Localising OER and MOOCs

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Presentation of Module 4 on how to adapt open educational resources in different cultural contexts and how to promote readiness to adopt open educational resources.

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Localising OER and MOOCs

  1. 1. www.OpenMedproject.eu
  2. 2. www.OpenMedproject.eu Localising Open Educational Resources and Massive Online Open Courses Isidro Maya Jariego & Elena González Tinoco Laboratorio de Redes Personales y Comunidades Universidad de Sevilla (Spain) Open up education in South-Mediterranean countries UNIMED – Mediterranean Universities Union Torino, Italy, September 25-29, 2017
  3. 3. www.OpenMedproject.eu
  4. 4. www.OpenMedproject.eu Intercultural networks and interaction International experiences in higher education institutions Readiness to adopt Open Education The importance of intercultural communication in Open Education
  5. 5. www.OpenMedproject.eu 4.1. The importance of intercultural communication in Open Education 4.2. How to adapt OER to local contexts: cases of diversity in rework, reuse and remix 4.3. Personal learning environments and diversity in networks 4.4. Managing extreme diversity in groups of learners Table of contents in module 4 Localising OER in numbers  8 skills for effective intercultural communication  11 inhibitors to reusing open contents  5 dimensions of cultural variability  4 strategies of acculturation
  6. 6. www.OpenMedproject.eu Mastery of a second language may affect learning and performance in MOOCS and other OER “Many times I felt that because of the language difference, I didn’t have the words to say some things that I was thinking. I noticed that when I went to these interviews with the U.S. guy, he would tend to lead the interviews, which was understandable but also disappointing, because we are at the same level. I had very good questions, but he would take the lead.” Diversity in OER
  7. 7. www.OpenMedproject.eu Consider the following case… The MIT releases as open content an introductory course in agricultural engineering. A professor from the Maghreb studies the educational material and thinks that it would be very interesting to use a part of it with his students. However, he encounters some barriers to use the open contents in his teaching:  At his university, textbooks and other educational materials usually are pre-approved by the rectorate before incorporating them into the curriculum.  Some of his students do not speak English, or they do not have enough command of it to use the original material. • Examples of the MIT course relate to corn and cotton farming. However, in the region where the university is located, the main agricultural products are tomato, cucumber and aubergine, which require different technical training. Diversity in OER
  8. 8. www.OpenMedproject.eu Question 1: Inhibiting factors  At his university, textbooks and other educational materials usually are pre-approved by the rectorate before incorporating them into the curriculum. Institutional restrictions  Some of his students do not speak English, or they do not have enough command of it to use the original material. Language  Examples of the MIT course relate to corn and cotton farming. However, in the region where the university is located, the main agricultural products are tomato, cucumber and aubergine, which require different technical training. Local relevance What factors are relevant for reusing OER? Institutional factors Language Local relevance
  9. 9. www.OpenMedproject.eu Make an analysis of the inhibitors and facilitators to adoption of OER at your university Dimensions Inhibitors Opportunities Technological equipment Attitudes towards Open Education Digital competences (knowledge and skills) Institutional factors Language and local relevance Cultural characteristics Question 2
  10. 10. www.OpenMedproject.eu Diversity in OER Six dimensions of community readiness for open education Not prepared Prepared Community initiatives Open education is not on the agenda of the university and there are no previous experiences. The university has begun to train teachers about open practices and some teachers have developed open content. Knowledge on the community initiatives Teachers do not know about open educational resources or open education experiences. Teachers are aware of open educational innovations. Leadership There is no effective leadership. The university community is organised with recognisable and influential natural leaders. Social climate Teachers and students do not perceive added value in open educational practices. Teachers and students are in favor of open educational innovations. Knowledge on the issue Open education is not a matter of public debate and the university community is not concerned about the issue. Teachers know about innovative experiences and their impact on student learning. Community resources There are no specific resources to promote open education. There are educational innovation centers, telecentres, champions and associations that promote open education.
  11. 11. www.OpenMedproject.eu Open Education Training Week Visit this presentation here: https://goo.gl/28UMi3 Gracias ‫شكرا‬ Laboratorio de Redes Personales y Comunidades http://personal.us.es/isidromj
  12. 12. www.OpenMedproject.eu OPENING UP EDUCATION IN SOUTH-MEDITERRANEAN COUNTRIES This work is licensed under a Creative Commons Attribution 4.0 International License CONTACTS general inquires: info@OpenMedproject.eu website: www.OpenMedproject.eu

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