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OER4Adults IPTS, Seville, 29-30 April 2013

OER4Adults IPTS, Seville, 29-30 April 2013. Isobel Falconer, Allison Littlejohn, Lou McGill, Eleni Boursinou Caledonian Academy Glasgow Caledonian University. OER4Adults. Aims and objectives: Inventory Typology SWOT analysis Scope Learning of individuals (may be in a social context)

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OER4Adults IPTS, Seville, 29-30 April 2013

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  1. OER4AdultsIPTS, Seville, 29-30 April 2013 Isobel Falconer, Allison Littlejohn, Lou McGill, Eleni Boursinou Caledonian Academy Glasgow Caledonian University

  2. OER4Adults • Aims and objectives: • Inventory • Typology • SWOT analysis • Scope • Learning of individuals (may be in a social context) • Formal & nonformal (not informal) • Exclude school and HE • Definition of learning • A process through which the individual changes

  3. Inventory • Inclusive collection policy • 173 initiatives (by 17/04/2013) • Of which 159 were present when typology and survey were developed • 17+ countries (UK 24, France 15) • Traffic light system • Green = Lifelong learning focus, non HE, non school (30) • Yellow = a selection of non-central initiatives (eg. free but not open, aimed at school or HE) (26) • Red = out of scope, either not an explicit educational aim or not even free (25) • White = the rest

  4. Typology

  5. Practices

  6. Questions?

  7. Gathering the data • The short poll (86 responses) • English (24), French (14), Greek (31), Italian (15), Spanish (2) • Non-formal learners (51), on a course (29), adult educators (31) • The SWOT survey (37 responses) • Czech Republic (1), Estonia (1), France (3), Germany (1) , Greece (2), Netherlands (2), Norway (1), Republic of Ireland (1), Spain (1), UK (13), USA (2), EU (8), World (1) • The interviews (5)

  8. Analysing the results • The entire survey cohort (37) • The strands • Publishing (18) • Technical Infrastructure (7) • Social infrastructure (2) • Research (3) • Community building for OER use (7) • The HES group (11) and the LL group (7)

  9. LL & HES groups

  10. Open vs Free (1)Publishing strand: user motivations

  11. Open vs Free (2) They [adult educators] were less concerned about seeking materials which strictly met the definition [of OER].   What mattered was that it was free and available!  The approach seemed pragmatic and pretty sensible in terms of meeting immediate needs. Alastair Clark survey http://stirringlearning.wordpress.com/2013/02/01/which-oers-are-people-actually-using-with-adult-learners

  12. Open vs Free (3) from Hugh Davis presentation to M25 Libraries Conference April 2013 http://www.slideshare.net/hcd99/southampton-moocs-and-futurelearn

  13. Pedagogy vs Appreciation (1)Publishing strand: envisaged learner context

  14. Pedagogy vs Appreciation (2)Short poll: How do you discover learning materials?

  15. Altruism vs marketisation (1)Initiative motives

  16. Altruism vs marketisation (2) from Hugh Davis presentation to M25 Libraries Conference April 2013 http://www.slideshare.net/hcd99/southampton-moocs-and-futurelearn

  17. Community vs Openness “We have failed at implementing the community piece of our initiative, and we are paying dearly for very little commitment to this effort.” (Quote from SWOT responses) “universities may offer some of the best training but often bespoke or other solutions are more apt.” (Quote from Tony Coughlan ‘The attitudes of UK voluntary sector trainers to Open Educational Resources’ http://bit.ly/11qLuA3 “training needs to be locally and context specific” (ibid)

  18. Mass participation vs quality (1)Publishing strand: user enablers

  19. Mass participation vs Quality (2)Publishing strand: user barriers

  20. Mass participation vs Quality (3)Short poll: “Which of these influence your choice of materials?”

  21. Add-on vs Embedded (1)Funding models of the LL group (red) and the HES group (blue)

  22. Add-on vs Embedded (2)Barriers of the LL group and HES group

  23. Questions To achieve the visions for LL in the vision papers: Do we need a fundamental shift in the way society perceives peoples’ roles (eg learners, teachers, others, etc) and organisations’ roles (eg HES, companies, publishers, etc)? ..................If so, how can we achieve this shift? Should the focus of attention shift from open resources or open courses to the ability of people/learners to learn in open environments?

  24. DisseminationPublishing strand: activities

  25. This work is licensed under the Creative Commons Attribution 3.0 Unported License. Attribution Isobel Falconer, Allison Littlejohn, Lou McGill, Eleni Boursinou

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