Open Educational Resources updates

Evaluation Tool for Aligning Open Education Resources To ... "There are millions of open education resources on the Internet and we now have a way to evaluate their quality," said Stephen Pruitt, Achieve Vice President of ... www.achieve.org/OER-evaluation-tool

Expert Type Design Review service for the Open Educational ... Open Educational Resources for Typography will launch in late December 2011. It will be edited, enhanced and improved with the input and assistance of ... www.typophile.com/node/87420

The UNESCO/Commonwealth of Learning (COL) Guidelines on Open The UNESCO/COL Guidelines on Open Educational Resources in Higher Education outlines key issues and suggestions for integrating OER into higher ... dehub.edu.au/?p=873

Doing theory based research

In order to produce an outstanding research study one can formulate a research problem that will test a theory already developed. Some related definitions of terms are then necessary.

What is a theory?

A theory is an explanation of observable events in terms of constructs and laws that specify the relationships between these constructs. In other words to establish a theory you need first observable events. Second you observe these events. Third you explain what you observe using constructs and laws that establish the relationships between these constructs. A theory is first made of concepts of observable events and second of concepts of relationships about the concepts of those observable events.

What is a construct?

A construct is a concept generalized from common elements between observable events and that is used to explain those events. In other words first you observe events. Second you research common elements between the observable elements. third you use the common elements to explain the observed events. Simply said a construct is an explanation of obervable events based on common elements between those events.

What is a law?

A law is a generalization about a causal, sequential or other type of relationships between two or more constructs. First you establish constructs. Second you establish relationships between those constructs. Third you generalize those relationships.

Now that the definition of theory is complete. Let's define two terms that derive from construct: variable and hypothesis,

What is a variable?

A variable is a construct thought of as a characteristic that can vary in quality and quantity.

What is an hypothesis?

First definition: a hypothesis is a speculation about the relationship between two or more variables.

Second definition: a hypothesis is a testable prediction about observable phenomena that is based on a theory's constructs  ant their relationships.

Example of Theory Based Research 

Roger Goddard, Scott Sweetland and Wayne Hoy used theory as a guide in their research of factors influencing student's achievement in urban elementary schools. The primary factor bore upon academic emphasis which is emphasis on academic excellence by schools. The research problem was based on social cognitive theory to predict how the school level of  academic excellence would influence students'achievement.

Social cognitive theory attempts to explain how certain factors influence individual and group perceptions which in turn shape individual and group behavior. An important construct of this theory is agency, which is the tendency of individuals to pursue a course of action in order to achieve some definite goals. An example of agency is the effort made by a school leader in order to achieve academic excellence. According to social theory certain kind of experiences can change an educational leader's perception and consequently affecting his or sense of agency. Other constructs of the social cognitive theory are vicarious learning and self regulation. Let's try to explain these concepts in practice. An educational staff hears about the success of an educational program. This staff can learn vicariously about this program and self regulates in order to apply this program to achieve academic excellence. These perceptual and behavioral changes produce improvement in student's academic performance.

Based on this reasoning from social cognitive theory the researchers hypothesized that teacher's perceptions about school norms and academic excellence will influence their work behavior and consequently student's learning. The researchers stated: "We hypothesize that the academic emphasis of a school is positively associated with differences between schools of the levels of achievement in both reading and mathematics". The hypothesis was tested with a sample of 45 elementary schools. Teachers completed a measure of academic emphasis and the school district provided data on student achievement in mathematic and reading.

As stated in their hypothesis, "Goddard, Sweetland and Hoy found that academic emphasis was a significant predictor of between school differences in student achievement in both mathematics and reading". The findings also supported social cognitive theory:

" The results provide initial support for Bandura's (1986, 1987) suggestion that the concepts and assumptions of social cognitive theory can be extended to organizations and are useful in examining school outcomes. We hasten to add that further testing of social cognitive theory of social cognitive theory in the schools is needed, but the current results are encouraging because our hypothesis was driven by this theory. We hope that the identification of the identification of the theoretical underpinnings of academic emphasis illuminates pathways to future research on school improvement and that school leaders can apply thee ideas to make their schools better places for stuents to learn". (Goddard et al., p.690).

A hypothesis originated from theory guided the design of a research study of which findings improved educator's understanding of factors that improved student learning and reinforced the theory.

This study shows how academic emphasis influence student achievement in urban elementary schools. It supports the social cognitive theory that perceptual and behavioral changes can produce academic achievement. But other changes in perceptions and behavior in the entire school culture have to be done. Effective collaboration between all staff and students in the entire school community is mportant. Opportunities for all staff for professional advancement and their involvement in the well being of the school, mutual understanding and respect between all members of the school, the absence of discrimination, racism and exclusion are also factors worth to be considered. 

It is important to note that the researchers stated that their findings supported social cognitive theory but not proved it. Even if a number of studies produce evidence supporting a theory and no disconforming evidence is present, a theory is never proved. The researchers generally agree with the argument of the philosopher of science Karl Kopper that that the possibility of disconforming evidence in the future always exists. On the other hand, one study that provides disconforming evidence calls for revision or rejection of the theory.

The cognitive dissonance dissonance experimentation stated above was a quantitative research study testing a previously developed theory. In other words a theory was developed and then a study was designed to test it. This procedure doesn't happen in qualitative research study. Many qualitative studies are designed to discover theory. This approach is called grounded theory because the first step consists in collecting data and then the researcher searches for theoretical constructs, themes and patterns "grounded" in the theory.

Yves Simon, Educator

Reference: Educational Research, Joyce P.Gall.

The OER university credentialing , my position and interactions

By Paul Stacey - Sunday, 28 August 2011, 09:50 AM

The possibility of defining a credential using OER is intriguing. There are a variety of post secondary credentials that could be developed including certificates, diplomas, bachelor's degrees and graduate degrees. Most jurisdictions around the world have established a framework for post secondary credentials. See the Ontario Qualification Framework for example. For each credential the framework defines a range of attributes including admission requirements, duration of study (expressed as number of instructional hours), and depth and breadth of knowledge. OERu accrediting institutions, such as the existing anchor partners, will likely be working within a similar framework. One approach to defining OER credentials is to structure them in such a way that they align with these frameworks. Do you think OERu should focus on using these frameworks or design credentials in a different way? A great deal of the OER currently available have not been developed as complete credentials. Instead OER are largely courses or more typically course components. A challenge in designing an OERu credential is assembling these smaller units into a coherent credential framework. So lets say I want to use the Carnegie Mellon Open Learning Initiative OER in creating a credential. If you access the For Students section of their site they explicitly state what is being made available. Course Materials, Simulations, Computer Based Tutors, Virtual Laboratories, Self-Assessments, and Formative Feedback are all freely available to students as OER. But look at what isn't part of the OER - Access to an Instructor, Graded Exams, Tracks Student-Learning as Feedback for Instructors, Credit/Verification of Course Completion. So a significant challenge around using these OER resources in creating a credential is fulfilling all the elements not part of the OER. OERu anchor partners have the opportunity to take on any or all of these elements as part of their role. I've jumped right in to the deep end of this Designing OERu Credentials so let me stop there and ask all of you some questions: What are your ideas for designing an OERu credential? What do you think the first OERu credential should be? What existing OER do you see being used for that credential? How would your institution or the OERu anchor institutions support students pursuing that credential? Paul By Yves Simon - Wednesday, 31 August 2011, 04:41 PM I don't think the OERu credentials should be based on the same ones as those of the traditional universities. An open education institution as in the case of an OER university should be me more open than existing open education institutions. The admission requirements, the number of hours that a student is required to take for a course, assignment of grades,etc don't fit in the open world. I think the OERu credentials should reflect the realities of the 21st century where learning doesn't necessarily take place behind closed doors thanks to the information technology where information can be accessed anytime and anywhere. Many working people don't have time to go to regular universities. Others are living in remote areas, can't afford the high costs of higher education or simply disenchanted by the frustrations of the current educational system. Many bright, talented people around the world are yearning for independent learning that can be credentialed because of the culture in which we are living. Credentials should be based on learner's trust and engagement, the presentation of a portfolio, credits for previous courses taken disregarding of their oldness and life experiences,etc. The credentials should encourage lifelong learning and the fact that learning is not limited by time, space, grades, diplomas, degrees, status, etc. Learning is a natural activity of animated beings. By Rory McGreal - Wednesday, 31 August 2011, 05:53 PM Yves, That is fine. There is room for both. Those students who want to have their learning and experience accredited by traditional institutions will be able to apply to OERu. Those that don't can either choose not to have their learning recognized or pick other alternative assessments as they emerge. All the best. Rory By Wayne Mackintosh - Wednesday, 31 August 2011, 08:01 PM Yves Simon wrote, An open education institution as in the case of an OER university should be me more open than existing open education institutions. This is an interesting line of conversation. There are strong similarities and synergies between the history of distance education, open learning and what we commonly refer to as the "Open universities". This pre-dated the open content and OER movement. The University of South Africa (Unisa) became the world's first single-mode distance teaching university in 1946 -- Predating the British Open University by two decades. The point being that there is a long organisational history of open universities. The concept of open learning refers to the policies and practices which remove the barriers to learning but it is also strongly based on a learner-centred philosophy of teaching. The large single-mode distance education universities, are often called open universities because they subscribe to the philosophy of open learning but in addition the separation of time and place in distance education as a mode of delivery makes them more open because learners can learn at any time, any place etc. Many open universities do not have admission requirements. With the advent of digital technologies, elearning etc -- there has been prolific growth in traditional face-to-face institutions offering more flexible and blended learning options. It is also interesting to note that the majority of founding anchor partners of the OER university are in fact open universities (for example: Empire State College, New York's open university; Athabasca University, Canada's open university; Thompson Rivers University, with strong historical connections to distance education through the BC Centre for Open Learning, the University of Southern Queensland, Australis leading distance education provider with 75% of students studying by distance (online) education; and the University of South Africa - -the worlds first open university.) So when you say "OERu credentials should not be based on the same ones as those of the traditional universities" -- do you mean the delivery model associated with traditional face-to-face institutions? For example, you can earn a degree at Athabasca university without ever visiting the Athabasca university campus in Alberta. There are no admission requirements and Athabasca university learners will be able to "complete" a number of course credits through their prior learning and assessment models thus gaining credit for learning outside the classroom. All the open university anchor partner of the OERu are more open than traditional universities. However the credential (i.e. the university degree) is of equal standing when compared to the same degree earned at a conventional institution. With regards to the OERu initiative, quality assurance and institutional accreditation is the foundation stone on which we are building the network. With regards to the OERu network, in our view we must ensure equivalence and parity of esteem for qualifications gained through the OERu network. We believe that we owe this to OERu learners, that is our qualifications must have the same stature and marketability of the qualifications earned from conventional or traditional institutions. Given the flexibility of the OERu model, we will be able to incorporate portfolios, be able to structure the learning sequences in ways which facilitate work-based learning etc. However -- the degrees earned through the OERu network will be of equal standing to any university degree conferred by any of the top 100 universities of the world. By Prince Obiri-Mainoo - Wednesday, 31 August 2011, 10:06 PM  So when you say "OERu credentials should not be based on the same ones as those of the traditional universities" -- do you mean the delivery model associated with traditional face-to-face institutions? For example, you can earn a degree at Athabasca university without ever visiting the Athabasca university campus in Alberta. There are no admission requirements and Athabasca university learners will be able to "complete" a number of course credits through their prior learning and assessment models thus gaining credit for learning outside the classroom. All the open university anchor partner of the OERu are more open than traditional universities. While I share most of the views expressed by Yves and also Wayne's explanation above, the problem with majority of traditional universities and employers is seeing degrees awarded by such universities as Athabasca that accept prior learning experiences as sub-standard and therefore when it comes to applying for further studies or jobs it becomes a problem to such applicants. This is especially so with the so-called elite/premier universities in the developing world where I happen to be involved with in the promotion of e-learning, especially by OERu and OERs generally. I wish that this problem could be addressed as well as we discuss the issue of credentials and accreditation because at the end of the day, the degree should be seen as authentic and of the same standard as the traditional ones and to enable such graduates to gain employment or accepted for further studies. Prince Obiri-Mainoo By Yves Simon - Thursday, 8 September 2011, 09:19 PM I am sorry for responding late. I didn't have time to go to the discussions and I couldn't find the thread associated to my post. I hope you will be able to read my reply. I am mostly talking about assessment of learning. Originally I was thinking the OERu as an entity by itself that would assess self-learners'knowledge through independent learning through OER and/or other learning materials and validate that knowledge by a degree but it seems that there are the traditional attendance and the non-attendance. But what about validating knowledge of people who can demonstrate what they learn independently and through networked learning? For example people like Lisa Chamberlin, Leigh Blackall, etc are modeling examples of how to obtain a PhD degree through self-learning and networked learning. Lisa mentioned in her blog that she is not interested in using her independent study to get an academic position nor to put the title Ph.D in front of her name. That's wise from her but why not? I don't know her personally but having read her blog and being in the same social network I am sure that she has the competence and knowledge to be treated as equal to anybody else who has a Ph.D once she gets her degree. Blackall as an university professor at Canberra university in Australia is doing a Ph.D by publication. This model is very known in England for university professors but it is not practiced at all in United States and many other countries in the world. Why not expanding it to people who are not university professors?. There is also the Ph.D degree "by research only" also well known in England but not in United States and many other parts of the world. Auto-didactism, networked learning, other alternative education theories are all part of the theories of Philosophy of Education. Why are idealism and pragmatism the predominant theories in Education throughout the world? Kamenetz mentioned in her DIY Education guide the equivalents of the credentials of the traditional universities. For example the socialization in traditional universities are equivalent to study groups at P2PU and many others. Recognition of academic competence can be earned through reputed social networks. I would suggest this guide to the people responsible at the OERu as a guide to completely open universities. I continue to mention the higher access to open while privileging competence. For me the open education movement should educate the academic world and the society at large that competence should not be limited to BS, MA, Ph.D, grades, diplomas, degrees, etc. Knowlege and competence are more than that. We should go beyond those myths in the 21st century. As a matter of fact most of the successfull people in the materialistic world don't have those credentials and there are many autdidacts in the academic world. It is time to change those myths and I think that should pass by the open education movement. By Wayne Mackintosh - Thursday, 8 September 2011, 11:16 PM Hi Yves, Glad you could join us and no need for late apologies. Yves Simon wrote, As a matter of fact most of the successful people in the materialistic world don't have those credentials and there are many autdidacts in the academic world. It is time to change those myths and I think that should pass by the open education movement. You are right, many successful people including leading scholarly thinkers who have had a major impact on the world did not have a PhDs. A PhD is a rite of passage in the apprenticeship of knowledge production within a particular epistemology and understanding of knowledge. Openness is deeply rooted in the traditions of this form of knowledge production. Any traditional research worth their salt knows the finding the answer to a perplexing research questions begins with a literature review or study on the current state of thinking. In other words we build on the open ideas of others in the pursuit of new knowledge. That said, a conventional PhD is but one path of knowledge acquisition is not necessarily better than any other paths of knowledge pursuit and anyone who holds a PhD will know this (even thought they may not be prepared to admit is.) So I do agree with you -- in the 21st we must go beyond the conventional forms of knowledge pursuit and societies recognition of how knowledge was acquired and credentialed. I must concede that the OERu network is working within our own limitations -- We will not be able to resolve or find answers to all the questions and suggestions you raise. Of necessity, given government legislation and requirements for credible credentials, a conservative market and society we are restricting our level of innovation to what we can realistically achieve achieve in the formal sector -- its not to say what we are doing is better than anything else, but think of the OERu concept as our contribution from the formal sector to the rapidly evolving context of alternative learning for the 21st century. By Wayne Mackintosh - Friday, 9 September 2011, 04:42 PM Yves Simon wrote, Recognition of academic competence can be earned through reputed social networks. While we have been critical of the academy to be fair to the university as institution, we must remember that many confer the the degree of Doctorate honoris causa. This is a good example where universities actually recognize the contributions and scholarship of individuals and award the highest qualification without traditional prerequisite degree requirements. Recipients of an honorary doctorate may use the degree in the same way as a substantive degree (except in some cases where the formal academic background would be a necessary requirement.) The blessing in disguise is that no-one is forced to get a university of college degree. Furthermore, the university is one of only a few institutions which welcomes and respects critical discourse from is paid staff even when its leveled at the university itself. Not many institutions welcome this level of internal self-reflection. Bear in mind -- I do not work for a university and choose to work outside the sector but I believe that the University is an institution worth protecting for future societies.  Source: Scope Seminar http://scope.bccampus.ca/mod/forum/discuss.php?d=16606

The OER university perspective

According to this press release, "The President of Athabasca University has confirmed the University’s commitment to join the OER Foundation and support the OER Tertiary Education Network (OERTen) initiative as a founding anchor partner." This follows Empire State College (ESC) of the State University of New York (SUNY) joining last week. Moreover, there is currently a SCoPE seminar "discussing aspects of the OERu model." WikiEducator's OERu and P2PU have very similar models, whereby an OER initiative is tied to university credentialing and support. I'm not sure exactly what to make of the model. On the one hand, it's clearly a step forward in improving access to educational opportunities. On the other hand, it has the feel of a rearguard action to protect further erosion of the university sphere of influence, and is in this sense a bit regressive. But I'm in wait-and-see mode at the moment, and we'll see whether open educational resources translates in any meaningful way to open access.

Source: www.downes.ca/post/56143

Towards OER university: Free learning for all students worldwide

08-02-2011 (Apia)

The OER Foundation will host an open planning meeting on 23 February 2011 in Dunedin, New Zealand, for the project, Open Educational Resources (OER) for Assessment and Credit for Students. UNESCO will provide support for streaming the meeting on the Internet to enable virtual participation by education leaders and interested persons.

OER encapsulates a simple but powerful idea that the world’s knowledge is a public good. The Internet provides unique opportunities for everyone to share, use, and reuse this knowledge.

The OER Foundation, Otago Polytechnic (New Zealand), the University of Southern Queensland (Australia) and Athabasca University (Canada) are collaborating in this project as founding anchor partners to provide flexible pathways for OER learners to earn formal academic credit and pay reduced fees for assessment and credit.

“We extend an open invitation to all post-secondary institutions that care about sharing knowledge as a core value of education to join us in planning these sustainable learning futures,” said Dr Robin Day, Chair of the Board of Directors of the OER Foundation.

Phil Ker, Chief Executive of Otago Polytechnic in New Zealand, highlights that “OER is the means by which education at all levels can be more accessible, more affordable and more efficient”.

WikiEducator, a flagship initiative of the OER Foundation, administers the Learning4Content project – the world's largest training project to provide free wiki-skills' courses for the collaborative development of OER to thousands of educators from 140 different countries. “The Learning4Content model demonstrates that OER is cost effective and infinitely scalable,” said Dr Wayne Mackintosh, Director of the OER Foundation and founder of WikiEducator.

The challenge is to find robust mechanisms for academic credit for these OER learners. “Students seek flexible study opportunities, but they also want their achievements recognised in credible credentials,” said Sir John Daniel, President of the Commonwealth of Learning. “This important meeting will tackle the challenges of combining flexibility with rigour, which requires clarity in conception and quality in execution.”

“The concept of free learning for all students is well aligned with UNESCO's global mission to provide education for all, which now seems imminently more doable with the mainstream adoption of OER in our formal education institutions,” said Dr Visesio Pongi, Director of the UNESCO Office in Apia.

 Related link
Meet Athabasca U Canada's first OER University

Right to Education Denied: Why millions of People Can't Access Higher Education?

Imagine that you're a bright young individual who has just finished high school. You're eager to explore the next steps on your educational path. Yet, for a variety of reasons, all you see is one closed door after another in your quest for higher education. With no way to pursue your studies, you may slowly become trapped in the all-too-familiar cycle of poverty and repression.

This is a reality for millions of individuals around the world. Even though they have the motivation and qualifications to pursue higher education, they don't have the means to do so. Several factors are at fault:

• Higher education is not affordable: Higher education costs are skyrocketing and people simply cannot afford the escalating prices.

• Insufficient facilities in the local region: For a number of places in the world, a potential student is either in or out to the region's local university based on the results of a placement exam. If the student doesn't pass the placement exam, there are no other available institutions located nearby for the student.

• Inability to leave families to go to facilities located elsewhere: For some potential students living in villages or towns in remote areas, they may be accepted to a university in the city and need to relocate. However, the lost wages of the potential student, coupled with tuition fees, would place an economic hardship on the family.

• Part of a cultural or political regime that restricts movements and opportunities of populations: In many parts of the world, certain social castes, ethnic groups, religious affiliations or genders are not allowed to access higher education. Women, in particular, tend to not have the ability to study at universities in many regions.

The Internet is the great equalizer that allows us to bypass these roadblocks and offer accessible education to people all over the world.

University of the People is not "reinventing the wheel" by offering education via the Internet. However, it's using the wheel efficiently to organize free and open educational resources into structured programs that, when combined with social networks and volunteer professors, can offer sustainable and affordable higher education. It has opened a door to higher education for millions, who otherwise don't have the opportunity.

How Open Educational Resources are changing the face of Higher Education

With all the talk about the cost of higher education, there is an underlying current bringing about a radical change in education. This quiet, yet revolutionary force, is both directly and indirectly changing the bottom line in the price of attaining education. Behind the curtains in higher education are Open Educational Resources.

"Open Educational Resources are teaching, learning, and research resources 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."

Recently, well-known author Anya Kamenetz covered Open Educational Resources and various pioneer learning start-ups in her free book The Edupunks Guide to a DIY Education. It is over 100 pages long full of online free or highly affordable knowledge resources. The OER movement is not only growing: it is exploding.

What perhaps is overlooked in daily conversations is that the most important aspect about OER is that it enables the best quality knowledge material to travel free of charge to the most remote and underserved places in the world. Education is no longer only for the elite privileged few; or for those saddled with a lifelong debt burden to achieve it. Education is now for everyone and anyone driven, motivated, inspired and ready to seek it out online. Money is no longer a prerequisite to a quality education -- only a computer and an internet connection remain.

We are part of a new era. From free learning sources such as MIT OpenCourseWare, to fully formed tuition-free degree programs such as those offered by University of the People, the phrase "burdensome tuition" is becoming a phrase of the past. Worldwide disparities in educational access based on economic situation or geographic restriction are being leveled out.

Think what a world we are becoming -- a world where money is not required in order for individual and collective intelligence to be expressed and compounded. Removing money from the equation, we will see in a very short time what universal affordable education will achieve in changing, brightening and modifying the world we live in.


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