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- 1. Remixing OERs - Adapting for Purpose and Context BRENDA MALLINSON 8th August 2015
- 2. Outline Introduction Motivation for Remixing OER Significance of Remixing OER Design & Development of the Remixed course Pilot Implementation Evaluation of Remix experience Concluding Remarks
- 3. The Openness Movement Open Education Open Learning Open Online Courses MOOCs - OpenupEd Open Educational Resources OER Africa Open Licencing Creative Commons Open Access Journals - DOAJ Open Source Software OSS / FOSS
- 4. Introduction Challenges to Higher Ed Institutions in developing countries: Increasing access Maintaining quality Possible solution: Use of supporting ICTs Concern: may raise additional barriers, including Capacity of academic staff to facilitate online / blended learning Mitigation: propagate efforts in capacity development Purpose: adapt and enhance facilitation skills - from F2F to online Two noteworthy resource provision initiatives in South Africa: Supporting Distance Learners: a Tutors Guide (Saide) Facilitating Online (UCT)
- 5. Motivation for remixing the resources Course A: Supporting Online Learners Course B: Facilitating Online The Lifelong Distance Learner Arriving Open Learning, Distance Education and eLearning Conversing Supporting Learning Facilitating Asynchronous Communication Creating Tutorials and Web-Conferencing Applying Assignment to Support the Learning Process Course Outlines (Units/Weeks) 1. What did we start with?
- 6. Motivation for remixing the resources 2. What did we want to achieve? Contextualisation for wider African academic staff by: Provide essential elements of each original resource While shortening the duration Resulting in an attractive and doable option for academics Course A Course BNew: Course C
- 7. Significance OER remixing is still not widely practised African academics need to be producers (not only consumers) of OER OER adaption needs to move from funded projects to sustainable institutional integration Continuum of Open Practice (Stagg, 2014) OERs are not free, but require: Academic expertise and discretion Quality assurance Contextualisation
- 8. Design and development of the remixed online OER course Establish veracity with respect to suppositions: Remixing OER courses with similar licensing is achievable OER will be reused if they are contextually relevant Design as Remix (Amiel, 2013) concerns allayed by: Context: Primary original materials were developed by African educators License: Freedom to reuse, adapt and remix was granted Task reduced to a regular learning design activity for online provision
- 9. Remixed Course C: Facilitating Online Learning Schedule Tools / Technologies Resources Pre course introduction 4x introductory activities Online Quiz (Survey) Discussion Forum (x2), Blog Teaching in an Online Context (Anderson, 2008); Facilitating Online eBook 9Carr et al., 2009) Week 1 5 x activities Reflection Discussion Forum (x2) Synchronous Chat Online Assignment Wiki, Blog (x2) Pre-course survey results; Sync vs Async. Ppt (Mallinson, 2014a) Guide to completing a wiki (Wentworth, 2014); Week 2 5 x activities Reflection Discussion Forum (x4) Wiki, Blog, Live web conferencing 5 Stages of online participation (Salmon, 2003); Blackboard Collaborate access guide; Dimensions of online learning (Mallinson, 2014b) Break week (catch up on reading, activities & engagement) Week 3 4 x activities Reflection Discussion Forum (x3) Assignment file upload, Blog Live web conferencing Activity design templates (x2): Mallinson (2014c); and Salmon (2003); Approaches to teaching and learning (Witthaus, 2009) Wrap up Evaluation; Closing reflection, Farewells Online quiz (survey) Discussion Forum (x2), Video Guidance on locating, exporting and displaying the open digital badge earned (Video) (Mallinson, 2014d)
- 10. Pilot Implementation Email flyer to targeted groups resulted in considerable interest Moodle was used as commonly implemented by target groups Cost considerations inhibited uptake initially Facilitators needed to model good practice High level of mediation Completion acknowledged by digital badges & certificates Only 2/3 of participants attained the awards
- 11. Evaluation The content, nature, and deployment environment of the OER is important as is its licensing for reuse. Time to remix an OER should not be underestimated. The final resource should be cohesive, coherent and suitable for context. A full understanding of licenses and their implications is important. The more open the technological standards and formats, the fewer barriers exist to remixing. Process Remixed course New and useful experience for participants. Valued the experience of creating online activities and using synchronous tools. Well-supported online. Time challenges experienced. Need more time to get to know the VLE Facilitators recommendations: Increase duration by 1 week. Enhance the facilitators guide. Add more pedagogy and technology elements (from course A). Provide funded access.
- 12. Concluding Remarks Sharing of lessons learned in the remix experience Course revision to follow Publication of revised course as an OER under CC license. Example of remix for context Encourage further remix examples by African institutions Remixing OER with similar licenses is an achievable undertaking OER will be reused if they are deemed to be contextually relevant Take ownership of OER Adoption in Africa
- 13. Reflection How does this relate to your institution/organisation? With respect to opening up your own resources Reusing existing openly licenced resources Remixing OER to contextualise to your own environment
- 14. Thank You BRENDA MALLINSON SlideShare: http://www.slideshare.net/brenda6 Full paper: Mallinson and Krull (2015) "An OER Online Course Remixing Experience" Open Praxis Vol 7 (3) July-Sept 2015. Available: http://www.openpraxis.org/index.php/OpenPraxis/article/view/195 This work is licensed under a Creative Commons Attribution 4.0 Unported License.
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