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Cheryl Hodgkinson-Williams & Eve GrayOpeningScholarship ProjectCentre for Educational TechnologyUniversity of Cape Town
e/merge 2008 online conference7-18 July 2008
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Information and communication technologies (ICTs) provide a range of opportunities to share educational materials and processes
Many higher education institutions (HEIs) have some type of Learning Management System (LMS) in place
Development of the so-called Web 1.0 and Web 2.0 tools have extended the array of ICTs to distribute and to share
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Web 1.0Web 1.0(mainly 1992-2000)
Encyclopaedia Britannica Online, etc.
Personal websites Newsgroups Content management
systems Alerts File sharing
Web 2.0Web 2.0(shift since about 2001)
wikipedia.com
Blogging Social networking Wikis
RSS feeds Collaborative
development
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Timmo Hannay, CTWatch Quarterly Aug 2007
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… is an interesting, yet paradoxical, social development in the competitive higher education environment
… is an extraordinary trend dubbed new "culture of contribution"
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… is based on the philosophical view of knowledge as a collective social product & the desirability of making it a social property (Prasad & Ambedkar cited in Downes 2007:1).
… is based on the idea that the world’s knowledge is a public good & that technology in general & the WWW in particular provides an extraordinary opportunity for everyone to share, use, & reuse knowledge (William and Flora Hewlett Foundation)
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… it “hides a wealth of complexity and has profound implications for the way we conceive and practice higher education” (Weller 2007:149).
What is “open”? How open is “open”? OR “How is the
concept of openness understood?”
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Learning resources – courseware, content modules, learning objects, learner-support and assessment tools, online learning communities
Resources to support teachers – tools for teachers and support materials to enable them to create, adapt and use OER, as well as training materials for teachers and other teaching tools
Resources to assure the quality of education and educational practices (Johnstone 2005:16).
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… 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.
OER include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge (Atkins, Seely-Brown & Hammond, 2007:4).
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(Margulies 2005 in OECD 2007:31)
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Attributes of openness
Bissell (2008) Walker (OECD 2001:32 in Daniel 2006)
D’Antoni (OECD 2007:32 in Daniel 2006)
Social openness ShareableAuthoritative Useful
Effective Accredited
Technical openness Interoperable Internationally accessibleEasily identifiableFindableIndexed
ConvenientAvailable
Accessible
Legal openness ShareableAdaptable
Financial openness
AffordableSustainable
Affordable
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Not a new concept• Open economies• Open source software• Openness of societies
Recently used to understand OER Range of openness within
• Social openness• Technical openness• Legal openness• Financial openness
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The fundamental level of openness is the willingness to make materials available beyond the confines of the classroom by• Lecturers• Students• University management
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Existing Planned
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Proprietary Proprietary/Open
Open
LMS•WebCT
LMS (which include forums, wikis, chats)•Sakai, Moodle
CMS CMS• EducCommons
Development tools Development tools• Python, VPython
Productivity tools• MsOffice
Productivity tools•OpenOffice.org
Email Social networking• Facebook
FormatText doc, docx
FormatText pdf
FormatText odp, html, xml
Most restrictive Most accommodating
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Technical openness
Proprietary Proprietary/Open
Open
Development tools
Development tools• Python, VPython
Most restrictive Most accommodating
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Copyright
Public domain
All rights reserved
AttributionNon-commercialNo derivatives
AttributionNon-commercialShare Alike
AttributionNon-commercial
Attribution No Derivatives
AttributionShare Alike
Attribution
No rights reserved
Most restrictive Most accommodating
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Copyright
Public domain
All rights reserved
AttributionNon-commercialNo derivatives
AttributionNon-commercialShare Alike
AttributionNon-commercial
Attribution No Derivatives
AttributionShare Alike
Attribution
No rights reserved
Most restrictive Most accommodating
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Link 1Link 2Link 3Link 4
Charged
Low cost Opportunity cost Free
Small charge Subscription fee Contribution in kind
User registration
Least affordable Most affordable
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Charged
Low cost Opportunity cost Free
Small charge Subscription fee Contribution in kind
User registration
Least affordable Most affordable
Existing Planned
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Social openness
Student s participate
To include other lecturers in SA & in Africa
Technical openness
CD-casebook
VulaFacebook
?
Legal openness
All rights reserved
AttributionShare Alike
Public domain
Financial openness
CD-casebook
Donor funding Existing Planned
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While the simple term “open” hides a wealth of complexity, unravelling the degrees of openness of the key attributes, hopefully makes the task of identifying where alterations will need to be made to existing teaching and learning materials or processes a little easier for the lecturer and the educational technologist alike.
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Atkins, DE, Seely Brown, J and Hammond, AL (2007) A Review of the Open Educational Resources (OER) Movement: Achievements, Challenges, and New Opportunities. Report to The William and Flora Hewlett Foundation. Available online: http://www.hewlett.org/Programs/Education/OER/OpenContent/Hewlett+OER+Report.htm
Breen R and Jonsson JO (2005) Inequality of Opportunity in Comparative Perspective: Recent Research on Educational Attainment and Social Mobility. Annual Review of Sociology 31: 223-243.
Caswell T, Henson, S, Jenson, M & Wiley, D (2008) Open Educational Resources: Enabling universal education. International Review of Research in Open and Distance Learning, 9(1), 1-11.
Daniel, J, West, P, D’Antoni, S and Uvalić-Trumbić, S (2006) ‘eLearning and Free Open Source Software: the Key to Global Mass Higher Education?’ International Seminar on Distance, Collaborative and eLearning’, Universiti Teknologi Malaysia, Kuala Lumpur, Malaysia, 4 - 5 January 2006, http://www.col.org/colweb/site/pid/3571
De Broeck M and Sløk T (2005) Interpreting real exchange rate movements in transition countries. Journal of International Economics 68 (2), 368-383.
Downes S (2007) Models for sustainable open educational resources. Interdisciplinary Journal of Knowledge and Learning Objects 3: 29-44.
Duderstadt, JJ (2002) Higher Education in the new century: Themes, challenges and options. [online], http://www.usp.ac.fj/fileadmin/files/academic/pdo/digitised/Millennium%20Project%20Papers.pdf
Johnstone SM (2005) Open educational resources serve the world.’ Educause Quarterly 3: 15-18.
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McAndrew, P (2006) Motivations for OpenLearn: the Open University’s Open Content Initiative. [online], http://kn.open.ac.uk/public/getfile.cfm?documentfileid=10026.
OECD. (2007) Giving knowledge for free: The Emergence of Open Educational Resources. Organisation for Economic Co-operation and Development (OECD), Paris, France. [online] http://www.oecd.org/document/41/0,3343,en_2649_35845581_38659497_1_1_1_1,00.html
Pappalardo, K (2008) Understanding open access in the academic environment: A guide for authors. Open Access to Knowledge (OAK) Law Project. [online] http://www.oaklaw.qut.edu.au
Tuomi, I (2006) Open Educational Resources: What they are and why do they matter. Report prepared for the OECD. [online] http://learn.creativecommons.org/wp-content/uploads/2008/04/38654317.pdf
Weller, M (2007) Virtual learning environments: Using, choosing and developing your VLE. London: Routledge.
West J (2007) The economic realities of open standards: Black, white and many shades of gray. In S Greenstein and V Stango (Eds) Standards and public policy. Cambridge University Press.
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Andrew Deacon - Learning Designer at CET for the many conversations over OER
Cheryl Brown – Researcher at CET for checking the presentation and paper
Samantha Lee Pan and Desiree McKie – from CET for technical support
Kevin Williams - for endless editing and eoncouragement