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APG Report Bernard Nkuyubwatsi Supervisors: Professor Grainne Conole

Massive Open Online Courses (MOOCs) and Open Educational Resources (OER) for Widening Participation in Rwandan Higher Education. APG Report Bernard Nkuyubwatsi Supervisors: Professor Grainne Conole Dr Palitha Edirisingha Institute of Learning Innovation

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APG Report Bernard Nkuyubwatsi Supervisors: Professor Grainne Conole

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  1. Massive Open Online Courses (MOOCs) and Open Educational Resources (OER) for Widening Participation in Rwandan Higher Education APG Report Bernard Nkuyubwatsi Supervisors: Professor GrainneConole Dr PalithaEdirisingha Institute of Learning Innovation University of Leicester

  2. About this presentation • The context of the study • Research questions • Research Methods • The pilot study results • Feasibility • Conclusion

  3. The Context of the Study Source: Wikipedia

  4. OER Repository World Map Map by Atenas and Havemann (n.d.) CC BY-NC-SA.

  5. MOOC World map Map by OpenUCT Initiative (2013), CC-BY-SA

  6. The conceptual framework • The OER emerged in the 2002 UNESCO meeting (Paris) Teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions. 2011 Paris OER declaration

  7. OER and Open Ed Declarations • Article 26.1 of the universal declaration of human rights: “everyone has the right to education” (United Nations, 1949). • The Budapest Open Access Initiative (2001): the learning of the rich shared with the poor and that of the poor with the rich (Open Society Foundations, 2002). • The Cape Town Open Education Declaration (2007): A call for stakeholders to remove barriers to education (Shuttleworth Foundation and OSF, 2007)

  8. Trends of access to education • Commonwealth of Learning and UNESCO (2011) predicts the global higher education demand to grow from 165 million in 2011 to 263 million in 2025 (59% increase in 15 years). • Sir John Daniel: 4X30000/week between 2011 and 2025 (Mandell and Travers, 2012).

  9. From OER to MOOCs OER movement →2008: ConnectivistMOOCs (cMOOCs) MOOC popularity: 2011 with Extension MOOCs (xMOOCs) Online, non-selective and tuition- free courses that are usually addressed to a global audience of students (Nkuyubwatsi, 2013).

  10. Interaction and learning • Moore’s (1989) 3 types of interaction: • Learner-content interaction • Learner-teacher interaction • Learner-peers • Hillman et al. (1994) add learner-interface interaction • Anderson’s (2003) deduces interactivity theorem from Moore’s three types of interaction

  11. Research question for Phase 1 • Overarching question: How can OER and MOOCs be integrated into Rwandan higher education to facilitate widening participation? • Subsidiary questions: • What OER units can be used in Rwandan higher education? • How can these units be use in Rwandan higher education? • What MOOCs can be used in Rwandan higher education? • How can these courses be used in Rwandan higher education?

  12. Research Question Phase 2 • Overarching Question: What is the OER and MOOC readiness for stakeholders in Rwandan Higher Education? • Subsidiary questions: • What is the readiness for students? • What is the readiness for academics ? • What is the readiness for the UR ‘s leaders? • What is the readiness for the HEC? • What is the readiness for the Government (through the Ministry of Education)?

  13. Research Methods • Paradigm: towards subjectivist ontology and interpretivist epistemology. • Design: An Interpretive research design: Flexible →OER/MOOCs is dynamic field → Rwanda: The country of reforms in education

  14. Phase 1 of data collection • Study: 10 MOOCs and 10 OER units. • Immersed participant-observer (MOOCs) • Archive analyst (OER) • Source: Coursera and MIT Open Courseware. • construct validity and reliability : Yin (2009) principles: multiple sources of evidence, databases and chain of evidence.

  15. Phase 2 of data collection With stakeholders in Rwandan higher education • Students: Focus group • Academics: focus group • UR’s leaders • Policy makers (Government): focus groups MINEDUC • Accrediting body (HEC)

  16. Methodology • MOOC and OER evaluation rubrics for data gathering, • Nvivo for data analysis, • A cross-sectional and pattern/theme linking, • Piloted: 5 MOOCs and 5 OER units • Ethical Approval: • University of Leicester ethical approval

  17. Discussion of the pilot study results 1. What OER units can be used in Rwandan higher education? • Building and Leading Effective Teams (BLET), • Computer Game Simulation for Investigation and Education(CGSIE) • Developmental Entrepreneurship (DE) & • Internet Technology in Local and Global Communities (ITLGC). 2. How can these units be use in Rwandan higher education? • BLET and CGSIE standalone units but to be enhanced, • DE and ITLGC: granular level

  18. 3. What MOOCs can be used in Rwandan higher education? • All the five MOOCs. 4. How can these courses be used in Rwandan higher education? • Standalone units in a module

  19. The appropriateness of MOOCs Rwandan higher education

  20. The appropriateness of OERs Rwandan higher education

  21. Evaluation of MOOCs from the learner’s perspective • Human-human Interaction: limited and hard to handle. • Human-content interaction: can be maximized • Human-Interface: • Students control the language in xMOOC: speech rate and subtitles, • Students can pause videos anytime This control empower students in their learning

  22. MOOC and OER potential in Rwandan Higher Ed • Availability free of charge: • Addressing the lack of access to learning resources and education in Rwanda. • MOOCs’ Scalability: • Mitigation of the shortage of tertiary education teachers in Rwanda. • Diversity in terms of participants: • Multicultural literacy development in Rwanda.

  23. Feasibility • Access to MOOCs ad OER units • Networked to stakeholders in Rwandan higher education Timeline:

  24. Current progress • In phase 1 of data collection: Completed 7 (-1) MOOCs for the main study and will complete the 8th next week. • Still have to take 3 more MOOCs • Authored 2 papers on MOOCs

  25. Conclusion • My research is follows an interpretive design. • Ten MOOCs and ten OER units in Phase 1 of data collection • I am a participant observer (MOOC) and archive analyst (OER). • Stakeholders in Rwandan higher education will participate in Phase 2 of data collection • The pilot study promise the potential contribution of OER and MOOCs to widening participation in Rwanda.

  26. Thank you!

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