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The future of Open Educational Practices
Gráinne Conole,University of LeicesterOnline Educa, OPAL Awards, Berlin2nd December 2011
2
• Technologies not extensively used (Molenda)
• Lack of uptake of OER (McAndrew et al.)
• Little use beyond early adopted (Rogers)
• Despite rhetoric and funding little evidence of transformation (Cuban, Ehlers)
Pandora’s box
What would it mean to adopt more open practices? Open design, open delivery, open research and open evaluation?
Teacher practices: paradoxes
3
Pandora’s box
Pandora’s box
Open design Open delivery
Open scholarship
Open research
Open practices
Open designShift from belief-based,
implicit approaches to design-based, explicit approaches
Encourages reflective, scholarly practices
Promotes sharing and discussion
Learning DesignA design-based approach to creation and support of
courses
5Course views
Course map
Learning outcomes
Pedagogy profile
Task swimlaneTask swimlane
Course dimensions
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I find the document quite thought-provoking, especially as a starting point in this journey for developing good understandings
I could understand the learning design process and would feel able to use this when designing some learning activities
It is iterative and so helps with ironing out any issues
But does it work? Evaluation data
Open resources
Open courses: MOOC
http://mooc.ca/
http://www.youtube.com/watch?v=eW3gMGqcZQc
MassiveOpen Online Course
Open accreditation
http://www.p2pu.org/en/
Peer to Peer University
http://wikieducator.org/OER_university/
OER University
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• A space for sharing and discussing learning and teaching ideas and designs
• Application of the best of web 2.0 practice for teaching
• To bridge the gap between technologies and use
• Teachers say they want: examples, want to share & discuss
• Helps develop skills needed for engaging with new technologies’
http://cloudworks.ac.uk
Open scholarship
ParticipationSustained over timeCommitment from core groupEmerging roles & hierarchy
IdentityGroup self-awarenessShared language & vocabSense of community
CohesionSupport & toleranceTurn taking & responseHumour and playfulness
Creative capabilityIgniting sense of purposeMultiple points of view expressed, contradicted or challengedCreation of knowledge links & patterns
Galley et al., 2010
Community indicators
12Open scholarship
Weller: http://nogoodreason.typepad.co.uk/
OpenDigital Networked
DiscoveryIntegrationApplicationTeaching
Boyer
Open research
14Key issues and questions
What are the implications for formal educational institutions of adopting open practices?
How do we move beyond projects and initiatives to a more coherent portfolio?
How do we move from innovation to implementation and embedding?
How do we ensure research feeds into policy and practice?
How do we change culture towards more open practices?
15Next steps
Develop a community around openness
Set up dialogue mechanisms to feed research into policy and practice
Carry out and evaluate case studies of implementation
Mirror OPAL methodology to other aspects of open practices (design, delivery, research and scholarship)
Work towards a Pan-European Open Educational Practices Manifesto