Načrtovanje odprtega izobraževanja

Cilji in kompetence

Cilj predmeta je študente naučiti, kako razviti odprto izobraževalno rešitev, ki najbolje ustreza določenemu primeru ali scenariju (glede na uporabniške potrebe in zahteve), pri čemer se osredotoča na spodbujanje kakovostnih učnih izkušenj.

Študenti bodo pridobili naslednje kompetence:

  • izdelati plan z aktivnostmi, viri, izborom ustreznih IKT orodij in potrebnim usposabljanjem za realizacijo predlaganih izboljšav,

  • oblikovati prototip ali načrt učne izkušnje v kontekstu odprtega izobraževanja,

  • razumeti razlike med načrtovanjem učne izkušnje v tradicionalnih izobraževalnih kontekstih in kontekstih odprtega izobraževanja,

  • obvladovati načela, orodja in tehnologije za načrtovanje, pripravo vsebin, strukturiranje, analitiko in ocenjevanje v odprtem izobraževanju,

  • obvladati, kako didaktična učinkovito prevesti v načrtovanje vsebine, metod in pristopov.

Pogoji za vključitev v delo oz. za opravljanje študijskih obveznosti

Razumevanje osnovnih konceptov in strategij odprtega izobraževanja ter didaktičnih modelov odprtega izobraževanja. Sposobnost uporabe orodij za računalniško urejanje vsebin, orodij za podporo komunikacije in sodelovanja, pripravljenost na delo v interdisciplinarni skupini.

Vsebina

Pri predmetu študenti najprej obdelajo osnove načrtovanja programov odprtega izobraževanja. Te vključujejo osnovne koncepte, strategije, modele ter prakse pri oblikovanju in uvajanju takih programov.

V nadaljevanju bodo preko online predavanj, samostojnega in skupinskega dela ter konkretnih projektov podrobneje spoznavali posamezna poglavja oblikovanja programov odprtega izobraževanja. Identificirali bodo konkretne potrebe (npr. v njihovi instituciji) in kreirali scenarij ter kontekst za razvoj tečaja ali platforme po principih odprtega načrtovanja (procesa in izdelka).

Naslednja poglavja bodo obdelana podrobneje:

• Koncepti odprtega Izobraževanja
• Didaktični in pedagoški principi pri odprtem izobraževanju
• Prilagajanje vsebin in pristopa uporabniku
• IKT platforme za podporo odprtemu izobraževanju
• Orodja za oblikovanje in interaktivnost
• Orodja in okolja za podporo komunikacij in ocenjevanja
• Orodja za modificiranje, analizo in strukturiranje vsebin
• Kriteriji kvalitete vsebin odprtega izobraževanja

Predvideni študijski rezultati

Po zaključku tega predmeta bodo študenti:

• razumeli in obvladali kompleksnost načrtovanja odprtih izobraževalnih programov in tečajev,
• sposobni konceptualizirati, strukturirati in načrtovati odprti izobraževalni program ali tečaj,
• sposobni izbrati najprimernejša orodja in tehnologije za načrtovanje odprtega izobraževanja,
• sposobni oblikovati zahteve in potrebe po ustreznih modelih za določene scenarije
• sposobni razmišljati o osebni uspešnosti v smislu kakovosti in privlačnosti načrtovanega odprtega izobraževalnega programa ali tečaja.

Temeljna literatura in viri

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

Načini ocenjevanja

• Vmesne predstavitve (30%) • Zaključna predstavitev (30%) • Zaključno poročilo (40%)

Reference nosilca

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.

Izbrane objave:

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

Edited books
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.

Running projects
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)