Open Education Design
Master in Leadership in Open Education (Second Level)
Objectives and competences
The aim of this course is to teach students how to develop an open education solution that best fits a specific case or scenario (user needs and requirements) while focusing on promoting quality learning experience.
Students will acquire the following competences:
Draw up plan of activities, resources, selection of appropriate ICT tools and training necessary for the realisaation of proposed improvements;
Shape a protptype or plan of a learning experience in open education context,
Understand differences between designing learning experience in traditional educational context and open educational context;
Master principles, tools and technologies for design, content preparation, structuring, analytics and assessment in open education;
Master how to translate didactical principles to the design of content, methods and approaches.
Students should have a basic understanding of the concepts, strategies and didactical models of open education. They should be able to use computer supported tools for content genera-tion and design, as well as communication and collaboration tools. Additionally, they should be prepared to work in interdisciplinary teams
During the course students will learn about the basics of the open education design. During the lectures they will explore the theoretical background, models, strategies, concepts and approaches.
In the continuation, students will combine online lectures, self-and group learning and hands-on practical work to gather deep and practical knowledge about essential topics on instructional design and openness. Through the identification of a real and con-crete demand (in their institutions, for ex-ample) through scenario-based design (en-visioned problem/need) they will create a context for the development of a course or platform that will embody the principles of open design (process and product).
The following topics will be explored in more detail:
• Open Education Concepts: Lessons for historical notions of openness
• Instructional systems design and the challenges of openness
• Didactics in Open Education
• Scenario-base design: Audience, context and user experience
• ICT Platforms, software as service mod-els, and Learning Management Systems
• Designing openly: Open education tools for collaboration and content creation
• Quality assessment of Open Education
Intended learning outcomes
After completing this course, students will:
• Understand and master the complexity of designing open educational programmes and courses;
• Be able to conceptualise, structure and plan the design of open educational programmes and courses;
• Be able to select the most suitable tools and technologies for open education design;
• Be able to design the demands and needs for appropriate designs for specific scenarios;
• Reflect on personal performance in terms of quality and attractiveness of the designed open education programme or course.
Peters, S., & Deimann, M. (2013). On the role of openness in education: A historical reconstruction. Open Praxis, 5(1). https://doi.org/10.5944/openpraxis.5.1.23
Rathbone, C. H. (1972). Examining the open education classroom. The School Review, 80(4), 521–549.
Hannafin, M. (1992). Emerging technologies, ISD, and learning environments: Critical perspectives. Educational Technology Research and Development, 40(1), 49–63.
dos Santos, A. I., Punie, Y., & Muñoz, J. C. (2016). Opening up Education: A Support Framework for Higher Education Institutions (No. EUR 27938 EN). Seville: JCR. Retrieved from https://ec.europa.eu/jrc
Wedemeyer, C. A. (1973). Characteristics of Open Learning Systems: Report of the NAEB Advisory Committee on Open Learning Systems. New Orleans: NAEB. Retrieved from ERIC
Hodgkinson-Williams, C., & Arinto, P. B. (2018). Adoption and Impact of OER in the Global South. African Minds. Retrieved from http://www.africanminds.co.za/dd-product/adoption-and-impact-of-oer-in-the-global-south/
Bentley, T. (2010). Innovation and diffusion as a theory of change. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.), Second international handbook of educational change (pp. 29–46). Dordrecht, The Netherlands: Springer.
UNESCO/COL. (2011). Guidelines for Open Educational Resources (OER) in Higher Education. Vancouver: COL. Retrieved from http://oasis.col.org/handle/11599/60
Hilton III, J., Wiley, D., Stein, J., & Johnson, A. (2010). The four ‘R’s of openness and ALMS analysis: frameworks for open educational resources. Open Learning: The Journal of Open, Distance and e-Learning, 25(1), 37–44. https://doi.org/10.1080/02680510903482132
Amiel, T., & Soares, T. C. (2016). Identifying Tensions in the Use of Open Licenses in OER Repositories. The International Review of Research in Open and Distributed Learning, 17(3). https://doi.org/10.19173/irrodl.v17i3.2426
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Prof Jako Olivier PhD is a professor in Multimodal Learning at the North-West University (NWU), South Africa and he holds the UNESCO Chair on Multimodal Learning and Open Educational Re-sources (OER). He obtained his PhD in 2011 in which he researched the accommodation and promotion of multilingualism in schools through blended learning. Before he joined the NWU as lecturer in 2010, he was involved in teaching information technology and languages in schools in the United Kingdom and in South Africa. From 2010 to 2015 he was a lecturer in the then Faculty of Arts of the NWU after being appointed as associate professor in the Faculty of Education in 2015. During 2012 he was a guest lecturer at the University of Antwerp, Belgium. In 2018 he was promoted to full professor at the NWU. Jako is a rated researcher with the South Africa National Research Foundation and in 2018 he received the Emerging Researcher Medal from the Education Association of South Africa (EASA). He is also on the international academic board of the Open Spaces University, Morocco. In 2021 he was appointed as an Adjunct Professor at the University of Nova Gorica, Slovenia. As an activist for open education he is an active member of the Creative Commons Chapter of South Africa and leads the Network of OER and Multimodal Self-Directed Learning in Southern Africa (NOMSA). From 2021 he has acted as a mentor within the Open Education for a Better World (OE4BW) initiative. His research, located within the NWU’s Research Unit for Self-directed Learning, is focused on self-directed learning, multimodal learning, open educational resources, open pedagogy, renewable assessments multiliteracies, microlearning, individualized and contextualized blended learning, e-learning in language classrooms and online multilingualism.
Relevant article publications since 2016
OLIVIER, Jako. 2016. Blended learning in a first-year language class: evaluating the acceptance of an interactive learning environment. Literator, 37(2):a1288. http://dx.doi.org/10.4102/lit.v37i2.1288
OLIVIER, Jako. 2019. Short Instructional Videos as Multimodal Open Educational Resources for a Language Classroom. Journal of Educational Multimedia and Hypermedia (JEMH), 28(4):381-409.
OLIVIER, Jako. 2020. Self-directed open educational practices for a decolonized South African curriculum: a process of localization for learning. Journal of e-Learning and Knowledge Society, 16(4):20-28. https://doi.org/10.20368/1971-8829/1135330
WITTMANN, Gerda-Elisabeth & OLIVIER, Jako. 2021. Blended learning as an approach to foster self-directed learning in teacher professional development programmes. The Independent Journal of Teaching and Learning, 16(2):71-84.
WITTMANN, Gerda-Elisabeth & OLIVIER, Jako. 2021. Implementing an online collaborative learning teacher professional development programme for teachers of German SAL in South Africa. Acta Germanica, 49(1).
Relevant book chapter publications since 2016
BOSCH, Chantelle, LAUBSCHER, Dorothy & OLIVIER, Jako. 2020. The affordances of the Community of Inquiry framework for self-directed blended learning in South African research. In Olivier, J., ed. Self-directed multimodal learning in higher education. Cape Town: AOSIS. pp. 51-92. https://doi.org/10.4102/aosis.2020.BK210.02
DHAKULKAR, Amit & OLIVIER, Jako. 2021. Exploring microworlds as supporting environments for self-directed multimodal learning. In Mentz, E., Laubscher, D. & Olivier, J., eds. Self-Directed Learning: An imperative for education in a complex society. Cape Town: AOSIS.
JACOBSON, Trudi E., MACKEY, Thomas P. & OLIVIER, Jako. 2021. Aligning metaliteracy with self-directed learning to expand assessment opportunities. In Mentz, E. & Lubbe, A. eds. Learning through Assessment: An approach towards Self-Directed Learning. Cape Town: AOSIS.
OLIVIER, Jako. 2019. Towards a multiliteracies framework in support of self-directed learning through open educational resources. In: Mentz, E., De Beer, J. & Bailey, R., eds. Self-Directed Learning for the 21st Century: Implications for Higher Education. Cape Town: AOSIS. pp. 167-201. https://doi.org/10.4102/aosis.2019.BK134.06
OLIVIER, Jako. 2020. Research Ethics Guidelines for Personalized Learning and Teaching Through Big Data. In: Burgos, D., ed. Radical Solutions and Learning Analytics. Singapore: Springer Nature. pp. 37-55. https://doi.org/10.1007/978-981-15-4526-9_3
OLIVIER, Jako. 2020. Self-directed Multimodal Learning to Support Demiurgic Access. In: Burgos, D., ed. Radical Solutions and eLearning. Singapore: Springer Nature. pp. 117-130. https://doi.org/10.1007/978-981-15-4952-6_8
OLIVIER, Jako. 2020. Self-directed multimodal learning within a context of transformative open education. In Olivier, J., ed. Self-directed multimodal learning in higher education. Cape Town: AOSIS. pp. 1-49. https://doi.org/10.4102/aosis.2020.BK210.01
OLIVIER, Jako. 2020. Situated and culturally-appropriate self-directed multimodal learning. In Olivier, J., ed. Self-directed multimodal learning in higher education. Cape Town: AOSIS. pp. 235-284. https://doi.org/10.4102/aosis.2020.BK210.07
OLIVIER, Jako. 2021. Creating microlearning objects within self-directed multimodal learning contexts. In Corbeil, J.R., Corbeil, M.E. & Khan, B.H., eds. Microlearning in the digital age: The design and delivery of learning in snippets. New York, NY: Routledge Taylor & Francis. pp. 171-188. https://www.routledge.com/product/isbn/9780367821623
OLIVIER, Jako. 2021. Sustainable quality education through self-directed multimodal learning, for open indigenous knowledge co-creation. Leal Filho, W., Pretorius, R. & De Sousa, L., eds. Sustainable Development in Africa: Fostering Sustainability in one of the World's Most Promising Continents. Cham: Springer. pp. 91-107. http://doi.org/10.1007/978-3-030-74693-3_6
OLIVIER, Jako. 2021. Online access and resources for open self-directed learning in Africa. In Burgos, D. & Olivier, J.eds. 2021. Radical Solutions for Education in Africa: Open education and self-directed learning in the continent. Singapore: Springer. pp. 1-16. http://doi.org/10.1007/978-981-16-4099-5_1
OLIVIER, Jako. & TRIVEDI, Shikha. 2021. Self-directed learning, online mentoring and online coaching. In Burgos, D. & Olivier, J., eds. 2021. Radical Solutions for Education in Africa: Open education and self-directed learning in the continent. Singapore: Springer. pp. 87-104. http://doi.org/10.1007/978-981-16-4099-5_5
OLIVIER, Jako. & WENTWORTH, Antoinette. 2021. Self-directed learning at school and in higher education in Africa. In Burgos, D. & Olivier, J., eds. 2021. Radical Solutions for Education in Africa: Open education and self-directed learning in the continent. Singapore: Springer. pp. 17-39. http://doi.org/10.1007/978-981-16-4099-5_2
OLIVIER, Jako. 2021. Assessing axiologolects: exploring the language of situated self-directed learning-oriented assessment. In Mentz, E. & Lubbe, A. eds. Learning through Assessment: An approach towards Self-Directed Learning. Cape Town: AOSIS
OLIVIER, Jako. 2021. Self-directed multimodal assessment: towards assessing in a more equitable and differentiated way. In Mentz, E. & Lubbe, A. eds. Learning through Assessment: An approach towards Self-Directed Learning. Cape Town: AOSIS.
OLIVIER, Jako. 2021. The affordances of open educational resources and student-centred open pedagogy for the decolonisation of teacher education in South Africa. In Maringe, F. ed. Higher Education in the melting pot: Emerging discourses of the 4IR and Decolonisation. Cape Town: AOSIS.
OLIVIER, Jako., VAN DER WESTHUIZEN, Christo, LAUBSCHER, Dorothy & BAILEY, Roxanne. 2019. The affordances of technology for teaching indigenous knowledge. In: De Beer, J., ed. The decolonization of the curriculum project: The affordances of indigenous knowledge for Self-Directed Learning. Cape Town: AOSIS. pp. 277-317. https://doi.org/10.4102/aosis.2019.BK133.10
OLIVIER, Jako., ed. 2020. Self-directed multimodal learning in higher education. Cape Town: AOSIS. https://doi.org/10.4102/aosis.2020.BK210
BURGOS, Daniel & OLIVIER, Jako., eds. 2021. Radical Solutions for Education in Africa: Open education and self-directed learning in the continent. Singapore: Springer. http://doi.org/10.1007/978-981-16-4099-5
MENTZ, Elsa, LAUBSCHER, Dorothy & OLIVIER, Jako., eds. 2021. Self-Directed Learning: An imperative for education in a complex society. Cape Town: AOSIS.
Multimodal multiliteracies in support of self-directed learning (MM-SDL) (2018-2020)
Multimodal learning and Open Educational Resources (OER) in Southern Africa (2019-2023)
Exploring situated and culturally-appropriate self-directed multimodal learning (2019-2021)
Mapping of multimodal self-directed learning and OER at higher educational institutions in Southern Africa (2020-2022).
Towards self-directed multimodal learning of metaliteracy for open educational resource use and creation (2020-2022).
Renewable assessments for self-directed learning (2021-2022)
University course code: 2LOE03
Year of study: 1. year
- prof. dr. Jacobus Alwyn Kruger Olivier
- prof. dr. Jacobus Alwyn Kruger Olivier
- Lectures: 30 hours
- Exercises: 15 hours
- Individual work: 180 hours
Course kind: compulsory
Languages: slovenian or english
Learning and teaching methods:
- lectures with active students' involvement (explanation, discussion, questions and answers, case studies) - individual and group research and project work, seminar assignments - individual and group consultations (discussion, additional explanation, handling specific questions) - remote collaboration by using contemporary it - students will draw up a report that will consist of a description of a scenario (created through instructional design), a detailed description of the design choices and how they related to the principles and challenges of openness discussed based on presented examples and cases. the report will also include a proposal for continued implementation/design. - 60% of the course will be done face-to-face at the university location, and 40% will be online.