Adoption and Impact of OER in the Global South

C., P.B. (Eds), Hodgkinson-Williams, Arinto

Description

Education in the Global South faces several key interrelated challenges, for which Open Educational Resources (OER) are seen to be part of the solution. These challenges include: unequal access to education; variable quality of educational resources, teaching, and student performance; and increasing cost and concern about the sustainability of education. The Research on Open Educational Resources for Development (ROER4D) project seeks to build on and contribute to the body of research on how OER can help to improve access, enhance quality and reduce the cost of education in the Global South. This volume examines aspects of educator and student adoption of OER and engagement in Open Educational Practices (OEP) in secondary and tertiary education as well as teacher professional development in 21 countries in South America, Sub-Saharan Africa and South and Southeast Asia. The ROER4D studies and syntheses presented here aim to help inform Open Education advocacy, policy, practice and research in developing countries.

Informations

• Publié par: African Minds
• Date de parution: 12 décembre 2017
• Nombre de lectures: 0
• EAN13: 9781928331483
• Langue: English
• Poids de l'ouvrage: 4 Mo

Extrait

ADOPTION AND IMPACT OF OER IN THE GLOBAL SOUTH

Edited by Cheryl HodgkinsonWilliams & Patricia B. Arinto

ADOPTION AND IMPACT OF OER IN THE GLOBAL SOUTH

ADOPTION AND IMPACT OF

OER IN THE GLOBAL SOUTH

Edited by Cheryl HodgkinsonWilliams and Patricia B. Arinto

African Minds Cape Town

International Development Research Centre Ottawa • Cairo • Montevideo • Nairobi • New Delhi

Research on Open Educational Resources for Development Cape Town

HOW TO CITE THIS VOLUME Hodgkinson-Williams, C. & Arinto, P. B. (2017).Adoption and impact of OER in the Global South. Cape Town & Ottawa: African Minds, International Development Research Centre & Research on Open Educational Resources. DOI: 10.5281/zenodo.1005330

NOTE ABOUT THE PEER REVIEW PROCESS This open access publication forms part of the African Minds peer reviewed, academic books list, the broad mission of which is to support the dissemination of African scholarship and to foster access, openness and debate in the pursuit of growing and deepening the African knowledge base. Chapters 2 to 15 in this volume have each been reviewed by at least two external reviewers. Chapters 1 and 16, which constitute the introduction and conclusion components of the volume, have not been peer reviewed. Copies of the reviews are available from the publisher on request.

First published in 2017 by African Minds, the International Development Research Centre (IDRC) and the Research on Open Educational Resources for Development (ROER4D) project.

African Minds 4 Eccleston Place Somerset West 7130 Cape Town, South Africa www.africanminds.org.za

A co-publication with International Development Research Centre PO Box 8500, Ottawa, ON, K1G 3H9, Canada www.idrc.ca / [e-mail] © Contributors 2017. Licensed under the Creative Commons Attribution 4.0 International licence (http://creativecommons.org/licenses/by/4.0/), except Chapter 12 which is licensed under a Creative Commons Attribution-ShareAlike International licence (http://creativecommons.org/licenses/by- sa/4.01/).

The research presented in this publication was carried out with the aid of a grant from the International Development Research Centre, Ottawa, Canada. The views expressed herein do not necessarily represent those of IDRC or its Board of Governors.

ISBNs: Print edition 978-1-928331-48-3 eBook edition (IDRC): 978-1-55250-599-1 ePub edition: 978-1-928331-61-2

Orders: African Minds 4 Eccleston Place, Somerset West 7130, Cape Town, South Africa [e-mail] www.africanminds.org.za

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Contents

Acknowledgements.......................................................................................................vii

About the editors...........................................................................................................ix

Foreword by Tel Amiel, UNESCO Chair in Open Education..............................................x

Foreword by Matthew Smith, IDRC................................................................................xii

SECTION 1: OVERVIEW

Chapter 1:Research on Open Educational Resources for Development in the Global South: Project landscape.......................................................3

Chapter 2:Factors influencing Open Educational Practices and OER in the Global South: Meta-synthesis of the ROER4D project..........................27

Chapter 3:obGleththouSalREOniesuveyofhigher:Aabesilensru education instructors...............................................................................69

SECTION 2: SOUTH AMERICA

Chapter 4:Open Access and OER in Latin America: A survey of the policy landscape in Chile, Colombia and Uruguay............................................121

Chapter 5:Co-creation of OER by teachers and teacher educators in Colombia.......143

Chapter 6:’tshigherrst-yearntsdunedecutaoiceffEssenevitROEfofiineus mathematical course performance: A case study....................................187

SECTION 3: SUB-SAHARAN AFRICA

Chapter 7:moneyforOpenETarkcnighteniracniesrcAfhutSonoitacuduoseRla basic education: What we don’t know.....................................................233

Chapter 8:Teacher educators and OER in East Africa: Interrogating pedagogic change.................................................................................251

Chapter 9:urerlectingshapfoOoinodtp’saerethtaERctFasor South African universities.......................................................................287

Chapter 10:OER in and as MOOCs...........................................................................349

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Adoption and Impact of OER in the Global South

SECTION 4: SOUTH AND SOUTHEAST ASIA

Chapter 11:Cultural–historical factors influencing OER adoption in Mongolia’s higher education sector.........................................................................389

Chapter 12:,uedmactriedeuaftctailtuynotdpenanaHtiigohotivfonoitpecr quality and barriers towards OER in India...............................................425

Chapter 13:tionattheOpenmIofaptcatgrteinROEginhcaetniacudere University of Sri Lanka...........................................................................459

Chapter 14:Teacher professional learning communities: A collaborative OER adoption approach in Karnataka, India...................................................499

Chapter 15:An early stage impact study of localised OER in Afghanistan...................549

SECTION 5: CONCLUSION AND RECOMMENDATIONS

Chapter 16:OER and OEP in the Global South: Implications and recommendations for social inclusion.....................................................577

vi

Acknowledgements

The ROER4D Network Hub wishes to acknowledge the ongoing efforts of the ROER4D researchers and research associates in strengthening the Global South community of Open Education researchers, and for their commitment to the chapter development processes which resulted in the publication of this volume. Sincere thanks to Tan Sri Emeritus Professor Gajaraj Dhanarajan and Maria Ng for sowing the seeds of the ROER4D project that now have come to fruition in this publication and the many other outputs on OER adoption in the Global South. Thanks also to the original planning group which contributed to the inception of the ROER4D project and provided much needed encouragement along the way: Laurent Elder, Phet Sayo and Matt Smith (all from the International Development Research Centre [IDRC]); Fred Mulder (former Rector of the Open Universiteit, Netherlands and UNESCO Chair in OER); Carolina Rossini (who at the time of her contribution to this project was the lead of REA Brazil, a project by Instituto Educadigital); Savithri Singh (Principal of Acharya Narendra Dev College, University of Delhi); and Stavros Xanthopoylos (former Associate Dean of the MBA program at Fundação Getúlio Vargas and Professor of the Production and Operations Management Department). Thanks to Marshall Smith for reviewing proposals and to Rob Farrow of the Open University OER Research Hub for his contribution at the inception phase. The ROER4D Network Hub wishes to thank and acknowledge the contribution of the organisation representatives who provided invaluable support in the project’s contractual processes: Keval Harie and Naseema Sonday at the University of Cape Town Research Contracts and Innovation office; and Lindsay Empey, Mano Buckshi and Kim Daley of the IDRC. Thanks also to Wawasan Open University, Universitas Terbuka Indonesia and Open University of Sri Lanka for hosting ROER4D workshops. We also acknowledge the inputs and support of Dal Brodhead, Ricardo Ramirez, Julius Nyangaga and Charles Dhewa from the Developing Evaluation and Communication Capacity in Information Systems Networks (DECI-2) project. The project owes a great debt to the supportive team of peer reviewers who assisted in the editorial development of this volume: Alan Cliff, Beck Pitt, Bea de los Arcos, Birgit Loch, Carolina Botero, Carolina Rossini, Catherine Cronin, Cher Ping Lim, George Sciadas, Ishan Abeywardena, Jophus Anamuah-Mensah, Kerry de Hart, Leslie Chan, Linda van Ryneveld, Mardu Parhar, Mary Burns, Megan Beckett, Mythili Ram, Patricia Watson, Rebecca Miller, Rajaram S. Sharma, Ryhana Raheem, Sacha Innes, Tel Amiel, Valerie Lopes and Venkaiah Vunnam. Special thanks are due to the superb African Minds book production team: Simon Chislett, Glenn Jooste and Lee Smith; as well as to African Minds Director François van Schalkwyk for his partnership in the publishing process. The project is also greatly indebted to IDRC publisher Nola Haddadian for her tireless support in the publishing and editorial review process. The project wishes to acknowledge the contribution of the ROER4D publishing team, comprised of Publishing Manager Michelle Willmers, Associate Editor Henry Trotter, Project

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Adoption and Impact of OER in the Global South

Curator Thomas King and Bibliographic Editor Ed Hart. Special thanks are also due to other Network Hub members: Project Manager Tess Cartmill, Communications Consultant Sukaina Walji and Evaluation Consultant Sarah Goodier. Finally, the project wishes to thank the organisational hosts, the Centre for Innovation in Learning and Teaching at the University of Cape Town and Wawasan Open University; as well as the project funders: Canada’s IDRC, the United Kingdom’s Department for International Development and the Open Society Foundations.

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About the editors

Cheryl Hodgkinson-Williamsis an Associate Professor in the Centre for Innovation in Learning and Teaching (CILT) at the University of Cape Town (UCT), South Africa. She holds a PhD in computer-assisted learning and has taught and supervised in the field of information communication technologies (ICT) in education since 1994, first at the University of Pretoria, then at Rhodes University in Grahamstown and now at UCT. She teaches online learning design and research design in the Educational Technology postgraduate programme and is the coordinator of the Mellon-funded scholarships for this programme. She supervises PhD and masters students and is a supervisor for the Global OER Graduate Network (GO-GN). Her particular research interests include online learning design, electronic portfolios and the adoption and impact of OER. She is the Principal Investigator of the IDRC-funded Research on Open Educational Resources for Development in the Global South (ROER4D) project.

Patricia Brazil Arintois a Professor and former Dean of the Faculty of Education at the University of the Philippines – Open University (UPOU). She has a Doctor in Education degree from the Institute of Education, University of London, and has designed training programmes on technology-supported teaching and learning for secondary school teachers, teacher educators and university faculty in the Philippines, Cambodia and Laos. She has also led several funded research programmes on ICT integration in Philippine schools, including a United States Agency for International Development (USAID)-funded blended teacher professional development program in early literacy instruction for K–3 teachers in 2015–2017, an Australian Government-funded study on use of tablet computers in nine public secondary schools in 2012–2014, and a USAID-funded national assessment of the state of ICT in Philippine basic education in 2012. She is the theme advisor for MOOC research in the Digital Learning for Development (DL4D) project and the Deputy Principal Investigator of the ROER4D project, both of which are funded by the IDRC.

ix

Foreword by Tel Amiel (UNESCO Chair in Open Education)

There was much to celebrate when The Year of Open activists and enthusiasts met in Ljubljana, Slovenia, as part of the 2nd World OER Congress in September 2017. The movement had gathered serious momentum and, as anyone in attendance could attest, there was no doubt that openness in education had become a global movement. Conferences are moments to celebrate and share, but, particularly at gatherings of this scale, they also provide an opportunity to reflect on gaps, limitations and biases. As a subset of educational technology and a child (or sibling) of the Free and Open Source Software and Open Access movements, it has has taken some time for the Open Educational Resources (OER) movement to recognise that the devil is in the detail. OER seems to be at the height of its hype cycle, and the field is now ripe for critical review, to counter a sometimes “Whig- 1 like” narrative of inevitable progress. What do we mean by openness? How does openness actually materialise? Is more open always best? How is openness enacted? These fundamental questions have often been ignored, or worse, declared resolved by universal solutions. If these questions go unanswered, we leave room for other uncomfortable questions which are perennially brought up by more critical interlocutors: Who benefits from open? Who is defining what openness means? And more emphatically, does the mainstream view and current trajectory for OER necessarily lead to more emancipatory, democratic, egalitarian and inclusive education? These questions are (or should be) at the center of the debate in the Global 2 South. The work done by researchers in the Research on Open Educational Resources for Development (ROER4D) project, which is showcased in this volume, does much to shed light on some of these important issues. Systemic aspects necessary for successful OER implementations are covered: culture and policy-setting at institutional and country-wide levels; connections to other open movements (such as Open Access); raising awareness and providing professional development and engagement opportunities — all of these are among the recurring factors discussed in the various studies in this volume. Detailed and contextualised discussions are added to what, after 15 years, are just afterthoughts to many in the field. The lack of resources in multiple languages is highlighted in different studies. This issue is often emphasised, only to be repeatedly brushed aside both for widely spoken but not hegemonic languages, as well as for lesser spoken languages. The lack of appropriately adapted (or adaptable) resources to cultural contexts is given centre stage in discussions about localisation and access. In the context of professional development, light is shed on conditions, demands and the need for local production of resources. The clear connection between engagement with OER and access

1 This is perhaps most obvious in our over-emphasis on open licensing as the cornerstone (and for many, the only essential element) of the movement, as if new licensing practices alone would be enough to catalyse change. 2 I exercise, as one of the chapters in the book suggests, all the caveats of dividing the world along the equator, but rhetorical liberty is needed for this short foreword.

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