Specific Objectives and Research Questions
How does the adoption (or not) of OER, incorporating both creation and use, in African-developed MOOCs impact on educators’ (primarily creators, but may also include re-users) open educational practices?
The University of Cape Town (UCT) has launched its first locally-created MOOCs in early 2015, MOOCs (Massive Open Online Courses) being a form of open education and online learning. Each individual MOOC has its own strategic goals that, to varying degrees, include the provision of open educational opportunities to engage participants in locally-generated knowledge. The academic leads are committed in principle to producing their MOOCs as Open Educational Resources (OER), with the likelihood that most content will be released as a form of OER. As well as serving the needs of potential participants, they all intend that the OER they develop and use for their MOOCs will be repurposed in other courses both within the institution (e.g., postgraduate programs) and outside it (e.g., short courses). While attention has been paid to how and why educators produce or share content as OER, it is harder to track what the impact is when these resources are then redistributed and reused both within the originators’ own context and beyond. As Hodgkinson-Williams notes, expansive pedagogical openness is required in order to copy, customise or combine OER. This is further influenced by disciplinary differences in how knowledge is viewed and by the articulation of this knowledge into the curriculum.
The particular rationale for this study concerns how and in what ways adopting OER in and for MOOCs has an impact on educators’ practices as regards openness. The primary educators will be the MOOC creators/convenors, although sub-groups of other educators will be considered. By adoption we refer to both creation and use of learning resources. It is our assumption that the adoption of OER for integration in an open course will lead to a transformation of educators’ teaching and learning practices. Our hypothesis is that this transformation will manifest in a range of skills and understandings with our starting point being the conception of ‘open educational practices’ developed by Beetham et al. (2012).
Project Leader: Laura Czerniewicz
Researcher: Michael Glover, Sukaina Walji and members of MOOC Implementation Team, UCT
Recipient Institution: Centre for Innovation in Learning and Teaching, University of Cape Town
Estimated Duration: 18 months
Methodology: Mixed methods; survey, artefact analysis, interviews, participant observation
Mentor: Patricia Arinto
Czerniewicz, L., Deacon, A., Glover, M., Walji, S. (2016). MOOC – making and Open Educational Practices. Journal of Computing in Higher Education, Special Issue on Open Education. Postprint at https://goo.gl/r84zsm , view Version of Record at http://rdcu.be/nzlw
Conference proceedings and papers
Czerniewicz, L., Walji, S., Deacon, A. and Glover, M. (2015). MOOCs, openness and changing educator practices: an Activity Theory case study. Retrieved from http://www.slideshare.net/CILT_UCT/moocs-openness-and-changing-educator-practices-an-activity-theory-case-study?qid=0df84562-2dd6-4eed-b869-54916a263fa3&v=qf1&b=&from_search=2
Czerniewicz, L., Deacon, A., Glover, M. and Walji, S. (2015). OERs in and as MOOCs: an annotated bibliography. [online]. Available at: https://docs.google.com/document/d/1oP-PVT0o12hrzyzfJYR0nwjVZHT1QinzY5PibVuRPUo/edit?ts=56375142#heading=h.c11zft4k1mqo
Czerniewicz, L., Walji, S., Deacon, A. Glover, M. (2015). MOOCs, openness and changing educator practices: an Activity Theory case study. Presentation at the International Council for Open and Distance Education, Sun City, South Africa, 14 – 16 Oct 2015. Retrieved from http://bit.ly/1XEzatn
Czerniewicz, L., , Walji, S., Deacon, A., Glover, M. (2015). MOOCs, openness and changing educator practices: an Activity Theory case study. Presentation at the Higher Education Learning and Teaching Association of Southern Africa: 17 – 20 November, 2015. Retrieved from http://bit.ly/1VxRGGD
Czerniewicz, L., Glover, M., Deacon, A. Walji, S. (2016). MOOCs, openness and changing educator practices: an Activity Theory case study. Presentation at Networked Learning Conference, Lancaster, UK 9 – 11 May 2016. Retrieved from http://www.networkedlearningconference.org.uk/abstracts/pdf/P26.pdf
Glover, M., Czerniewicz, L., Walji, S. Deacon, A. Small, J. (2015, October). Approaches from
the literature: Activity Theory, new tools and changing educators’ practices. Poster presented at the HELTASA Conference 2015, North-West University, South Africa. Retrieved from http://roer4d.org/wp-content/uploads/2014/01/HELTASA-2015-poster-AO.pdf
Glover, M. (2016). MOOCs and open practices: An activity theory view. Presentation for PGDip Educational Technologies class, guest lecture. University of Cape Town.
Glover, M., Czerniewicz, L., Deacon, A., Walji, S. (2016). MOOCs and open practices: an activity theory view. Presentation at University of Cape Town, Teaching and Learning Conference 30 March 2016. Retrieved from http://www.slideshare.net/michaelgloveresearch/moocs-and-open-practices-teaching-and-learning-2016-mg-abridged
Glover, M., Czerniewicz, L., Walji, S. Deacon, A. (2015, October). Approaches from the literature: Activity Theory, new tools and changing educators’ practices. Poster presented at the HELTASA Conference 2015, North-West University, South Africa. [online]. Available at: http://roer4d.org/wp-content/uploads/2014/01/HELTASA-2015-poster-AO.pdf
Walji, S. (2015). “Impact of MOOCs as OER on educators’ Open Educational Practices” (presentation) at OER15 in Cardiff, Wales, 14-15 April 2015. Retrieved from: http://www.slideshare.net/ROER4D/oer-in-and-as-moocs-impact-on-educators-practices-in-africandeveloped-higher-education-courses