towards an oecd recommendation on open educational resources€¦ · 1/10/2013 · oecd work on...
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OECD WORK ON OPEN
EDUCATIONAL RESOURCES
Dirk Van Damme
Head of the Innovation and
Measuring Progress Division –
OECD/EDU
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• 2007 CERI Publication: Giving Knowledge for free
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Background – EDU/CERI work on OER
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• 2007 CERI Publication: Giving Knowledge for free
• 2011 work for EDPC on request by US and other countries, with a small survey, leading to a working paper (Hylen et.al., 2012)
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Background – EDU/CERI work on OER
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• 2007 CERI Publication: Giving Knowledge for free
• 2011 work for EDPC on request by US and other countries, with a small survey, leading to a working paper (Hylen et.al., 2012)
• 2011 discussion at EDPC, leading to request to CERI to restart research work on OER
• inclusion in PWB 2013-14 as strand of work under Innovation Strategy output
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Background – EDU/CERI work on OER
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OECD WORK ON OER 2011
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• The potential benefits for public education are huge: – Improving access of underprivileged learners to
quality resources
– Reducing cost of developing learning materials
– Improvement of quality, diversity and richness of learning resources in formal education
– Innovating learning practices in formal education
– Raising effectiveness of post-secondary education
– Fostering lifelong learning and connecting formal and informal learning
Benefits & risks
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• But are also some risks, which probably ask for national and international policies:
– Quality (assurance) of OER’s
– Language, geographical and cultural bias
– Unbalanced streams of OER’s between developed and emerging countries
– Sustainability of business models in developing and distributing OER
– Interoperability issues: users may find it difficult to locate, download, adapt and use regardless of platforms
Benefits & risks
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Benefits
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Open and flexible learning opportunities
Efficiency and quality of learning resources
Cost-efficiency
Innovation
Systemic transformative capacity
Language and cultural sensitivity
Connectivity
Quality
Copyright and licensing
Sustainability
Challenges
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OER activity
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Education level with OER activity
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Relevance of benefits
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Relevance of challenges
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OER policy strategies
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OECD/CERI WORK ON OER 2013-14
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• The proclaimed benefits of OER for users (learners – both in institutions and autonomous self-directed –, teachers, institutions) and society at large are huge...
• ...but what is the evidence base on the benefits of
OER, which could inform and improve policies?
– Economic benefits
– Social benefits
– Educational benefits
– Innovation benefits
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Research Questions
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• What is the evidence on the numbers and kinds of learners attracted by open access?
• What kind of sustainable business-models are emerging for institutions engaging in OER activity? Is there also room for marketed provision of open resources as compared with free access?
• What is the evidence on the benefits for teachers or institutions using OER in institutional education?
• Are there any data regarding the impact of OER on the efficiency of students’ learning processes?
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Research Questions – Economic
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• Are OER initiatives successful in widening access to hitherto excluded learners? What is the evidence that lowering financial barriers can effectively attract disadvantaged learners?
• Are OER initiatives ensuring that these education resources can be used successfully by disadvantaged learners?
• Are OER effectively fostering autonomous, self-directed learning and lifelong learning?
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Research Questions – Social
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• How effective are OER in advancing and supporting learning? And what can we learn from the most advanced OER which are based on contemporary research on learning and instruction?
• Are OER effectively quality assured? How effective are processes of user feedback and collaborative improvement among OER users, communities and institutions?
• Are OER indeed becoming more and more integrated in institutional delivery of educational institutions? Do they have an impact on quality and efficiency of institutional delivery?
• New developments, such as digital badges, have the ambition to provide alternative routes of assessment and certification for autonomous learners. How well-developed are these new assessment and certification practices? 20
Research Questions – Educational
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• Is implementation of OER in institutions enhancing collaboration among teachers in professional communities (de-privatisation) and to increase their openness to feedback and improvement?
• What is the impact of OER on teachers, developers and institutions with regard to critically re-thinking and innovating the educational design of teaching and learning processes?
• Is there any evidence on the impact of OER on changes in knowledge institutions, knowledge flows and knowledge societies at large, for example by promoting open access in science and research?
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Research Questions – Innovation
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• Secondary analysis of available data, evaluation studies, institutional reports, etc. in variety of economic, cultural and linguistic environments
• Surveys and interviews with users and variety of stakeholders
• Commissioned expert papers
• Expert meetings
• Policy dialogues
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Methods – Activities
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• UNESCO OER World Congress June 2012 & Paris Declaration
• Involvement of UNESCO OER Chairs as experts
• Collaboration with UNESCO OER Policy Development project, funded by the Hewlett Foundation
• Indonesia, and possibly also other countries, as joint case studies
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Partnership with UNESCO