Open Educational Resources (OER): The Coming of Age of ICT in Education?
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2 Open Educational Resources (OER): The Coming of Age of ICT in Education? Sir John Daniel & Stamenka Uvalić-Trumbić Education Masters, DeTao Masters Academy, China
3 Open Educational Resources (OER): The Coming of Age of ICT in Education? Sir John Daniel & Stamenka Uvalić-Trumbić Education Masters, DeTao Masters Academy, China
4 In Principle: ICT can improve education
5 In Principle: ICT can improve education In Practice: Results are disappointing
6 Improving Education? ACCESS QUALITY COST (wider) (higher) (lower) ALL AT THE SAME TIME!
7 PLAN Potential of ICT
8 PLAN Potential of ICT The Record
9 PLAN Potential of ICT The Record Weaknesses: 1. Planning 2. Training 3. Materials
10 PLAN Potential of ICT The Record Weaknesses: 1. Planning 2. Training 3. Materials - OER
11 WHY do ICT inspire dreams of transforming education???
12 Teaching and Learning = Manipulation of symbols (Words, Numbers, Formulae, Images )
13 Contemporary ICT are KNOWLEDGE MEDIA knowledge is a dynamic process a living thing
14 Teachers cannot pour knowledge into students heads!
15 Contemporary ICT are KNOWLEDGE MEDIA knowledge is a dynamic process a living thing science is less a statement of truth than a running argument
16
17 ICT will become an increasingly powerful asset to education as its capacities for interactivity and data-linking continue expand
18 The Practice of Education the Internet is an extraordinary vehicle for the wide distribution of information, knowledge and educational material at low cost.
19 BUT ICT has not yet fulfilled this potential
20 there are no technology shortcuts to good education. For primary and secondary schools that are underperforming efforts to improve education should focus on better teachers and stronger administrations. Technology has a huge opportunity cost (compared to) more effective nontechnology interventions. Toyama (2011)
21
22 The OLPC XO-1 laptop One Laptop Per Child
23
24 Professor Tony Bates 2011 Outlook for Online Learning and Distance Education (
25 SADLY goals for elearning are unambitious costs are rising no evidence of better learning outcomes failure to meet quality standards
26 Why are ICT underperforming?
27 Why are ICT underperforming? Politicians dazzled by the headlights of oncoming technology
28 THREE VITAL PRELIMINARY STEPS Objectives: to achieve what? Bangkok
29 THREE VITAL PRELIMINARY STEPS Objectives: to achieve what? Trained teachers ICT Competency Framework for Teachers Commonwealth Certificate for Teacher ICT Integration
30 THREE VITAL PRELIMINARY STEPS Objectives: to achieve what? Trained teachers ICT-rich Learning Material Open Educational Resources
31 Sharing Learning Materials Super in principle! Tough in practice!
32 Sharing Learning Materials Adaptation = rekeying Third party copyright
33 Sharing Learning Materials Adaptation = rekeying Third party copyright
34 OPEN EDUCATIONAL RESOURCES (OER) educational materials that may be freely accessed, reused, modified and shared.
35 THE TREND TOWARDS OPENNESS - Open Source Software - Open Access to Research - Open Educational Resources
36 Collaborative Development of OER COL & Hewlett Foundation 20 sets of self-instructional materials in the secondary curriculum (each is a complete syllabus for one grade 10 or 12 subject)
37 UNESCO HQ Paris 2002 Forum on the Impact of Open CourseWare for Higher Education in Developing Countries
38 2002 FORUM on the Impact of Open CourseWare for Higher Education in Developing Countries Participants expressed: Declaration: their satisfaction and their wish to develop together a universal educational resource for the whole of humanity, to be referred to henceforth as Open Educational Resources
39 World Congress on Open Educational Resources Paris June
40 The World Conference on Higher Education Paris - July 2009: New Dynamics of HE
41 Taking OER beyond the OER Community: Policy & Capacity for Developing Countries Zeynep Varoglu Trudi van Wyk
42 Workshops South Africa Namibia Malaysia Mali India Plus three online forums Tanzania Mozambique
43 Neil Butcher col.org/resources Stamenka Uvalić- Trumbić Asha Kanwar
44 Zeynep Varoglu Trudi van Wyk
45 Fostering Governmental Support for Open Educational Resources Internationally
46 QUESTIONNAIRE SURVEY Responses from ~ 100 countries
47 Sarah Hoosen
48 There appears to be great interest in OER across all regions of the world, with several countries embarking on notable OER initiatives. Indeed, the survey itself raised interest and awareness of OER in countries that may not have had much prior exposure to the concept. Hoosen Report
49 WHY OER? Idealism Economics
50 Neil Butcher Sarah Hoosen
51 The Business Case for OER Resource-based learning OER reduce costs Better approaches to textbooks
52 there appears to be some confusion regarding understanding of the concept and potential of OER. Many projects are geared to allowing online access to digitized educational content, but the materials themselves do not appear to be explicitly stated as OER. Where licences are open, the Creative Commons framework appears to be the most widely used licensing framework, but licensing options varies between countries. Hoosen Report
53 Open Licensing AUTHORS OER within copyright legislation USERS Assurances & restrictions
54 Open Licensing No consensus on non- commercial restriction
55 Regional Policy Forums Dialogue between governments and practitioners Promote World OER Congress Consult on Paris Declaration
56 The Paris Declaration Principles and aims not implementation Focus on OER not open source/access Avoid technical language
57 Regional Policy Forums Caribbean January Africa February Latin America March Europe April Asia & Pacific April Arab States - May
58 10 Caribbean jurisdictions reported on the status of OER Barbados, January 2012 Antigua & Barbuda The Bahamas Belize Grenada Guyana Jamaica St. Vincent & the Grenadines Trinidad & Tobago St. Kitts & Nevis Cayman Islands ICT in Education Leadership Forum in the Caribbean & Caribbean OER Policy Forum
59 17 African Nations reported on their Status of OER Results of OER Survey Questionnaires (February 2012) Botswana Cameroon Ghana Kenya Lesotho Madagascar Malawi Mauritius Mozambique Namibia Niger Rwanda Seychelles South Africa Swaziland Tanzania Zambia
60 Professor Mandla Makhanya Principal & VC
61
62 Africa Policy Forum Pretoria (February 2012) Connectivity/electricity Sharing OER across languages Research on OER New business models to include industry
63 Regional Policy Forum for Latin America March 2012
64 10 Latin American Nations reported on their Status of OER Argentina Brazil Chile Colombia El Salvador Guatemala Mexico Paraguay Peru Uruguay
65 Regional Policy Forum for Latin America March 2012 Preamble: Internationally agreed statements Clarify and simplify Strategic alliances Appropriate legal frameworks Open licences with restrictions as judged necessary
66 Europe Regional Policy Forum Cambridge, UK April 2012
67 18 countries reported on their OER policies/intentions Armenia Austria Azerbaijan Belgium Bulgaria Canada Cyprus Finland Hungary Italy Latvia Lithuania Malta Monaco Netherlands Poland Slovenia USA
68 Europe Regional Policy Forum Cambridge, UK April 2012 Longer definition of OER (earlier formulation) Encourage private sector and NGOs to participate
69 Asia Pacific Regional Policy Forum Bangkok April 2012
70 19 countries reported on their OER policies/intentions Australia Brunei China Fiji Indonesia Iran Kazakhstan Korea Malaysia Mongolia New Zealand Pakistan Philippines Samoa Sri Lanka Thailand Uzbekistan Vanuatu Vietnam
71 Government policies in place open licensing of materials Australia China Korea Indonesia Thailand
72
73
74 China Video Open Courseware Project Open Digital Learning Resources for Continuing Education
75 Asia Pacific Regional Policy Forum Bangkok April 2012 Add CONFINTEA in preamble Open licencing does not affect authorship Capacity building; incentives, indigenous knowledge Action verbs instead of statements
76 Arab States Regional Policy Forum Muscat, Oman May 2012
77 11 countries reported on their OER policies/intentions Algeria Bahrain Iraq Jordan Lebanon Morocco Oman Qatar Sudan Tunisia Yemen
78 No countries have explicit policies on OER but five countries have strategies relating to eeducation, elearning or ICTs that could be extended to OER Algeria Bahrain Jordan Lebanon Morocco
79 In Morocco the Ministry of Education has created a National Laboratory of Digital Resources, which is in charge of the production and labeling of digital educational resources. Some resources were produced as OER. In addition, an official ICT website of the Ministry, with a management platform for open source content "DRUPAL, has been created.
80 Arab States Regional Policy Forum Muscat, Oman May 2012 Add reference to Millennium Declaration in Preamble Add item on the need for policies and strategies Refer to open standards digital formats
81 Importance of government involvement Governments make policy and steer education systems Governments pay for large amounts of educational material
82 World Congress on Open Educational Resources Paris June The Paris Declaration
83
84 Fostering Governmental Support for Open Educational Resources Internationally
85 World Congress on Open Educational Resources Paris June The Paris Declaration
86 Paris Declaration on OER 1. Foster awareness and use of OER. 2. Facilitate enabling environments for the use of ICT. 3. Reinforce the development of policies and strategies on OER. 4. Promote the understanding and use of open licensing frameworks.
87 Paris Declaration on OER 5. Support capacity building for the sustainable development of quality learning materials. 6. Foster strategic alliances for OER. 7. Encourage the development and adaptation of OER in a variety of languages and cultural contexts. 8. Encourage research on OER.
88 Paris Declaration on OER 9. Facilitate finding, retrieveing and sharing of OER. 10. Encourage open licensing of educational material produced with public funds.
89 The Paris Declaration Is not legally binding but governments use such declarations as a guide to policy making and this is already happening with this Declaration on OER
90 THE AIM to encourage governments to promote OER and the use of open licences (because) governments will be major beneficiaries thanks to the potential of OER to improve the costeffectiveness of their large investments in education.
91 UNESCO HQ Paris 2002 Forum on the Impact of Open CourseWare for Higher Education in Developing Countries
92 THREE VITAL PRELIMINARY STEPS Objectives: to achieve what? Trained teachers ICT-rich Learning Material
93 Better to work in teams!
94 THREE VITAL PRELIMINARY STEPS Objectives: to achieve what? Trained teachers ICT-rich Learning Material Open Educational Resources
95 Open Educational Resources (OER): The Coming of Age of ICT in Education? Sir John Daniel & Stamenka Uvalić-Trumbić Education Masters, DeTao Masters Academy, China
96 THANK YOU For text and slides:
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