Innovative experiences of Open Educational Resources

towards academic knowledge mobilization: Latin-American context

Vladimir Burgos
Liaison Officer of Innovation and Educational Technology at the Center for Innovation in Technology and Education in Tecnológico de Monterrey (ITESM).

Project manager of OCW Tecnológico de Monterrey

& temoa.info (Knowledge Hub OER Index)
Proceedings of OpenCourseWare Consortium Global 2011: Celebrating 10 Years of OpenCourseWare
Creative Commons Attribution License http://creativecommons.org/licenses/by/3.0/

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“The creation and transference of knowledge is one of the strategies of wealth and prosperity most promising and challenging in the emergence of a knowledge-based society”

We need to go beyond knowledge sharing and dissemination of OER towards open educational practices (OEP).

Frame of reference Open Educational Resources (OER)
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“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 re-purposing 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“

Atkins, D; Brown, J; Hammond, A (2007). Report to The William and Flora Hewlett Foundation (February 2007); pp.4, http://www.hewlett.org/oer Smith, Marshall S.; Casserly, Catherine M. (2006). The Promise of Open Educational Resources; Change: The Magazine of Higher Learning; Sep-Oct 2006; 38(5); p. 8 (EJ772126)

Frame of reference Open Educational Practices (OEP)
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“Open Educational Practices (OEP) are a set of activities around instructional design and implementation of events and processes intended to support learning. They also include the creation, use and repurposing of Open Educational Resources (OER) and their adaptation to the contextual setting. They are documented in a portable format and made openly available”

The OPAL Report 2011 “Beyond OER: Shifting Focus to Open Educational Practices”, The "Open Educational Quality Initiative", retrieved at 23 February, 2011 from http://oer-quality.org/

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To move forward in the creation and sharing of knowledge represented as open educational resources (OER), it is important to recognize and properly document the use and the type of knowledge being generated in educational institutions (i.e. courses, articles, lectures, documentation, research, etc). Open educational practices (OEP) may help us to make evident the use we are giving to OER, this through the documentation of teaching methodologies and strategies, learning activities, study cases and any other forms of presenting evidences of use of OER through the socialization of educational experiences.

Knowledge value
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The objective has to be the discovery, instrumentation and operationalization of a sustainable cycle of virtuous value creation, as a side effect of the capitalization of the flow of information and knowledge in the activities produced by the most valuable asset of the organization (human capital).

OER

Comunnities of practice (CoP)
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To succeed towards a knowledge-based economy, organizations including educational institutions need to recognize their knowledge assets and facilitate a dissemination process through active local communities.

Barriers of academic knowledge mobilization
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According to OPAL (2011) in its report “Beyond OER: Shifting Focus to Open Educational Practices” there are five relevant barriers that need to be addressed to ease the task to individuals to use OER:
1. 2. 3. 4. 5.

Lack of institutional support; Lack of technological tools; Lack of skills and time of users; Lack of quality or fitness of OER; Personal issues (lack of trust and time).

The report argues for building confidence in the use of OER to enhance their actual usage as well as the creation of open learning frameworks to transform the way we see education nowadays.
The OPAL Report 2011 “Beyond OER: Shifting Focus to Open Educational Practices”, The "Open Educational Quality Initiative", retrieved at 23 February, 2011 from http://oer-quality.org/

Study case: academic knowledge mobilization
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The case that is presented refers to a Mexican university, the Tecnológico de Monterrey (www.itesm.edu) that has been working since 2007 on several open educational projects. The Tecnológico de Monterrey is a private, non-profit academic institution founded at the year of 1943 and composed of 31 campuses across Mexico. Since 1989 it has been a pioneer in distance education, and with more of 20 years of experience through its Virtual University, it currently reaches 29 countries and offers undergraduate, postgraduate, continuing education, and social programs completely online.

Academic knowledge mobilization
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The biggest challenge we face is to foster the value of use of existing knowledge in the process of sharing, assimilation and application of focused knowledge to specific needs through local communities of practice.
Sharing Selection Dissemination
Academy

Mobilization

University

Government
INTERNET

Infomediary

--------------Catalog of OER

Industry

NGO

Communities

People

Towards academic knowledge mobilization
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The idea with open educational practices (OEP) is to identify (document) the activities of how educators are using OER in their daily practice for teaching or research, as for example for reuse, revision, remixing, redistribution and production of new OER to promote innovative pedagogical techniques and strategies to empower learners on their lifelong learning path.

Sharing

Selection & Dissemination
[d1]

Mobilization

[d5]

OER content repository
[a]

http://catedra.ruv.itesm.mx

OER content lists

OCW Consortium
www.ocwconsortium.org
[d2]

Topics (learning activities)
http://www.temoa.info/node/33487

OER content lists
[c]

Anthologies (course)
http://www.temoa.info/node/45210
[d6]

Knowledge Hub
temoa.info

OER Communities of Practice

Inter-institutional research projects & training of faculty
[d3]

www.cudi.edu.mx

[b]

OER eBook

OpenCourseWare
http://ocw.itesm.mx/

Educational methodologies
OER Catalog

[d7] [d4]

Case studies

OER for basic education “K-12”

OER content repository
http://catedra.ruv.itesm.mx//handle/987654321/87

http://khubk12.blogspot.com

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Sharing of knowledge (publication)
http://ocw.itesm.mx/
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Selection & Dissemination of knowledge
www.temoa.info
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Criteria to select and evaluate OER

Resources are public and inclusive (full content) Free (no charges or fees) Permanent publication (lifelong) Without subscriptions or further obligations for users Resources in the public domain or released under an intellectual property license (we evaluate a formal declaration of intellectual property and respect to authorship of the resources; for example Creative Commons (CC) licenses or customized licenses).

Documented process of selection, categorization and communication of OER
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INTERNET

Identification, Searching, Filtering, Selection, Documentation
Manual (human)

Socialize and share
Webpages

Semiautomatic Repositories
(technology/human)

Potential reuse, diffusion, sharing discovery and evaluation.
Common metadata • Ease adoption • Remixing OER to build new knowledge • One single window of discovery of OER

Metadata harvesting process

Mobilization of knowledge
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OER Content Playlists to promote and facilitate remixing of core components of courses… share new ideas for teaching by creating new topics and course subjects with OER from the catalog
Create new content: • Course • Topic • Activity Index subjects

Examples of playlists: 1. OER as textbook alternatives (anthologies of resources) 2. OER as reusable resource 3. OER as learner generated/ modified content

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Course:

Introduction to Physics- Mechanics
http://www.temoa.info/node/38310

Topics

Subscribe to RSS feeds

Share with friends and colleagues through social networks

Legal terms of use

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Bibliographic references for OER

Syllabus (Educational context)
• Learning objectives • Subject general • Basic information • Teacher information • Institutional information

Instructional metadata
• Basic information • OER from several content providers • Authorship • Educational level • Student information • Lecture hours • Teacher information • Instructor's academic profile • Recommended academic experience • Evaluation policy • Institutional information • Course type • Type of academic term • Course identifier

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How to cite the OER from the playlist

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The community may review and rate the course The “board” represents a [Topic]

The “student” represents an [Activity] The “World” represents an [OER]

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The community may discuss or debate about the course

Mobilization of knowledge
http://tinyurl.com/bookREA
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Adoption of OER in a graduate course for the master degree of education: “Research for the improvement of educational practices”
As a result, 30 study cases were documented through a methodological research process on the subject of adoption of the OER in learning activities, in several knowledge disciplines and educational levels.

www.lulu.com

Mobilization of knowledge
http://catedra.ruv.itesm.mx/
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OER content repository

Mobilization of knowledge

www.ruv.itesm.mx/convenio/catedra/
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  

Integration of OER Communities of Practice Networking with research groups Inter-institutional research projects & training of faculty

www.cudi.edu.mx

Lessons learned and recommendations
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A good educational practice is to promote among the academic community a culture of “prosumers” that, according its definition, is about people whom produce something (product/ service) for their own consumption. Support and recognize the relevance of OER initiatives at the institutional level (involvement of decision makers and staff). Promote a new culture and educational practice to acquire the skills required to exploit fully the use of OER, for example, digital literacy and information literacy.

Lessons learned and conclusion
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Promote a community-based system of open sharing of educational best practices, with the intention of facilitating the effective reuse of OER and learning of significant experiences in the use of OER in teaching and learning activities. Clarify and define licensing schemes and mechanisms for the protection of copyright and intellectual property to foster openness of OER, and to foster its use and ownership of OER.

Based on:
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Burgos, J.V, and Ramírez, M.S. (2011). Innovative experiences of Open Educational Resources towards academic knowledge mobilization: Latin-American context. In Proceedings of OpenCourseWare Consortium Global 2011: Celebrating 10 Years of OpenCourseWare. Cambridge, MA. USA

Vladimir Burgos
Liaison Officer of Innovation and Educational Technology at the Center for Innovation in Technology and Education in Tecnológico de Monterrey (ITESM). Project manager of OCW Tecnológico de Monterrey & temoa.info (Knowledge Hub OER Index)

Marisol Ramírez
Full time Professor at the Graduate School of Education (EGE), and Principal of the Research Group of Investigation of Innovation in Technology and education in Tecnológico de Monterrey (ITESM)

Thanks!
vburgos@itesm.mx solramirez@itesm.mx

Attribution for images used:

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