SP10.3: OER in and as MOOCs

OER in and as MOOCs

Project overview
Project outputs

General objective: The particular rationale for this study concerns how and in what ways adopting OER in and for MOOCs has an impact on educators’ Open Educational Practices (OEP).

Research question: How does MOOC-making with OER adoption influence educators’ Open Educational Practices?

Research sub-questions:

  1. Why do educators create MOOCs?
  2. How do educators understand openness in education?
  3. What are the contextual dimensions which shape OEP?
  4. How does MOOC design help, or not help, educators achieve their objects?
  5. How do educators understand and express copyright, licences, and the legal dimensions of openness?
  6. How is pedagogical openness experienced and expressed as an OEP in MOOCs (in terms of) the educators’ objectives?
  7. How is financial openness expressed?
  8. How do educators use and reuse OER beyond the MOOC?

Overview

In 2014, the University of Cape Town (UCT) initiated a Massive Open Online Course (MOOC) project in which 12 MOOCs were developed in partnership with two MOOC platforms (Coursera and FutureLearn) over a three-year period. Funded by the Vice Chancellor’s Strategic Fund, the MOOCs were co-created by UCT’s Centre for Innovation in Learning and Teaching (CILT) and educators from different departments who feature in and teach on the MOOCs. Each individual MOOC has strategic goals that, to varying degrees, include the provision of open educational opportunities to engage global participants in locally-generated knowledge. The broad goals for the MOOCs project were to: showcase the teaching and research excellence of UCT; give exposure to African content and knowledge; profile key postgraduate programmes and research areas aligned with the university’s strategic goals; support students in academic transitions; make UCT’s knowledge resources globally accessible; and develop models and expertise in online learning that could be deployed in mainstream degree programmes.

The study set out to investigate how educators at UCT engage with OER and openness as part of developing Massive Open Online Courses (MOOCs), and how this informs their practices and attitudes. Deepening understandings of these changes is important for informing strategies involving helping educators in adopting productive Open Educational Practices (OEP).

The study draws on semi-structured interviews conducted with lead educators of four MOOCs developed as part of a UCT MOOC project. Interviews were conducted at three time intervals: just before the MOOC was launched (T1), after the first run of the MOOC (T2), and ten months after the launch (T3). A total of 19 interviews were conducted with MOOC lead educators. The research focuses on educators and their motivations, rather than the MOOCs per se or on the MOOC participants. While there was an interest in OER as content, it is the intersection of OER and educator practices which was the focus of this research.

 

Project outputs

Journal articles

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

Czerniewicz, C., Deacon, A., Walji, S. & Glover, M. (2017). Making MOOCs and changing open educational practices. Presented at Open Education Global Conference, 8-10 March 2017, Cape Town. Retrieved from https://www.slideshare.net/oeconsortium/making-moocs-and-changing-open-educational-practices-73123400

 

4 Responses

  1. viv rolfe says:

    This looks like a really interesting piece of work. I’d be interested to understand how you are designing your OER for maximum repurposing? You are right also that staff creating and using OER does transform their professional practice, so that will be a really exciting thing to monitor. 🙂

    • Sukaina Walji says:

      Dear Viv
      Thanks for your comment and interest in our project. I’ve sent you a detailed email response and look forward to further discussions about this with you.

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