Open Educational Resources: Experiences of use in a Latin-American context

8/6/2019 Open Educational Resources: Experiences of use in a Latin-American context

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Open Educational Resources:Experiences of use ina Latin-American context

Vladimir BurgosEducational Innovation Liaison Officer at the Center for Innovation inTechnology and Education in Tecnolgico de Monterrey (ITESM).

Project manager of OCW Tecnolgico de Monterrey & temoa.info (Knowledge Hub OER Index) Marisol Ramrez

Full time Professor at the Graduate School of Education (EGE),and Principal of the Research Group of Investigation of

Innovation in Technology and education in Tecnolgico deMonterrey (ITESM)

Attribution-NonCommercial-NoDerivshttp://creativecommons.org/licenses/by-nc-nd/3.0/

Open ED 2010Proceedings. Barcelona, Espaahttp://openedconference.org/2010/
http://creativecommons.org/licenses/by-nc-nd/3.0/


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"We are in the midst of a literacy

revolution the likes of which wehaven't seen since Greek civilization"

Andrea A. Lunsford: Clive Thompson on the New Literacy WIRED Magazine: 17:09 (TECH BIZ: PEOPLE))


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Frame of reference

Aware of the advances in technology worldwide and themassive and exponential growth of information that ispublished each day on the Internet, the way we see the world has changed, this also has a significant impact oneducation, both in the way of learning as in the way of teaching.


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Frame of reference

Economic inequality exists within and betweencountries and the gap continues widen.

The emergency of the knowledge era hasredefined the basis for economic activity as wellas the societal role of universities.

There is a danger that some nations andcommunities within them will be left behind asknowledge becomes the pre-eminent economic

driver.


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Frame of reference

ACRL (2000). Information Literacy Competency Standards for Higher Education, ACRL StandardsCommittee, January 18, 2000. Retrieved athttp://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm--------------Library image by Raysonho [Public domain], from Wikimedia Commons:http://upload.wikimedia.org/wikipedia/commons/3/3b/SteacieLibrary.jpgComputer keyboard image by User Gflores on en.wikipedia [Public domain], via Wikimedia Commons:http://upload.wikimedia.org/wikipedia/commons/f/fc/Computer_keyboard.gif

Information literacy needed

According the American Library Association , Information is availablethrough libraries, community resources,special interest organizations, media, and the Internet--and increasingly, information comesto individuals in unfiltered formats, raisingquestions about its authenticity, validity, and

reliability (ACRL, 2000).


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Frame of reference

In a global digital ecosystem, knowledge flows freely regardless of frontiers or boundaries. We need toovercome the basic requirements for its use throughinformation and communication technologies andcommunicate the legal frameworks to foster knowledgetransference.

There is need of a greater awareness about the terms of use of the OER and of its existence.

Earth image from NASA: Great Zoom out of Orlando, FL: Epcot Spaceship Earth


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Open Educational Resources (OER)

OER are teaching , learning and researchresources that reside in the public domain or

have been released under an intellectual

property license that permits their free use or re-purposing by others. Open educational resources

include full courses, course materials, modules,textbooks, streaming videos, tests, software, and any other tools, materials or techniques used to support

access to knowledge

Report to The William and Flora Hewlett Foundation Atkins, D; Brown, J; Hammond, A (2007). Report to The William and Flora Hewlett Foundation (February

2007); pp.4, http://www.hewlett.org/oerSmith, Marshall S.; Casserly, Catherine M. (2006). The Promise of Open Educat ional Resources; Change:

The Magazine of Higher Learning; Sep-Oct 2006; 38(5); p. 8 (EJ772126)


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OER Global Initiatives

www.ocwconsortium.org

http://oyc.yale.edu/

http://oli.web.cmu.edu/openlearning/

http://nptel.iitm.ac.in/

http://cnx.org

http://oerwiki.iiep-unesco.org/

http://www.hewlett.org/oer

http://www.merlot.org/ http://www.capetowndeclaration.org/

http://oer-quality.org/http://wikieducator.org/

https://open.umich.edu/


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What is temoa.info A website that selects OER from the Internet so that educators

everywhere can improve their courses and teaching practices. Selection is done by an Academic Community, so they are: easy to find easy to adopt by other educators.


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temoa.info (knowledge hub)


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Criteria to evaluate OER

Resources are public and inclusive (full content)

Free (no charges or fees)

Permanent publication (lifelong)

Without subscriptions or further obligations for users

Resources in the public domain or released under anintellectual property license (we evaluate a formaldeclaration of intellectual property and respect toauthorship of the resources; for example Creative

Commons (CC) licenses or customized licenses).


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Quality assurance process

The Academic Community has suggested 20,481 resources to thecatalog and 12,512 has been approved through a lifecycle assurance

process considering educational and technical information criteria:

1. Information sources are audited by librarians and the resources aresuggested by the community.

2. Peer reviewing process is a dynamic activity

done by the community.

3. Information consistency is validated by acataloging process by librarians.

March 2, 2010


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Legal terms from OER Providers (approved)

825 OER Providers audited by librarians

July 7,2010

Customized83%


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Hierarchical classification of knowledgebased on the Library of Congress (LC)

Knowledge Areas

Hierarchical Interface to LCClassification ( HILCC ), from

Columbia University

Arts, Architecture

& Applied Arts

Business & Economics

Engineering& AppliedSciences

General Health

Sciences

History &

Archaeology

Journalism&

Communications

Languages & Literatures

Law, Politics&

Government

Music,Dance,Drama &

Film

Philosophy & Religion Sciences

SocialSciences Columbia HILCC: A Hierarchical Interface to LC Classification, Columbia University

Libraries Digital Program. Retrieved fromhttp://www.columbia.edu/cu/libraries/inside/projects/metadata/classify/


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OER Crosswalk Metadata

With the purpose to ease the task to learners and educatorsthe discoverability process of OER (search and adoption)

OER Metadata Learning Object Metadata


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Browse by Media

Filters by media type


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Connecting educators with others educatorsfostering a community of learners

Users have profilessearchable by otherusers.


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Personal profile in the Community

Sharableinformationthrough socialnetworks Twitter [t] Facebook [f] Linkedin [in]


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OER Content Playlists to promote and facilitateremixing of core components of courses share new

ideas for teaching by creating new topics and coursesubjects with OER from the catalog

Index subjects

Create new content: Course Topic Activity

Examples of playlists:

1. OER as textbook alternatives(anthologies of resources)

2. OER as reusable resource3. OER as learner generated/

modified content


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Course : Introduction to Physics- Mechanics

Legal terms of use

Subscribe to RSSfeeds

Share with friendsand colleaguesthrough socialnetworks

Course:

Introduction to Physics- Mechanicshttp://www.temoa.info/node/38310

Topics


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Syllabus (Educational context) Learning objectives Subject general Basic information Teacher information Institutional information

Instructional metadata Basic information

OER from several contentproviders

Authorship Educational level

Student information Lecture hours

Teacher information Instructor's academic profile Recommended academic

experience Evaluation policy

Institutional information Course type Type of academic term

Course identifier

Bibliographic references for OER


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How to cite theOER in theplaylist


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The community may discuss ordebate about the course


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Proposed adoption process of OER at the Tecnolgico de Monterrey

Selection of knowledge areas toenrich courses

Selectedcourses

Availability of resources

OER

Alignment

Professor OER

Instructional Design

Sharing experiences of use of the

OER

Course Design

21

3

Adoption and use of OER

Search, Selection andIndex of resources

In example: Management Computer science

i.e: OCWC

Selection of OER sources


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Adoption of OER in a graduate course for themaster degree of education: Research for theimprovement of educational practices As a result, students documented 30 cases through a methodological researchprocess on the subject of adoption of the OER in learning activities, in severalknowledge disciplines and educational levels.


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OER initiative for basic education (K-12)

Enrich the classification and indexationcatalog of OER for basic and elementary education level for the Latin Americaneducators

To support process improvement and distance education, professional

development of teaching

Contribute in reducing educational gap, and to foster more equal access toeducational resources.


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Research Team (CUDI-CONACYT)11 professors, 5 teachers, 8 researchers

6 institutions of higher education

150 teachers in 20 schools involved in basic education in aresearch pilot Using OER in K12 programs for learning and teaching in the

classroom Improving teaching abilities in technology competencies,

information literacy and didactic techniques .

OER for basic education (K-12)


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OER for basic education (K-12)

Some results:

Design of one diagnosis instrument to identify the competence on digital literacy for theparticipants in the project.

Design of one training workshop on how to identify, evaluate and classify OpenEducational Resources (all six participant institutions collaborated on the design andteaching delivery).

Creation and production of one workshop and course materials, such as: digitalresources, formats, handbooks, handouts, and video tape recording.

Defining criteria for identification and evaluation of the website sources of OER. Develop of six research projects within the main project, using different methodological

approaches. Design of four workshops to train K-12 teachers on how to select, document, use and

adopt OER within class. Total of OER documented = 291 Total of OER used and adopted = 101.

Four articles published in Journals


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Mobile OER for the training of educational

researchers (ongoing investigation

)

Generate a collection of open educationalresources (OER) for mobile learning, on thetopic of educational research and researchtraining to be available in a portal (web site) forfree use, reuse and distribution with educationalpurposes.


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Research Team (CUDI-CONACYT)22 professors, 7 researchers

7 institutions of higher education

The expected results for the month of December 2010 are a collectionof at least 30 OER for mobile access, seven sub-projects published in journals and conferences, as well as the training of undergraduate andpostgraduate research assistants and a workshop to produce digitalcontent according the criteria of OER.

Mobile OER for the training of educationalresearchers ( ongoing investigation )


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Lessons learned

As a group, we decided to integrate several working teamsto reach the best potential of valuable source of knowledgegeneration and learning through the creation of aCommunity of Practice (CoP) for each research project.


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Lessons learned

Some access barriers were identified for the use of Open Educational Resources (OER) in Mxico The need for a better technological infrastructure (lack

of internet access, projectors and computers to display

and use the educational resources), Awareness of legal issues (access of the resources in

terms of licensing), Relevance about the content of the materials available

on the Internet (resources mainly from other countriesmaking difficult to adopt them in the local context),

Lack of resources in Spanish (language issues), Digital literacy gap in K-12 schools and lack of

awareness in the institutional level (lack of information

in managerial levels).


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Lessons learned

For project of Mobile OER for the training of educational researchers, the group as experiencedseveral institutional challenges: Legal issues (lack of awareness of the legal terms and the process of

licensing the academic work); the group preferred the use of CreativeCommons (CC) licenses.

The decision of use international standards of metadata such as DublinCore (DCMI) to describe and classify the resources produced in theinstitutional repository.

The planning, production and publishing processes according the OER criteria in a digital content repository (included the lifecycle process of the workflow, the definition of user roles, as well as the governing businessrules of the institutional repository).

The decision to use open platforms for storing and publishing theeducational resources, such as DSpace; see http://catedra.ruv.itesm.mx/


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Open Educational Resources: Experiences of use in a Latin-American context

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