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Innovation with Open Educational Resources: The State of the Art

The document discusses the significance and impact of Open Educational Resources (OER) in language learning and teaching, emphasizing their benefits such as improved access to education, reduced material costs, and enhanced learning flexibility. It highlights the evolving nature of open education practices and their integration into the educational ecosystem through initiatives like the Global OER Graduate Network and the European Network for Catalysing Open Resources in Education. Furthermore, it calls for ongoing research to address challenges related to the adoption and effectiveness of OER in various educational contexts.

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Innovation with Open Educational Resources: The State of the Art Open Educational Resources and Practices in Language Learning and Teaching OpenLang Network Multiplier Event, 10th December 2021 Dr. Robert Farrow Open Education Research Hub Institute of Educational Technology The Open University, UK rob.farrow@open.ac.uk @philosopher1978
Open Educational Resources (OER) are teaching, learning and research materials in any medium – digital or otherwise – that are in the public domain and/or released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions. They are free at the point of use and ‘free’ in the sense that they provide users with greater freedoms in how resources are shared, used, customised and iterated. Compatible definitions of OER are provided by UNESCO, Hewlett Foundation and OER Commons. 2 WHAT ARE OPEN EDUCATIONAL RESOURCES (OER)? INNOVATION WITH OPEN EDUCATIONAL RESOURCES
There is a wealth of evidence to suggest that OER have a positive effect on learning and teaching without compromising quality (e.g. de los Arcos et al., 2014; Hilton, 2016; Weller et al., 2015; Wiley, 2015). When embedded in the right organisational culture, the benefits of OER include: ● Improved access to education and training ● Dramatically reducing the cost of educational and training materials ● Facilitating more diverse input into the creation of learning materials ● Efficient use and reuse of intellectual property ● Greater opportunity for synchronous and asynchronous learning ● More flexibility in provision in education and training ● Facilitating translation and adaptation of resources for different markets ● More responsive design and calibration of education and training materials ● Flexible integration into learning management systems and platforms ● Transparency/publicity in the creation and use of educational resources 3 WHAT ARE OPEN EDUCATIONAL RESOURCES (OER)? INNOVATION WITH OPEN EDUCATIONAL RESOURCES
Widespread recognition that the shift to digitized, online and freely accessible learning resources can bring profound ethical challenges A range of cultures, behaviours, practices and technologies from educational contexts may be described as ‘open educational practices’ (OEP), including access to education or published research, policies, teaching methods, software, data sets and other educational resources. Over the last decade – primarily in the form of Massive Open Online Courses (MOOC) and Open Educational Resources (OER) – the open education movement has expanded opportunities for education worldwide. 4 THE OPEN PARADIGM IN EDUCATION INNOVATION WITH OPEN EDUCATIONAL RESOURCES
Project Co-PILOT
Keyword Hypothesis Performance OER improve student performance/satisfaction Openness People use OER differently from other online materials Access OER widen participation in education Retention OER can help at-risk learners to finish their studies Reflection OER use leads educators to reflect on their practice Finance OER adoption brings financial benefits for students/institutions Indicators Informal learners use a variety of indicators when selecting OER Support Informal learners develop their own forms of study support Transition OER support informal learners in moving to formal study Policy OER use encourages institutions to change their policies Assessment Informal assessments motivate learners using OER
OER Evidence Report 2014 OER Data Report 2015 http://oerhub.net/reports/
The evidence base about the impact of OER continues to grow, but claims about saving money and encouraging innovative pedagogies have been shown to be well grounded Much of the debate in the USA is about the relative efficacy of OER alternatives Openness presents challenges to researchers along several axes: lack of clarity; validity; data collection; dissemination. Openness is typically contextual and situated: it can be hard to generalise Certain tensions can be determined in the open education movement (conservative/radical; idealist/pragmatic; &c.) Openness can be seen to have a close connection with radical, critical connections through the association with enhanced freedom/autonomy 10 THE BIG PICTURE INNOVATION WITH OPEN EDUCATIONAL RESOURCES
Open Research Agenda (2016): ● Community consultation exercise to better understand research priorities of practitioners ● Intended to identify patterns across countries and stakeholders ● ‘Flipping’ the conference format ● Survey (n=91) of open education leaders ● Workshops: Hewlett OER Grantees Meeting; Open Education Global; OER16; Global OER Graduate Network (webinar); Computers and Learning Research Group (CALRG); European OER Experts Meeting; OERu Expert Meeting; Open Education 2016 Priority areas for research focus identified under thematic clusters… 11 OPEN RESEARCH AGENDA INNOVATION WITH OPEN EDUCATIONAL RESOURCES
Open practices and pedagogies • OER for lifelong learning and professional development • Policy development • Benefits of ‘non-disposable assignments’ • Local/National platforms for teachers • Networked learning • OER for language development • “Open pedagogy” • Citation and cataloguing protocols • Integration of OER into curriculum • Creating assessment tools • Micro-credentialling • Recognition of prior learning • Sustainable business models
OER impact research • Measuring the influence of the use of OER and OEP on learning outcomes and institutions • More empirical studies with wider focus than purely on open textbook efficacy • A wider range of research methods (including qualitative approaches) • Quantifying the return on investment from going open • Scant mention of student cost savings
Promoting adoption and adaptation • Factors affecting adoption of individual OER • Qualitative descriptions of adaptation • Barriers to remix and sharing (& implications for design) • Barriers to institutional adoption • Strategies for easing implementation by faculty
Collaboration and community • Peer review • Co-operation between institutions • Transnational co-operation • Collaborative instructional design • Promoting equality of opportunity • Partnerships that provide added value • Quality
Technology and infrastructure • Sustainable OER ecosystem • Ways of cataloguing and sharing OER (e.g. shared database) • Linked open data for education • Open digital badging • Geographical hubs for sharing OER • Using OER with VLEs • Beyond repositories • Interoperability
Ethical issues • Privacy, security and trust in online learning • Ownership of (student) data and ‘safe spaces’ • Access & accessibility vs. remixable resources • Appropriate literacies • Being ethical ‘in the open’ • Some conflation with ethical issues in e-learning more gnenerally
Openness • Tension between differing interpretations of openness • Social and political aspects of open education • Articulating the benefits of open • Building open communities and supporting cross-community exchange
19 TENSIONS AT THE MACRO LEVEL INNOVATION WITH OPEN EDUCATIONAL RESOURCES Desire for control and predictability Desire for freedom, exploration and innovation Advocacy ‘Pure’ research A well defined community of practice An ‘open’ community ‘I have this problem and I need a solution…’ ‘I think research should be done in…’ Local context Global context Pragmatic Ideological
http://bizmooc.eu/ • Established a common body of knowledge across academia & industry • Overcoming strategic barriers to MOOC activity • Produced guidelines, best practice, open access MOOC BOOK • 3 Pilot MOOCs on lifelong learning; entrepreneurship; and innovation https://moocbook.pressbooks.com/
22 Enabling experimentation Larger, more diverse learning communities Support lifelong, inexpensive, flexible learning Creativity & innovation around social activities (cMOOC, constructivism) Empowering educators and learners FOSTERING INNOVATION AND CREATIVITY INNOVATION WITH OPEN EDUCATIONAL RESOURCES
https://ukopentextbooks.org/
24 UK OPEN TEXTBOOKS Open Textbooks have been deployed for a number of reasons including: • Immediate access to a free version for all students • The ability to remix, adapt, combine and add content • The quality of the open textbooks available • The ease of the digital format • Costs of textbooks is less of an issue in Europe - emphasis on ease of access, pedagogical advantages; innovation; provision for smaller markets which are not well served by commercial publishers (e.g. less common languages) INNOVATION WITH OPEN EDUCATIONAL RESOURCES
25 GLOBAL OER GRADUATE NEWORK GO-GN started in 2013 as an initiative from Fred Mulder, UNESCO Chair in OER at the Dutch Open Universiteit, in collaboration with Rory McGreal, UNESCO / COL Chair in OER at Athabasca University (Canada). GO-GN is currently funded through the OER programme of The William and Flora Hewlett Foundation and administered by the Open Education Research Hub from the Institute of Educational Technology at The Open University, UK. The aims of the GO-GN are: • to raise the profile of research into open education, • to offer support for those conducting PhD research in this area, and • to develop openness as a process of research. More than 100 doctoral and post-doctoral researchers form the core of the network with more than 200 experts, supervisors, mentors and interested parties forming a community of practice INNOVATION WITH OPEN EDUCATIONAL RESOURCES
26
27 A guide to doctoral research processes which covers: • philosophical foundations of research (ontology, epistemology, axiology); • research paradigms; • open research practices; • designing and managing a research project; • catalogue of authentic experiences of using different methods in open education research Farrow, R., Iniesto, F., Weller, M. & Pitt., R. (2020). The GO-GN Research Methods Handbook. Open Education Research Hub. Research Hub. The Open University, UK. CC- BY 4.0. http://go-gn.net/gogn_outputs/research- methods-handbook/
28
29 Research Design Process (based on E891) (Open University, n.d.)
30 Progression through the Research Process (based on Brown & Dueñas, 2020)
31 • A companion volume focused on theoretical perspectives • Collaborative, open practices • Contributions from 20 researchers • Overview of perspectives on conceptual frameworks and their role in research • Testimony about using a range of different frameworks in open education research • A range of tips and guides to best practice Farrow, R., et al (2021). The GO-GN Guide to Conceptual Frameworks. Open Education Research Hub. The Open University, UK. CC-BY 4.0. http://go- gn.net/gogn_outputs/conceptual- frameworks/
32
33 CONCEPTUAL FRAMEWORKS: UNDERPINNING RESEARCH CONSTRUCTS Underpinning Description Examples Model A model holds for a given case or stated population, arising from context-specific research, often indicating main features of influence or contribution Technology Acceptance Model (TAM) (Davis, 1989) Diffusion of Innovation (Rogers, 2003) Pathways to Implementing Change (Corbett & Rossman, 1989) Conceptual Framework Conceptual frameworks tend to be more flexible and descriptive, identifying factors or criteria that have influence on a particular field within the more major features Technological, Pedagogical and Content knowledge (TPACK) (Mishra & Koehler, 2006) Discovery Learning (Bruner, 1961) Experiential Learning (Kolb, 1984) Theoretical framework A theoretical framework arises from outcomes beyond a single study, based on one or more theories Social Creative Constructivism (Passey, Dagien, Atieno & Baumann, 2019) Human Motivation (Maslow, 1943) Theory Theories consider a broader and deeper concern or context, suggesting the detail of what might be more general, beyond a given context Unified Theory of Acceptance and Use of Technology (UTAUT) (Venkatesh, Morris, Davis & Davis, 2003) Social Constructivism (Vygotsky, 1978) Constructionism (Papert, 1986) Behaviourism (Skinner, 1953) Examples of forms of underpinning constructs (Passey, 2020:3) INNOVATION WITH OPEN EDUCATIONAL RESOURCES
34 CONCEPTUAL FRAMEWORKS: POSITIONALITY Elements of a Conceptual Framework (Adapted from Rogers, 2016:1710) INNOVATION WITH OPEN EDUCATIONAL RESOURCES
35 CONCEPTUAL FRAMEWORKS: METAPHORS Categorisation of conceptual framework metaphors (based on Leshem & Trafford, 2007:104) INNOVATION WITH OPEN EDUCATIONAL RESOURCES
36 Farrow, R. (ed.) et al. (2020). GO-GN Research Review (Summer 2020). Global OER Graduate Network. http://go- gn.net/gogn_outputs/research- review-summer-2020/ • Marjon Baas (Leiden University, Netherlands) • Natasha Chtena (University of California Los Angeles, USA) • Glenda Cox (University of Cape Town, South Africa) • Michael Dabrowski (Athabasca University, Canada) • Helen De Waard (Lakehead University, Canada) • Kathy Essmiller (Oklahoma State University, USA) • Paco Iniesto (Open University, UK) • Caroline Kuhn (Bath Spa University, UK) • Rebecca Pitt (Open University, UK) • Hélène Pulker (Open University, UK) • Martin Weller (Open University, UK)
37 Farrow, R. (ed.) et al.(2021). GO-GN Research Review (Winter 2021). Global OER Graduate Network. https://go-gn.net/gogn_outputs/research- review-winter-2021/ • Paula Cardoso (Universidade Aberta, Portugal) • Natascha Chtena (Harvard University, USA) • Glenda Cox (University of Cape Town, South Africa) • Ada Czerwonogora (Universidad de la República, Uruguay) • Helen DeWaard (Lakehead University, Canada) • Robert Farrow (The Open University, UK) • Paco Iniesto (The Open University, UK) • Caroline Kuhn (Bath Spa University, UK) • Anuradha Peramunugamage (University of Moratuwa, Sri Lanka) • Rebecca Pitt (The Open University, UK) • Viviane Vladimirschi (Educational Consultant/Independent Researcher, Brazil) • Martin Weller (The Open University, UK)
38 EUROPEAN NETWORK FOR CATALYSING OPEN RESOURCES IN EDUCATION (ENCORE+) ENCORE+ is a Knowledge Alliance project funded by the European Commission under Erasmus+ https://encoreproject.eu/ • Supporting the uptake of open education resources (OER) • Catalysing and sharing innovative practice across education and business • Developing stakeholder communities for knowledge exchange INNOVATION WITH OPEN EDUCATIONAL RESOURCES
39 EUROPEAN NETWORK FOR CATALYSING OPEN RESOURCES IN EDUCATION (ENCORE+) INNOVATION WITH OPEN EDUCATIONAL RESOURCES OER World Map includes details of 1400+ organisations, 900+ services, 500+ projects and 300+ policies in support of OER. However, activity is typically uncoordinated, and happens in clusters (national/regional, disciplinary, technological, etc.)
40 EUROPEAN NETWORK FOR CATALYSING OPEN RESOURCES IN EDUCATION Needs which ENCORE addresses Outcomes Need 1: European multi-stakeholder engagement platform for OER linking business and academia. European catalyst network to strengthen an integrated and community-based European vision of the future European OER area. (WP2) Need 2: Analytical consolidation of approaches and solutions of OER Repository Technologies. Integrated future architecture of a European OER-RT infrastructure. (WP3) Need 3: Validated policy recommendations which are based on broad consensus and experiences. European guidelines for effective OER policies for business and academia. (WP4) Need 4: Community-based broad consensus for open education quality. European Open & Community-based Quality Review Framework for OER. (WP 5) Need 5: Validated innovation and business models for OER. European OER business and start-up community including business models. (WP 6) INNOVATION WITH OPEN EDUCATIONAL RESOURCES
41 EUROPEAN NETWORK FOR CATALYSING OPEN RESOURCES IN EDUCATION (ENCORE+) INNOVATION WITH OPEN EDUCATIONAL RESOURCES
Text 42 https://en.wikipedia.org/wik i/Eureka_(word)#/media/Fil e:Archimede_bain.jpg “Innovation is production or adoption, assimilation, and exploitation of a value- added novelty in economic and social spheres; renewal and enlargement of products, services, and markets; development of new methods of production; and the establishment of new management systems. It is both a process and an outcome.” Crossan & Apayadin (2010) https://doi.org/10.1111/j.1467- 6486.2009.00880.x Εὕρηκα! EUROPEAN NETWORK FOR CATALYSING OPEN RESOURCES IN EDUCATION INNOVATION WITH OPEN EDUCATIONAL RESOURCES
43 • Focused on spread of new technology & practices • Adoption culture is required for innovations to sustain • Relative advantage; compatibility DIFFUSION OF INNOVATIONS (ROGERS, 2003) INNOVATION WITH OPEN EDUCATIONAL RESOURCES
OER has 5% K12 market share in USA https://www.onlinelearningsurv ey.com/reports/k- 12_whatweteach.pdf DIFFUSION OF INNOVATIONS (ROGERS, 2003) INNOVATION WITH OPEN EDUCATIONAL RESOURCES • Focused on spread of new technology & practices • Adoption culture is required for innovations to sustain • Relative advantage; compatibility
45
46 SAMR FRAMEWORK APPLIED TO OPEN TEXTBOOKS INNOVATION WITH OPEN EDUCATIONAL RESOURCES Substitution Augmentation Modification Redefinition Use Open Textbooks in place of proprietary versions (More than $1 billion saved in the USA) https://sparcopen.or g/news/2018/1- billion-in-savings- through-open- educational- resources/ Freely shared and accessible online Enhances access, reduced dependency on grants and loans Facilitates pedagogical experimentation and iteration Producing revised/remixed versions of lessons, textbooks and supplementary resources (e.g. assessments, multimedia) Collaboration across institutions Rethinking the textbook as the standard organisation of curricula
47 EUROPEAN NETWORK FOR CATALYSING OPEN RESOURCES IN EDUCATION (ENCORE+) Creation of an OER innovation evaluation framework • Develop theory/model of innovation • Piloting and refinement of framework/tool Highlight and amplify innovation & business model cases: • Establishing key criteria for cases of interest • Benchmarking technical innovation • Connecting with external stakeholders • Developing OER value proposition INNOVATION WITH OPEN EDUCATIONAL RESOURCES
49 ENCORE+ CIRCLES INNOVATION WITH OPEN EDUCATIONAL RESOURCES
50 ENCORE+ ‘INNOVATION PIVOT’ INNOVATION WITH OPEN EDUCATIONAL RESOURCES Desk research to identify drivers, enablers, barriers and challenges for innovation through OER and provide evaluation criteria for identifying outstanding examples of OER innovation. • Regular Innovation Briefings (6 monthly) • Innovation Report 2022 Future Circles: • February 2022 • October 2022 • April 2023 Innovation Showcase April 2023
51 ENCORE+ POSITION PAPERS INNOVATION WITH OPEN EDUCATIONAL RESOURCES ENCORE+ Position Paper Technology https://encoreproject.eu/2021/10/07/oer-technology-circle-position-paper-no-1/ ENCORE+ Position Paper Policy and Strategy https://encoreproject.eu/2021/09/14/oer-policy-and-strategy-position-paper/ ENCORE+ Position Paper on Innovation https://bit.ly/3jlLVMR (open for comment) ENCORE+ Position Paper on Quality https://cutt.ly/cR1toZy
● Raise awareness of open alternatives ● Empower individuals in ways that enable them to exercise autonomy ● Encourage experimentation in pedagogy and practice ● Develop constructive, critical learning cultures ● Think and act at the level of the ecosystem ● Leverage the power of networks SUPPORTING INNOVATION WITH OER INNOVATION WITH OPEN EDUCATIONAL RESOURCES
• Contextualist, not essentialist • Defines itself against a status quo that restricts some activity: open lets you do X / removes some impediment to X • Fundamentally oriented towards freedom • But what kind of freedom?
54 Deimann, M. & Farrow, R. (2013). Rethinking OER and their use: Open Education as Bildung. International Review of Online and Distance Learning 14(3). http://www.irrodl.org/index.php/irrodl/article/view/1370/2542 Farrow, R. (2016).“Constellations of Openness” in Deimann, M. and Peters, M. A. (eds.) The Philosophy of Open Learning: Peer Learning and the Intellectual Commons. New York: Peter Lang. https://www.peterlang.com/view/product/31200 Farrow, R. (2016). A Framework for the Ethics of Open Education. Open Praxis, 8(2). http://dx.doi.org/10.5944/openpraxis.8.2.291 Farrow, R. (2017). Open education and critical pedagogy. Learning, Media and Technology 42 (2): 130-146. https://doi.org/10.1080/17439884.2016.1113991 OPEN EDUCATION AS EMPOWERMENT INNOVATION WITH OPEN EDUCATIONAL RESOURCES
THANK YOU rob.farrow@open.ac.uk @philosopher1978

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Innovation with Open Educational Resources: The State of the Art

  • 1.
    Innovation with OpenEducational Resources: The State of the Art Open Educational Resources and Practices in Language Learning and Teaching OpenLang Network Multiplier Event, 10th December 2021 Dr. Robert Farrow Open Education Research Hub Institute of Educational Technology The Open University, UK [email protected] @philosopher1978
  • 2.
    Open Educational Resources(OER) are teaching, learning and research materials in any medium – digital or otherwise – that are in the public domain and/or released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions. They are free at the point of use and ‘free’ in the sense that they provide users with greater freedoms in how resources are shared, used, customised and iterated. Compatible definitions of OER are provided by UNESCO, Hewlett Foundation and OER Commons. 2 WHAT ARE OPEN EDUCATIONAL RESOURCES (OER)? INNOVATION WITH OPEN EDUCATIONAL RESOURCES
  • 3.
    There is awealth of evidence to suggest that OER have a positive effect on learning and teaching without compromising quality (e.g. de los Arcos et al., 2014; Hilton, 2016; Weller et al., 2015; Wiley, 2015). When embedded in the right organisational culture, the benefits of OER include: ● Improved access to education and training ● Dramatically reducing the cost of educational and training materials ● Facilitating more diverse input into the creation of learning materials ● Efficient use and reuse of intellectual property ● Greater opportunity for synchronous and asynchronous learning ● More flexibility in provision in education and training ● Facilitating translation and adaptation of resources for different markets ● More responsive design and calibration of education and training materials ● Flexible integration into learning management systems and platforms ● Transparency/publicity in the creation and use of educational resources 3 WHAT ARE OPEN EDUCATIONAL RESOURCES (OER)? INNOVATION WITH OPEN EDUCATIONAL RESOURCES
  • 4.
    Widespread recognition thatthe shift to digitized, online and freely accessible learning resources can bring profound ethical challenges A range of cultures, behaviours, practices and technologies from educational contexts may be described as ‘open educational practices’ (OEP), including access to education or published research, policies, teaching methods, software, data sets and other educational resources. Over the last decade – primarily in the form of Massive Open Online Courses (MOOC) and Open Educational Resources (OER) – the open education movement has expanded opportunities for education worldwide. 4 THE OPEN PARADIGM IN EDUCATION INNOVATION WITH OPEN EDUCATIONAL RESOURCES
  • 6.
  • 7.
    Keyword Hypothesis Performance OERimprove student performance/satisfaction Openness People use OER differently from other online materials Access OER widen participation in education Retention OER can help at-risk learners to finish their studies Reflection OER use leads educators to reflect on their practice Finance OER adoption brings financial benefits for students/institutions Indicators Informal learners use a variety of indicators when selecting OER Support Informal learners develop their own forms of study support Transition OER support informal learners in moving to formal study Policy OER use encourages institutions to change their policies Assessment Informal assessments motivate learners using OER
  • 9.
    OER Evidence Report2014 OER Data Report 2015 http://oerhub.net/reports/
  • 10.
    The evidence baseabout the impact of OER continues to grow, but claims about saving money and encouraging innovative pedagogies have been shown to be well grounded Much of the debate in the USA is about the relative efficacy of OER alternatives Openness presents challenges to researchers along several axes: lack of clarity; validity; data collection; dissemination. Openness is typically contextual and situated: it can be hard to generalise Certain tensions can be determined in the open education movement (conservative/radical; idealist/pragmatic; &c.) Openness can be seen to have a close connection with radical, critical connections through the association with enhanced freedom/autonomy 10 THE BIG PICTURE INNOVATION WITH OPEN EDUCATIONAL RESOURCES
  • 11.
    Open Research Agenda(2016): ● Community consultation exercise to better understand research priorities of practitioners ● Intended to identify patterns across countries and stakeholders ● ‘Flipping’ the conference format ● Survey (n=91) of open education leaders ● Workshops: Hewlett OER Grantees Meeting; Open Education Global; OER16; Global OER Graduate Network (webinar); Computers and Learning Research Group (CALRG); European OER Experts Meeting; OERu Expert Meeting; Open Education 2016 Priority areas for research focus identified under thematic clusters… 11 OPEN RESEARCH AGENDA INNOVATION WITH OPEN EDUCATIONAL RESOURCES
  • 12.
    Open practices andpedagogies • OER for lifelong learning and professional development • Policy development • Benefits of ‘non-disposable assignments’ • Local/National platforms for teachers • Networked learning • OER for language development • “Open pedagogy” • Citation and cataloguing protocols • Integration of OER into curriculum • Creating assessment tools • Micro-credentialling • Recognition of prior learning • Sustainable business models
  • 13.
    OER impact research •Measuring the influence of the use of OER and OEP on learning outcomes and institutions • More empirical studies with wider focus than purely on open textbook efficacy • A wider range of research methods (including qualitative approaches) • Quantifying the return on investment from going open • Scant mention of student cost savings
  • 14.
    Promoting adoption andadaptation • Factors affecting adoption of individual OER • Qualitative descriptions of adaptation • Barriers to remix and sharing (& implications for design) • Barriers to institutional adoption • Strategies for easing implementation by faculty
  • 15.
    Collaboration and community •Peer review • Co-operation between institutions • Transnational co-operation • Collaborative instructional design • Promoting equality of opportunity • Partnerships that provide added value • Quality
  • 16.
    Technology and infrastructure •Sustainable OER ecosystem • Ways of cataloguing and sharing OER (e.g. shared database) • Linked open data for education • Open digital badging • Geographical hubs for sharing OER • Using OER with VLEs • Beyond repositories • Interoperability
  • 17.
    Ethical issues • Privacy,security and trust in online learning • Ownership of (student) data and ‘safe spaces’ • Access & accessibility vs. remixable resources • Appropriate literacies • Being ethical ‘in the open’ • Some conflation with ethical issues in e-learning more gnenerally
  • 18.
    Openness • Tension betweendiffering interpretations of openness • Social and political aspects of open education • Articulating the benefits of open • Building open communities and supporting cross-community exchange
  • 19.
    19 TENSIONS AT THEMACRO LEVEL INNOVATION WITH OPEN EDUCATIONAL RESOURCES Desire for control and predictability Desire for freedom, exploration and innovation Advocacy ‘Pure’ research A well defined community of practice An ‘open’ community ‘I have this problem and I need a solution…’ ‘I think research should be done in…’ Local context Global context Pragmatic Ideological
  • 20.
    http://bizmooc.eu/ • Established acommon body of knowledge across academia & industry • Overcoming strategic barriers to MOOC activity • Produced guidelines, best practice, open access MOOC BOOK • 3 Pilot MOOCs on lifelong learning; entrepreneurship; and innovation https://moocbook.pressbooks.com/
  • 21.
    22 Enabling experimentation Larger, morediverse learning communities Support lifelong, inexpensive, flexible learning Creativity & innovation around social activities (cMOOC, constructivism) Empowering educators and learners FOSTERING INNOVATION AND CREATIVITY INNOVATION WITH OPEN EDUCATIONAL RESOURCES
  • 22.
  • 23.
    24 UK OPEN TEXTBOOKS OpenTextbooks have been deployed for a number of reasons including: • Immediate access to a free version for all students • The ability to remix, adapt, combine and add content • The quality of the open textbooks available • The ease of the digital format • Costs of textbooks is less of an issue in Europe - emphasis on ease of access, pedagogical advantages; innovation; provision for smaller markets which are not well served by commercial publishers (e.g. less common languages) INNOVATION WITH OPEN EDUCATIONAL RESOURCES
  • 24.
    25 GLOBAL OER GRADUATENEWORK GO-GN started in 2013 as an initiative from Fred Mulder, UNESCO Chair in OER at the Dutch Open Universiteit, in collaboration with Rory McGreal, UNESCO / COL Chair in OER at Athabasca University (Canada). GO-GN is currently funded through the OER programme of The William and Flora Hewlett Foundation and administered by the Open Education Research Hub from the Institute of Educational Technology at The Open University, UK. The aims of the GO-GN are: • to raise the profile of research into open education, • to offer support for those conducting PhD research in this area, and • to develop openness as a process of research. More than 100 doctoral and post-doctoral researchers form the core of the network with more than 200 experts, supervisors, mentors and interested parties forming a community of practice INNOVATION WITH OPEN EDUCATIONAL RESOURCES
  • 25.
  • 26.
    27 A guide todoctoral research processes which covers: • philosophical foundations of research (ontology, epistemology, axiology); • research paradigms; • open research practices; • designing and managing a research project; • catalogue of authentic experiences of using different methods in open education research Farrow, R., Iniesto, F., Weller, M. & Pitt., R. (2020). The GO-GN Research Methods Handbook. Open Education Research Hub. Research Hub. The Open University, UK. CC- BY 4.0. http://go-gn.net/gogn_outputs/research- methods-handbook/
  • 27.
  • 28.
    29 Research Design Process(based on E891) (Open University, n.d.)
  • 29.
    30 Progression through theResearch Process (based on Brown & Dueñas, 2020)
  • 30.
    31 • A companionvolume focused on theoretical perspectives • Collaborative, open practices • Contributions from 20 researchers • Overview of perspectives on conceptual frameworks and their role in research • Testimony about using a range of different frameworks in open education research • A range of tips and guides to best practice Farrow, R., et al (2021). The GO-GN Guide to Conceptual Frameworks. Open Education Research Hub. The Open University, UK. CC-BY 4.0. http://go- gn.net/gogn_outputs/conceptual- frameworks/
  • 31.
  • 32.
    33 CONCEPTUAL FRAMEWORKS: UNDERPINNINGRESEARCH CONSTRUCTS Underpinning Description Examples Model A model holds for a given case or stated population, arising from context-specific research, often indicating main features of influence or contribution Technology Acceptance Model (TAM) (Davis, 1989) Diffusion of Innovation (Rogers, 2003) Pathways to Implementing Change (Corbett & Rossman, 1989) Conceptual Framework Conceptual frameworks tend to be more flexible and descriptive, identifying factors or criteria that have influence on a particular field within the more major features Technological, Pedagogical and Content knowledge (TPACK) (Mishra & Koehler, 2006) Discovery Learning (Bruner, 1961) Experiential Learning (Kolb, 1984) Theoretical framework A theoretical framework arises from outcomes beyond a single study, based on one or more theories Social Creative Constructivism (Passey, Dagien, Atieno & Baumann, 2019) Human Motivation (Maslow, 1943) Theory Theories consider a broader and deeper concern or context, suggesting the detail of what might be more general, beyond a given context Unified Theory of Acceptance and Use of Technology (UTAUT) (Venkatesh, Morris, Davis & Davis, 2003) Social Constructivism (Vygotsky, 1978) Constructionism (Papert, 1986) Behaviourism (Skinner, 1953) Examples of forms of underpinning constructs (Passey, 2020:3) INNOVATION WITH OPEN EDUCATIONAL RESOURCES
  • 33.
    34 CONCEPTUAL FRAMEWORKS: POSITIONALITY Elementsof a Conceptual Framework (Adapted from Rogers, 2016:1710) INNOVATION WITH OPEN EDUCATIONAL RESOURCES
  • 34.
    35 CONCEPTUAL FRAMEWORKS: METAPHORS Categorisationof conceptual framework metaphors (based on Leshem & Trafford, 2007:104) INNOVATION WITH OPEN EDUCATIONAL RESOURCES
  • 35.
    36 Farrow, R. (ed.)et al. (2020). GO-GN Research Review (Summer 2020). Global OER Graduate Network. http://go- gn.net/gogn_outputs/research- review-summer-2020/ • Marjon Baas (Leiden University, Netherlands) • Natasha Chtena (University of California Los Angeles, USA) • Glenda Cox (University of Cape Town, South Africa) • Michael Dabrowski (Athabasca University, Canada) • Helen De Waard (Lakehead University, Canada) • Kathy Essmiller (Oklahoma State University, USA) • Paco Iniesto (Open University, UK) • Caroline Kuhn (Bath Spa University, UK) • Rebecca Pitt (Open University, UK) • Hélène Pulker (Open University, UK) • Martin Weller (Open University, UK)
  • 36.
    37 Farrow, R. (ed.)et al.(2021). GO-GN Research Review (Winter 2021). Global OER Graduate Network. https://go-gn.net/gogn_outputs/research- review-winter-2021/ • Paula Cardoso (Universidade Aberta, Portugal) • Natascha Chtena (Harvard University, USA) • Glenda Cox (University of Cape Town, South Africa) • Ada Czerwonogora (Universidad de la República, Uruguay) • Helen DeWaard (Lakehead University, Canada) • Robert Farrow (The Open University, UK) • Paco Iniesto (The Open University, UK) • Caroline Kuhn (Bath Spa University, UK) • Anuradha Peramunugamage (University of Moratuwa, Sri Lanka) • Rebecca Pitt (The Open University, UK) • Viviane Vladimirschi (Educational Consultant/Independent Researcher, Brazil) • Martin Weller (The Open University, UK)
  • 37.
    38 EUROPEAN NETWORK FORCATALYSING OPEN RESOURCES IN EDUCATION (ENCORE+) ENCORE+ is a Knowledge Alliance project funded by the European Commission under Erasmus+ https://encoreproject.eu/ • Supporting the uptake of open education resources (OER) • Catalysing and sharing innovative practice across education and business • Developing stakeholder communities for knowledge exchange INNOVATION WITH OPEN EDUCATIONAL RESOURCES
  • 38.
    39 EUROPEAN NETWORK FORCATALYSING OPEN RESOURCES IN EDUCATION (ENCORE+) INNOVATION WITH OPEN EDUCATIONAL RESOURCES OER World Map includes details of 1400+ organisations, 900+ services, 500+ projects and 300+ policies in support of OER. However, activity is typically uncoordinated, and happens in clusters (national/regional, disciplinary, technological, etc.)
  • 39.
    40 EUROPEAN NETWORK FORCATALYSING OPEN RESOURCES IN EDUCATION Needs which ENCORE addresses Outcomes Need 1: European multi-stakeholder engagement platform for OER linking business and academia. European catalyst network to strengthen an integrated and community-based European vision of the future European OER area. (WP2) Need 2: Analytical consolidation of approaches and solutions of OER Repository Technologies. Integrated future architecture of a European OER-RT infrastructure. (WP3) Need 3: Validated policy recommendations which are based on broad consensus and experiences. European guidelines for effective OER policies for business and academia. (WP4) Need 4: Community-based broad consensus for open education quality. European Open & Community-based Quality Review Framework for OER. (WP 5) Need 5: Validated innovation and business models for OER. European OER business and start-up community including business models. (WP 6) INNOVATION WITH OPEN EDUCATIONAL RESOURCES
  • 40.
    41 EUROPEAN NETWORK FORCATALYSING OPEN RESOURCES IN EDUCATION (ENCORE+) INNOVATION WITH OPEN EDUCATIONAL RESOURCES
  • 41.
    Text 42 https://en.wikipedia.org/wik i/Eureka_(word)#/media/Fil e:Archimede_bain.jpg “Innovation is productionor adoption, assimilation, and exploitation of a value- added novelty in economic and social spheres; renewal and enlargement of products, services, and markets; development of new methods of production; and the establishment of new management systems. It is both a process and an outcome.” Crossan & Apayadin (2010) https://doi.org/10.1111/j.1467- 6486.2009.00880.x Εὕρηκα! EUROPEAN NETWORK FOR CATALYSING OPEN RESOURCES IN EDUCATION INNOVATION WITH OPEN EDUCATIONAL RESOURCES
  • 42.
    43 • Focused onspread of new technology & practices • Adoption culture is required for innovations to sustain • Relative advantage; compatibility DIFFUSION OF INNOVATIONS (ROGERS, 2003) INNOVATION WITH OPEN EDUCATIONAL RESOURCES
  • 43.
    OER has 5%K12 market share in USA https://www.onlinelearningsurv ey.com/reports/k- 12_whatweteach.pdf DIFFUSION OF INNOVATIONS (ROGERS, 2003) INNOVATION WITH OPEN EDUCATIONAL RESOURCES • Focused on spread of new technology & practices • Adoption culture is required for innovations to sustain • Relative advantage; compatibility
  • 44.
  • 45.
    46 SAMR FRAMEWORK APPLIEDTO OPEN TEXTBOOKS INNOVATION WITH OPEN EDUCATIONAL RESOURCES Substitution Augmentation Modification Redefinition Use Open Textbooks in place of proprietary versions (More than $1 billion saved in the USA) https://sparcopen.or g/news/2018/1- billion-in-savings- through-open- educational- resources/ Freely shared and accessible online Enhances access, reduced dependency on grants and loans Facilitates pedagogical experimentation and iteration Producing revised/remixed versions of lessons, textbooks and supplementary resources (e.g. assessments, multimedia) Collaboration across institutions Rethinking the textbook as the standard organisation of curricula
  • 46.
    47 EUROPEAN NETWORK FORCATALYSING OPEN RESOURCES IN EDUCATION (ENCORE+) Creation of an OER innovation evaluation framework • Develop theory/model of innovation • Piloting and refinement of framework/tool Highlight and amplify innovation & business model cases: • Establishing key criteria for cases of interest • Benchmarking technical innovation • Connecting with external stakeholders • Developing OER value proposition INNOVATION WITH OPEN EDUCATIONAL RESOURCES
  • 47.
    49 ENCORE+ CIRCLES INNOVATION WITHOPEN EDUCATIONAL RESOURCES
  • 48.
    50 ENCORE+ ‘INNOVATION PIVOT’ INNOVATIONWITH OPEN EDUCATIONAL RESOURCES Desk research to identify drivers, enablers, barriers and challenges for innovation through OER and provide evaluation criteria for identifying outstanding examples of OER innovation. • Regular Innovation Briefings (6 monthly) • Innovation Report 2022 Future Circles: • February 2022 • October 2022 • April 2023 Innovation Showcase April 2023
  • 49.
    51 ENCORE+ POSITION PAPERS INNOVATIONWITH OPEN EDUCATIONAL RESOURCES ENCORE+ Position Paper Technology https://encoreproject.eu/2021/10/07/oer-technology-circle-position-paper-no-1/ ENCORE+ Position Paper Policy and Strategy https://encoreproject.eu/2021/09/14/oer-policy-and-strategy-position-paper/ ENCORE+ Position Paper on Innovation https://bit.ly/3jlLVMR (open for comment) ENCORE+ Position Paper on Quality https://cutt.ly/cR1toZy
  • 50.
    ● Raise awarenessof open alternatives ● Empower individuals in ways that enable them to exercise autonomy ● Encourage experimentation in pedagogy and practice ● Develop constructive, critical learning cultures ● Think and act at the level of the ecosystem ● Leverage the power of networks SUPPORTING INNOVATION WITH OER INNOVATION WITH OPEN EDUCATIONAL RESOURCES
  • 51.
    • Contextualist, notessentialist • Defines itself against a status quo that restricts some activity: open lets you do X / removes some impediment to X • Fundamentally oriented towards freedom • But what kind of freedom?
  • 52.
    54 Deimann, M. &Farrow, R. (2013). Rethinking OER and their use: Open Education as Bildung. International Review of Online and Distance Learning 14(3). http://www.irrodl.org/index.php/irrodl/article/view/1370/2542 Farrow, R. (2016).“Constellations of Openness” in Deimann, M. and Peters, M. A. (eds.) The Philosophy of Open Learning: Peer Learning and the Intellectual Commons. New York: Peter Lang. https://www.peterlang.com/view/product/31200 Farrow, R. (2016). A Framework for the Ethics of Open Education. Open Praxis, 8(2). http://dx.doi.org/10.5944/openpraxis.8.2.291 Farrow, R. (2017). Open education and critical pedagogy. Learning, Media and Technology 42 (2): 130-146. https://doi.org/10.1080/17439884.2016.1113991 OPEN EDUCATION AS EMPOWERMENT INNOVATION WITH OPEN EDUCATIONAL RESOURCES
  • 53.