My Dream: Learning Design to promote Open Educational Practices
Cloud created by:
Juliana Elisa Raffaghelli
13 January 2013
Juliana Raffaghelli: Promoting Open Educational Practices in HE and AE
Tags: Open Educational Practices, Open Educational Resources, Higher Education, Adults Education, Teachers/Faculty Staff Professional Development
OER has been considered a valid strategy in order to renew educational practices (OECD, 2007), (Conole, 2012), on the basis of the previous discussion about learner centered approaches supported by access to free knowledge, beyond curriculum (Lemke, 1994) (Seely Brown & Adler, 2008).
There is a rapid expansion in the number of OER projects, as well as the number of people involved and the number of resources available: In January 2007 the OECD identified over 3.000 open courseware available from over 300 universities worldwide.
According to the OPAL final report “although open educational resources (OER) are high on the agenda of social and inclusion policies and supported by many stakeholders of the educational sphere, their use in HE and adult education (AE) has not yet reached the critical threshold which is posing an obstacle to a seamless provision of high quality learning resources and practices for citizens’ lifelong learning efforts. This has to do with the fact that the current focus in OER is mainly put on building more access to digital content
 OPAL Project final report – Public part – KA3-ICT project funded within the context of EU LLP (2010-2012)
I'm working on at least 3 initiatives where the problem is to "open" resources. Teachers/Faculty Staff are reluctant to open and share their designs, for several reasons, but mainly for the lack of confidence in the benefits of Open Education.
The change you would like to see (challenge)
It would be important to generate an reflexive approach to the adoption of technologies, that enabled teachers/faculty staff to understand the benefits of Open Educational Practices.
The achievements would go in the direction of cristallizing designs and practices into OER; improving the quality of design and connected practices; generate a space for pedagogical reflection on the basis of LD for openness
My 3 examples of practice (where I would like to intervene are)
2- Adults Education - An online module for Learning Design in an European Project (Adults' Learning for Intergenerational Creative Experiences) to design workshops/cultural activities on intergenerational learning with adults (February 2013)
3- An online workshop with faculty staff on Open Educational Practices within the context of a transnational (latinamerican) network -RITUAL-
I'm interested on adopting reflexive approach to teaching, and Design Inquiry. How teaching competences improve through design inquiry, across the process of reflecting on the features their open practices should achieve to reach their own vision of quality.
I would analyze the effectiveness through the TPACK framework, through self-assessment and awareness of the competences achieved.
technologies to be used to implement it
Nothing really innovative here...I hope this course will help!
1- The workshop will be traditional; we are working with a highly reluctant to pedagogical innovations faculty staff. The approach to OEP will be explained and tools will be showed and discussed. The FS will try some tools and elaborate their first approach to openness into their own courses.
2- Adults' Educators will be supported during four months (blended) in designing and piloting Adults Learning Pilot programmes on intergenerational learning. There will be a FTF workshop in Crete (GR) to present results.
3- A virtual seminar will be implemented as a previous activity to the 2013 Latinamerican Congress on Networked Learning (Aprendizaje Mediado por la Red)
This is FAR TOO ambitious. These are things I'm already doing, but I don't know in which extent I will be able of developing them as part of my course's activity.
Instead, I will try to collaborate with one of the groups in doing something that will inform/improve my practice.