A readiness gap for Opening Up education by OER and MOOCs at University?
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The presentation given at SIREMSIEL2014 congress in Perugia, 13th to 15th November 2014 (http://www.siremsiel2014.it/) Abstract: Developments in Information and Communication Technologies are not always paralleled by an equivalent number of transformations in higher education institutions. Indeed it seems that Open Educational Resources have missed the objective of transformation in spite of the potential of Open Learning to transform education. This paper reports on a part of some qualitative research carried out at the University of Parma, a case study involving teachers from UniPR Co-Lab Research Centre who share the values of being alert to innovation and aware of the importance of Technology Enhanced Learning in the academic pedagogical landscape; it examines whether educators are ready and willing to adopt open approaches in both a pedagogical and technological perspective and whether they have the necessary competences to do so. The aim was to explore the perceptions of University teachers who might become involved in the use of Open Educational Resources (OER) and the organization of MOOCs
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A readiness gap for Opening Up education by OER and MOOCs at University?
- 1. UniPR Co-Lab! PERUGIA, 13th November 2014 Sara Valla SIREMSIEL 2014 UniPR Co-Lab! A readiness gap for Opening Up educaEon by OER and MOOCs at University? Sara Valla UniPR Co-‐Lab Research Centre University of Parma
- 2. UniPR Co-Lab! PERUGIA, 13th November 2014 Sara Valla SIREMSIEL 2014 outlines • OER and MOOCs for learning enhancement • Research quesEons and aims • Research context • Research methodology • Readiness for TEL, Open Learning, MOOCs • Findings • Conclusions and implicaEons (finish line as a starEng point)
- 3. UniPR Co-Lab! PERUGIA, 13th November 2014 Sara Valla SIREMSIEL 2014 “The development in informa1on and communica1on technologies over the last three decades is comparable with the development in informa1on and communica1on technologies over the last three millennia” Laurillard (2004, p. 8)
- 4. UniPR Co-Lab! PERUGIA, 13th November 2014 Sara Valla SIREMSIEL 2014 WHAT ABOUT LEARNING??? “Being connected changes learning. When those connec1ons are global, the experience of knowledge development is drama1cally altered as well.” Siemens, 2008
- 5. UniPR Co-Lab! PERUGIA, 13th November 2014 Sara Valla SIREMSIEL 2014 What about learning? !
- 6. UniPR Co-Lab! PERUGIA, 13th November 2014 Sara Valla SIREMSIEL 2014
- 7. UniPR Co-Lab! PERUGIA, 13th November 2014 Sara Valla SIREMSIEL 2014
- 8. UniPR Co-Lab! PERUGIA, 13th November 2014 Sara Valla SIREMSIEL 2014 ACCESS Focus is to be shiYed from open content and access to Open Educa9onal Prac9ces (Camilleru, A. F., & Ehlers, U. D., 2011)
- 9. UniPR Co-Lab! PERUGIA, 13th November 2014 Sara Valla SIREMSIEL 2014 February, 2014 C C R C M F C Updated 3rd September, 2014
- 10. UniPR Co-Lab! PERUGIA, 13th November 2014 Sara Valla SIREMSIEL 2014 • recommendaEons and iniEaEves of the European Community towards opening up educaEon • Opening up EducaEon IniEaEve 2013 • Horizon 2020 programme • Horizon Report 2013 and 2014 OPENING UP EDUCATION – EUROPE
- 11. UniPR Co-Lab! PERUGIA, 13th November 2014 Sara Valla SIREMSIEL 2014 survey on OER conducted in 2013 in the Italian UniversiEes (CRUI library commission) • need for insEtuEonal strategies on OER • need for competent resources and support to be dedicated to open educaEon (Tammaro, Roncaglia, De Robbio, Panto, & De Rosa, 2013). OPENING UP EDUCATION – ITALY?
- 12. UniPR Co-Lab! PERUGIA, 13th November 2014 Sara Valla SIREMSIEL 2014 Research quesEon(s) • what does open educaEon mean to educators in terms of enhancing learning? • are educators ready and willing to open up educaEon in a pedagogical and technological perspecEve? • do they have the necessary competences?
- 13. UniPR Co-Lab! PERUGIA, 13th November 2014 Sara Valla SIREMSIEL 2014
- 14. UniPR Co-Lab! PERUGIA, 13th November 2014 Sara Valla SIREMSIEL 2014
- 15. UniPR Co-Lab! PERUGIA, 13th November 2014 Sara Valla SIREMSIEL 2014 Aims • to establish the role and possibili9es of Open Educa9onal Resources, Open Educa9onal Prac9ces and the MOOC phenomenon in relaEon to learning enhancement; • to idenEfy and gain insight into the pedagogical and technological implica9ons that this concept of openness may have; • to explore the percep9ons of teachers, who might be involved in the use of Open EducaEonal Resources and the adopEon of Open EducaEonal PracEces and the MOOCs.
- 16. UniPR Co-Lab! PERUGIA, 13th November 2014 Sara Valla SIREMSIEL 2014 32.050 students 1882 scholars (including visiEng scholars) University of Parma (Italy) (November 2013)
- 17. UniPR Co-Lab! PERUGIA, 13th November 2014 Sara Valla SIREMSIEL 2014 Learn Share Collaborate Research Center
- 18. UniPR Co-Lab! PERUGIA, 13th November 2014 Sara Valla SIREMSIEL 2014 • RESEARCH METHOD: case study (UniPR Co-‐Lab teachers, at the University of Parma) • SAMPLE: 7 teachers at the University of Parma who had shown or declared an interest in Technology Enhanced Learning and in the acEviEes of the UniPR Co-‐Lab Research Center. Methodology 1 / 3 Research method
- 19. UniPR Co-Lab! PERUGIA, 13th November 2014 Sara Valla SIREMSIEL 2014 Methodology 2/3 Data collecEon techniques • semi-‐structured face-‐to-‐face interviews – conversaEons are aimed at gefng to know people and learning “about their experiences, feelings and hopes and the world they live in” Kvale (1996, p. 5) – carried out between 25th March and 28th April 2014, in Italian, following a specific interview process (Pickard, 2007 p. 172). • document analysis – to obtain contextual informa9on about facts and strategies about e-‐learning and open learning and contribute to the picture of the operaEonal world in which teachers are acEng. – InsEtuEonal documents, policies, strategies, reports made available through the University web site
- 20. UniPR Co-Lab! PERUGIA, 13th November 2014 Sara Valla SIREMSIEL 2014 Methodology 3/3 -‐ Analysis • Data collecEon aimed at in-‐depth understanding, taking due care about complexity (Stake, 2010, p. 26-‐28). • STRATEGY for analysis : “constant compara9ve analysis” (Pickard, 2007, p. 241).
- 21. UniPR Co-Lab! PERUGIA, 13th November 2014 Sara Valla SIREMSIEL 2014 C C R C M F C Readiness (TEL, OL, MOOCs) Chapnick (2000), Haney & Haney (2002), Guglielmino & Guglielmino (2003) Aydın & Tasci, (2005): dimensions and factors for e-‐learning readiness change management theories readiness as an important factor for successful implementa9on of change (Holt, Armenakis, Harris, & Feild, 2007) (Armenakis, Harris, & Mossholder, 1993, pp. 681–2) (Jones, 2005, p. 362). Technology Enhanced Learning READINESS oYen referred to as readiness for e-‐learning by insEtuEons (Aydın & Tasci, 2005)(Chapnick, 2000)
- 22. UniPR Co-Lab! PERUGIA, 13th November 2014 Sara Valla SIREMSIEL 2014 IniEal framework for analysis about readiness for open learning and MOOCs Learners Human Resources BLOOM (domains) COGNITIVE AFFECTIVE PSYCHOMOTRIC Knowledge Feeling Competences (skills) and tools TECHNOLOGY Content readiness (technological AND pedagogical level) Aftude towards technology Aftude towards innovaEon Aftude towards self-‐development Sociological aspect (collaboraEon) Technological Skills PEDAGOGY
- 23. UniPR Co-Lab! PERUGIA, 13th November 2014 Sara Valla SIREMSIEL 2014 Learners Human Resources BLOOM (domains) COGNITIVE AFFECTIVE PSYCHOMOTRIC Knowledge Feeling Competences (skills) and tools Knowledge (previously known material, terminology, facts, ways, means, theories) Comprehension (understanding) meaning Applica9on à use in new and concrete situaEons Analysis Synthesis: creaEvely or divergently apply Evalua9on Feelings Values AppreciaEon Enthusiasm MoEvaEons Aftudes Using technical instruments Other skills TECHNOLOGY Knowledge of technologies to use Knowledge of experiences / examples Knowledge of exis1ng support (T) AMtude towards use of … (posi1ve/ nega1ve) AMtude towards technology Feeling about exis1ng support (T) Feeling about technological competences AMtude towards innova1on Ability to use… (technological skills) PEDAGOGY Knowledge of exis1ng strategy (T-‐P) Knowledge of exis1ng support (P) Levels of enrichment (learning quality) Teaching experience Comprehension of the right approach / tool for the pedagogical approach Sociological aspect AMtude towards self-‐development Feeling/aMtude towards strategy Feeling about exis1ng support (P) Mo1va1ons as teacher AMtude towards teacher’s role / teaching approach Feeling about “tension” research / teaching Feeling about pedagogical competences Ability to use (pedagogical-‐level skills)
- 24. UniPR Co-Lab! PERUGIA, 13th November 2014 Sara Valla SIREMSIEL 2014 no specific focus by the insEtuEon on their pedagogical prepara9on no guidance given on “how to explain their discipline”. READINESS AND PEDAGOGY: no pedagogical preparaEon to use technology to enhance learning by Open Learning /MOOCs
- 25. UniPR Co-Lab! PERUGIA, 13th November 2014 Sara Valla SIREMSIEL 2014 Gaps in technological competences and skills: not so great need for improvement / development of competences knowledge of sensible uses of technologies in the educaEonal context a conversaEonal methodology works
- 26. UniPR Co-Lab! PERUGIA, 13th November 2014 Sara Valla SIREMSIEL 2014 Gap between a personal use of technology and its use for educaEonal purposes
- 27. UniPR Co-Lab! PERUGIA, 13th November 2014 Sara Valla SIREMSIEL 2014 Technology and Pedagogy must go on together
- 28. UniPR Co-Lab! PERUGIA, 13th November 2014 Sara Valla SIREMSIEL 2014 OER OEP MOOC Openness • No sufficient knowledge • No common understanding of meaning • PosiEve aftude • Doubts on licenses • RecogniEon of opportuniEes for LE • no specific implicaEons of technology (T) • Need for support (T) (P) • Not menEoned • No experience • Absence or regular pracEces • Occasional use of OER • No creaEon of OER • no specific implicaEons of technology (T) • Need for support (T) (P) • Acronym: known and clear • Need for further clarificaEon of meaning • No direct experience • Curiosity • RecogniEon of opportuniEes fo LE (P) • Pedagogical concerns (P) • no specific implicaEons of technology (T) • Need for support (T) (P) • Broad approach — including overcoming limitaEons and facing specific challenges (P) • NO content-‐based approach (P) • “Seamless” learning (P) • Focus on usage/needs rather than on specific technological tools (T) (P) Pedagogy (T) Technology OPPORTUNITIES FOR: • fostering interacEon and parEcipaEon • answering to specific students’ learning needs • solve challenging issues • Learning analyEcs to know students’ behaviour CONCERNS: Openness (background, knowledge, language…) OPPORTUNITIES: • learn basic things • Support explanaEon of abstract/complex concepts • development of teacher’s preparaEon • support for specific tasks (e.g. thesis) • go beyond the curriculum • prepare for the real world Findings
- 29. UniPR Co-Lab! PERUGIA, 13th November 2014 Sara Valla SIREMSIEL 2014 gap in the pedagogical knowledge, under the cogni9ve and affec9ve domain Which aspects? • comprehension of the right approach/tool for the pedagogical approach; • sociological aspect of learning • concerns deriving from insufficient experience of open pracEces. Conclusions (readiness aspect) gap in technological competences and skills apparently felt as less crucial (and not so big)
- 30. UniPR Co-Lab! PERUGIA, 13th November 2014 Sara Valla SIREMSIEL 2014 need for fostering a unitary and shared approach COACHING by professionals with a wide range of competences, which are not limited to technical aspects, to be carried out in a conversaEonal and dialogue-‐based way
- 31. UniPR Co-Lab! PERUGIA, 13th November 2014 Sara Valla SIREMSIEL 2014 Teachers’ profiles based on readiness to open up educaEon in a technological and pedagogical perspecEve Tech Innovator Open innovator PT curious Cau9ous innovator PT uncertain PK (-‐) PK (+) TK (-‐) TK (+)
- 32. UniPR Co-Lab! PERUGIA, 13th November 2014 Sara Valla SIREMSIEL 2014 Proposals for further research • Study including all the educators at UniPR • Students’ percepEons …any gaps between percepEons? Experimen9ng on some of the suggested themes: • learning analyEcs • flipped classroom model
- 33. UniPR Co-Lab! PERUGIA, 13th November 2014 Sara Valla SIREMSIEL 2014 For: ATTENTION FEEDBACK (WELCOME) COMMENTS (WELCOME) Sara Valla – UniPR Co-‐Lab – Università degli Studi di Parma E-‐mail: sara.valla@unipr.it Twiver: @thuridilla Profile is available on: Linkedin, Academia.edu, ResearchGate