Conditions Required to Implement Open Educational Resource (OER) Practices in Latin American Higher Education
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1. Implementing open educational resources (OER) in Latin American higher education requires addressing different levels of innovation adoption from institutions. Radical innovations like OER require more uncertainty and social recognition compared to incremental improvements. 2. Early OER efforts like MIT's OpenCourseWare were initially met with caution by other universities, but the concept has expanded from open courseware to peer-to-peer learning networks and massive open online courses. 3. For OER to be effective requires not just open content but open educational practices, as informal learning does not always lead to credentials. Barriers to broader OER adoption include lack of technical resources, awareness of licenses, and incentives for production and use of high
![[1.] diffusion of
innovations
[radical – incremental]](https://image.slidesharecdn.com/cambridge16-04-120416101210-phpapp02/85/Conditions-Required-to-Implement-Open-Educational-Resource-OER-Practices-in-Latin-American-Higher-Education-2-320.jpg)
![[2.] the hype
[ocw]](https://image.slidesharecdn.com/cambridge16-04-120416101210-phpapp02/85/Conditions-Required-to-Implement-Open-Educational-Resource-OER-Practices-in-Latin-American-Higher-Education-5-320.jpg)
![[3.] from oer to oep
beyond traditional repositories
Peer-to-Peer University * University of the People* MITx *
Massive Open Online Course * OER University * Udacity](https://image.slidesharecdn.com/cambridge16-04-120416101210-phpapp02/85/Conditions-Required-to-Implement-Open-Educational-Resource-OER-Practices-in-Latin-American-Higher-Education-8-320.jpg)
![[4.] latinamerican
context](https://image.slidesharecdn.com/cambridge16-04-120416101210-phpapp02/85/Conditions-Required-to-Implement-Open-Educational-Resource-OER-Practices-in-Latin-American-Higher-Education-11-320.jpg)
![[5.] change resistance](https://image.slidesharecdn.com/cambridge16-04-120416101210-phpapp02/85/Conditions-Required-to-Implement-Open-Educational-Resource-OER-Practices-in-Latin-American-Higher-Education-16-320.jpg)
![[6.] challenges
“It is a global development, although most resources are
currently produced in developed countries” (OECD, 2007).](https://image.slidesharecdn.com/cambridge16-04-120416101210-phpapp02/85/Conditions-Required-to-Implement-Open-Educational-Resource-OER-Practices-in-Latin-American-Higher-Education-18-320.jpg)
![The distribution of all the Wikipedia articles
Graham, M., Hale, S. A. and Stephens, M. (2011) Geographies of the
Worlds Knowledge. Ed. Flick, C. M., London, Convoco! Edition.
d. Literacies (awareness): prosumer - filter & (re)use
[economy of attention]
Bulger, Meyer, De la Flor, Terras, Wyatt, Jirotka, Eccles, Madsen (2011) Reinventing Research in the Humanities: Information Practices](https://image.slidesharecdn.com/cambridge16-04-120416101210-phpapp02/85/Conditions-Required-to-Implement-Open-Educational-Resource-OER-Practices-in-Latin-American-Higher-Education-22-320.jpg)
Conditions Required to Implement Open Educational Resource (OER) Practices in Latin American Higher Education
- 1. Conditions Required to Implement Open Educational Resource (OER) Practices in Latin American Higher Education Cristobal Cobo, research fellow Oxford Internet Institute – University of Oxford
- 2. [1.] diffusion of innovations [radical – incremental]
- 3. Rogers, Everett M. (2003). Diffusion of Innovations. 3 Dealing with different levels of uncertainty and social recognition
- 4. Schumpeter, Joseph Alois. 1939. Business cycles: a theoretical, historical, and statistical analysis of the capitalist process. Philadelphia: Porcupine Press. Radical innovation (i.e. exploration). It often leads to prominent improvements in performance that break with the past. RI creates a dramatic change in products, processes that transforms an existing sector, market or creates new ones. Incremental innovation (i.e. exploitation). This occurs when an organization becomes better at what it is doing well. It requires formalised roles and mechanisms (high planned procedures). Improvements in existing services to reinforce the position.
- 5. [2.] the hype [ocw]
- 6. 2001/04/04 The announcement on the front page of the New York Times noted that major universities such as Stanford and the University of California at Los Angeles (UCLA) were being more restrained: “everybody else besides MIT is in the position of being more cautious and watching to see what Internet strategy works best” (Goldberg 2001). The Guardian remarked that only “two virtual universities in the world - Athabasca in Canada and another in Finland” had adopted such a radical strategy of openness.
- 7. Incremental innovation Radical innovation http://www.slideshare.net/mrgarin/o-a-w-e-e-k2009
- 8. [3.] from oer to oep beyond traditional repositories Peer-to-Peer University * University of the People* MITx * Massive Open Online Course * OER University * Udacity
- 9. Accessible is not the same than Open What is open access? (that does not mean openly licensed) Public All Rights Domain Reserved Least restrictive Most restrictive http://www.slideshare.net/mrgarin/o-a-w-e-e-k2009 OER is not equal to OEP http://www.slideshare.net/openmichigan/find-use-remix-and-create-open-learning-materials
- 10. Peer-to-Peer University * University of the People* MITx Massive Open Online Course * OER University * Udacity It makes little sense to talk about OER independently of Open Educational OEP Implications Practices (OEP) {Farrow, 2011} • Informal teaching does not confer degrees but relevant learning. Are the universities ready to play this new game? The distributed revolution (in English)
- 11. [4.] latinamerican context
- 12. Latin America: More than 590 million people. Over 20 countries. Over 2,500 universities and more than 7,000 other (non-university) higher education institutions.
- 13. Lack of research about OER in Latin America 1.Brunner, J.J. 2007. Universidad y sociedad en América Latina. Instituto de Investigaciones en Educación. Universidad Veracruzana. 2.Cruz González, D.E., D.J.L. García Cuevas, and D.E. González Suárez. (2010). “Las universidades de América Latina y El Caribe y el avance de las sociedades a través de la innovación y la gestión tecnológica.” Universidad y Sociedad 2(1).
- 14. a. Universia (http://ocw.universia.net). Network of more than 1000 universities and HE institutions (10 million students). Earlier promoted MIT OCW materials translated. Now over 70 Latin American universities (10 countries) are now registered in OCW Universia (196 OCW offered). High concentration (48%) in a small number of (4) universities. b. Temoa (http://www.temoa.info ) public catalogue that indexes OER. It offers a public and multilingual catalogue built to simplify the finding of OER by providing specialized and collaborative search tools. It registers more than 30,000 educational resources. c. LA DOAJ: SciELO (http://www.scielo.org) and REDALYC (http://redalyc.uaemex.mx). Each one includes more than 600 journal titles (200,000 articles) and 4 million granted citation.
- 15. Big - visibility Visible reuse & production of licensed (institutional) OER. “preferential attachment” Institutional repositories. (Barabási, 2000) Governments Invisibility Little - visibility Staff & students reuse of digital resources in /around the curriculum. Folksonomies (co-creation) {UGC in flickr, scribd, slideshare, youtube} “White, D. Manton, M. JISC-funded OER Impact Study, University of Oxford, 2011” http://www.jisc.ac.uk/media/documents/programmes/elearning/oer/OERTheValueOfReuseInHigherEducation.pdf
- 17. Barriers that affect a broader adoption of open content Hattaka (2009): educational rules and restrictions, language, relevance, access, t echnical resources, quality, intellectual property, awareness, computer literacy, teaching capacity, and traditions.
- 18. [6.] challenges “It is a global development, although most resources are currently produced in developed countries” (OECD, 2007).
- 19. a. Access: from archipelago to spaghetti From the ‘long tail’ towards the semantic *Metadata+
- 20. b. Platforms: from mono- to multi- Interoperability (technic- & institutional )
- 21. Attribution Share-Alike Non-commercial No-modify Educational c. Licenses: awareness create-remix-preserve-propagate
- 22. The distribution of all the Wikipedia articles Graham, M., Hale, S. A. and Stephens, M. (2011) Geographies of the Worlds Knowledge. Ed. Flick, C. M., London, Convoco! Edition. d. Literacies (awareness): prosumer - filter & (re)use [economy of attention] Bulger, Meyer, De la Flor, Terras, Wyatt, Jirotka, Eccles, Madsen (2011) Reinventing Research in the Humanities: Information Practices
- 23. e. Incentives: produce & use quality – New teaching/researching and business models
- 24. The Openness is not exclusively technological but cultural OER are culture objects (context, language, backgrou nd) Its modification (customization) can be more time consuming than a creation of new ones (Hattaka, 2009) Open ≠ Sustainable Access ≠ Use Use ≠ Learning Availability ≠ Quality Formal Learning ≠ Informal Learning Institutional Creation ≠ Institutional Adoption Ochoa, X.; Sprock, A.S.; Silveira, I.F.; , "Collaborative open textbooks for Latin America - The LATIn project," Information Society (i-Society), 2011 International Conference on , vol., no., pp.398-403, 27-29 June 2011 URL: http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=5978479&isnumber=5978433
- 25. How? Tuesday 17 April at 15.45 hrs. (258 OportUnidad) www.oportunidadproject.eu Cristobal Cobo, Oxford Internet Institute, UK http://blogs.oii.ox.ac.uk/cobo @cristobalcobo This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.
Editor's Notes
- #7: Goldberg, Carey. (2001). “New York Time.” New York Times. http://www.nytimes.com/2001/04/04/us/auditing-classes-at-mit-on-the-web-and-free.html (Accessed January 21, 2012).
- #9: Ehlers (2011) suggest that the OEP is seen is as a second phase of this open movement, where organizations such as the International Council for Open and Distance Education, remarks the importance to “promote innovative pedagogical models, and respect and empower learners as co-producers on their lifelong learning path. OEP address the whole OER governance community: policy makers, managers and administrators of organizations, educational professionals and learners” (ICDE, n.d.).
- #18: Hatakka, M. (2009). 'Build it and They Will Come? - Inhibiting Factors for Reuse of Open Content in Developing Countries'. The Electronic Journal on Information Systems in Developing Countries, 37(5), 1-16.
- #25: Challenges Sustainability (cost-benefit)IPIncentives and barriersOEP – informal learningIntegrate UCG resourcesIncrease awarenessAvailability ≠ Quiality