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Open Education: research from
the South
Dr Glenda Cox
Senior Lecturer
Centre for Innovation in Learning and Teaching
Unive...
Transition to Library (2014
ongoing)-Training
Advocacy and Support
Management (2010-2014)
Research
PhD 2013-
2016
Glenda C...
27 993
STUDENTS
4808
STAFF
OpenEducationatUCT Scholar
Scholar
Scholar
Student
Scholar
Community
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
…
V...
Research into the Social and
Cultural acceptability of Open
Educational Resources (OER) in the
Global South (South Africa)...
Research questions
Primary research question:
• Why do South African lecturers adopt – or not adopt –
OER?
Subsidiary rese...
University Profiles UCT UFH UNISA
Student access Residential Residential Distance
Student numbers 26 000 11 000 400 000+
L...
• 6 interviewees per university
• Structured
• One-on-one
• 30 minutes–1 hour interviews
• 50-56 questions
• Covering mult...
OER adoption pyramid
OER Readiness:
academics as creators
UCT UFH UNISA
Volition
Availability
Capacity
Awareness
Permission
Access
Level of OER...
OER Readiness:
institutions as creators
UCT UFH UNISA
Volition
Availability
Capacity
Awareness
Permission
Access
Level of ...
Which institution is OER ready?
• UCT is OER ready if the individual academic is
viewed as the agent of activity :
persona...
Explaining Volition
Attitudes towards OER
This study also revealed more personal concerns
about sharing from the interviews at the three
insti...
2 Key Findings
The “openness” of an OER is rarely more important
than the practical, pedagogical concerns
surrounding any ...
EXPLAINING THE RELATIONS BETWEEN
CULTURE, STRUCTURE AND AGENCY IN
LECTURERS’ CONTRIBUTION AND NON-
CONTRIBUTION TO OPEN
ED...
C
o
n
t
e
x
t
Enabler and Barriers to contribution of OER
Culture
Relations
Empirical evidence
C
o
n
t
e
x
t
Structure
Agent
14
Academics
in 7
Faculties
Institutional Culture
McNay 1995
Margaret Archer
• Social Realism-Sociological theory
Culture
Relations
Structure
Agent
“How does structure influence agency?”
Margaret Archer (Social Realism)
Ultimate concerns
Ultimate
Concerns
Projects Practice
...Individuals develop
and define their
ultimate concerns,
those int...
Agents ask:
“What do I want and how do I go about getting
it?”
“What should I do?”
Culture Mediated
process
through
internal
conver-
sations
Structure
Agent
(Ultimate
concerns)
Margaret Archer (Social Real...
Bottom line
• People have different ultimate concerns
• Lecturers who are sharing are concerned
about the Global South and...
The need for OER in South Africa
• We are currently in a crisis in Higher Education
• Opportunity to create more OER while...
Cape Town: host city for the OEC 2017
(7-10 March)
https://www.flickr.com/photos/barbouria
ns/
Celebrations and Communities
Years10CELEBRATING
ROER4D SP4 slides prepared by:
Henry Trotter – henry.trotter@uct.ac.za / trotterhenry@hotmail.com
UCT image: https://www.f...
Open education a view from the south
Open education a view from the south
Open education a view from the south
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Open education a view from the south

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A brief introduction to my research in OER

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Open education a view from the south

  1. 1. Open Education: research from the South Dr Glenda Cox Senior Lecturer Centre for Innovation in Learning and Teaching University of Cape Town
  2. 2. Transition to Library (2014 ongoing)-Training Advocacy and Support Management (2010-2014) Research PhD 2013- 2016 Glenda Cox
  3. 3. 27 993 STUDENTS 4808 STAFF
  4. 4. OpenEducationatUCT Scholar Scholar Scholar Student Scholar Community 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 … VC Student OER Project Health OER Project
  5. 5. Research into the Social and Cultural acceptability of Open Educational Resources (OER) in the Global South (South Africa) Glenda Cox Senior Lecturer, Centre for Innovation in Learning and Teaching (CILT), University of Cape Town Henry Trotter Researcher, CILT
  6. 6. Research questions Primary research question: • Why do South African lecturers adopt – or not adopt – OER? Subsidiary research questions: • Which factors shape lecturers’ OER adoption decisions? • How do lecturers’ social conditions shape OER adoption? • How does an institution’s culture shape lecturers’ adoption of OER? • How do lecturers’ attitudes towards OER, particularly as relates to quality, shape OER adoption ?
  7. 7. University Profiles UCT UFH UNISA Student access Residential Residential Distance Student numbers 26 000 11 000 400 000+ Location Urban Rural Dispersed Approach Traditional Traditional Comprehensive Institutional culture Collegial Bureaucratic Managerial Copyright owner of teaching materials Lecturers Institution Institution
  8. 8. • 6 interviewees per university • Structured • One-on-one • 30 minutes–1 hour interviews • 50-56 questions • Covering multiple elements of teaching and OER activity Interviews (18)
  9. 9. OER adoption pyramid
  10. 10. OER Readiness: academics as creators UCT UFH UNISA Volition Availability Capacity Awareness Permission Access Level of OER readiness Very low Low Medium High Very high
  11. 11. OER Readiness: institutions as creators UCT UFH UNISA Volition Availability Capacity Awareness Permission Access Level of OER readiness Very low Low Medium High Very high
  12. 12. Which institution is OER ready? • UCT is OER ready if the individual academic is viewed as the agent of activity : personal volition is the key • UNISA is OER ready if the institution is viewed as the agent of activity : institutional volition is the key • UFH is not OER ready for either OER use or creation because: both the institution and academics lack awareness; academics lack permission to create
  13. 13. Explaining Volition
  14. 14. Attitudes towards OER This study also revealed more personal concerns about sharing from the interviews at the three institutions.
  15. 15. 2 Key Findings The “openness” of an OER is rarely more important than the practical, pedagogical concerns surrounding any educational material’s relevance and quality in terms of a specific intended use. Lecturers appear to be guided by two key principles: they believe in an open educational ethic, and they find that there is pedagogical utility in going through the process of making materials open (especially in anticipating greater scrutiny, and therefore improving the quality of their work)
  16. 16. EXPLAINING THE RELATIONS BETWEEN CULTURE, STRUCTURE AND AGENCY IN LECTURERS’ CONTRIBUTION AND NON- CONTRIBUTION TO OPEN EDUCATIONAL RESOURCES IN A HIGHER EDUCATION INSTITUTION Thesis Title:
  17. 17. C o n t e x t Enabler and Barriers to contribution of OER
  18. 18. Culture Relations Empirical evidence C o n t e x t Structure Agent 14 Academics in 7 Faculties
  19. 19. Institutional Culture McNay 1995
  20. 20. Margaret Archer • Social Realism-Sociological theory
  21. 21. Culture Relations Structure Agent “How does structure influence agency?” Margaret Archer (Social Realism)
  22. 22. Ultimate concerns Ultimate Concerns Projects Practice ...Individuals develop and define their ultimate concerns, those internal goods that they care about most (Archer 2007:42) ...develop course (s) of action to realise that concern by elaborating a project... Translated into a set of practices
  23. 23. Agents ask: “What do I want and how do I go about getting it?” “What should I do?”
  24. 24. Culture Mediated process through internal conver- sations Structure Agent (Ultimate concerns) Margaret Archer (Social Realism)
  25. 25. Bottom line • People have different ultimate concerns • Lecturers who are sharing are concerned about the Global South and sharing education • Lecturers who are not sharing are focused on their classrooms but also seem especially self critical and do not see the value of sharing or that their materials are of good enough quality to share
  26. 26. The need for OER in South Africa • We are currently in a crisis in Higher Education • Opportunity to create more OER while transforming the curriculum • Students can still learn and access materials
  27. 27. Cape Town: host city for the OEC 2017 (7-10 March) https://www.flickr.com/photos/barbouria ns/
  28. 28. Celebrations and Communities
  29. 29. Years10CELEBRATING
  30. 30. ROER4D SP4 slides prepared by: Henry Trotter – henry.trotter@uct.ac.za / trotterhenry@hotmail.com UCT image: https://www.flickr.com/photos/barbourians/

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