Open Educational Practices Definition licences and issues A

Open Educational Practices Definition, licences and issues A presentation for the ACDE, March 2019 Kris Stutchbury, The Open University, UK

Open Educational Resources • For each of the statements, hold up the letter T (if you think the statement is true) and F (if you think the statement is false). • OER are free resources • Royalties are paid to the author of OERs • There are no restrictions on how you use OER • OER can take a variety of forms including resources on the internet, books, worksheets, videos and photos. • You can be sure that OER are good quality resources • OER that are published have all be quality assured ACDE, Tanzania, March 2019

Key Points • OER are free • They have a creative commons license (https: //creativecommons. org/) • They are free to use; the producer bears the cost of production • They take many different forms • The quality should be judged by the user ACDE, Tanzania, March 2019

Open Educational Resources (OER) OER are 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 repurposing by others. Open Educational Resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge. OER first defined by UNESCO in 2000. Supported in the Paris Declaration, 2012 and the Ljubljana Action Plan, 2017. ACDE, Tanzania, March 2019

OER Potential ACDE, Tanzania, March 2019

Why do people/institutions publish OER? • As part of international development work • To enhance the reputation of the institution – draw people in • To be part of a community • To establish an individual reputation • To contribute to the common good What is your institution’s policy on publishing and using OER? ACDE, Tanzania, March 2019

Why might you want to promote the use of OER in your institution? • Lack of up-to-date conventional resources • Access of new pedagogic approaches • The formation of collaborative networks • Opportunities to develop new skills and understandings • Makes economic sense at a time of expansion ACDE, Tanzania, March 2019

OER Use – the OER cycle From: Enhancing teacher Education through OER (A MOOC written by The Open University UK and available on www. Ed. X. org ACDE, Tanzania, March 2019

The OER adoption pyramid (H. Trotter, G. Cox) http: //conference. oeconsortium. org/2016/presentation/the-oer-adoption-pyramid/ Individuals Volition Availability Capacity (technical skills to find, use, adapt and create) Awareness (of OER, the Institutions concept) Permission (to use (via Licence) or create (via institutional policy)) Access (to infrastructure) ACDE, Tanzania, March 2019

OER Adoption – Key questions ADOPTION FACTORS Questions for OER users Questions for OER creators Volition Pedagogical values, institutional culture, social context Do you want to use OER? Do you want to get involved in OER creation? Availability Are the resources that we need available as OER? Have you found OER to meet your learning needs? Do you have teaching materials of sufficient quality? Copyright? Capacity Necessary skills, capabilities? Do you know where to look for OER? Do you have the skills to develop and upload OER? Awareness What is available? Do you understand OER and what is available? Do you understand the OER licenses? Permission Licensing and institutional factors Do you have permission from Who possesses the copyright the institution? License? over teaching materials you use? Access Electricity, devices? How will you access OER?

Constraints which impact on OER use Cultural • Searching for OER is not the norm • Need for quality guidelines • OER that are found may not align to the curriculum or be culturally relevant • Lack of autonomy What could you do to support the use of OER in your Institution? Changes to culture required • Less control from the top • More democratic • More autonomy for individuals • More trust, more collaboration Different ways of working are required in order to derive the full benefits from OER, starting with institutional policies

Constraints which impact on OER use Structural • Volume of online resources available • Mostly text-based whereas video and audio are sought Changes to structures required • More opportunities for collaboration • More access to ICT • More flexibility in the curriculum What new structures are required in your institution to facilitate OER use?

Constraints which impact on OER use Agential (individuals) • OER awareness and open licensing awareness • Time to find materials • Lack of skills to filter open licenses • Lack of ability to judge quality • Lack of autonomy Changes required to support individuals • More opportunities for collaboration • More access to ICT • More flexibility in the curriculum • More training opportunities • More encouragement re-OER What can you do to ensure that individuals are supported in the use of OER?

Aspects which enable the use of OER • The availability of OER relevant to the context • Copying is a common practice • Global repositories of OER • Institutional guidance and support • OER available in print • People with the skills to search online • Expertise in judging quality ACDE, Tanzania, March 2019

Harnessing open content • Text-books • Teaching resources • Free online courses – MOOCs • Badged-open courses ACDE, Tanzania, March 2019

Teaching resources • Incorporating OER into course materials • Eg Open University of Sudan, Nigeria Teachers Institute, Open University of Tanzania, UNISA ACDE, Tanzania, March 2019

MOOCs • Massive Open Online Course • Free content • Social learning • Quizzes • Time bound • Small fee for the certificate ACDE, Tanzania, March 2019

Open courses ACDE, Tanzania, March 2019 • Not time-bound • May include a free ‘badge’ • Groups of professionals in the same institution • Build your own assessments

Selection of OER – key questions • What are our needs? New pedagogy, integrating ICT, new content, new subjects……… • Do the OER we have found meet our needs? What pedagogy to they embrace? Is the level and language appropriate for our learners? • Do we need to adapt them? • Who decides? Individual lecturers, Heads of Department, Deans, Heads of Institution? Government Ministers? ACDE, Tanzania, March 2019

Summary Turn to your neighbour and tell them: • One thing you will take from this presentation • One question that you have about the use, adaptation or creation of OER. ACDE, Tanzania, March 2019