Viviane Vladimirschi, M.Ed. in Distance Education Athabasca University, Alberta, Canada

1. OER LEARNING DESIGN GUIDELINES FOR
BRAZILIAN K-12 TEACHERS SUPPORTING
THE DEVELOPMENT OF THEIR
PROFESSIONAL PRACTICE
Viviane Vladimirschi, M.Ed. in Distance
Education
Athabasca University, Alberta, Canada
April 12, 2016
G0-GN Conference 2016
Kraków – Poland
Image 1

2. Key challenges facing public K-12 education
in Brazil
- ranked at 60th out of 75 countries (Faulkner, 2015)
- R$ 10, 5 billion cut (roughly US $ 2. 8 million) in 2015
(UOL Notícias, 2016)
- Shortage of computers in schools hinder information
and communication technology (ICT) uptake (OECD,
2015)
- K-12 education systems consist of nineteenth-century
schools, twentieth-century teachers and twenty-first
century learners (Ramos, 2015)
- Teachers are not prepared for 21st teaching practices and
lack knowledge and skills in ICTs
What can be done?
- Distance education, blended learning and open
education hold the potential to fill the gap of a deficient
public school system and promote access to knowledge
to more citizens (Litto, 2009; Litto, 2014; Haddad, 2009)
Brazil Image 1
Population: 200.4 million (2013)
45 million students enrolled in K-12
public schools (INEP/MEC, 2011)
90.5 % study in public schools

3. Terms used in this Study
Blended Learning: “systems combine face-to-face
instruction with computer-mediated instruction” (Graham,
2007, p. 45).
Information and Communication Technology (ICT) or
(ICTs): “is defined as ways of working with computers,
Internet or software for teaching and learning purposes”
(Jakobsdóttir, McKeown, Hoven, 2010, p. 105).
Open Education: “encompasses resources, tools and
practices that employ a framework of open sharing to
improve educational access and effectiveness worldwide”
(Open Education Consortium, 2015 para. 2).
OER (Open Educational Resources): “teaching, learning and
research resources that reside in the public domain or have
been released under an intellectual property license that
permits their free use or re-purposing by others” (The
William and Flora Hewlett Foundation, 2015, para.2)
Teacher Professional Development (TPD): A long-term
process that includes regular formal and informal learning
opportunities and experiences planned systematically to
promote growth and development in the profession
(Villegas-Reimers, 2003).
Image 2

4. Statement of the Problem
 OER are present in two goals of the Brazilian National Education Plan (PNE) 2011- 2020,
sanctioned in 2014, focused on increasing the national marks for the “Index of Basic Education
Development” of fundamental education
 The city of São Paulo in Brazil (Population: 11.8 million) has decreed that all educational
resources paid for by the city must be OER licensed using a Creative Commons license (Sao Paulo,
2011)
 The literature shows a conspicuous lack of analysis regarding experience with
open digital content and OER (Mota, 2009; Santos, 2011)
 Diverse barriers and challenges that impact OER uptake for the average K-12 public school teacher
 Need for awareness-raising strategies (Aguilar, Montoya, & de Monterrey, 2013; Santos, 2011;
Torres, 2013), capacity-building (Commonwealth of Learning, 2015; Kanwar, Uvalić-Trumbić, &
Butcher, 2011; McGreal et al., 2015) and a paradigm shift in the pedagogical practices of teachers
for OER uptake (Davidson & Goldberg, 2009; Torres, 2013; Umar, Kodhandaraman, & Kanwar, 2013;
Vaughn, Cleveland-Innes, & Garrison, 2013)
 There are no ready-made pedagogically sound TPD programmes for OER uptake in the Brazilian K-
12 public school sector

5. Purpose of the Study
The purpose of this study is to
undertake an to plan, design, and
implement a for the
teachers who participate in the study, and measure its effectiveness in terms of
awareness-raising strategies, content taught, and instructional approaches
utilized so as to .
Image 3
Image 3

6. Population and Context of the Study
 Luiz Bortolosso Fundamental Education Municipal School (K-12)
 49 participants (school director, vice-director, pedagogical coordinator
and teachers
 All teachers posses an undergraduate degree, São Paulo teaching license and
are civil servants
 1100 students enrolled in the school - Grades 1-5 (6-10-year-olds)
 35 computers and access to Wi-Fi broadband Internet
 Teachers are paid for for one-hour biweekly TPD activity time
(HTP – Horário Trabalho Pedagógico)
 State of São Paulo: accounts for 20.6% of all basic education students enrolled
in Brazil (Secretaria da Educação do Estado de São Paulo, 2014)

7. Guiding Research Questions
What characteristics of the pilot blended-learning ODC, if any, enable teachers
to assemble and repurpose courses from available OER supporting the
development of their professional practice?
1. What behaviors, factors, knowledge and skills impinge on the uptake of OER in
this population?
2. Are the teachers able to assemble and repurpose courses at least one learning
sequence, for example, a learning object, unit, or module from available OER in
their instructional material-development practices upon completion of the pilot
ODC?
3. Are the teachers able to identify the specific differences between designing
with OER and traditional design upon completion of the course?
4. What activities of the pilot ODC hinder or enable teachers to assemble and
repurpose courses from available OER?

8.  Unified Theory of Acceptance and Use of Technology (UTAUT)
framework (Venkatesh, Morris, Davis & Davis, 2003)
Theoretical Frameworks used in the
Study
Figure 4. Mtebe and Raisamos’s (2014) Research Model
(Mtebe & Raisamo, 2014)

9.  The Integrative Learning Design
Framework (ILDF)
Figure 5. The ILDF Model
(Bannan, 2009)

10. Outcomes and Significance of the
Study
 Add knowledge to the extant
literature on TPD for OER
implementation and uptake
 Teach K-12 teachers what
designing for OER entails
 Generate OER learning design
principles in the Brazilian K-12
public education sector
 Development of a pilot blended-learning ODC programme aimed at K-12
teachers
 OER learning-design principles
Image 7
Image 6

11. Methodology
A research methodology for describing when,
why, and how innovative educational
solutions work in practice (Design-based
Research Collective [DBRC], 2003). The
objective of DBR research is to develop,
evaluate, implement, and disseminate a
solution to a complex educational problem
(Herrington, McKenney, Reeves, & Oliver,
2007). (McKenney and Reeves, 2012)

12. Outputs of this DBR Study
 Interventions: no ready-made, pedagogically sound OER TPD blended
learning programmes are currently available to address the need at hand
with its specific purpose and target audience
 Design principles: the main objective of this study to extract and
generate from the analysis of the research findings, a set of interrelated
OER learning-design principles for the participants of the study, by means
of a continuous cycle of design-reflection-design
 Teacher professional development: the design of the pilot blended-
learning ODC will be primarily informed by the intent of participants to
embrace change and innovation

13. DBR Limitations
• Credibility of data
• Generalizability
• Collaborative partnership
• Sustainability and funding
• Multiple iterations to achieve effective design principles
Image 8
(Chen, Fang, Lee, Oh, & Wong, 2006)

14. Procedure of Phases
 The Informed Exploration phase: UTAUT survey questionnaire (intention of
stakeholders to adopt and use OER) + pre-online ODC survey questionnaire (to measure
prior OER/digital knowledge and skills) + f2f awareness-raising workshops delivered by
experts = pilot online ODC: focused on teaching teachers how to locate, assemble,
repurpose and license OER using Creative Commons (CC) licenses
 The Enactment phase: Delivery of the 1st version of the pilot online ODC, which has
been designed, developed and pre-tested, ready to be trialed in a broader context, with
the participants in this study
 The Evaluation: Local Impact phase: Post-online ODC survey questionnaire (same as
pre-online ODC survey) to assess gains in knowledge and skills following participant’s
experience of the pilot online ODC + focus groups to assess quality of intervention
 Informal summative assessment: to verify if the teachers were able to develop at least
one OER learning sequence, for example, a learning object, unit, or module, and license
it correctly upon completion of the course, which is the main learning outcome for the
pilot online ODC

15. Research Design
Figure 9:Research Design of the Pilot Blended-Learning ODC

16. Quantitative Data Collection
 UTAUT survey questionnaire: a 5–point Likert scale ranging from 1 (strongly
disagree) to 5 (strongly agree) used to collect demographic data and to assess the
intention of stakeholders to adopt and use OER
 Pre and post-online ODC survey questionnaire : a 5-point Likert-scale evaluation
where 1 indicates negligible or no skill, and 5 indicates expert skill focused on
measuring prior OER knowledge and skills and on assessing gains in knowledge and
skills following participants’ experience of the pilot online ODC ( e.g. Internet search
skills, social software skills, multimedia skills, experience with OER and CC licenses)
 Data from survey questionnaires + f2f awareness-raising workshops + literature
review will inform the design of an effective intervention (learning theories,
instructional approaches, existing models for OER use) for the participants of the
study

17. Quantitative Data Analysis
 UTAUT survey questionnaire: Spearman’s rank correlation coefficient
(Spearman’s rho) to measure the strengths of association between the
ordinal variables: performance expectancy, effort expectancy, social
influence, facilitating conditions and the intention of participants to
adopt and use OER
 Pre and post-online ODC survey questionnaire: Wilcoxon signed-rank
test to compare the two sets of scores that come from each
participant, and to investigate any change in scores from one time
point to another
 SPSS software

18. Qualitative Data Collection
 Focus groups: semi-structured, open-
ended questions, data collected
through use of interview notes,
digital audio and video recordings
with all participants upon completion
of the pilot blended-learning ODC to
gain insights into, and inspire
solutions through group effort
(Anderson & Kanuka, 2003; Patton,
1990) and to improve or build on
future interventions (Morgan, 1997),
focused on OER uptake in this
particular educational setting
Image 10

19. Qualitative Data Analysis

20. Trustworthiness
 DBR methodology promotes triangulation validity through use of multiple datasets
 “Partnerships and iteration typical of design-based research result in increasing
alignment of theory, design, practice, and measurement over time” (DBRC, 2003, p. 7)
 Strategies adopted to assess trustworthiness of qualitative findings: inter-coder rater reliability,
rich, thick description, and member checking
 Quantitative data – internal validity threats will be minimized as the UTAUT instrument has already
been validated; advisable to use this instrument in other Portuguese speaking schools to further
validate it
 Pre and post-online ODC survey should be used in other K-12 school contexts, Portuguese speaking
or not, to further validate instrument
 External validity threats: small nonrandom population of instructors. Small number of participants is
commonly used in exploratory research and pilot interventions (Onwuegbuzie & Collins, 2007).
 “A rich picture of a particular context that will never repeat again, but from which important lessons
may be drawn, compared with practices and contexts elsewhere, and used to help guide practice” (J.
Dron, personal communication, 2016, p. 125)

21. Scope and Limitations of the Study
o This study is aimed at teachers and only indirectly at their students
o The Evaluation: Broader Impact phase will not be undertaken due to the time investment
of the researcher across all research phases
o To increase the quality of information extracted from the data, systematic documentation
of data collection will be carried out
o No statistics for generalizing from small purposive samples
o There is need to support the intervention with comradeship, enthusiasm, objectivity while
being aware of potential researcher bias (Anderson & Shattuck, 2012)
o Findings can be transferable only to the extent that those contacted are representative of
Brazilian K-12 public school teachers undergoing TPD in OER or in other form of ODC

22. vvladimirschi@gmail.com
vladimirschi@uol.com.br
“Knowledge and education
should be considered
common and public goods.
This implies that the creation
of knowledge, as well as its
acquisition, validation and
use, are common to all
people as part of a collective
societal endeavor” (UNESCO,
2015, p. 11)

23. References – Images and Figures
Image # 1: States and Cities map. About Brazil. Retrieved from
http://www.aboutbrasil.com/modules/brazil-
brasil/Quick_facts_About_Brasil_Brazil.php?hoofd=9&sub=50&art=534
Image # 2: “Knowledge sharing” by Ewa Rozkosz, August 2, 2011. http://tinyurl.com/hbaozen Licensed
under CC BY-SA - 2.0
Image # 3: “Education” by GotCredit, March 16, 2015. http://tinyurl.com/huerfrjLicensed under CC BY -
2.0.
Figure # 4: From User acceptance of information technology: Toward a unified view (p. 447) by V.
Venkatesh, M.G. Morris, G.B. Davis, & F.D. Davis, 2003. Copyright V. Venkatesh, M.G. Morris, G.B. Davis,
& F.D. Davis. Adapted with permission.
Figure # 5: From The Integrative Learning Design Framework: An illustrated example from the domain of
instructional technology (p. 54) by B. Bannan, 2009. Copyright B. Bannan, 2009. Adapted with
permission.
Image # 6: “OERs” by AJ Cann, January 16, 2012. http://tinyurl.com/znxqyhx Licensed under CC BY-SA 2.0
Image # 7: “Education Reform: Insert your favorite “Wrath of Khan” joke blog title here” by
opensource.com, August 26, 2011. http://tinyurl.com/hmlw799 CC BY -SA - 2.0
Image # 8: “Denis Waitley The greatest limitations you will ever face will be those you place on yourself”
by BK, June 24, 2014. http://tinyurl.com/jar8885 Licensed under CC BY-SA 2.0
Image # 10: “Stream of Consciousness” by Steve Jurvetson, May 30, 2008. http://tinyurl.com/z9ed24p
Licensed under CC BY 2.0

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McGreal, R., Kinuthia, W., & Marshall, S. (Eds.) Open educational resources: Innovation, research and practice (pp. 17-32). Retrieved from
https://oerknowledgecloud.org/sites/oerknowledgecloud.org/files/pub_PS_OER-IRP_web.pdf#page=219
Anderson, T. & Kanuka, H. (2003). e-Research: Methods, strategies and issues. Boston, MA: Allyn & Bacon.
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Bannan, B. (2009). The integrative learning design framework: An illustrated example from the domain of instructional technology. In T. Plomp & N. Nieveen (Eds.),
An introduction to educational design research (pp. 53-73). SLO: Netherlands Institute for Curriculum Development.
Barrionuevo, A. (2010, September 4). Educational gaps limit Brazil’s reach. The New York Times. Retrieved from
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Chen, K.-C., Fang, H., Lee, S. J., Oh, E. J., & Wong, S.-C. (2006). Design-based research EPSS: Peer tutorial: Enactment. Retrieved from
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Commonwealth of Learning. (2015, March 10). Progress of OER in 2014:Stock taking in the Commonwealth [Web log post]. Retrieved from
https://www.col.org/news/blog-posts/progress-oer-2014-stock-taking-commonwealth
Davidson, C. N., & Goldberg, D. T. (2009). The future of learning institutions in a digital age. Cambridge, MA: MIT Press. Retrieved from
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business/oecd-ranks-brazil-schools-60th-out-of-75-countries/
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ebook/dp/B008O5JQE4/ref=mt_kindle?_encoding=UTF8&me
Haddad, F. (2009). Preface. In In Litto, F. and Formiga, M. (Eds.) Educação a Distância – O Estado da Arte, (n.p).,São Paulo: Pearson – Prentice Hall.
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Jakobsdóttir, S., McKeown, L., & Hoven, D. (2010). Using the new information and communication technologies for the continuing professional development of
teachers through open and distance learning. In Danaher, P. A., & Umar, A. (Eds.). Teacher education through open and distance learning. Commonwealth of
Learning (pp 105-120).
Kanwar, A., Uvalić-Trumbić, S., & Butcher, N. (2011). A basic guide to open educational resources (OER). Vancouver: Commonwealth of Learning; Paris: UNESCO.
Retrieved from http://metacatalogo.info/bitstream/001/290/8/978-1-894975-41-4.pdf
Litto, F. M. (2014). As interfaces da EAD na educação brasileira. Revista USP, (100), 57-66. doi: 10.11606/issn.2316-9036.v0i100p57-66
Litto, F. M. (2009) Recursos educacionais abertos. In Litto, F. and Formiga, M. (Eds.) Educação a Distância – O Estado da Arte, (pp. 304-308).,São Paulo: Pearson –
Prentice Hall.
McGreal, R., Anderson, T., & Conrad, D. (2015). Open educational resources in Canada 2015. The International Review of Research in Open and Distributed Learning,
16(5). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/2404/3441
McKenney, S. E., & Reeves, T. C. (2012). Conducting educational design research. New York, NY: Routledge.

25. References
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www.uk.sagepub.com.aupac.lib.athabascau.ca/gray3e/study/chapter18/Book%20chapters/Planning_and_designing_focus_groups.pdf
Mota, R. (2009) A universidade aberta do Brasil. In Litto, F. & Formiga, M. (Eds.) Educação a Distância – O Estado da Arte. São Paulo: Pearson – Prentice Hall (pp. 297-
303).
Mtebe, J. S., & Raisamo, R. (2014). Challenges and instructors’ intention to adopt and use open educational resources in higher education in Tanzania. The International
Review of Research in Open and Distributed Learning, 15(1). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1687/2771
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Onwuegbuzie, A.J. & Collins, K.M.T. (2007). A typology of mixed methods sampling designs in social science research. The Qualitative Report. 12(2), 281 – 316.
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Patton, M.Q. (1990). Qualitative evaluation research methods (2nd ed.). London: Sage.
Ramos, N.M. (2015, March). Panorama. Veja Essa. Veja, 10, 35.
Rossini, C. A. A. (2010). Green-Paper: The state and challenges of OER in Brazil: from readers to writers?. Berkman Center Research Publication. Retrieved from
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de-sao-paulo/
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Information Technologies in Education.
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26. UTAUT Survey Questionnaire
Definition of Terms:
a) The term ICT is defined “as ways of working with computers, Internet or software for teaching and learning purposes” (Jakobsdóttir, McKeown, Hoven,
2010, p. 105).
b) OER are defined as “teaching, learning and research resources that reside in the public domain or have been released under an intellectual property
license that permits their free use or re-purposing by others” (The William and Flora Hewlett Foundation, 2015, para.2).
Questionnaire:
Please choose the option that corresponds to your opinion or knowledge on the topics contained in this questionnaire by ticking (✓) on the appropriate
box.
Performance Expectancy (Please choose by ticking (✓) on the appropriate box)
Strongly
Disagree
Disagree Neutral Agree Strongly Agree
15. I would find OER
useful in my courses
16. Using OER will enable
me to accomplish course
development activities
more quickly
17. Using OER will
increase learning
outcome of my students
18. The use of OER will
allow me to have access
to more information
about the subjects I teach

27. UTAUT Survey Questionnaire
Strongly
Disagree
Disagree Neutral Agree Strongly Agree
19. It would be easy for
me to navigate and
interact with content
available on OER websites
20. It would be easy for
me to become skillful at
using and integrating OER
into my courses
21. I would find OER easy
to use
22. Learning to use OER
websites will be easy for
me
Effort expectancy (Please choose by ticking (✓) on the appropriate box)

28. UTAUT Survey Questionnaire
Strongly
Disagree
Disagree Neutral Agree Strongly Agree
23. People who influence
my behavior think that I
should use and integrate
OER into my courses
24. People who are
important to me will think
that I should use and
integrate OER into my
courses
25. The directors and
other staff at my school
will be helpful in the use
and integration of OER
into my courses
26. In general, my school
will support the use of
OER in teaching and
learning
Social influence (Please choose by ticking (✓) on the appropriate box)

29. UTAUT Survey Questionnaire
Strongly
Disagree
Disagree Neutral Agree Strongly Agree
27. I have the resources
necessary to access OER
28. I have the knowledge
necessary to use and
integrate OER into my
courses
29. OER is similar to other
course content I use for
teaching
30. Help will be available
when I have problems
using and integrating OER
into my lessons or courses
Facilitating conditions (Please choose by ticking (✓) on the appropriate box)

30. UTAUT Survey Questionnaire
Strongly
Disagree
Disagree Neutral Agree Strongly Agree
31. I intend to use and
integrate OER into my
courses in the future
32. I predict I would use
and integrate OER into
my courses in the future
33. I plan to use and
integrate OER into my
courses in the future
Intention to use OER (Please choose by ticking (✓) on the appropriate box)
Note. Adapted with permission from Mtebe, J. S., & Raisamo, R. (2014). Challenges and instructors’ intention to adopt and use open educational resources
in higher education in Tanzania. The International Review of Research in Open and Distributed Learning, 15(1). © Joel Mtebe and Roope Raisamo.

31. Pre and Post-Online ODC Survey Questionnaire
Negligible or
none
Basic Intermediate Advanced Expert
1. How would you rate your
knowledge and skills in
navigating the Internet to
search for information,
pictures, audio and video
files?
2. How would you rate your
knowledge and skills in doing
Internet searches for OER?
3. How would you rate your
knowledge and skills in
evaluating the quality of OER
from search results?
4. How would you rate your
knowledge and skills in
creating OER to supplement
course materials?
5. How would you rate your
knowledge and skills in
using, remixing adapting and
developing OER to
supplement course or lesson
materials?
Questionnaire:
Please respond how you would rate your knowledge and skills on the topics in this questionnaire by ticking (✓) on the appropriate box. You will
be asked to respond to this questionnaire BEFORE taking the online component of the OER Development Course (ODC) to measure prior
knowledge and AFTER completing the online component of the OER Development Courses (ODC) to measure learning outcomes.

32. Pre and Post-Online ODC Survey Questionnaire
Negligible or
none
Basic Intermediate Advanced Expert
6. How would you rate your
knowledge and skills in
creating and using a
microblog (e.g. Twitter) or a
free blog (e.g. Wordpress)?
7. How would you rate your
knowledge and skills in using
public wiki platforms (e.g.
Wikipedia, WikiEducator)?
8. How would you rate your
knowledge and skills in
taking online courses that
use OER (e.g. MOOCs
(Massive Open Online
Courses)?
9. How would you rate your
knowledge and skills in in
using open and free tools for
creating and remixing OER
(e.g. Storyboards – Lino;
Vector graphics software –
Inkscape; Quicktime; photo
and picture editor – Picasa;
Audio editor and recorder –
Audacity; LibreOffice)?
10. How would you rate your
knowledge and skills in using
open licenses, such as
Creative Commons (CC)
licenses?

33. Pre and Post-Online ODC Survey Questionnaire
Negligible or none Basic Intermediate Advanced Expert
11. How would you rate your
knowledge and skills in using
sites for finding Creative
Commons or public domain
photos and clipart (e.g.
Pixaby, Flickr, Open clipart,
Wikimedia commons)?
12. How would you rate your
knowledge and skills in using
sites for finding music and
videos to use, share, and
remix (e.g. Vimeo, Jamendo,
YouTube when licensed under
Creative Commons)?
13. How would you rate your
knowledge and skills in using
available Brazilian sites to
create and use OER (e.g. A
Física e Cotidiano; Conteúdos
Educacionais Digitais;
Currículo+; Portal Teca;
Wikimedia Brazil; Matemática
Multimídia; Secretaria de
Educação do Município de São
Paulo; Portal do Professor)?
14. How would you rate your
knowledge and skills in
knowing how to correctly
attribute a Creative Commons
license to an OER?

34. Pre and Post-Online ODC Survey Questionnaire
Negligible or none Basic Intermediate Advanced Expert
15. How would you rate your
knowledge and skills in online
learning BEFORE beginning
this course?
16. How would you rate your
overall knowledge and skills in
OER BEFORE beginning this
course?
17. How would you rate your
overall knowledge and skills in
using Creative Commons (CC)
licenses BEFORE beginning
this course?

35. Hegarty’s Model for Using OER
Eight Attributes of Open Pedagogy
Note. From Attributes of Open Pedagogy: A Model for Using Open Educational Resources (p. 4), by B. Hegarty, 2015, Educational Technology, 55(4), 3-13.
Copyright B. Hegarty. Adapted with permission.