Presentación de los avances del Proyecto coKREA ante ROER4D. 17 de Septiembre de 2014.

1. Question Harmonisation: Session 13
SP6 : Co-creation of OER by teachers and teacher
educators in Colombia : #coKREA
María del Pilar Saenz
Ulises Hernandez Pino
Yoli Marcela Hernandez
Henry Trotter17 September 2014

2. Announcements
• Welcome statements by Henry
• Happy birthday and welcome back to Cheryl!
• Format: Pilar, Ulises and Marcela will lead the presentation,
but if you have any questions, feel free to “raise your hand” or
write your questions in the chat box so that the presenters
can respond to it.
• Please keep your microphones off during the presentation,
but turn it on when you are given space to ask a question or
make a comment.
• Thanks!

3. Agenda
• Context: ICT in K12 – Colombia
• General objective of SP6
• Research questions
• Stages of research
• Data processing: grounded theory
• Questionnaires on prior conceptions
• Focal group: semi-structured interviews
• Phone interviews
• IRC chat
• Initial reflections on: teamwork, participation, OER & copyright

4. Context: ICT in K12 - Colombia
 Since 2000, there are programs for
mass delivery of computers to public
schools.
 These programs include teacher
training processes for the use of ICT in
the classroom.
 Between 2010-2014 the ICT Ministry
delivered about 2 million units,
including computers and tablets.
 Today: 12 children per computer,
without regard to tablets. Tablets are
1-1 model.
 Progress is being made in
connectivity, without ensuring stability
and connection speed. Entrega de tabletas en Ramiriquí (2013)
Ministerio TIC Colombia. En Flickr. CC by
Schools: 22,937
Students: 10,674,609
Teachers: 295,341
http://menweb.mineducacion.gov.co/seguimiento/estadisticas/

5. Context: ICT in K12 - Colombia
 OER are unknown in education.
 Licensing is not an issue
included in training programs for
teachers.
 The Ministry of Education (MEN)
initiative of Open Educational
Digital Resources (REDA) is
aimed at higher education to
create repositories, but is not
linked to processes of formation.
 Difficulty: There is not
widespread proficiency in
English.
Jornada TemaTICas (2012)
Martha Cecilia Arevalo. Archivo TemaTICas. CC BY
I went to an event to gain experience
with ICT (...) I already understood the
concept of OER and I noticed that
most people did not respect
copyright. I had to bite my tongue
more than once not to mention it ...

6. General objective
The proposed research aims to
study “whether and how a
bottom-up approach, where
participants collaboratively and
actively co-create contextual
resources ('embedded' within a
'community of interest'), can
support effective OER models”.

7. Research questions
1. What kind of processes would support a
community of teachers in actively engaging with
the creation and adaptation of a contextual and
collaborative OER model?

8. Research questions
2. What enabling conditions would encourage a
wider adoption by peers of the contextually
created resources within the community?

9. Research questions
3. What new skills are needed to be built among
teachers and teacher-educators to adopt a new
learning culture?

10. Research questions
4. How would local needs and contexts (local
language, local culture, social issues,
geographies, ecologies, needs, aspirations,
priorities, etc.) impact upon the universal (mostly
defined through normative system of the global
North) vs local notions of 'meaningfulness / quality'
of OER?

11. Research questions
5. How would institutional and systemic factors
interact with and influence the building of such a
'participatory' OER model within the
government/public system?

12. Stages of research
Induction Co-creation Deployment Systematization
April - June July - September October - November 2015
 Questionnaire of
previous ideas (online)
 Focus group with
leading teachers
 Telephone Interviews
 Chat IRC (virtual)
 Focus group with
teams of teachers
 Focus group with
leading teachers
(virtual)
 Focus group with
teams of teachers
 Focus group with
leading teachers
(virtual)

13. Data processing: grounded theory

14. Questionnaires on prior conceptions
Session 1: Recognizing the co-KREA project
There was no questionnaire
Session 2: Defining Open Educational Resources
Questionnaire 2: 15 teachers responded
2.1. What type of Digital Resources do I use in class? How do
I use them with my students?
2.2. What do I understand by Digital Resources? Where do I
get digital resources I use in class?
2.3 When searching for Digital Resources, what criteria do I
have in mind for their selection and use in the classroom?
2.4 How do I recognize a Digital Resource that comes to my
hands what the author allows me to do or not?
2.5 What are Open Educational Resources (OER)?

15. Questionnaires on prior conceptions
Session 3: OER as measurement in the Study of
Contextualized Problem Situations (SCPS)
Questionnaire 3: 13 teachers responded
3.1. What are the main problems I encounter in my
classroom? What have I done to address them as a teacher?
3.2. How so I verify learning gains of my students?
3.3. What socio-cultural context aspects do I consider when
preparing and developing my classes?
3.4. How can Digital Resources help me in the work I do as a
teacher in the classroom?
3.5. What contribution can Open Educational Resources
(OER) make in my teaching practice?

16. Questionnaires on prior conceptions
Session 4: Systematizing classroom experiences
Questionnaire 4: 10 teachers responded
4.1. How do I describe my role within the co-KREA project?
4.2. What do I understand by Systematization of Educational
Experience?
4.3. What would I like to achieve in the classroom with Open
Educational Resources?
4.4. What do I consider to be the primary research question
addressed by the co-KREA project?

17. Questionnaires on prior conceptions
Session 5: Tools for editing basic OER
Questionnaire 5: 9 teachers responded
5.1. What type of Digital Content have I
developed for my students? With what software
have I developed them? With whom have I
created them?
5.2. What is Free Software? What is the
difference between Free-of-Charge Software and
Free Software? Why do I use or not use Free
Software?
5.3. When developing Digital Contents, how do I
expect them to be used by my students? What
motivates me to make these Digital Contents?
5.4. Do I publish those Digital Contents developed
by me? Why do I make them public? Where do I
publish them? What licensing do I use?

18. Questionnaires on prior conceptions
Session 6: Tools for editing multimedia OER
Questionnaires 6: 11 teachers responded
6.1. How do I envision OER to be developed by me on this project?
6.2. What difference does OER contribute to the learning processes of my students compared to
traditional resources I use in my class?
6.3. What is a Virtual Learning Object? How does VLO and OER relate?
6.4. How do I think I can help other co-KREA teachers involved in the project?

19. Questionnaires on prior conceptions
Session 7: Criteria for designing, adapting and assessing OER
Questionnaire 7: 6 teachers responded
7.1. What criteria should be considered in the search for digital content
(text, images, audios, videos) for OER development?
7.2. What authorization should digital content have to be considered
OER?
7.3. What license should digital content have to be adapted or
integrated into the resource I am developing?
7.4. What sections or components should an OER have to be
considered a Virtual Learning Object (VL/VLO) too?

20. Focal group: semi-structured interviews
Dialogue for sharing
concerns, expectations and
motivations on the co-
KREA project.
In addition:
Identifying teachers’
leaders.
Clarifying and solving
doubts about the dynamics
of teacher teams.

21. Phone interviews
In total, 32 teachers were called:
 Assessing aspects such as content
relevance, timeliness, length of
sessions and time schedule.
 Also, open questions to explore
particular difficulties for individual and
team participation.

22. IRC chat
It was used as a means of synchronous interaction
on virtual sessions.
To be used as input for discourse analysis,
interactions were recorded.

23. Initial reflections: on teamwork
Lack of institutional support restricts workspaces.
Sometimes it is difficult to reach agreement on how to work.
However, when there is interest by individuals, greater
commitment is generated because they encourage and support
each other to advance and enrich activities.

24. Initial reflections: on participation
Teachers prefer synchronous meetings, face-to-face or virtual.
Their communications logic is more oral than written, and
asynchronous meetings are more associated with writing.

25. Initial reflections: on OER and copyright
The expectation of the teacher was to know programs in order to develop
resources, but they find themselves with an experience that integrates
technology, legality and pedagogy.
Reaction to Copyright has 3 phases:
1. Resistance and anger: “It's not fair.” “My hands are tied.”
2. Desire to know: “What if ...?” “And can I do this?” “And how do I search for
open licensed resources?”
3. Decision of sharing: “This must be known by my students, teachers,
managers...”
In phase 3, they considered OER as an essential input for comprehensive
training.

26. Initial reflections: on OER and copyright
 When we discovered restrictions and
limitations imposed by Copyright, we
found in OER the essential inputs for
classroom teaching practices.
 While there are various personal and
institutional conditions hindering
collaborative work with fellow teachers
for co-creating OER, those who persist
in this way of working recognize that it
is a path that generates greater
educational impact.
 It is true that ICTs produce multiple
interaction spaces, but teachers prefer
face-to face meetings and virtual
synchronous interactions, since these
ways of communication are closer to
their oral communications logic.
Teachers were linked up to the
project thinking on being trained on
how to use programs that would
allow them to develop resources,
and they have encountered an
experience that also includes legal
and pedagogical issues.
Knowing about Copyright made
them pass through the 3 phases of:
 resistance and anger
 desire to know
 decision of sharing

27. Questions?
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