Open Approaches to Improve Access with Success Nadeosa, June, 2014 Tony Mays Many ways in which Open is used (Glennie 2014) The doors of learning and culture shall be opened The first Open University Open Educational Practices Massive Open Online Courses CT/Paris Open Education Declarations Open Educational Resources Open Schools in SSA and India Open Learning Approach Open learning is an approach which combines the principles of learner centredness, lifelong learning, flexibility of learning provision, the removal of barriers to access learning, the recognition for credit of prior learning experience, the provision of learner support, the construction of learning programmes in the expectation that learners can succeed, and the maintenance of rigorous quality assurance over the design of learning materials and support systems. (White Paper 1, p 34, clause 25) Open Learning some considerations (Glennie 2014) Not only about access, but also about success About all aspects of the system and all modes of provision Social justice agenda not free market Principles in tension Opening choices about WHAT to study vs ensuring a coherent learning programme. Opening choices about WHEN to study vs providing structure and pacing so that underprepared students are offered a reasonable chance of success. Opening choices about HOW to study vs the need for integrity of programme design, closing digital divides and the need to develop collaborative competences Opening choices about WHERE to study vs need for WBE/WIL/practical components Opening choices about ASSESSMENT options vs need to ensure recognition / accreditation of learning achievements Opening access iro AFFORDABILITY vs ensuring a quality experience. Not one size fits all but 3 common legs ODeL: access (including epistemological and financial), success, quality OER: different voices, shift from content provision to student engagement towards applied competence, supporting collaboration OEP: open policies, open pedagogy, collaborative learning and increasing autonomy, specific agenda for the poor and marginalised Reflections on practice 1: OER + Practical engagement and concrete examples essential Better to work from the premise of OER integration from the start than to reverse engineer Need to revisit issues of copyright/ fair use/ licensing OER in service of curriculum needs; not an end in themselves Part of a natural progression from information transmission lectures to problem- and resource-based learning (and increasingly ODeL provision) Integration of different media for different learning purposes and needs Iterative processes to be encouraged: formative peer feedback for improvement Hence: Potential to open discussion at a deep philosophical and pedagogical level on ODeL provision, elearning and learning communities Mkwawa University College of Education/ UDSM Reflections on practice 2: open support + Developing a large-scale distance education teacher development programme for Bihar State in India Schools Supported TP Study Centres (BRCs/CRCs/HS) Self-contained ICT facilities and contact support DIET/PTEC Possible study centres / Support other study centres SCERT Maintain and support system Reflections on practice 3: open pedagogy + New ADEs in Science and Maths to be developed collaboratively and published as OER in proposed new Unisa CEDU PQM Lessons of experience from: Unisa lesson study Oer4schools work in Zambia Integration of video into Saide study of education series Pedagogy and technology fit for learning purpose, context and audience; but Collaboration requires devolved decision-making authority Reflections on practice 4: open collaboration + (Online) Communities of practice take effort and must be driven by a common vision or need DETA OER Africa + TESSA + AVU + ICDE BERTA DBE ACE SML ADE SLM The vexed issue of MOOCs Not always massive and not always that open According toin 2014 MOOC platforms had students registered in nearly 200 countries about 67% from the US and W. Europe, 6% Brazil, 5% India, 4% China then everywhere else!www.moocs4d.org Hence MOOCs for Development 2014 but I believe low retention and throughput can only be addressed by using the MOOC platform for ODeL practice content + assessment + support OPENNESS TO CHANGED PRACTICES Open approaches to improve access with success Coursera Udacity OERu University of the People Peer-to-peer University VUSSC 3.10 Giving Credit for OER-based Learning Anthony Camilleri, EFQUEL, Belgium Jeff Haywood, University of Edinburgh, UK Chahira Nouira, UN University, GermanyGiving Credit for OER-based Learning UNESCO World Open Educational Resources Congress, June 2012 Paris 19 Giving Credit for OER-based Learning Anthony Camilleri, EFQUEL, Belgium Jeff Haywood, University of Edinburgh, UK Chahira Nouira, UN University, GermanyGiving Credit for OER-based Learning UNESCO World Open Educational Resources Congress, June 2012 Paris 20 Concluding remarks Three musketeers: ODeL + OER + OEP Openness to people, places, methods and ideas (UKOU) Conscious decision-making in designing programmes that take account of stakeholder expectations and student profile; integrated learning resources, assessment, support and technology fit for purpose; ongoing formative review and long-term impact. 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Available at: This work is licensed under a Creative Commons Attribution Unported Licence:Citation: Mays, T Open approaches to improve access with success. Saide/Nadeosa Conference 2014: Johannesburg.: OER Africa/Saide