HARMONISING OER RESEARCH ACROSS SOUTH

AMERICA, SUB-SAHARAN AFRICA AND ASIA: THE

CASE OF THE ROER4D PROJECT

Hodgkinson-Williams, C.;

;

© 2018, HODGKINSON-WILLIAMS, C.

This work is licensed under the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/legalcode), which permits unrestricted use, distribution, and reproduction, provided the original work is properly credited.

Cette œuvre est mise à disposition selon les termes de la licence Creative Commons

Attribution (https://creativecommons.org/licenses/by/4.0/legalcode), qui permet

l’utilisation, la distribution et la reproduction sans restriction, pourvu que le mérite de la

création originale soit adéquatement reconnu.

IDRC Grant/ Subvention du CRDI: 107311-001-Research into Open Educational Resources for

Development

Cheryl Hodgkinson-Williams

University of Cape Town

OER15, Cardiff, Wales14-15 April 2015

Harmonising OER research across

South America, Sub-Saharan Africa and Asia:

The case of the ROER4D project

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Rising numbers of students in

the education sector

Education institutions under

political & financial pressure

Expensive, limited in number,

often outdated textbooks are

not entirely relevant to the

context

Employability of graduates

Reduction of educational

funding by governments

Key challenges facing education in developing countries

http://commons.wikimedia.org/wiki/File%3APCoE_students_at_AICTE_Regional_Office_in_Mumbai.jpg

OER as a response to some educational challenges

facing education in developing countries

http://www.elearning-africa.com/eLA_Newsportal/finding-the-sweet-spot-open-educational-resources-in-the-developing-world/

http://www.unesco.org/iiep/virtualuniversity/forumsfiche.php?queryforumspages_id=23 x

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Proliferation of Open Educational Resources

Mid-Tenn Trend: Driving EdTe<h adoption In higher education for Ihreemflveyelrs

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Overview

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conrenx, including lull courses, course nrarerrals,

modules, lexlboaks, videos, resis, sofrware, and any

orrrer means oi conveying knowledge. can uses

crearive Commons and alrernarive licensing senernes

no more easily distribute knowledge, media, and

me issue ofawaleliessand accesslbliity.” Babson SurveyResearch Group pulaiisned an indeprn explorarion of

on uprake in nignereducarion rnrougnour rne usand

round mar among 2,r44 laculry members surveyed,rne rnaioriry demonsrrared benevolent arnrudes aoour

using osrr, unlike orner iecnnoiogical advances in

reaching.” ver rile survey revealed rnar awareness of

OER and relared issues was signilicanrly scarce, wirn

only 5.l% or respondenrs answering rnar rney were

‘very awale'of0ER and irs use in me classroom." More

rnan nallorrne respondenrs said rney were dererred byme lack or searcn mnis or a comprehensive caralog of

materials.“ wnile undersrandrng aiaour ore is lacking,Babson researchers lngniignred why knowledge in

rnis area nas rne porennai Io increase grearly over me

next rnree years; more men inreequaners of facultymembers rndicared inar rney expecred re use OER or

would consider using oca in me luliile.”

There are a numoer or existing ocrr reoosiroriesand search roals in place for me nigner educarion

cornrnunlry. Among rne nrsc MERLOT was srarred in

raw iay California srare universiry, and nas since been

offering irs members a piaitform ro creare, snare, and

curare onlrne learning rnareriais.~ similarly, Jolum is

a ponal lor ullivelsily educarors In rne UK ro coilecr

and snare oarw runded ay iisc, Jorum allows users

ro filler nrarenels based on cornrnunrry, insrirurian,

aurlror, keyword, and license, among orner searcn

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Examples of OER initiatives from South America

http://www.rea.net.br/site/

https://karisma.org.co/cokrea/

ENCUENTRO COKREA 2015

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http://oer.avu.org/

http://open.uct.ac.za/

http://www.oerafrica.org/

Examples of OER initiatives from Africa (1)

http://www.afrivip.org/open-education-resources

http://www.tessafrica.net

Examples of OER initiatives from Africa (2)

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Examples of OER initiatives from Asia

http://www.tess-india.edu.in/

http://nptel.ac.in/

http://www.oerasia.org/

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Slow uptake of OER in South America & Africa,

better in South East Asia

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Where CC-licensed works are published

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New OER map initiatives might assist

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Most OER research taking place in Global North

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ROER4D Research: OER Adoption & Impact

Research on Open Educational Resources for Development in the Global Sou

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ROER4D Funding

International Development Research

Centre (IDRC)

Open Society Foundations (OSF)

UK Department for International

Development (DFID)

3 year project (27 Aug 2013 - 27 Aug

2016 with an extension to Feb 2017)

Grant 1 - IDRC CAD 2 million & OSF

Grant 2 - DFID CAD 500,000

3 Regions

South America

Sub-Saharan Africa

Central, South & South-East Asia

18 research projects in 7 clusters

86 researchers & associates

26 countries

16 time zones

IDRC

OSF DFID

IDRC 38 CRDI E35.’-.E:;Fi9uE5:}pMg‘ V)

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In what ways, and under what circumstances, can the adoption of

OER impact upon the increasing demand for accessible, relevant,

high-quality, and affordable education in the Global South?

Research on Open Educational Resources for Development (ROER4D)

In what ways, and under what circumstances, can the adoption of

OER impact upon the increasing demand for accessible, relevant,

high-quality, and affordable education in the Global South?

Research on Open Educational Resources for Development (ROER4D)

ADOPTION STUDIES

1. In what ways, and under what

circumstances are OER being

adopted in the Global South?

In what ways, and under what circumstances, can the adoption of

OER impact upon the increasing demand for accessible, relevant,

high-quality, and affordable education in the Global South?

Research on Open Educational Resources for Development (ROER4D)

IMPACT STUDIES

2. In what ways, and under what

circumstances can OER adoption impact

upon the increasing demand for accessible,

relevant, high-quality, and affordable

education in the Global South?

ADOPTION STUDIES

1. In what ways, and under what

circumstances are OER being

adopted in the Global South?

ROER4D

Network hub

OER Desktop overview (1) Survey of OER

adoption by academics & students

(1)

Academics’ adoption of OER

(2)

Teacher educators’ adoption of OER (3)

OER adoption in one country (1)

OER impact studies (7+1)

Baseline educational expenditure (2)

Overview of ROER4D’s 7 Project Clusters

ROER4D’s Project Clusters & Coordination

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‘Harmonizing’ research across different cultures

and through various languages

The term ‘harmonizing’ was

deliberately used as a metaphor

to underpin the idea that we were

not expecting the ROER4D

researchers to produce ‘cookie

cutter research’, but rather

engage in the production of

research that would deliberately

attempt to ‘strike a chord’ with

other research, taking

researchers’ various contexts into

account thereby optimising

comparability of the data.

http://en.wikipedia.org/wiki/Chord_(music)

Developing an open, multilingual ROER4D

repository

http://tinyurl.com/ROER4D-Bibliography

ROER4D Bibliography - Spreadsheet I

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NVSS1 Miranda 5. Marine

(2014)

2014 Arves, P., Mu-anda, L. a. Marais, c. (2014). open sduoerrener

resources: higher eaueeupn smdenls‘ knowledge and rrse. In R.

rarngreen a. K Tweddell Levinsen (Eds ). Proceedings or me ram

errrepean cenrerence on e-Learning ECEL-Z014 Aaibcrg

unrversriy. Copenhagen, Denmark, 30-3| oereper 2014. Avezrapre

onhne hllp //repcsi|onum.sdum.uminho pi/rranaierrezzraam

[Lasr accessed 13 February 2015]

2012 Amer, T (2012). Educsgéa absrla: oonligursndc amerenres,

preircas e recureae sducacmnsis REA: F-raiipas eeraperanwes e

pomlcss puerrcas. sanrena, 3., Rnssim, 0., Prello, NL (org r sac

Fzulc: Cass da ciririrra orgsier. Available onrrne:

imp://www.anigee.rwrorea.ner brlZ012/O5/educscao-ahenaaxmligirranee-arnorenres-praircasemwrses-eaueaeipnery [Lastaccessed 2015].

2013 Amer, T (2013). Identifying barriers re me remix ol translated

epen earrearronar resoumes. The rnrernecronar Review 0!

Research in open and nisrrrprrree Leaming (IRRODL). 14(1).Avarrame emine-

hllp://www.>rmdl.c(glInde)< pnp/rrroai/anreie/view/1351 [Lastaccessed 5 March 2015].

2011 Amie1,Tr orey, M as wesr, R. (2011). Racursns eerrcecionais

Abenos (REA) rnoaeios para ieeaiizepao e eaeprapee ETD

Campinas, 12‘ 112425.

zoos Arendlr A. 5. sneripn, 5 12009) ineenuvee and disincentives fm

the use of opencpurseware VRRODL, 10(5). Avsdzble amine:

hnp://www.irmdl.crgl|ndex prrp/rrroei/anreie/vrewAnrere/74511393[Lasr accessed 24 Sept 2014]

hllg://regosiwrmm suum urmrme gl/handh=Jl822/3347f English

Amie! hug://www.amgcs.hvrorea nei Dr/Z012/05/educscao-at Pcnuguese

Amie! (2013) hug‘//www.irrndl.crglinde)< pup/rrrodi/anrcie/view/1351 English

Amrer, orey a. wesi (2011) N195 r/www.re.unrearnp.or/revrsras/gee/erarenipre/view Fpnuguese

Arendn & snelierr 12009) hug://www.im:al.o(glinde)< ghp/rrroei/ameie/vrewAmeIe English

puhllcallan

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scum

America

scum

America

scum

America

Majority of OER research written in English only

Recursos Educacionais Abertos (REA):modelos para localizagéo

e adaptagéo

RESUMO

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Open Educational Resources (OER):models for adaptation

and localization

ABSTRACT

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KEYWORDS

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Tel Amie!’

Michael Dray‘

RichardWen‘

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asoeuenmerluuuuysumpuenusduuuonsupuior

uses from laliu Amadu and Europe In Hlghav Eduutlon

an-er. s-irsme

unease: one

can

Understanding OER terms & concepts

Open Educational Resources

Open Content

Learning Objects

Open Courseware

Open source content

Etc.

Recursos

Educacionais Abertos

Ressources

éducatives

libres

Recursos Educativos

Abiertos

Conceptual clarification strategies: Developing

Open Google Doc

Awareness of OER as a concept as well as finding OER

Deliberately creating OER to share with others

Merely reusing OER as is (i.e. copying)

Revising OER (e.g. customising by translating, adding examples, resequencing materials)

Remixing OER (i.e. combining materials from more than one source)

Retaining OER (i.e. keeping legal copies of materials)

Redistributing OER (i.e. sharing with others openly)

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Harmonizing research instruments – Adoption

Studies

1. Consulted 9 major OER surveys to help

develop our own questions

2. Consulted other OER studies and

compared numerous proposed questions

3. Discussed question options, chose the

best & recorded the rationale for our

decision

4. Shared Qs with researchers, also showing

how they would appear in survey form

5. Connected with researchers online to

deliberate questions (specifically need for

demographic data for later comparison)

6. Researchers revised and remixed

according to the needs in their context

(including translation into local languages,

e.g. Spanish, Portuguese, Bahasa

Melayu)

ROEMD Question Havrnonilation Surveys Consulted Thus Far

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2 22 22 22 22

22 22 22 22 22

22 22 2; 22 22

22 22 22 22 2; 22 22 22 22 22

22 2; 22 22 22

22 22 22 22 22 22 22 22 22 22

22 22 22 22 22

22 22 22 22 22

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2 2 2 2 2

2 2 2 2 2

2 2 2 2 2

2 2 2 2 2

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22 22 22 22 2; 22 22 22 22 22

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Other challenges faced …

Intermittent internet access

Power outages

Poor or interrupted sound

Various English accents

Researchers who read English, but don’t readily speak English

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Methods

Instrument questions

Data

Analysis tools

Findings

Proposal

Literature

Review

Open

Research

process

OER

Asia

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events

Resources

SlideShare

Blog Twitter

Facebook Page

CMS (Vula)

Website

Email

Virtual meetings

(Skype, Adobe

Connect)

Internal communications External communications

Conferences

ROER4D Communications overview

OpenUCT

repositoryNewsletter

ROER4D Open Magna Carta

Make open …

… if it adds value

… if it is ethical

… if it is legal

… by default

http://en.wikipedia.org/wiki/Magna_Carta#mediaviewer/File:Magna_Carta_(1297_version_with_seal,_owned_by_David_M_Rubenstein).png

On public display in

the West Rotunda

Gallery of the National

Archives Building in

Washington, D.C

Thank you!Questions?

Comments?

Funding PartnersDr Matthew Smith

IDRC

Ed Barney

UK Aid – DFID

Melissa Hagemann

OSF

Network Project TeamProf Cheryl Hodgkinson-

Williams

Principal Investigator

Prof Patricia Arinto

Deputy Principal Investigator

Tess Cartmill

Full-time Project Manager

Henry Trotter

Part-time Researcher

Thomas King

Part-time Research Administrator

Rondine Carstens

Contract Graphic Artist

Tinashe Makwande

Contract Videographer

UCT SupportProf Danie Visser

Deputy Vice- Chancellor

Project signatory for UCT

Keval Harie

Contracts Lawyer

Prof Laura Czerniewicz

CILT Director

Shirley Rix & David Worth

Finance administrators

Advisory GroupProf Raj Dhanarajan

Former VC & Emeritus Professor

Prof Fred Mulder

Former VC & Emeritus Professor

Carolina Rossini

IP Contracts lawyer

Dr Savithri Singh

College Principal

Prof Stavros Xanthopoylos

Director FGV

MentorsIneke Buskens

Qualitative Research Consultant

Dr David Porter

Researcher

Dr George Sciadas

StatisticianCommunication &

EvaluationSukaina Walji

Sarah Goodier

OER Impact Project TeamProf Raj Dhanarajan & Maria Ng

Principal Investigators – OER Impact

Suan Choo Khoo & Vivien Chiam

Administrative Officers

ROER4D Network Team

IDRC 38 CRDI E35.’-.E:;Fi9uE5:}pMg‘ V)

r‘ L‘

ROER4D Network (86 researchers & associates)

Sub-Project 2 (41)

Prof Jose Dutra

University of Sao Paulo

2 part-time research assistants & 36

local coordinators

Judith Pete College, Kenya

Prof Daryono Universitas Terbuka,

Indonesia

Sub-Project 1 (7)

Mariana Eguren, Peru

Maryla Bialobrzeska, Jenny Louw,

Ephraim Mlanga, Catherine Ngugi &

Rosemary Juma, SAIDE, South Africa

Prof Raj Dhanarajan

Wawasan Open University

Sub-Project 3 (3)

Prof Sanjaya Mishra

Dr Ramesh Sharma CEMCA, India

Sub-Project 4 (2)

Glenda Cox

Henry Trotter, UCT, South Africa

Sub-Project 6 (3)

Pilar Saenz

Dr Ulises Hernandez

Marcela Hernandez, Karisma

Foundation, Colombia

Sub-Project 5 (2)

Guru Kasinathan

Ranjani Ranganathan

IT for Change, Bangalore, India

Sub-Project 7 (3)

Prof Mohan Menon, B. Phalachandra

& Jasmine Emmanuel

Wawasan Open University

Sub-Project 8 (1)

Batbold Zagdragchaa

New Policy Unit, Ulanbataar, Mongolia

Sub-Project 9 (3)

Werner Westermann, Juan Muggli,

Victor Barragan

Chile

Sub-Project 11 (1)

Sarah Goodier

UCT, South Africa

Sub-Project 12 (2)

Carolina Botero & Amalia Toledo

Karisma Foundation, Colombia

Sub-Project 10.1 (3)

Freda Wolfenden

Alison Buckler & Pritee Auckloo

Open University, UK

Sub-Project 10.2 (5)

Atieno Adala, Therrezinha Fernandes,

Marilena Cabral, Tom Ojwang, Sophia

Alexandre

AVU, Kenya

Sub-Project 10.3 (7)

Laura Czerniewicz, Sukaina Walji,

Michael Glover, Cheryl Brown, Janet

Small, Andrew Deacon, Mary-Ann Fife,

University of Cape Town

Sub-Project 10.4 (2)

Lauryn Oates, Rahim Parwani

CW4AW, Afghanistan

Sub-Project 10.5 (3)

Yasira Waqar, Saba Khalil, Sana

Shams

Sub-Project 10.6 (2)

Shironica Karunanayaka, Som Naidu,

Open University of Sri Lanka

Sub-Project 10.7 (4)

Sheila Bonito, Charisse Reyes, Rita

Ramos, Joane Serrano

Open University of the Philippines

IDRC 38 CRDI E35.’-.E:;Fi9uE5:}pMg‘ V)

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Links

Website: www.roer4d.org

Contact Principal Invesigator:

cheryl.hodgkinson-williams@uct.ac.za

Follow us: http://twitter.com/roer4D

Presentations: www.slideshare.com/roer4D

Acknowledgments & Attribution

This work is licensed under a Creative Commons Attribution 4.0 International License.

Written by Cheryl Hodgkinson-Williams, Henry Trotter, Tess Cartmill, Sukaina Walji,

Sarah Goodier & Thomas King

Contact:cheryl.hodgkinson-williams@uct.ac.za

Graphics by Rondine Carstensrondine.carstens@uct.ac.za, Cheryl

Hodgkinson-Williams & Henry Trotter henry.trotter@uct.ac.za

IDRC 38 CRDI E35.’-.E:;Fi9uE5:}pMg‘ V)

r‘ L‘