Life cycle of an open online course designed as an OER: The case of Facilitating Online
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Tony Carr, Nicola Pallitt Centre for Innovation in Learning and Teaching (CILT), University of Cape Town
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Life cycle of an open online course designed as an OER: The case of Facilitating Online
- 1. Life cycle of an (open) online course designed as an OER: The case of Facilitating Online Tony Carr @tony_emerge Nicola Pallitt @nicolapallitt OE Global Conference, Cape Town 10 March 2017
- 2. Overview & aims ‘Home grown’ approaches to open education in Africa are emerging Metaphor of life cycles for thinking about the evolution & iterations associated with an open course Facilitating Online has a current timeline of 9 years as an OER & online course
- 3. Aim To share… Our approach to course design & collaborative practice to enable open education in Africa & beyond Timeline of the evolution of the course thus far & a way of thinking about the life cycle of a course developed as an OER Discuss learning design of OER-based courses & continuous improvement using open education approaches While this case is set in Africa, the model presented may raise useful questions for anyone thinking about the evolution of open courses in other contexts.
- 4. Within the broader landscape…
- 5. About the course Facilitated learning activities Structured synchronous & asynchronous participation (entirely online, but not entirely flexible): 1 Preparatory week; 5 Activity weeks; 2 Consolidation weeks Requires up to 8 hours of participation per week 8-week course
- 7. Facilitating Online : Course Model & Principles
- 8. Aimed primarily at change agent educational technologists & educators within the African Higher Educational sector What about the course is open? OER Course Leader’s Guide - course content is accessible Course models and promotes use of open practices Course is taught using open source institutional LMS What about the course is not open? Application & selection criteria, free to public but not private sector How open is this?
- 11. Enabling re-use: Open practices & courseware Platform agnostic materials enable easy reuse and adaptation Often OERs enter the world through repositories and little is known about their impact beyond the number of downloads In this case the course model, its facilitation approach and materials have been reused, revised or adapted in several contexts
- 12. Course timeline - Development (2008-2009)
- 13. Course timeline
- 17. Learning design
- 18. Literature on learning design, reuse & (open) online courses Adopting a learning design methodology may provide a vehicle for enabling better design and reuse of Open Educational Resources (OERs) (Conole & Weller, 2008) Design lifecycle (Conole 2010) for OERs “Research regarding open educational resources focuses on methods of producing OER, methods of sharing OER, and the benefits of OER. Significant issues relating to OER remain unresolved...” (Wiley, Bliss & McEwen, 2013)
- 19. Iteration & innovation Changes 2014-2016: Larger class sizes to support more peer facilitation (little like MOOCs but not at MOOC scale) New tools like eg. lessons easier to present materials than wiki, video embed (LMS upgrades) Periodically updated progress reports to course participants Third party tools (Padlet, Google Drive, WhenIsGood) Change in Social Network activity from Facebook to LinkedIn (2015)
- 20. Approach Questions for learning designers of open online courses & OERs to think about: Does your toolbox match your context? How flexible are the tools you’ve selected? What might designing for sustainability mean for your course? Does this include re-use? How can you design for & support learning journeys that go beyond the course objectives? (just meeting objectives are not enough) What drives your OER - what do you & others believe is worth
- 21. Discussion Iterations take time - can take many life cycles to achieve reuse? When is the height of an OER’s ‘career’ and can it ‘die’? Roadmap for designing an (open) online course - is this the same roadmap as designing a ‘reuser’ experience or designing for both from the start?
Notes de l'éditeur
- Short abstract: ‘Home grown’ approaches to open education in Africa are still quite novel and continue to emerge. The model shared in this presentation is one such approach. The presenters find the metaphor of life cycles to be a useful way for thinking about the evolution and iterations associated with an (open) course. Facilitating Online is a free, fully online course created by and for educational technologists and educators working in African Higher Education. The objective of the course is to support the development of online facilitation capacity in African Higher Education in a period of accelerated development of blended and online courses within the sector. The course forms part of the e/merge Africa professional development network’s suite of offerings. This project is hosted in the Centre for Innovation in Learning and Teaching (CILT) at the University of Cape Town and funded by the Carnegie Corporation of New York. The course is convened by the presenters. Facilitating Online is used as an example to make a case for a particular approach to course design and collaborative practice to enable open education in Africa and beyond. Platform agnostic materials enable easy reuse and adaptation. Often OERs enter the world through repositories and little is known about their impact beyond the number of downloads. The presenters will share examples of known instances where the course model, its facilitation approach and materials have been reused, revised or adapted for other contexts. The presenters will share a timeline of the evolution of the course thus far and a model for thinking about the life cycle of a course developed as an OER. Outcomes: The presenters aim to share good practice and invite conversation around learning design of courses and continuous improvement using open education approaches. While this case is set in Africa, the model presented may be a useful roadmap for anyone thinking about the evolution of open courses in their own contexts.
- Image source: http://www.cilt.uct.ac.za/sites/default/files/image_tool/images/83/mooc-landscape_cus.jpg Image source for pointer icon: https://upload.wikimedia.org/wikipedia/commons/thumb/5/5b/174-free-google-maps-pointer.png/286px-174-free-google-maps-pointer.png
- http://emergeafrica.net/facilitating-online-2017/ What is this thing and then why are we doing it - e/merge Africa
- The objective of the course is to support the development of online facilitation capacity in African Higher Education in a period of accelerated development of blended and online courses within the sector. The course forms part of the e/merge Africa professional development network’s suite of offerings. This project is hosted in the Centre for Innovation in Learning and Teaching (CILT) at the University of Cape Town and funded by the Carnegie Corporation of New York. See http://emergeafrica.net/facilitating-online-2017/
- Visual representation of the course model; aligned to activity weeks. The course model is adapted from Gilly Salmon’s 5 stage model http://www.gillysalmon.com/five-stage-model.html Model does not represent the “Preparatory” and “Consolidation Weeks” build in throughout the course Here we can talk a bit about pedagogy and instructional strategies...
- Open vs online course Broad landscape, explain differences Not massive - the learning design of the course is best suited to a smaller number of participants (<30?) But even MOOCs require people to register… same with structure Funded project so for most participants it’s free Facilitated learning activities is a characterisitic of the course (what course consists of in terms of content and process
- The course has an associated course leader’s guide OER. Course participants are encouraged to reuse course materials and to hone their capacity as online facilitators to run an instance of the course at their own institutions or adapt it. While the course initially started in a protected space the open course leader’s guide provides guidance to potential convenors and facilitators for running their own versions of Facilitating Online. The course leader’s guide was one of the first OERs added to UCT’s institutional repository. While some open courses and OERs are a way of repackaging content and making it accessible to a broader audience, the guide is a specific kind of OER: it is a design of a course and how to run that course. It contains materials that can be used to run local instances of the Facilitating Online course. These materials include resources, activities which use these resources as well as facilitation processes that support the activities to enable learning how to become an effective online facilitator. Thus, the course content is in service of a process that participants who have taken the course will be familiar with. Since 2014 the course team have developed several enhancements and updates in progress to course activities and updates to course documentation are expected to form a future OER.
- http://open.uct.ac.za/handle/11427/7495
- Pre-history before concept as online course 2008 pilot, run again in 2012 despite being available in institution for a while Need - environment change, local needs grown, attitude to online courses in our uni and African Higher Ed 2004 Training of facilitators for online conference 2006 Training of facilitators for online conference 2008 Feb-March: environment scan and analysis of existing models April - May development of five week online facilitation course May - June Course piloted with 16 participants June - August: Comments from reviewer Sept - November: Developed notes and guidance for course leaders Nov 2008 - March 2009: Preparation of course leaders' guide as print and online book April 2009: Book published 2009 - Used in staff development process at Unisa September 2009 - Second imprint of book 2010 Activities Used by Leeward Community College Activities used by Peer 2 Peer University Total downloads reached 4794 2011 - Activities used in training tutors for Global Citizenship course 2012 Course registered as a UCT short course with a certificate of completion April - June 2012: Course run with 22 participants including facilitator of e/merge 2012 online conference 3 met the requirements for the certificate 2014 Course run with 20 participants of whom 6 met the requirements for the certificate of completion Modified version of the course adopted by University of Huddersfield Course remixed with "Supporting Online Learning" by South African Institute for Distance Education 2015 three instances of the Facilitating Online course to a total of 88 participants of whom 41 satisfied the requirements for the award of the certificate of completion Improvements to interface and activities 2016 160 participants across 4 instances including 26 from UCT. 75 participants including 9 from UCT achieved UCT certificates of completion. Improvements to interface and activities
- Pre-history before concept as online course 2008 pilot, run again in 2012 despite being available in institution for a while Need - environment change, local needs grown, attitude to online courses in our uni and African Higher Ed 2004 Training of facilitators for online conference 2006 Training of facilitators for online conference 2008 Feb-March: environment scan and analysis of existing models April - May development of five week online facilitation course May - June Course piloted with 16 participants June - August: Comments from reviewer Sept - November: Developed notes and guidance for course leaders Nov 2008 - March 2009: Preparation of course leaders' guide as print and online book April 2009: Book published 2009 - Used in staff development process at Unisa September 2009 - Second imprint of book 2010 Activities Used by Leeward Community College Activities used by Peer 2 Peer University Total downloads reached 4794 2011 - Activities used in training tutors for Global Citizenship course 2012 Course registered as a UCT short course with a certificate of completion April - June 2012: Course run with 22 participants including facilitator of e/merge 2012 online conference 3 met the requirements for the certificate 2014 Course run with 20 participants of whom 6 met the requirements for the certificate of completion Modified version of the course adopted by University of Huddersfield Course remixed with "Supporting Online Learning" by South African Institute for Distance Education 2015 three instances of the Facilitating Online course to a total of 88 participants of whom 41 satisfied the requirements for the award of the certificate of completion Improvements to interface and activities 2016 160 participants across 4 instances including 26 from UCT. 75 participants including 9 from UCT achieved UCT certificates of completion. Improvements to interface and activities
- Image by Bugboy52.40 via WikiMedia Commons https://commons.wikimedia.org/wiki/File:Anise_Swallowtail_Life_Cycle.svg Iterative cycle CC0 Public Domain at https://pixabay.com/p-150947/?no_redirect If one adopts a cyclical learning design approach to OERs, there is no end, always evaluation and reiteration and improvement on different aspects feed into improvements of the other.
- Images CC0 Public Domain: https://pixabay.com/en/butterfly-brown-patterned-fly-36587/ and https://pixabay.com/en/butterfly-insect-monarch-wings-30655/ This is kind of how I think of it, like now there is a new animal we’re designing for which is both past course participants and people who haven’t done the course who are re-users. And the one side of the butterfly is current students, course from OER with original objectives and the other side is re-users with emerging objectives. Probably not the best choice of animal to make a point, since butterflies don’t live very long…
- Snapshot of the current course site within Vula
- People want access to a site to see what implementation looks like - changed since book first released as an OER I chose this week because the activity titles give people an idea of the social nature of this course
- Ravenscroft and Cook argue that “many approaches to learning design have focused on the technical mechanisms for content reuse before thinking about how adoption, adaptation and reuse actually come about within rich and varied educational contexts” (2007: 212). They call for a move beyond content and that we need to consider “how we can design and reuse community-centric and learner-centric processes” which “can be achieved through adapting, or ‘tuning’, relatively generic yet flexible tools and models within authentic contexts of use” (2007: 213). According to Ravenscroft and Cook,”content can only become ‘alive when it is integrated and related to meaningful learning and pedagogical processes” (2007:212). The authors believe that the life cycle of Facilitating Online and the model presented encourages a deeper engagement with issues raised by Ravenscroft and Cook (2007). Ravenscroft, A., & Cook, J. (2007). New horizons in learning design. Rethinking Pedagogy for a Digital Age-Designing and delivering elearning, H. Beetham and R. Sharpe (Eds), Routledge Taylor and Francis Group, 207-218. Conole 2010 learning design approach “aims to provide a more holistic approach to the design process, taking account of the perspectives and needs of all stakeholders involved in the design lifecycle (the designer, the learner, those involved in facilitating and supporting the learning process, assessment and accreditation of the learning). People who revise and create OERs need to think like learning designers and have a design language to talk about this stuff: “need a more formal design language for education, to make more explicit and sharable design intentions and to enable designers and users of designs to understand their context of use, their origins, and their intentions” (Conole, 2010: 3). “In e-learning, two major traditions have been prevalent: one where connections are made with people and the other where they are made with resources (Weller, 2007). These two distinct streams show a different emphasis: the first one has communication and interaction between people at the heart of learning, and the second focuses on engagement with resources.” (Kop, 2011 sums up well) Often OER in the Africa related papers and reviews, cast African educators in consumer/re-user role suggest that OERs created in the global north is the gold standard, creators to emulate. We need to think like creators about how we can enable others to become re-users and creators, not just consumers. http://www.irrodl.org/index.php/irrodl/article/view/2465/3797
- What changes were 2014 - 2016 What changes are part of the evolving of the learning design? What we’ve chosen to change in the course… Design decisions while for local participants, is impacted by what’s happening globally - LMS updates & more sophisticated free tools at our disposal than before, student-facing dashboard, Facebook fatigue or African colleagues see Facebook as more professional Global trend: MOOCs to SPOCs (smaller group is more elite, idea that f2f wrapped version of online course shows that MOOC priority was massification, SPOCs = teacher presence) Tried to upscale the class size three-fold and things didn’t work as well - some things get lost when you try to ‘MOOC-ify’ a course like this
- Course designed before need was significant - need only 5 years after book published, what’s happened is other orgs etc have adapted sections, useful to them So getting use of course outside our context, others may be using it & not say they are Resource stood test of time with relatively small modifications - activities and tools over last 5 years have been small, make course a little more attractive and contemporary In practice the course is harmonised with a changing toolset (upgrades, etc) so course is pre-adapted to implicit needs of educators who are just starting to think about online learning environment, makes them ask questions about learning design - what would I change, what would I keep Not a first world course where there is bandwidth to burn, video conferencing, etc. implementation and context Educators being students Designing for sustainability and learning that goes beyond explicit goals of the course, designing for learning beyond the course, benefits went beyond what we thought we were designing for, learning beyond our narrow understandings of the course are students likely to take from the course, so how can our design support overt goals and learning journeys that are more individualistic, driven by aims that are not just about overt aims of course
- Something I've been thinking about... Often people don't think of this from the start or make choices that don't enable both Learner as potential reuser - goal, although generally doesn’t happen. Most just go on to become online facilitators which is the basic objective of the course Questions to consider… Designed FO materials and guidelines for opennness from start as open resources, original specimen site was very sparse (wiki easier to move content across to whichever system) NP find out if can export from lessons and get into Moodle - check Tips: http://opencontent.org/definition/
- http://emergeafrica.net/facilitating-online-2017/