On Sunday I attended a workshop which previewed the forthcoming UNESCO Open Educational Resources (OER) Platform.  The workshop was hosted within the framework of the Highway Africa and the Pan African Conference on Access to Information (PACAI) conferences also happening at the Cape Town International Convention Centre (CTICC) this past weekend. I wanted to share some thoughts on the workshop, in particular: an overview of the UNESCO model curriculum for journalism education; an invitation to comment on the UNESCO OER policy guidelines; an introduction to the UNESCO OER Platform; and some exciting future activities to watch from the UNESCO OER program. 

UNESCO Model Curricula for Journalism Education

The workshop brought together stakeholders from journalism and media institutions throughout Africa in which UNESCO aims to support as they become ‘Centres of Excellence’ in journalism education.   The stakeholders had been involved in developing and using the UNESCO Model Curricula for Journalism Education published in 2007.  The UNESCO Model Curriculum for Journalism provides a model curriculum that any institution around the world can adopt and use in their institution. 

The Curricula is a generic model that can be adapted according to each country’s specific needs. It takes full cognizance of the social, economic, political and cultural contexts of developing countries and emerging democracies, highlighting the connection between democracy and journalism and arguing for a more cross-disciplinary approach within journalism training centres. Source

From what I understand the curricula is an open educational resource, but I did note that it does not contain an open copyright license such as Creative Commons.  It would be great to see an open license on the curriculum as well. 

UNESCO OER Policy Guidelines

Abel Caine highlighted some of the activities which The UNESCO OER Programme are involved in including the recently drafted OER Policy Guidelines for Higher Education and the forthcoming UNESCO OER Platform.

The OER Policy Guidelines for Higher Education are being drafted and UNESCO has asked for comments on the draft guidelines.  UNESCO in collaboration with the Commonwealth of Learning (COL) have developed these guidelines to support governments, teaching staff, higher education institutions/providers, and quality assurance/accreditation and recognition bodies.  If you are like us and have an OER initiative on your campus, and yet no policy to formally support these activities, this document might be worth a review.  I plan to take a close look at the policy guidelines in the next couple weeks and hopefully provide some feedback. 

Introduction to the UNESCO OER Platform

We had a preview of the OER Platform currently being developed by UNESCO in collaboration with the Joburg Centre for Software Engineering (JCSE).  The platform will be used by UNESCO to “radically “enhance” UNESCO’s Clearing House function by offering “selected” UNESCO publications as OER products and allowing “stakeholders” to freely copy, adapt, and share their resources”. Source 

The platform will host and share open curriculum developed by UNESCO and will eventually move towards hosting more diverse types of OER.  The platform comes with the tagline “Find, compare, build and share”.  Any UNESCO curriculum on the platform can be adapted, localized, translated, or innovated upon directly in the browser.  The adaptation is linked to the original version, as well as any other adaptations of the original (or an adaptation of an adaptation!)  What makes this platform different is that it allows one to then compare revisions of a curriculum document directly in the browser.  Differences are highlighted to show where the content has been revised to match the need of the local context. 

The OER Platform uses similar functionality to the Open University’s LabSpace, which allows one to make ‘revisions’ of content; and Rice University’s Connexions platform, which uses one to ‘reuse / edit’ content on their site.  Keeping track of the versions and adaptations is the real strength of such a system, as it is then easy to see the reuse of content and how it has been contextualized within different contexts.  

It was a great workshop and I was really happy to engage with the other institutions who are looking to open educational content to improve teaching and learning at their respective universites. 

 

 More information about upcoming UNESCO OER initiatives can be found below:

UNESCO and the Commonwealth of Learning are "planning" to host the 2012 World OER Conference at UNESCO in Paris from Wednesday 20 - Friday 22 June, 2012.

he purpose of the Conference will be to:

  1. Highlight global best practices in OER laws or policy, projects or initiatives, and practices;
  2. Release the 2012 Paris OER Declaration calling on Governments to support the development and use of OERs

We are planning several lead-up events:

  1. UNESCO Forum on OER Policy Guidelines - UNESCO, Paris, January 2012
  2. Asia-Pacific OER Policy Forum - India, Feb 2012
  3. Africa OER Policy Forum - South Africa, March 2012
  4. Latin America OER Policy Forum - Brazil, April 2012

The 2012 World Conference will be followed up by a 2015 Millennium World Conference where we hope to show very strong progress by Governments on OER policies, initiatives, and practices.

Mont Fleur Writers Retreat

Posted by: Michael Paskevicius on September 13, 2011

Categories: South Africa

I spent the latter part of last week at the remote Mont Fleur conference venue located in the Blaauwklippen Valley on the outskirts of Stellenbosch.  The three day retreat was a chance to focus on writing up some of my thesis research for publishing.   I feel I made quite a bit of progress during the relaxing stay.  In between bouts of writing we took a lovely walk up the mountain to watch the sunset and enjoyed many lovely meals.

Some pictures below from our hike up the mountain.

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I submitted my masters thesis on September 2, 2011.  The thesis titled ‘Student perceptions of the reuse of digital educational materials:  A case study of the social outreach group SHAWCO’, explores the potential for the open education movement to assist social outreach programmes.  Up until now the open education movement has seen strong growth in the supply side of openly available educational content, but an understanding of how that content may actually be useful to organizations has gone largely under researched.

I now await the review of my work by external moderators.  After scrambling to print and bind four copies of the work, I enjoyed a glass of champagne with my dear colleagues!  Thanks to everyone for their support.

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UCT moving towards open education practices

Posted by: Michael Paskevicius on September 12, 2011

Categories: Change in Higher Education, Open Educational Resources, Research

Teaching open source in South Africa image by opensourceway shared under a CC-BY-ND license

 

We have noticed a great interest by students in the omission of open education sites from the UCT student internet quota.   This initiative enables UCT students to access open educational resources from around the world without impacting upon their monthly bandwidth.  We have heard before from students who wanted TED lectures and other educational materials downloaded and made available for local access, so we are thrilled to have been able to get this content more accessible to students. 

We could only make this possible with the help of Information and Communication Technology Services (ICTS).  ICTS recognized the value in increasing access to educational resources from around the world.  The additional bandwidth available in South Africa, made possible via the SEACOM fibre optic cable, has also increased opportunities for this kind of access.   In doing so I believe that UCT as a whole is making its first steps towards open educational practices

Open Educational Practices have been defined as:

The use of open educational resources (OER) to raise the quality of education and training and innovate educational practices on institutional, professional and individual level.  OPAL - The Open Quality Initiative
Practices which support the production, use and reuse of high quality open educational resources (OER) through institutional policies, which promote innovative pedagogical models, and respect and empower learners as co-producers on their lifelong learning path. OEP address the whole OER governance community: policy makers, managers and administrators of organizations, educational professionals and learners. International Council for Open and Distance Education

By increasing access to educational resources from around the world we can begin to explore new ways of understanding and approaching teaching and learning at our own university.  The university also demonstrates to the entire UCT community that we are committed to giving our students the most modern and current information and communications technology tools to enhance their learning experience. 

Students have responded quite positively to the increased access.  The links from the OpenContent website to the open education sites have been getting lots of traffic.  We have also had a number of requests for additional open education sties to be added to the list.  Among these are the Open Yale University and the Kahn Academy.  We are currently compiling a list of sites which we will take to ICTS with a request to omit from the student internet quota.   Open Yale will be on the list but sadly the Khan Academy will not as the Khan videos are currently hosted in Youtube.  Obviously omitting the entire YouTube site would be impossible! 

There is a possibility of approaching the Khan Academy and seeing if we might host the instructional video files locally.  Is this something the UCT community would find useful? 

Please leave us a comment with any other open education sites which could be included in the access list. 

Beyond the Bibliography

Posted by: Michael Paskevicius on August 23, 2011

Categories: Learning and Knowledge Analytics, Research, South Africa

I am currently in the process of completing my masters dissertation.  It’s a large document which I have spent the last year or so writing and I am pretty happy with how it has all turned out.  I’ll be sharing more about the contents and findings of the thesis in the next little while.

As I was editing the thesis I thought it might be interesting to try and visualize how referencing occurred within the document.  I had to double check all of the references anyhow, so I thought I would try to make the process more interesting by: programmaticly extracting all of the in text references; creating a list of references and where they occur in the document (by chapter); and then trying to visualize the connections between references and chapters throughout the entire document.

After mentioning this to a number of my colleagues, I decided to document the process as it generated some interest.  Also I find it useful to document the process in case I need to do it again later.  Credits to my colleague Andrew Deacon for helping me formulate this process.

We are going to extract all of the references in the document.  Start by copying all of the text from your document into an advanced text editor such as Notepad++. You can then use the find and replace function within Notepad++ to identify the parenthesis which surrounds each reference. We want to get each reference on its own line so we can generate a list. Open the ‘Find’ utility and turn on the ‘Regular expression’ search mode in the bottom right of the window.

The regular expression search will enable you to search and replace with paragraph breaks.  Start by searching for ‘\(‘ to identify the opening parenthesis.  The backslash is required as an escape character because the regular expression search is turned on.  You can now find and count the number of opening parenthesis in your document.  We want to have each opening parenthesis on a new line, so replace the ‘\(’ with ‘\r\n(‘.

Now we can do the same for the trailing parenthesis.  So do another find and replace this time replace ‘\)’ with ‘)\r\n’.  Now each in text reference should be on its own line.

Now search again this time in normal search mode for an ‘(’, and hit the button ‘Find All in Current Document’.   You should be presented with a list of search results with each in text reference that can be easily copied to Excel.

You will still have to sort out the combined references, et al’s, remove the acronyms, and non-reference parenthesis occurrences.  I also stripped the parenthesis from the text.  Keep the line number so you can determine which chapter each reference occurred within.  If you back to Notepad++ you can grab the line numbers where each section begins and end, mine was quite simple as I only had five chapters.

CH1 lines: 1-132
CH2 133-638
CH3 639-881
CH4 882-1394
CH5 1395-1479

Once you have cleansed the data you should have a clean list of references.  You can use a VLOOKUP to bring in the chapter numbers in Excel.  This process was also very useful for verifying my references and ensuring I used the full reference in a multi author (+3) paper when it first occurred in text.

You can then create a pivot table which will show the references per chapter also showing how many times each paper was referenced.

Now you can take columns A and B shown above and drop them into something like NodeXL to visualize the connections between your reference occurrences (you will have to copy down the ‘CH1’ text).   You can use the ‘Totals’ column to make the connecting lines bigger where a reference was used multiple times.   I use the Total field as the Edge Width connecting the reference to the chapter.   You will also want to make the chapter nodes a larger more distinct object, I have used coloured discs. I have also run a grouping algorithm on the dataset which identifies the references which best group together and applies a colour for each node.


The visual shows the references used in my thesis as they occurred within chapters, and were reused within other chapters.  The central literature which I use to support my thesis ends up in the middle of the image (the central red text).

Looking back, this is quite a useful visual of how I constructed my thesis and how certain resources were woven into the various chapters of my research.  Chapter 2 naturally contains the most references as it forms my literature review.  The literature which ultimately becomes useful in my study is used again in Chapter 5 my conclusion; as well as being mentioned in Chapter 1 as I introduce the study.   Two key resources, Engëstrom, 1987 (theoretical framework) and Cohen, Manion & Morrison, 2007 (research design) are used within Chapter 2 and 3, as I explain and then localise their application in the study.

I am toying with the idea of including this in front of the bibliography in my thesis submission.  Think it might be useful or actually annoy an external examiner?

The most central literature is referenced below:

Conole, G., McAndrew, P. & Dimitriadis, Y. (2010). The role of CSCL pedagogical patterns as mediating artefacts for repurposing Open Educational Resources. In: Pozzi, Francesca and Persico, Donatella eds. Techniques for Fostering Collaboration in Online Learning Communities: Theoretical and Practical Perspectives. Hershey, USA: IGI Global.

Cohen, L., Manion, L & Morrison, K.  (2007). Research methods in education.  6th edition. London: Routledge.

Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit.

Harley, D., Henke, J., Lawrence, S., Miller, I., Perciali, I., Nasatir, D.  (2006). Use and Users of Digital Resources: A Focus on Undergraduate Education in the Humanities and Social Sciences.  Center for Studies in Higher Education (CSHE), University of California, Berkeley.

Hatakka, M. (2009). Build it and They Will Come? – Inhibiting Factors for Reuse of Open Content in Developing Countries.  The Electronic Journal of Information Systems in Developing Countries. EJISDC (2009) 37, 5, 1-16.

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