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The future of Open Educational Practices Gráinne Conole, University of Leicester Online Educa, OPAL Awards, Berlin 2nd December 2011

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The future of Open Educational Practices

Gráinne Conole,University of LeicesterOnline Educa, OPAL Awards, Berlin2nd December 2011

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• 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

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Pandora’s box

Pandora’s box

Open design Open delivery

Open scholarship

Open research

Open practices

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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

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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

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Open resources

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Open courses: MOOC

http://mooc.ca/

http://www.youtube.com/watch?v=eW3gMGqcZQc

MassiveOpen Online Course

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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

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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

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12Open scholarship

Weller: http://nogoodreason.typepad.co.uk/

OpenDigital Networked

DiscoveryIntegrationApplicationTeaching

Boyer

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Open research

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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?

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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