1. Redefining openness: a vision for Open Practices Gráinne Conole, The Open University, UK Keynote, EFQUEL Conference, Lisbon, 9th September 2010

2. Orientation Focus Social inclusion Open, social and participatorymedia A vision of openness – Open Practices Designing and using OER Olnet OPAL Open Educational Resource Practices (OEP) Definition Derivation TheOPAL OEP quality cube Innovation Quality

3. Open, social and participatory media New tools/practices are leading to new forms of learning and teaching Sharing Media sharing Web 2.0 Communicating Blogs & wikis Networking Social networking Interacting Virtual worlds Shift from: Web 1.0 – content repository and static information Web 2.0 – user generated content and social mediation

4. A typology of new technologies (Conole and Alevizou, 2010), Review of Web 2.0 tools in Higher Education http://cloudworks.ac.uk/cloudscape/view/1895

5. Redefining openness… Design Courses design & shared openly Delivery Use of free tools & resources What is/will be the impact of an increasingly open technologically mediated learning environment in learning and teaching? Peer critiquing Sharing Repurposing Open practices Networking Inquiry Collective intelligence Evaluation Critical reflection Research Sharing of research data Also see Alex Couros, Edmedia, 2010

6. Digital skills (Jenkins, et al., 2008) Play Performance Visualisation Appropriation Negotiation Multi-tasking Simulation Networking Distributed cognition Collective intelligence Transmedia navigation Judgment

7. Open Educational Resources (OER) Basic definition The open provision of educational resources, enabled by information and communication technologies, for consultation, use and adaptation by a community of users for non-commercial purposes (UNESCO 2002) Broader definition Learning resources Courseware, content modules, learning objects, learner support & assessment tools, online learning communities Resources to support teachers Tools for teachers and support materials to enable them to create, adapt and use OER; training materials for teachers Resources to assure the quality of education and educational practices (UNESCO 2004)

8. Pedagogically rich

9. Level of granularity ‘Atomistic’: based around learning objects (Merlot) ‘Holistic: aligned to course structures (MIT) Format Simple, primarily text-based Rich multi-faceted multimedia Pedagogy Relatively neutral Embedded OER models

10. A vision of transformation Beyond content – focus on activity and use Learners as self-directed and autonomous More of a focus on sharing, refinement, iteration, critical reflection OER as a potential catalyst to transforming educational practice Improvements in social inclusion, quality and innovation

11. The reality gap Paradoxes Technologies not fully exploited Little evidence of use of OER Predominance of ‘old practices’ Media sharing Blogs & wikis Reasons Technical, pedagogical, organisational… “Lack of time, research vs. teaching, lack of skills, no rewards, no support….” Solutions? Models and frameworks Learning design Pedagogical patterns Open Educational Resources Virtual worlds & online games Social networking

12. Exploring/applying “openness” Design Courses design & shared openly Delivery Use of free tools & resources Open Evaluation Critical reflection Research Sharing of research data

13. Open Design Open Delivery Open Research X-Delia Open Evaluation

14. Cloudworks A space for sharing and discussing learning and teaching ideas Application of web 2.0 practice Examples for teachers & learners to share/discuss A space for collaboration & communication Helps develop skills needed for engaging with new technologies’

15. Title Author Core Tags Location Discussions Improvements

17. Find evidence

18. Refine the issuesResearch Fellowships Conole, McAndrew & Demtriadis, Forthcoming

19. Learning analytics: gather & representing data Conference, Canada, February 2011

20. Making reuse possible Conole, McAndrew & Demtriadis, Forthcoming

21. Explicit design

22. Design, use, reuse Design Design Uses Deposits Repurposes & deposits Uses OER OER Teacher A Learner A Learner B Teacher B Creates Chooses Deposits Quiz + beginners route Quiz + advanced route

23. From resources to practices

24. The OPAL vision 22 Focus on the practice around OER rather than the resources Better understanding will lead to improvements in the quality of OER and more innovation Open Educational Resource Practice OEP constitute the range of practices around the creation, use and management of OER with the intent to improve quality and innovate education.

25. Abstracting dimensions of Practice Approach 60+ case studies of OER collected Dimensions of OEP derived Derivation of the OEP cube model Validation Spotlight on OER on Cloudworks EDEN workshop OER activity on Cloudworks Ongoing online consultation process http://cloudworks.ac.uk/cloudscape/view/2105

26. Validation: OER activity on Cloudworks 27 Cloudscapes and 13 Clouds evaluated Kinds of activities Reviews, events, debates, other Intentional, practical, social Types of Clouds Instructional, informational, archival Notes, resource aggregator, project descriptions, discussion & debate spaces, interviews Alevizou et al. 2010

27. Emergent issues from OER research Motivations for sharing and incentives for participation Financial sustainability and licensing jurisdictions OER tracking, usage patterns and users motivations Quality and credentials Effectiveness metrics Types of research and dissemination of empirical results Linking research with policy and practice

28. The OEP cube model THE DIMENSION: What? Strategies and Policies Barriers and Success Factors Tools and Tool Practices Skills Development and Support THE CONTEXT: Where? Macro level (society) Meso level (organisation) Micro level (individuals) MATURITY: How well is it established? Initial (not yet started) Managed Defined Optimizing (embedded / advanced) CONTEXT MATURITY DIMENSION 26

29. Refining the dimension 27 QA models Partnership Models Strategies & Policies Business Models CONTEXT Sustainability Strategies Barriers Barriers and Success Factors Success Factors MATURITY Tools DIMENSION Tools & tool practices Tool Practices 12 skills of evolving digital literacy Henry Jenkins CYBERLEARNING REPORT Digital Literacy Skills Development & Support Support structures and processes

30. Maturity View INITIAL (not yet started): Process unpredictable, poorly controlled and reactive MANAGED: Process characterized for projects and is often reactive. DEFINED: Process characterized for the organisation and is proactive (Projects tailor their process from the organisation’s standard) OPTIMIZING (embedded / advanced): Process is measured and controlled, the focus on process improvement 28 CONTEXT MATURITY DIMENSION

31. The cube model 29 1AX 1BX 1AX 1BX 1BX 1BX 1AY 1BX Levels 1BY 1BX 1BY 3AX Macro-level: Societal Meso-level: Organisation Micro-level: Individual 2AX 1BY 3BX 2BX 3CX 2AX 2BX 3DX 2BX 2BX 2AY 2BX 2BY 2BX 2BY 2AX 3AX 2BY 2BX 3BX 2CX 3AX 3BX 2DX 3BX 3BX 3AY 3BX 3BY 3BX 3BY 1AX 3BY 1BX Strategies & policies Barriers & successfactors Tools & toolpractices SkillsDev &Support 1CX 1DX Level of maturity Optimizing Defined Managed Initial Dimensions OER embedded in strategy Institutional OER repository Adapted from diagram by T. Koskinen

32. Uses and benefits Three uses Benchmarking Guidance Reflection and comparison Benefits Guides users in understanding how to think about the key issues. Flexible enough to cover the multiple stakeholders Sub-cubes provide practical illustrative examples Useful as a mechanism for institutions to self-benchmark 30

33. Mapping the case studies 31

34. Final thoughts A vision of OEP for inclusion, innovation & quality Learning and the context of learning have changed We need new approaches to learning and teaching How can we harness increasingly sophisticated tools and OERs? How can we support innovation in the use and reuse of OER? Will openness enable or restrict social inclusion? What are the quality implications in an increasingly open context? How can we ensure research better informs policy and practice?

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36. Sources http://www.geeky-gadgets.com/samsung-galaxy-s2-android-3-0-and-a-2ghz-processor-06-07-2010/ http://thehottestgadgets.com/2008/05/samsung-to-debut-3m-mini-projectors-with-new-phones-00280 http://www.dontwasteyourtime.co.uk/elearning/ipad-is-it-any-good-for-the-classroom-or-learning/ http://www.erwinvanlun.com/images/uploads/SmartGlasses.jpg OpenLearningInitiative http://distancelearn.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=distancelearn&cdn=education&tm=6&f=00&su=p897.9.336.ip_&tt=11&bt=1&bts=1&zu=http://www.cmu.edu/oli/ Molecule http://www.flickr.com/photos/8272941@N07/498827420/ Periodic table http://www.flickr.com/photos/chemheritage/3984920162/ Music sheet http://www.flickr.com/photos/anyaka/21848267/ One world http://www.flickr.com/photos/psd/2731067095/ World of warcraft http://www.flickr.com/photos/shardsofblue/3981216281/ Questionmarkhttp://www.flickr.com/photos/crystaljingsr/3914729343/ Crystal ball http://mashable.com/2009/08/20/ted-future/

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