Tuesday, 23rd February 2021
Open Education has the potential to make education more accessible, enable the creation of relevant teaching and learning materials, improve the quality of content, and empower learners to be critical thinkers and knowledge creators. Open Education Week (OE Week), held annually, is an opportunity for actively sharing and learning about the latest achievements in Open Education worldwide. OE Week provides practitioners, educators, and students with an opportunity to gain a greater understanding of open educational practices and be inspired by the OE community. OE Week will be held from 1-5 March 2021.
The term ‘Open Education’ is often used when discussing open educational resources (OER). However the term more broadly refers to a commitment to remove unnecessary barriers to access learning while seeking to ensure high quality educational experiences that will enable success both during and after studies. This commitment includes developing policies and practices of openness in entry requirements (with minimal or no restriction on qualifications), choice of courses, place of study and time, and so on. An open education approach can inform practice in face-to-face education, distance education, and online and blended learning.[1]
Open Education incorporates the key principle of learner-centredness. The learner should be the focus of the educational process and should be regarded as an active participant in an interactive engagement. Cognisance needs to be taken of the learner context, building on their experience wherever possible. Open Education should encourage independent and critical thinking. This is facilitated by regarding the learner as an active participant in the educational process and can be further enhanced by offering learners choices, possibilities, and contesting viewpoints within that process. Teaching independent and critical thinking empowers learners to be able to interact confidently and effectively within society.
Lifelong learning is central to openness. Learning should continue throughout life, rather than being limited to childhood and teenage years, and should be of direct relevance to the needs and life experience of learners. The concept of lifelong learning implies an acknowledgement of the reality that learning is a process in which all people are inevitably involved from birth until death and a consequent attempt to make structured educational opportunities available to people throughout their lives.
Education has become far more accessible to more people through the innovations introduced by Information and Communication Technology (ICT). While ICT has created many new possibilities for reaching learners, it also creates new barriers to access for many. Although online learning can accommodate different ways and styles of learning (making for greater accessibility) and enable the construction of a richer learning environment, all learners potentially face barriers to learning. These barriers may include the high cost of Internet access and technology, technical constraints in the use of technology, a shortage of appropriate resources (in the local language or context), or content that is not designed to be accessible to learners with disabilities.
Harnessing technology and online learning methods can provide access to education for those in remote areas, for the socially disadvantaged, and for the marginalised. If carefully implemented, Open Education can play a potentially important role in achieving the Sustainable Development Goals (SDGs) and enabling lifelong learning. Of course, effective learning design is critical and recognises that people learn differently and require learning resources that are related to their needs and circumstances.
An important element of openness is licensing. Legal frameworks such as Creative Commons help to govern how open a resource is. These licences provide mechanisms to ensure that authors of materials can retain acknowledgement for their work while allowing it to be shared, can restrict commercial activity, and can aim to prevent people from adapting it if they so wish. Open licensing creates possibilities for teachers and learners to access teaching and learning materials that they may not otherwise have been able to access. While e-books for the academic market are becoming more widely available, especially since the COVID-19 pandemic, unaffordable prices, an inability to buy e-books due to a refusal to sell or bundling of titles in packages, and restrictions on research copying are affecting coursework and research in universities. In the UK, libraries say they have struggled with high e-book prices and lack of availability for years, but this situation is now critical because students urgently need digital resources during the pandemic. Follow the hashtag #eBookSOS for more.
Using and creating OER encourages collaboration, so educators are able to share teaching practices and benefit from the ideas of others. Effective OER practices have the potential to improve the quality and reduce the costs of educational materials. This opens the possibility of making previously expensive materials affordably accessible to many. This is one potential solution to the challenges facing learners and teachers in Africa and across the world.
The fundamental principles underlying OER are the freedom to share knowledge and that the knowledge should be legally, socially, and technologically open. OER promote the creation and adaptation of content for different contexts. This is particularly important in Africa as it is the least visible continent online, despite accommodating a population of over a billion people. Content used in Africa is not always created by Africans. By using OER, learners and teachers in Africa are able to find, adapt, and create open content that is tailored to their needs, inclusive, and reflects the local context.
If you are interested in engaging in Open Education practices and networking with colleagues, there are a few ways to participate in OE Week. You can host an event, share OER, or attend activities hosted by others. For more information click here.
Remember all the resources on the OER Africa website are free to use and share. Let us know what you are doing to celebrate OE Week. Tag @OERAfrica in your social media posts and use #OEWeek.
[1] Commonwealth of Learning. (2020). Open and Distance Learning – Key Terms & Definitions [online]. Available from: http://oasis.col.org/bitstream/handle/11599/3558/2020_COL_ODL_KeyTerms_Definitions.pdf [accessed 22 October 2020].
For more articles in this series, click on the links below.
- How do I create a Community of Practice for Open Educational Resources? (3 February 2021)
- Do you want to communicate your research more widely? (19 January 2021)
- How can you get involved in the Open COVID Pledge for Education? (9 December 2020)
- How can governments and institutions operationalize the OER Recommendation? (19 November 2020)
- How can you use MOOCs in your teaching? (21 October 2020)
- Online assessment: How do we know if students are learning? (18 September 2020)
- UNESCO’s OER Recommendation Dynamic Coalition Consultations: The way forward (26 August 2020)
- The Open COVID Pledge for Education (12 August 2020)
- How can OpenCourseWare help you to improve your courses? (16 July 2020)
- Evaluating Open Content (2 July 2020)
- Adapting Open Content (25 June 2020)
- Sharing Africa’s knowledge through open data (18 June 2020)
- Sharing Africa’s knowledge through openly licensed publishing (11 June 2020)
- Podcast: OER and their Relevance to the COVID-19 pandemic (5 June 2020)
- Sharing Africa’s knowledge through open African research repositories (29 May 2020)
- Emergency Remote Teaching Webinar Series – All resources available (18 May 2020)
- OER Repositories in Africa (8 May 2020)
- How to Find Open Content (30 April 2020)
- Online (and offline) reading resources for children (23 April 2020)
- Showcasing OER Platforms: OER Africa (15 April 2020)
What's New
Funded by The William and Flora Hewlett Foundation, Saide OER Africa embarks on an impactful project to support the effective development and use of Open Education Resources in higher education systems in selected sub-Saharan African countries. Ashton Maherry, reports on recent travels to Beira, Mozambique, to establish a strategic partnership with UnISCED.
Figure 1: Representatives from OER Africa and UnISCED
As part of Saide’s OER Africa initiative, Ashton Maherry (Saide) and Neil Butcher (Neil Butcher & Associates) recently visited UnISCED to establish a partnership to promote the use of Open Education Resources (OER) at UnISCED. UnISCED (translated as Open University Institute of Sciences and Distance Education) is a Mozambican private higher education institution dedicated exclusively to open and distance education and was established in 2014.
The current William and Flora Hewlett Foundation grant in support of OER Africa, continues its focus of supporting effective development and use of OER in higher education systems in African universities. The project has four outcomes:
1. Development of comprehensive Continuous Professional Development (CPD) Frameworks for academics, senior management and academic librarians.
2. Development of an online collection of Continuous Professional Development Open Education Resources in higher education
3. Collaboration with at least four African universities
4. Establishment of a Continuous Professional Development network
The visit to UnISCED forms part of a planned collaboration with at least four Universities including, Botswana Open University, the University of Namibia and UnISCED and hopefully one other, still to be determined.
Several areas of the strategic partnership were identified during the UnISCED visit, these include the development, implementation and evaluation of policies that support the use of OERs, capacity building of senior management, academics and academic librarians to use OERs to strengthen teaching and learning, the identification of possible free or commercial online resources that can help academics with their teaching and learning materials, such as simulators and virtual labs, and the exciting challenge of translating predominantly English resources to Portuguese. In addition, the possibility of UnISCED becoming a member of the African Association of Librarians (AfLIA) was explored and will be taken forward in the next three months.
UnISCED and Saide are in the process of finalising the Memorandum of Understanding. OER Africa and UnISCED are planning a survey for UnISCED staff to identify focus areas for professional development in relation to OER. A second visit to UnISCED is planned in the next few months to finalise the CPD framework, conduct an awareness-raising session on open licensing to Senior Management and facilitate a training session on how to find, use and adapt OER for academics.
A note on OER Africa's CPD frameworks
This work builds on a series of CPD frameworks we are developing at OER Africa in collaboration with our partners. A CPD framework is a planning guide that supports the career development of higher education professionals. In the case of academics, a framework aims to empower and encourage staff, enhance and develop their pedagogical skills, assist them to reflect, and contribute to quality assurance of the student learning experience (adapted from National Forum for the Enhancement of Teaching and Learning in Higher Education [2016]).
We have used a wheel structure (Figure 1), with wedges showing the professional development domains and levels of progress (foundation, established, and advanced) aligned with Bloom’s Taxonomy (Armstrong, 2020). Each domain is being elaborated with indicators of attainment to align with levels of progress, as well as available openly-licensed materials that can support individual higher education professionals and institutional structures with the CPD. When they are completed, we hope that institutions will (with the support of OER Africa) customise the domains for themselves, develop CPD policies, assess their staff competencies, and provide training to capacitate their staff.
Figure 2: Framework for academics showing possible domains to be supported.
Related articles
In conjunction with OER Africa, AfLIA is hosting a panel discussion on the role of Artificial Intelligence and African libraries on 24 April 2023. This webinar is the second in a series of activities that will help build understanding, adaptable knowledge and skills.
Register now
AfLIA has recently signed a memorandum of understanding (MoU) with OER Africa of Saide to build a sturdy CPD framework that will project African librarians into a new era as change agents and leaders in driving open education, open access and open licensing as critical components for driving quality education and creativity in the continent.
In conjunction with OER Africa, AfLIA is hosting a panel discussion on the role of Artificial Intelligence and African libraries. This webinar is the second in a series of activities that will help build understanding, adaptable knowledge and skills. The first 100 participants can register and join the panel discussion on Zoom. Additional participants will be able to follow it live on YouTube.
Date: Monday, 24th April, 2023
Time: 9.30am UTC | 10.30am WAT | 11.30am CAT | 12.30pm EAT
Registration
This is a free webinar. After completing the registration form, you will receive notification via email with details of how to join the webinar.
Carefully read the section on Technical Requirements to help you prepare adequately for this webinar.
Resource persons
Just as the introduction of personal computers revolutionized access to computing power for everyone, AI technology such as ChatGPT, has made advanced language models widely accessible to a broader audience. The conversation about the implications of such AI has been re-ignited since the launch of ChatGPT. Indeed, AI powered technologies, when embraced, can play a vital role by improving access to information and refining the quality of services provided to patrons. As with every other technology, AI may have some undesirable implications on library education, research and service delivery. The global conversation is an interesting mix of divergent views on AI but not so much has been discussed in the area of its impact on Librarianship, especially within the African context. Stanley will briefly highlight general issues of awareness, perception, adoption and the implications of AI on African library education, research and service delivery.
Stanley Boakye-Achampong is the AfLIA Research Coordinator
English is the dominant language in most OER repositories. The same is true for open access journal literature; many more scientific journals are published in English rather than in other languages. The two noteworthy exceptions are African Storybook (ASb) and StoryWeaver that focus on African languages and Southern Asian respectively.
It has been demonstrated that if children are to be successful in learning to read with comprehension, they should start out in their mother tongue. Adults, too, would benefit by reading content in their own languages. This is particularly true of scientific terms and concepts. The use of language, therefore, has great significance when considering how to make education truly inclusive and equitable—one of the goals of the UNESCO OER Recommendation.
AI can assist authors and readers to read research in their own languages. Liz will discuss efforts to make science inclusive and equitable in African languages, with a focus on research literature and the role of AI in translation.
Liz Levey is an independent consultant and expert in the field of openness and languages
Drs. Nkem Osuigwe and Tony Lelliott will facilitate the discussion.
Technical Requirements
Upon registration, reminders will be sent to all registrants periodically. This webinar will be hosted on the Zoom Conferencing Platform. Participants, who do not have Zoom on their mobile devices and or computers, need to download, install and create an account on Zoom ahead of time. Webinar attendees are encouraged to join early, preferably 15 minutes before the start of the webinar, as one may need time launch the application. The speaker will use a webcam to connect with attendees. Audio and video for the session will be streamed over computer speakers. Attendees are therefore encouraged to connect with a headset or earpiece for maximum utility. Please note that this webinar does not involve a certificate of participation.
The webinar will also be live-streamed on YouTube.
There have been several recent calls for Continuous Professional Development (CPD) to take a more prominent role at the higher education level. OER Africa is in the process of developing three CPD frameworks to structure capacity building for academics, academic librarians, and senior management in higher education institutions.
Continuous professional development (CPD) frameworks for professionals in Higher Education
The need for CPD in higher education
CPD is ‘professional learning that results in changes to [academics’] knowledge and practices, and improvements in student learning outcomes’ (after Darling-Hammond et al. 2017). There have been several recent calls for CPD to take a more prominent role at higher education (HE) level (e.g. Mihai, 2021; Bruzga, 2022), that highlight the following:
- Professional development planning should be strategic: it should become a fundamental part of the academics’ annual activities, and not a mere “extracurricular” undertaking for a few interested staff.
- Institutions should consider developing a system of incentives and rewards that encourages staff to focus on their teaching.
- Institutions that already offer CPD should evaluate their offerings to determine whether they are the right fit for the current needs of the institution.
- Where feasible, faculties and schools should encourage communities of practice so that professionals can share their experiences, and support and empower each other
Barriers to participation in CPD
Despite the needs, there is evidence that higher education professionals rarely participate in CPD due to barriers such as:
- A reluctance to renounce teaching practices with which they are familiar. Similarly, innovative teaching practices are not normally a requirement for appointment, or for career progression.
- The absence of inducements for self-development in higher education institutions (HEIs).
- A lack of time.
- HEIs’ lack of pedagogical expertise and institutional capacity to develop effective CPD schemes.
Since the need for CPD is great, and many institutions either lack the capacity to provide it or carry it out in an ad hoc manner, OER Africa is in the process of developing three CPD frameworks to structure capacity building for academics, academic librarians, and senior management in HEIs.
CPD frameworks
A CPD framework is a planning guide that supports the career development of higher education professionals. In the case of academics, a framework aims to empower and encourage staff, enhance and develop their pedagogical skills, assist them to reflect, and contribute to quality assurance of the student learning experience (adapted from National Forum for the Enhancement of Teaching and Learning in Higher Education [2016]).
The CPD frameworks we are developing at OER Africa, in collaboration with our partners such as the African Library and Information Associations and Institutions (AfLIA), are adapted from the British Council’s CPD framework for teacher educators. We have used a wheel structure (Figure 1), with wedges showing the professional development domains and levels of progress (foundation, established, and advanced) aligned with Bloom’s Taxonomy (Armstrong, 2020). Each domain is being elaborated with indicators of attainment to align with levels of progress, as well as available openly-licensed materials that can support individual HE professionals and institutional structures with the CPD. When they are completed, we hope that institutions will (with the support of OER Africa) customise the domains for themselves, develop CPD policies, assess their staff competencies, and provide training to capacitate their staff.
Figure 1: Framework for academics showing possible domains to be supported.
The initiative is in its early stages. OER Africa is currently collaborating with a few African universities to tailor the framework to their own needs, and discuss policy development and implementation. Concurrently, we are identifying and evaluating relevant CPD OER available worldwide, with a view to making them available in a repository to support institutions that would like to develop their staff. Once completed, a full set of frameworks will be made available on the OER Africa website, together with associated OER to allow institutions to modify them to suit their own contexts. We welcome comment on the initiative as it develops; you can email us on the form available at https://www.oerafrica.org/contact.
Related research report: Continuous Professional Development strategies in Higher Education Institutions
The following publications were drawn on to create this blog post:
British Council. (nd). Continuing Professional Development (CPD) Framework for teacher educators https://www.teachingenglish.org.uk/sites/teacheng/files/4204_BritishCouncil_CPD_Teacher_Educators_FINAL_040222.pdf.
Bruzga, L. (2022). Why Professional Development in Higher Ed Requires Regular Revisions. EdTech Focus on Higher Education. https://edtechmagazine.com/higher/article/2022/03/why-professional-development-higher-ed-requires-regular-revisions
Darling-Hammond, L., Hyler, M. E., Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute.
Inamorato dos Santos, A., Gaušas, S., Mackevičiūtė, R., Jotautytė, A., Martinaitis, Ž. (2019). Innovating Professional Development in Higher Education: An analysis of practices, EUR 29676 EN, Publications Office of the European Union, Luxembourg, ISBN 978-92- 76-00580-3, doi:10.2760/26224, JRC115622.
Mihai, A. (2021). This pandemic must bring faculty development to the fore. Times Higher Education. https://www.timeshighereducation.com/opinion/pandemic-must-bring-faculty-development-fore
National Forum for the Enhancement of Teaching and Learning in Higher Education (2016). National Professional Development Framework for all staff who teach in Higher Education. Dublin. https://hub.teachingandlearning.ie/wp-content/uploads/2021/06/NF-2016-National-Professional-Development-Framework-for-all-Staff-Who-Teach-in-Higher-Education.pdf.
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