investigación en rea: un recorrido hasta el presente y la agenda pendiente
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Presentación en http://www.utpl.edu.ec/openday_oportunidad/pages/programa.htmlTRANSCRIPT
“Investigación en REA: un recorrido hasta el presente y la agenda pendiente”
Marcelo Fabián MainaeLEARN CENTER, [email protected]
Loja, September 12, 2013
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Imagining
Practicing
Grounding
http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/Events/global_oer_logo_manual_en.pdf
Learning materials
Learning objects
RepositoriesDevelopmental approach
Open Source
• LO heritage
• Collections of resources
• Developments of (meta) repositories
• Efforts in licensing (Creative Commons)
OEP MOOC
RepositoriesDevelopmental approach
Teaching & Learning
Access to education
Institutional “change”
Policy at different levels
Business models
Networked and globalized setting
2007 2008
Set up – Take-up – Build on- A 2012 Roadmap towards HE of production, sharing and usage of Open Digital Educational Content . - A set of online tutorials - Awareness raising workshops to foster the take-up of ODEC, and how to develop infrastructures, legally sound practices, educational policies, and organizational strategies.
http://www.olcos.org/english/about/index.htm
http://www.oer-quality.org/
-A guide for implementing OEP- OEP best practice clearing house- A roadmap for institutional leaders, policy makers, teachers, and students
http://www.oer-europe.net/
- A guide for OER assessment- A set of crediting scenarios- Tools supporting evaluation and crediting of OER-based learning
2010/12
2006/7
2010/11
Collection of practices
2011
2012 20132012
2012
Research repository
Administered by the Education Program of the William and Flora Hewlett Foundation2001/9
JISC programme, UK
Creation
Release
Studyhttp://www.icde.org/en/resources/reports/reports_2011/OER+impact+study:+Research+report.b7C_wJjKWs.ips
OER impact study: Research report JISC, 2011
1. What benefits can OER offer to educators and learners in HE in the UK?
2. What are the pedagogic, attitudinal, logistical and strategic factors conducive to uptake and sustained practice in the use of OER; conversely, what are the impediments?
http://www.icde.org/filestore/Resources/Reports/OERImpactStudyResearchReport.pdf
OER impact study: Findings-benefitsJISC, 2011
Educators ++• Integration into students’ learning environments• Providing opportunities for supplementary learning, skills development
and presenting content in different ways• Saving teachers effort• Benchmarking their own practice• Teach topics that lie outside their current expertise• Stimulating networking and collaboration among teachers• Improving possibilities for new collaborations in researching fields-• Lack of precision in teachers’ conceptualization of OER• Lack of awareness of Creative Commons licensing terms.
http://www.icde.org/en/resources/reports/reports_2011/OER+impact+study:+Research+report.b7C_wJjKWs.ips
OER impact study: Enablers & BarriersJISC, 2011
• Pedagogic:– Relevance of content –
match with teacher purpose
– Provenance– Pedagogic intent– Granularity– Media rich– Contemporaneity– New pedagogical models
• Logistical– Volume of resources– Technical and
implementation issues– Discoverability– Lack of licencing
• Strategic– Institutional policy– Driving agents– Recognition-reward
http://www.icde.org/en/resources/reports/reports_2011/OER+impact+study:+Research+report.b7C_wJjKWs.ips
OER impact study: Findings-benefitsJISC, 2011
Learners• Low level of awareness of OER, and understanding of
copyright issues• Preference for online over printed materials, and materials
that are up to date;• Appreciation of the ‘walled garden’ of online resources
provided by their teachers, • Continuing need for training in searching for and evaluating
online materials (information literacy)• Reluctance to make their own work publicly available on
the Web, especially when formally assessed.http://www.icde.org/en/resources/reports/reports_2011/OER+impact+study:+Research+report.b7C_wJjKWs.ips
OER impact study: RecommendationsJISC, 2011
• Further research into the reuse, in a global context, of full courses/modules of OER
• Further research into the optimal ways to foster teachers’ reuse of OER.
http://www.icde.org/en/resources/reports/reports_2011/OER+impact+study:+Research+report.b7C_wJjKWs.ips
• ... need for proof: “value and impact remain to be answered or supported with appropriate evidence” (McAndrew & Farrow, 2013)
https://www.medev.ac.uk/oer13/67/view/
OER Research HUB: Hypotheses
“… identify critical issues and learn from the practical
experience derived from working to solve them”.
2 key hypotheses:
a. Use of OER leads to IMPROVEMENT in student performance and satisfaction.
b. The open aspect of OER creates different usage and ADOPTION patterns than other online resources.
http://www.open.ac.uk/about/open-educational-resources/oer-projects/oer-research-hub
OER Research HUB: HypothesesA set of testable hypotheses:
c. Open education models lead to more equitable ACCESS to education, serving a broader base of learners.
d. Use of OER is an effective method for improving RETENTION for at-risk students.
e. Use of OER leads to critical REFLECTION by educators, with evidence of improvement in their practice
f. OER adoption at an institutional level leads to financial BENEFITS for students and/or institutions.
http://www.open.ac.uk/about/open-educational-resources/oer-projects/oer-research-hub
OER Research HUB: HypothesesA set of testable hypotheses:
g. Informal learners use a variety of INDICATORS when selecting OER.
h. Informal learners adopt a variety of techniques to compensate for the lack of formal SUPPORT in open courses.
i. Open education acts as a bridge to formal education, and is COMPLEMENTARY, not competitive, with it.
j. Participation in OER pilots and programs leads to POLICY change at institutional level.
k. Informal means of ASSESSMENT are motivators to learning with OER.
http://www.open.ac.uk/about/open-educational-resources/oer-projects/oer-research-hub
OER Research HUB: Methods
• Surveys of attitudes and behaviours of students and educators towards OER
• Structured interviews with students, teachers, OER creators, policymakers and other stakeholders
• Stakeholder Focus groups• Analysis of student
performance
• Descriptions of pilot activities and their impact
• Case studies of OER policy implementation,
• Critical incidence analysis• Classroom observations• Reflective journals• Learning analytics• Desk research
http://www.open.ac.uk/about/open-educational-resources/oer-projects/oer-research-hub
• ... need for proof “value and impact remain to be answered or supported with appropriate evidence” (McAndrew & Farrow, 2013)
• Near future scenarios (forecasting OER, foreseeing Open Education) – prospective studies “visionary papers and imaginative scenarios on how Open Education in 2030 in Europe might look”http://blogs.ec.europa.eu/openeducation2030/open-education-2030/
Teachers• Teacher-learner interaction• Teacher training and
collaboration• Pedagogical methodologies and
practices• Quality and innovation• Content and scope of “teaching”• Teacher engagement and
motivation• …
Learners• Enrolment and support schemes• Peer learning and interaction• Learner-teacher roles• Learning practices and outcome• Linking formal and informal
learning• Learner engagement and
motivation• …
http://blogs.ec.europa.eu/openeducation2030/open-education-2030/
What we have and know
• Availabitily of enourmous amount of OER• Acces to “advance search” repositories (and
meta-repositories)• Ways of creating and adpating OER• Pros & Cons of using OER• Enablers and barries to adoption of OEP
What we need to prove
We have cumulated a lot of experience, but we haven’t scientifically proved yet that OER/OEP:- Democratises education- Provides real opportunities to “at risk” groups- Fosters actual pedagogical change and
innovation- Is sustainable- Is productively disruptive
Research suggested approach
• Practice based – theory and practice driven• DBR approach / Action research– Design T&L experience + Design research– Monitor and collect data– Analyse – Report
• Provide “explanatory” knowledge + applied orientation (guidelines, rules of thumb)
Research focus
LO OS OER OCW MOOC OE
< >
OE
• Teaching practice• Learning • Education institutions• Policy• Sustainability• Access • Democracy • Internationalization of education
OportUnidad assumptions • OportUnidad
– Use of OER leads to critical reflection by educators, with evidence of improvement in their practice (5)
– OER adoption at an institutional level leads to financial benefits for students and/or institutions (6)
– Embracing OEP straighten inter-institutional collaboration on a globalized educational scenario.
• OportUnidad trained faculty– Open education models lead to more equitable access to education,
serving a broader base of learners than traditional education (3)– Use of OER is an effective method for improving retention for at-risk
students (4)– Use of OER empowers the student ….
http://oportunidadproject.eu/es/
OK, now “prove it”
fresh, May 9
2013
GraciasObrigadoThank you