Reusing OER – SCORE Residential Fellowship Course

Reusing OER – session facilitated by Andreia Inamorato dos Santos  (OLnet/SCORE)

This afternoon I ran a session on OER reuse for the Open University SCORE short-term residential fellowship course. The task was for the fellows to pick a theme and look at their colleague’s OER created during the residential course, and also throughout the web and discuss a set of reuse questions. Interestingly, reusing OER does not seem to be the a simple task. Participants  have argued that quite often the OER sites link to resources that are not clearly OER (licensed materials) and it was very difficult for them to keep track of the licenses as they were searching for OER.

Finding suitable OER and assessing quality were also issues raised. Participants argued that they could not always find OER for the topic that they had chosen to work around. If they found OER, assessing quality did not seem to be straightforward. They mostly compared OER  in terms of the usability of the websites  rather than going through a checklist of OER quality indicators – authorship (credentials), design, license (copyright clearance),  etc. This shows the importance of the tools provided/not provided in the websites to reuse OER . Most academics in this group argued that the OER websites they came across did not seem to pay attention to the reuse aspect – they often used pdf materials and had complex navigation.

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HEAT program @ the OU Conference – day 2

Live blogging, 2pm – Conference Day 2

HEAT: Health Education and Training in Africa

Talk by Alison Robinson (programme coordinator)

Challenges in Africa:  high incidence of maternal and child mortality, HIV/AIDS , TB and malaria increasing, critical shortage of health workers, inadequate facilities and equipment. In Africa there’s 900 maternal deaths per 1000,000 births. Africa has 11% of the world’s population.

HEAT helps to address critical health workers shortage. The strengths of the HEAT program are that it delivers significant impact for relatively small investment, and it has the potential to train hundreds of thousands of health workers. HEAT materials can be delivered in print, online or disk.

The pilot country of HEAT is Ethiopia. One of the reasons is that all post-secondary education and training in Ethiopia is taught in English. Total population is around 81 million, of which 84% live in rural communities. Every year around 21000 Ethiopian women die due to complication of pregancy or childbirth. It is a country of contrasts.

The health extension workers in Ethiopia are paid a small salary by the Ministry of Health.  They need to be female, speak local language and basic English, amongst other things. Health Extension Workers’ initial training need to be upgraded to overcome the deficiencies in their initial training, and also because the workers are keen to have a career path. The HEAT training is provided by distance education. Restrictions on classroom capacity and availability of teachers would take more than 10 years to upgrade 31,000 health education workers.  Distance learning can be completed between 18-24 months.

HEAT will be an online knowledge bank of training materials, both in text and in multimedia form, delivered as OER . It will also include self-assessment questions, resources and toolkits with case-studies etc.

HEAT has the support of the Ministries of Health and Education in Ethiopia, funded by the Allan and Nesta Ferguson Trust. There will be 16 distance e-learning modules, each one assessed by means of a tutor-marked assignment. The first 4 out of 16 modules are being prepared and are due for completion be end of July.

Challenges: some authors are experiencing difficulties in writing in a second language. They are also leanring the methodology of distance learning.

Alison says that the work in Ethiopia has been enourmously rewarding.

HEAT beyond Ethiopia: all modules will be free to download. Conversations are taking place to localise the content to Kenya, Rwanda, Ghana and Zambia.  Modules are adaptable also outside Africa.

HEAT vision: ot create a consortium of countries and organisatiosn working together aim to tackle social inequalities in Africa.

Opencast UK – Broadcasting via Matterhorn

Live blogging, 24th March, 10:30 AM

Presentation by Bjorn HaBler

Matterhorn basecamp

Bjorn starts by saying that Opencast as a community converts on a number of different projects, of which Matterhorn is one of them. It is an opensource data capture tool. It captures lectures, processes and distributes them in various media such as YouTube EDU. MH (Matterhorn) is also a management system that interfaces for searching videos, subscribing to RSS feeds, provides basic media annotation and allows for viewing close captions.

More info @:

http://blecanthra.lboro.ac.uk

OER10: The Openness Agenda

OER10 Conference, Cambridge, UK.

Opening Talk by Dr Malcom Read, JISC Executive Secretary

Live blogging, 10:30 AM

Dr Read starts by discussing the various contexts in which ‘openness’ is used:

  • Open source: software
  • Open standards: interoperability
  • Open Access: research  outputs, research data
  • Open Educational Resources: course material
  • Open Science: open innovation (the research process becoming more open via web 2.0)

OER New Challenges:  need to focus on the discovery and use of OER and also on learning form current experiences (reuse).

HEFCE funding for next year (2011) is  £4million and will incorporate the release of projects in identified priority areas only. Another goal is to improve the findability of OER resources.

The UNESCO OER Agenda

GUIDE ASSOCIATION

Live blogging, 18th March, 9AM

GUIDE workshop Rome – Dr Indrajit Banerjee opening talk – UNESCO

Dr Indrajit Banerjee of the UNESCO ICT in Education, Science and Culture starts by considering some of the challenges and benefits of distance education.

Next, he recommends practitioners the use of  the ICT Competence benchmarks for teachers, launched by UNESCO.

UNESCO is focusing on 3 key areas, having launched its Open Suite Strategy.  It has 3 components: 1) Open  educational resources (Unesco is developing its own educational resources platform); 2) Open Access to Scientific Information and 3) Free and open source software.

He also mentioned UNESCO’s Open Training Platform (OTP) with more than 3500 courses in 21 subject areas. The OTP has over 630 training providers and has attracted more than 1 million visitors (www.opentrainingplatform.org)

OpenLearn Research Report 2006-2008

This is the OpenLearn Research Report of the OpenLearn initiative of the Open University UK. Here we discuss both the user and the provider experience with open educational resources (OER), and we bring to the fore the importance of collaborative activities to foster the use of such resources. A number of case studies are presented.

OER international community: how do we know what they need?

by Spoon Monkey

This week at OLnet we are having a pilot virtual workshop (twitter #olnetvw). The aim of the workshop is to promote reflective practice within the OLnet team, and also to enable us to come up with an approach to run virtual workshops.

We are taking a closer look at the UNESCO OER Toolkit, at the same time looking at other OER resources aimed at the community, such as the OER Handbook and the OpenLearn Research Report 2006-2008. The programme of the workshop can be found here.

In our discussion of the toolkit, I started by raising the question of what it is proposing itself to do. Here is a copy of my post in our virtual workshop page:

“I thought it was very interesting reading the UNESCO OER toolkit. I allocated 10 min this morning and went through sections A and B of the document, and I realised I was taking a lot for granted about it.

First of all, I did not know the doc was targeting developing countries. I thought it was just a nice and creative attempt to make available ‘OER-How to’ knowledge to all. It was definitely a surprise to me.

I wonder however whether there is a misconception in the doc – the assumption that practitioners in the so called ‘developed world’ already know how to use OER. Do they?

I do not think so. Despite the fact that the OER movement was initiated by more privileged societies (due to the funding received), I believe the take up is still very timid. Often, practitioners argue they do not feel confident in changing content developed by others, or they do not seem to find the time to do so. Some of them have not even heard of OER… or struggle with the technologies. That is why it feels odd to think of a toolkit developed to the developing world….

UNESCO’s initiative with the OER Toolkit is undoubtedly to be praised, and the work of all the collaborators too. I have read just a few sections of it so far but I can already see its potential. It is a document that can be changed and adapted to suit different audiences, and the fact that it is published in a wiki helps.

But to what extent has this toolkit taken into consideration the reality of the developing world? I did not find this reflection appropriately developed in the doc anywhere yet. So far, using the doc’s own language, it is all very ‘anecdotal’.

I would like to know more about how it came to be the case that the toolkit should focus on the developing world. Is it just because it ‘sounds good’ and is in line with the overarching altruistic proposition of the movement? And if not, how do we know we are offering the developing world what they need?”

I am playing a little bit of a devil advocate here I know, but I believe that many times in the OER movement we act based on assumptions. Not to say that it is wrong, but is it enough?