open, sesame?: oer and moocs demystifying open educational resources and massive open online courses
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Cheryl Hodgkinson-Williams, (the Principal Investigator of the Research on Open Educational Resources for Development (ROER4D) project) and Andrew Deacon, from the Centre for Innovation for Learning and Teaching (CILT), presented a short seminar for the Chemical Engineering Department at the University of Cape Town on OER and MOOCs.TRANSCRIPT
OPEN, SESAME?: OER AND MOOCS
Demystifying Open Educational Resources and Massive Open Online Courses
16 MAY 2014
Chemical Engineering seminar
Cheryl Hodgkinson-Williams, Andrew Deacon, Janet Small and Sukaina Walji
"Open Sesame" (Arabic: يا افتح iftaḥ yā سمسمsimsim, French: Sésame, ouvre-toi) is a magical phrase in the story of "Ali Baba and the Forty Thieves" in One Thousand and One Nights. It opens the mouth of a cave in which forty thieves have hidden a treasure.
http://en.wikipedia.org/wiki/Open_Sesame_(phrase
)http://
en.wikipedia.org/wiki/Ali_Baba_and_the_Forty_Thieves
What “hidden treasure” is to be found in Open Educational Resources (OER) and Massive Open Online Courses (MOOCs)?
UNDERSTANDING THE EMERGENCE OF OPEN EDUCATIONAL RESOURCES (OER)
Section 1
What are Open Educational
Resources (OER)?
Open Educational Resources (OER) 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 and, if specified, the re-purposing by others.
Examples of OER include full courses, course materials, modules, textbooks, streaming videos, tests, software and any other tools, materials, or techniques use to support access to knowledge (adapted from Smith & Casserly, 2006: 8).
Precursors to OER
OER
Open Source Software
Open Access
Learning Objects
Open Content
Key enabler of OER: Alternative licensing
Previously copyright was binary: All rights retained or public domain
Copyright©
Public domainPD
Now alternative licensing options such as the GNU General Public License and Creative Commons provide a range of options where some rights are reserved
Copyright©
Some rights reserved Public domainPD
Degrees of Openness of CC licensing
Early University OER providers1999
Connexions, Rice University
MIT Open CourseWare
Early Private providers: Khan Academy
(Note some materials are still copyrighted)
Aggregators of OER
OER Commons MERLOT Academic earth JORUM
Chemical Engineering – Example 1
Open Textbook
Chemical Engineering – Example 2
Simulation
Chemical Engineering – Example 3
Video
Chemical Engineering – Example 4
Tutorial
Launched on 12 February 2010
Chemical Engineering @ UCT
Resources for
schools
Where to from here for OER? Discover the potential “treasure” out there and …
Reuse – use “as is” or copy verbatim Revise – adapt and improve the OER so it better meets
your needs by re-authoring, contextualising, re-designing, summarising, repurposing, translating, personalising, re-sequencing the content
Remix – combine or “mashup” the OER with other OER to produce new materials by decomposing, re-mixing and/or assembling content to meet your requirements
Redistribute – make copies and share the original OER or your new version with others … on UCT Open Content
EMERGING UNDERSTANDING OF MOOCS
Section 1
The coming of ‘MOOC’?
High profile MOOCs
https://wikipedia.org
Sebastian Thrun
Media hype
He’s thinking big now. He imagines that in 10 years, job applicants will tout their Udacity degrees. In 50 years, he says, there will be only 10 institutions in the world delivering higher education and Udacity has a shot at being one of them.
Thrun quoted in 2012 online report: http://www.wired.com/wiredscience/2012/03/ff_aiclass/all/
MOOCs didn’t just appear
April 2012http://edutechnica.com/moocmap
October 2012http://edutechnica.com/moocmap
April 2013http://edutechnica.com/moocmap
October 2013http://edutechnica.com/moocmap
Participants
Completion Rates
http://www.katyjordan.com/MOOCproject.html
6 million students / 54 staff
● content is NOT free
● students can NOT support each other
● MOOCs can NOT solve the problem of educational scarcity in emerging economies
● Education is NOT a mass customer industry
MOOC myths
● It's NOT all about money
● will NOT create a two-tier educational system
● MOOCs are NOT inherently inferior
● We've have NOT seen how this plays out
Against (from Laurillard)
For (from Educause)
COURSE LANDSCAPE
Section 2
Course offered simultaneously as a formal and as a open course.
Small private open course nested inside a MOOC
Massive Online Course: formal course inspired by MOOC pedagogy
Students in a course taking a MOOC with added local support and additional material
Massive Open Online Course
Formal course with lectures and support.
Wrapped MOOCs at UCT
Time TopicGroup meets every -Monday for 5 weeks
Critical Thinking in Global Challengeshttps://www.coursera.org/course/criticalthinking
Group meets every -Thursday for 5 weeks
Principles of Written Englishhttps://www.edx.org/course/uc-berkeleyx/uc-berkeleyx-colwri2-2x-principles-1348 Group meets every -Monday
for 6 weeksUnderstanding Research: An Overview for Health Professionalshttps://www.coursera.org/course/researchforhealth
Group meets every second Wednesday for 5 weeks
Model Thinkinghttps://www.coursera.org/course/modelthinking
Group meets every Monday for 6 weeks
Design and Interpretation of Clinical Trialshttps://www.coursera.org/course/clintrials
Group meets every Wednesday for 10 weeks
Data Analysis and Statistical Inferencehttps://www.coursera.org/course/statistics
Group meets every Thursday for 6 weeks
University Teaching 101 *NEW*https://www.coursera.org/course/univteaching101
WHAT COULD MOOCS LOOK LIKE AT UCT?
Section 3
MOOC categories
C1 Teaching Showcase
C2 Gateway
Skills
C3 Graduate literacies
C4 Profession
al Showcase
C5 Research showcase
High-profile ‘rockstar’ MOOCs on general interest topics. Typically showcasing undergraduate teaching
Help prepare students for undergraduate study and introduce skills required.
Help prepare students for postgraduate study and develop general skills and expectations.
Support continuing education and showcasing professional careers and qualifications.
Showcase research and special interest topics that may attract postgraduate students
A general interest high profile course that showcases the institution by means of an engaging subject or personality led. Likely to be of global interest and matches a popular understanding of high profile MOOCs
Category 1 Teaching Showcase
Provide foundational or enhancement skills, which students could take these prior to applying or attending an institution but could also replace some campus-based teaching for 'bottleneck courses' or non-core. Likely to be of local interest, either within the institution or at a country-wide setting.
Category 2 Gateway Skills
Post-graduate level courses to support application or programmes of study focussed on building postgraduate literacies. Likely to be of local or national interest.
Category 3 Graduate Literacies
Geared towards vocational skills development, re-tooling and professional development; they could be offered in conjunction with other organisations or professional bodies. Likely to be of local interest, although some specialised topics may be globally relevant. .
Category 4 Professional showcase/development
Specialised and targeted than category one courses as they assumes some existing background in the topic, but are still geared towards general or leisure learning. Likely to have global appeal.
Category 5 Showcase research/specialisms
MOOC categories summary
MOOC Category
Institutional purpose and examples
1 – Teaching showcase
Showcase teaching and showcase faculty; general interest topics at an undergraduate level.
2 – Gateway skills
Prepare students; assist with bottleneck courses or provide supplementary assistance
3 – Graduate literacies
Help prepare students for postgraduate study and develop general skills and expectations.
4 – Professional showcase
Support continuing education and showcasing professional careers and qualifications.
5 – Research showcase
Showcase research and special interest topics that may attract postgraduate level of interest.
MOOCs can be OER
Where to from here?
CILT position paper - under review for journal Enroll for a MOOC - check www.class-central.com/ Draw MOOCs into classroom - ask your students
about their experiences? Set up a study group - or join the CILT unstudy
group Scoop-it curated links
http://www.scoop.it/t/moocswatch
References
Hodgkinson-Williams, C. & Gray, E. (2009). Degrees of Openness: The emergence of Open Educational Resources at the University of Cape Town. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2009, Vol. 5, Issue 5, pp.101-116.
Smith, M.S. & Casserly, C.M. (2006). The promise of Open Educational Resources, Change: The Magazine of Higher Learning, 38(5), 8-17.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Written by Andrew Deacon
[email protected] Small
[email protected] Sukaina Walji
[email protected] Hodgkinson-Williams
Graphics by Rondine [email protected]