER Use and Reuse Stakeholders and benefits Cultural considerations
HEA/JISC InfoKit
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Technical aspects HEA/JISC OERinfoKit
Technical
Hosting
Metadata and resourse description
Aggregation
Discoverability
Assessibility
Production
Models and workflow HEA/JISC InfoKit
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Openess to learners
Digital openness
Learner centred
Independent learning
Media supported learning
Quality focus
Spectrum of diversity
OpenupEd label
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Open Education Network http :// www . open - ed. net
the five Domains of Learning :
Cognitive : the aptitude, prior knowledge and skills necessary for performing
a task or test, and the content knowledge and reflective critical thinking skills to be learnt
Affective : the motivation, attitude and decision to initiate performance,
including the will to reduce own autonomy in order to achieve group tasks
Metacognitive : understanding how the task is performed, and the ability
to self-monitor, evaluate and plan own future learning, and willingness to help others to learn
Environment : the social or physical forum and virtual or augmented reality
in which learning occurs, including any group characteristics
Management : coping critically with massive amounts of information
to obtain appropriate material in a suitable quality for learning, and time management
Kawachi P (2014) FRSA
..biggest challenge in innovation is envisioning a new paradigm and abandoning the old constructs
….growing disruption of higher education’s traditional business models, there is a steady move towards ‘openness’ that is driving innovation and has the potential to create a new paradigm in HE
…glocalisation
…time that we accept this challenge and recreate our institutions for service in a networked, lifelong learning context
…in the final analysis, responsibility for assuring the quality of OER used in teaching and learning environments will reside with the institution, programme/ course coordinators, and individual educators responsible for delivery of education
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Caring is sharing, sharing is caring
• Footprints
• W:www.lu.se/ced
• FB:Ebba Ossiannilsson
• T:@EbbaOssian
• Phone: +4670995448
• S:http://www.slideshare.net/
EbbaOssiann
• LinkedIn: Ebba Ossiannilsson
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