Understanding OER and Innovation
0 likes259 views
This document discusses open educational resources (OER) and innovation in three parts. First, it provides context on how OER were an innovation in response to copyright. Second, it examines theories of innovation and how OER diffusion and adoption relates to these theories. Finally, it outlines several OER research projects and how they explored and supported innovation with and through OER in areas like textbooks, MOOCs, and policy development.
![[O]ne impediment is traditional thinking that educational innovation exists
within formal educational institutions (e.g., schools, institutes, universities)
and not in other formal or informal environments. Moving beyond this
thinking presents a niche of opportunity to generate lines of research and
publications related to the processes of formal and informal learning
within networks, considering multiple relationships with educational
institutions and other sectors.
Another challenge of great incidence is “openness,” the capacity to bring
together diverse sectors (educational, social, enterprise, cultural) for
collaboration and dissemination. In this landscape, the field of open
education is fertile, both for training in educational innovation and for
promoting innovations within the framework of the open educational
movement with practices of production, use, dissemination, and
mobilization.
Here, the open education movement is visualized as a dynamic
phenomenon, in constant evolution, that starts from the simplest idea of
taking advantage of resources to share a common good, namely,
knowledge. However, open education can also mean something more
complex: developing educational practices that contribute to the
necessary improvements in education, management, and research
required by external changes.
Sustainability 2020, 12, 7053; doi:10.3390/su12177053](https://image.slidesharecdn.com/20210127encorewp6innovation-210422081423/85/Understanding-OER-and-Innovation-7-320.jpg)
Understanding OER and Innovation
- 1. Understanding OER and Innovation OERxDomains, 22nd April 2021 Dr. Robert Farrow Open Education Research Hub Institute of Educational Technology The Open University, UK rob.farrow@open.ac.uk @philosopher1978
- 2. 2 SUMMARY WP7: QUALITY • What is WP7? Aims, activities and deliverables • D7.1 Quality Management System • Proposed Next Steps
- 3. How can we understand innovation in open education?
- 4. Open Educational Resources (OER) are an innovation, but what they respond to (copyright) was also an innovation.
- 5. Copyright was introduced to regulate IP in the age of mechanical reproduction: Incentivising creative production Preserving the integrity of creative works Establishing rules for the economic exploitation of works
- 6. Sustainability 2020, 12, 7053; doi:10.3390/su12177053
- 7. [O]ne impediment is traditional thinking that educational innovation exists within formal educational institutions (e.g., schools, institutes, universities) and not in other formal or informal environments. Moving beyond this thinking presents a niche of opportunity to generate lines of research and publications related to the processes of formal and informal learning within networks, considering multiple relationships with educational institutions and other sectors. Another challenge of great incidence is “openness,” the capacity to bring together diverse sectors (educational, social, enterprise, cultural) for collaboration and dissemination. In this landscape, the field of open education is fertile, both for training in educational innovation and for promoting innovations within the framework of the open educational movement with practices of production, use, dissemination, and mobilization. Here, the open education movement is visualized as a dynamic phenomenon, in constant evolution, that starts from the simplest idea of taking advantage of resources to share a common good, namely, knowledge. However, open education can also mean something more complex: developing educational practices that contribute to the necessary improvements in education, management, and research required by external changes. Sustainability 2020, 12, 7053; doi:10.3390/su12177053
- 8. 8 Weller (2014) suggests that motivations for moving towards openness are difficult to be categorical about since they are so heavily influenced by context. Costa (2014). Digital scholarship practices. Compiled and adapted from Weller (2011) OER21xDomains UNDERSTANDING OER AND INNOVATION
- 10. Project Co-PILOT
- 11. Keyword Hypothesis Performance OER improve student performance/satisfaction Openness People use OER differently from other online materials Access OER widen participation in education Retention OER can help at-risk learners to finish their studies Reflection OER use leads educators to reflect on their practice Finance OER adoption brings financial benefits for students/institutions Indicators Informal learners use a variety of indicators when selecting OER Support Informal learners develop their own forms of study support Transition OER support informal learners in moving to formal study Policy OER use encourages institutions to change their policies Assessment Informal assessments motivate learners using OER http://oerhub.net/reports/
- 12. 12 PROJECT INNOVATION ASPECT OER Research Hub (2012-2016) http://oerhub.net/research-outputs/reports/ First global investigation of key claims made about OER UK Open Textbooks (2017-2018) http://ukopentextbooks.org/ Replacing textbooks with openly licensed equivalents, supporting pedagogical innovation BizMOOC (2016-2019) https://moocbook.pressbooks.com/ Leverage MOOCs for business training and development OER World Map (2014-) https://oerworldmap.org/ Facilitate exchange of data, experiences and ideas between different people and Open Education communities European MOOC Consortium: Labour Markets (2019-2022) https://emc.eadtu.eu/emc-lm/ Leverage MOOCs for labour markets: upskilling, (re-training), responsiveness, scalability Global OER Graduate Network (2016-2021) http://go-gn.net/ Supporting doctoral research into open education; exploring openness as a research vector OER21xDomains UNDERSTANDING OER AND INNOVATION
- 15. 15 New possibilities or constraints Artifacts New requirements Tasks Task-Artefact Cycle (Carroll et al., 1990) OER21xDomains UNDERSTANDING OER AND INNOVATION
- 16. 16 Diffusion of Innovations (Rogers, 2003) • Focused on spread of new technology & practices • Adoption is required for innovations to sustain • Relative advantage; compatibility OER21xDomains UNDERSTANDING OER AND INNOVATION
- 17. 17 Diffusion of Innovations (Rogers, 2003) • Focused on spread of new technology & practices • Adoption is required for innovations to sustain • Relative advantage; compatibility OER has 5% K12 market share in USA https://www.onlinelearni ngsurvey.com/reports/k- 12_whatweteach.pdf OER21xDomains UNDERSTANDING OER AND INNOVATION
- 18. 18
- 19. 19 SUBSTITUTION AUGMENTATION MODIFICATION REDEFINITION Open Textbooks Use Open Textbooks in place of proprietary versions (More than $1 billion saved in the USA) https://sparcopen. org/news/2018/1- billion-in-savings- through-open- educational- resources/ Freely shared and accessible online Enhances access, reduced dependency on grants and loans Producing revised/remixed versions of lessons, textbooks and supplementary resources Collaboration across institutions Rethinking the textbook as the standard organisation of curricula OER21xDomains UNDERSTANDING OER AND INNOVATION
- 20. 20 European Network for Catalysing Open Resources in Education ENCORE+ https://files.eric.ed.gov/fulltext/EJ1036281.pdf
- 21. 21 Coughlan, T., Pitt, R. & Farrow, R. (2019) Forms of innovation inspired by open educational resources: a post-project analysis, Open Learning: The Journal of Open, Distance and e-Learning, 34:2, 156- 175, DOI: 10.1080/02680513.2018.1552579 OER21xDomains UNDERSTANDING OER AND INNOVATION
- 22. How do we support innovation with and through OER? Raise awareness of open alternatives Empower individuals in ways that enable them to exercise their autonomy Encourage experimentation in pedagogy and practice Develop constructive, critical learning cultures Think and act at the level of the ecosystem Leverage the power of networks
- 23. Farrow, R. (2017). Open education and critical pedagogy. Learning, Media and Technology 42 (2): 130- 146. https://doi.org/10.1080/17439884.2016.1113991 Deimann, M. & Farrow, R. (2013). Rethinking OER and their use: Open Education as Bildung. International Review of Online and Distance Learning 14(3). http://www.irrodl.org/index.php/irrodl/article/view/1370/25 42 Farrow, R. (2016). A Framework for the Ethics of Open Education. Open Praxis, 8(2). http://dx.doi.org/10.5944/openpraxis.8.2.291
- 24. ENCORE+ (2021-2024) European Network for Catalysing Open Resources in Education
- 25. 25 European Network for Catalysing Open Resources in Education ENCORE+ The European Network for Catalysing Open Resources in Education (ENCORE) is an innovation initiative to respond to European policy priorities of opening up and modernising the European Higher Education sector through the creation of a coordinated European OER area for innovation. ENCORE will support uptake of OER through business and academia by taking a leading role in sharpening existing value propositions and implementation strategies for OER in academia and, for the first time, transferring them to the world of work - thus bringing both sectors together into a Knowledge Alliance leading to a European OER area.
- 26. 26 European Network for Catalysing Open Resources in Education ENCORE+ Needs which ENCORE addresses Outcomes Need 1: European multi-stakeholder engagement platform for OER linking business and academia. European catalyst network to strengthen an integrated and community-based European vision of the future European OER area. (WP2) Need 2: Analytical consolidation of approaches and solutions of OER Repository Technologies. Integrated future architecture of a European OER-RT infrastructure. (WP3) Need 3: Validated policy recommendations which are based on broad consensus and experiences. European guidelines for effective OER policies for business and academia. (WP4) Need 4: Community-based broad consensus for open education quality. European Open & Community-based Quality Review Framework for OER. (WP 5) Need 5: Validated innovation and business models for OER. European OER business and start-up community including business models. (WP 6)
- 27. Core aspects Defender-like approach Prospector- like approach Products and services We deliver and/or support core institutional provision We offer something different, complementary or alternative to the main provision Target group We target an existing market We are targeting a new (or non-traditional) market Communication channels We interact with learners through traditional channels We interact with learners through new or innovative relationship channels (physical or virtual) Legacy or new value chain We develop, produce and deliver the provision by making the most of legacy knowledge We develop, produce and maintain our offering through exploration of new approaches and innovation Competitive advantage Our competitive advantage comes from traditional competences (e.g., market knowledge, expertise, improvement of existing technology) Our competitive advantage comes from new, unfamiliar, competences (e.g., new or emerging technologies, innovation in working practices) Networks We operate primarily within traditional institutional or cultural parameters We operate primarily in non-traditional or (dynamic) networks (e.g., alliance, joint-venture) Profitability and sustainability We maintain profitability through incremental cost cutting and efficiencies We maintain profitability through new processes to generate revenues, or cost-cutting in existing processes OOFAT BUSINESS MODEL STRATEGY Orr, D., Weller, M., & Farrow, R. (2018). Models for online, open, flexible and technology-enhanced higher education across the globe – a comparative analysis. International Council for Open and Distance Education (ICDE). Oslo, Norway. Available from https://oofat.oerhub.net/OOFAT/. CC-BY-SA. UNDERSTANDING OER AND INNOVATION
- 28. Defender-like strategies • The fixed core model – maintaining core, innovating on the edges • The outreach model – maintaining core, but focus on new relationships with their target group • The service-provider model – focus on target group, innovating on the edges Prospector-like strategies • The entrepreneurial model – innovating in all areas • The entrepreneurial model with fixed core – innovating in all areas apart from the core OOFAT BUSINESS MODEL EMERGENT PROFILES UNDERSTANDING OER AND INNOVATION
- 29. 49 cases that provided full data INCLUSIVITY AND EXCLUSIVITY OF CORE PROCESS UNDERSTANDING OER AND INNOVATION
- 30. 30 European Network for Catalysing Open Resources in Education ENCORE+ WP6 will act as an innovation pivot for the project and the OER community as a whole. Creation of an OER innovation evaluation framework • Develop theory/model of innovation • Piloting and refinement of framework/tool Working with the WP3 and WP4 teams to highlight and amplify innovation cases • Establishing key criteria for cases of interest • Benchmarking technical innovation • Connecting with external stakeholders • Developing OER repository value proposition Desk research to identify drivers, enablers, barriers and challenges for innovation through OER and provide evaluation criteria for identifying outstanding examples of OER innovation. • Literature review • Validation Publishing a series of ENCORE OER Innovation Briefings on a six-monthly basis. These will summarise relevant examples of innovation while sharing outcomes from the comprising tasks.
- 31. 31 European Network for Catalysing Open Resources in Education ENCORE+ M6 OER Innovation Briefing 1 M9 OER Innovation Briefing 2 M10 OER Innovation Circle 1 M12 Innovation Evaluation Toolkit M15 OER Innovation Briefing 3 M16 OER Innovation Circle 2 M18 OER Innovation Report M21 OER Innovation Briefing 4 M22 OER Innovation Circle 3 M27 OER Innovation Briefing 5 M28 OER Innovation Circle 4 OER Innovation Showcase M36 OER Innovation Briefing 6
- 32. encoreproject.eu