tech expo 2014 - university of tasmania...moocs (cmooc) which are based on a connectivism theory of...
TRANSCRIPT
Tech Expo2014
TasmanianInstitute ofLearning andTeaching
Open Educational Practices at UTAS
At UTAS
We have done a lot of thinking regarding OEP.
We have also done some hands on stuff too…
and then we did some more thinking.
Image taken by Daniel Stockman
http://en.wikipedia.org/wiki/File:Paris_2010_-_Le_Penseur.jpg
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In this session
OPEN & OPENNESS
OPENNING UTAS
CURRENT ACTIVITIES
Open Learning Open Access Open Educational Resources MOOCs
Strategy Practice
Open Curriculum OER Repository MOOCs
The text of this presentation is licensed under a Creative Commons Attribution 4.0 License. Images and graphics in this presentation are subject to separate licenses and copyright restrictions.
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Openness
'Open' philosophies and models have emerged during the 20th Century as a result of several different drivers and motivations:
sharing freely;
preventing duplication;
avoiding restrictive (copyright) practices;
promoting economic efficiencies; and
improving access to wide groups of stakeholders.
Key terms -
Open source (relating to business and technology)
Open source software
Open standards
Open access (research)
Open admission
Open curriculum
Open Learning
Open knowledge
Open Licensing
Open data
Open content
Open educational resources
Open Government
Open educational practice
Massive Open Online Courses
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There is no firm definition of what open and openness are
It has been argued that openness must be viewed along a continuum, with varying degrees of openness and access as the guiding core principle.1
http://creativecommons.org/licenses/
Image originally created by Tim Berners-Lee
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Open Education
“Open education advocates are working towards a common vision that defines “open” as free, copyable, remixable, and without any barriers to access or interaction”
NMC Horizon Report: 2013 Higher Education Edition.
http://www.nmc.org/pdf/2013-horizon-report-HE.pdf
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Open Learning
There is no agreed-upon, comprehensive definition of open learning.
In the context of this session it is fair to highlight:
Central focus is commonly placed on the "needs of the learner as perceived by the learner”.2
The learner is given choice over:
what medium or media (e.g. print, text, audio, video, digital) they use; when and pace of study (e.g. synchronous, asynchronous, set dates, unstructured); where (e.g. at home, workplace, campus, virtual classroom); and how they learn (e.g. assessments, tutors, peer assisted, computer assisted).
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Open Access
Open access (OA) refers to unrestricted online access to scholarly research.
Gratis OA provides online access to research articles for free.
Libre OA provides access to research articles for free plus further usage rights usually under Creative Commons licences.
Under both approaches the provider (usually the author) may be required to pay the publisher for the provision (gold OA)
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Open Educational Resources
“Educational materials which are licensed in ways that provide permissions for individuals and institutions to reuse, adapt and modify the materials for their own use. OER can, and do include full courses, textbooks, streaming videos, exams, software, and any other materials or techniques supporting learning.”http://wikieducator.org/WikiEducator:OER_Foundation/FAQs/Open_Education_Resources/
http://commons.wikimedia.org/wiki/File:OERLogo.png
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Massive Open Online Courses (MOOCS)
MOOCs “offer a middle ground for teaching and learning between the highly organised and
structured classroom environment and the chaotic open web of fragmented information”.3
MOOCs are currently defined as either cMOOCs, xMOOCs or quasi-MOOCs
Different ideologies have driven MOOCs in two distinct pedagogical directions: the connectivism
MOOCs (cMOOC) which are based on a connectivism theory of learning with networks
developed informally; and content-based MOOCs (xMOOCs), which follow a more behaviourist
approach.
Current MOOC development seems to be aimed at generating revenue from MOOCs and
credible recognition for studies undertaken through MOOCs.
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Strategy for Teaching and Learning
Challenges
─ Diminishing financial support from government
─ Pressure to increase student load
─ Increasing competition in the global higher education market
─ Leveraging new forms of technology
Reaction from higher education institutions
─ Post-traditional approaches to higher education
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“Post-traditional higher education”4
The post-traditional student:
Can be any age
May study at several institutions
May study at any time
Expect support and pathways for informal learning
─ competency based assessments
─ portfolios
─ badges
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Chapter 3 | Opening UTAS to the World
Opening UTAS to the world will serve four key purposes.
promote the UTAS reputation and brand in areas of specialisation and research expertise;
grow enrolments in UTAS delivered courses;
contribute to areas of social and community need; and
enhance curriculum offerings.http://www.teaching-learning.utas.edu.au/news/news/telt-white-paper-draft
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Practice enablersTPE: Prepare and use a range of learning technologies and online resources (for e.g. MOOCs, Open Educational Resources)http://www.utas.edu.au/provost/the-utas-academic-performance-expectations-for-academic-staff
MOOC Development Guidelineshttps://mylo.utas.edu.au/d2l/home/55672
UTAS Curriculum Principles
We contribute to a vibrant community of practice who share, adapt and reuse high quality resources to enhance and extend our curriculum offerings.
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Open Curriculum Design Projecthttp://wikiresearcher.org/Open_Curriculum_Design_Project/Introducing_the_project
The Aim:
Design, develop and test a free, open and online professional development course focussed on supporting curriculum design in Higher Education courses.
Develop the capacity of academics in Australia to adopt and incorporate Open Educational Resources (OER) and Open Educational Practices (OEP) into curriculum development
Dr Carina Bossu(Project Leader)
University of Tasmania
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The Adapt Project
The Aim:
To enhance learning and teaching in the field of Adaptation studies by facilitating a community of practice of Adaptation scholars.
To develop an OER repository to facilitate sharing and support the community of practice.
Professor Imelda Whelehan(Project Leader)
University of Tasmania
http://www.adapt.edu.au/
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Initial objectives of the Understanding Dementia MOOC Project 2013 Enhance awareness and knowledge of dementia. Engage with a mass audience, globally. Provide “open” access to integrated, evidence-
based educational resources. Provide participants with an opportunity to
articulate into a UTAS award course. Collect dementia research data Enhance the reputation and profile of Wicking,
School of Medicine, FHS, UTAS and Tasmania Raise new revenue, through donations,
sponsorship, increased enrolments to the Associate Degree in Dementia Care and / or other short courses.
Wicking Dementia Research and Education Centre
Dr Carolyn King(Project Leader)
University of Tasmania
http://www.utas.edu.au/wicking/wca/mooc
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The University of Tasmania is an OERuAnchor Partner
"The UTAS value of creating and serving shared purpose challenges us in the area of social good. As an anchor partner of OER University (OERu) we can collaborate with other like-minded institutions to enact this value. This will allow UTAS to truly incorporate a global perspective into units and courses which will benefit not only our students, but also learners globally. We also believe that participating in open educational practices is well aligned with UTAS vision to be a world leader in learning and teaching, forging a direction in learning that puts students firmly at the centre. The vision encourages recognition of the expertise of UTAS teachers through sharing developed resources with the broader academic community; and encourages and affirms the use of high quality content sourced from experts in Tasmania and around the globe, through open educational resources and collaborative opportunities not bounded by place."http://oeruniversity.org/oeru-partners/university-of-tasmania/
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Thank You
Luke PadgettOER Project Leader (Copyright & Engagement)Tasmanian Institute of Learning and TeachingT: +61 3 6226 1843 | E: [email protected]
http://www.teaching-learning.utas.edu.au/designing/open-educational-resources
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References
1. Olcott, D., Access under siege: are the gains of open education keeping pace with the growing barriers to university access? Open Praxis, 2013. 5(1): p. 15-20.
2. Coffey, J., Guest Editorial: The Opening Learning Movement. Innovations in Education & Training International, 1988. 25(3): p. 195-96.
3. Siemens, G., Massive Open Online Courses: innovation in education?, in Open educational resources: innovation, research and practice, R. McGreal, W. Kinuthia, and S. Marshall, Editors. 2013, Commonwealth of Learning and Athabasca University: Vancouver. p. 5-15.
4. Butcher, N. and S. Hoosen, A guide to quality in post-traditional online higher education. 2014, Academic Partnerships: Dallas, TX.