Teachers' Open Educational Practices in Dutch Higher Education
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This document summarizes research on teachers' adoption and use of open educational resources (OER) in higher education. It conducted interviews with 11 teachers and 2 managers at a university to understand their awareness and perceptions of OER. It found that teachers need more support in understanding what OER are and how to share and reuse them. Specifically, teachers wanted a simple overview of available OER in their subjects to help them consider how to incorporate these resources. The document also analyzed how teachers evaluate OER based on criteria like pedagogical design and subject matter knowledge. Overall, the research provided insights into the current state of OER adoption among teachers and their need for institutional policies and support to better integrate open resources into their teaching.
![If I could receive a simple overview of all available
open educational resources in subject [] then it
would trigger me to think about the way I teach or
how I could use these materials.
I do not now what the rules are [for sharing]. I think
the first step must be to create an institutional policy
on that.
NEED OF SUPPORT](https://image.slidesharecdn.com/gognpresentation-180507081106/85/Teachers-Open-Educational-Practices-in-Dutch-Higher-Education-10-320.jpg)
Teachers' Open Educational Practices in Dutch Higher Education
- 1. TEACHERS OER ADOPTION AND OEP IN HIGHER EDUCATION by clement127/CC BY-NC-ND 2.0 MARJON BAAS @oerbaas|m.a.a.baas@saxion.nl
- 2. MY PHD ADVENTURE by clement127/CC BY-NC-ND 2.0 PROF. DR. W.F. ADMIRAAL DR. E. VAN DEN BERG
- 3. OPEN EDUCATION IN THE NETHERLANDS Bicycle by clement127/CC BY-NC-ND 2.0
- 4. RESEARCH APPROACH Sky photography by clement127/CC BY-NC-ND 2.0 Armellini, A., & Nie, M. (2013). Open educational practices for curriculum enhancement. Open Learning: The Journal of Open, Distance and E-Learning, 28(1), 720. Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947-967. Trotter, Henry & Cox, Glenda (2016). The OER Adoption Pyramid. In Proceedings of Open Education Global 2016. 12-14 April 2016: Krakow, Poland. Retrieved from http://open.uct.ac.za/handle/11427/18936
- 5. WHAT IS THE CURRENT STATE OF AFFAIRS REGARDING OER ADOPTION AND AWARENESS AT MY UAS? However, quantitative data does not gain enough insights into teachers awareness of OER (Schuwer & Janssen, 2016; Allen & Seaman, 2014). Interviews with 11 teachers and 2 managers. Allen, E., & Seaman, J. (2014). Opening the Curriculum: Open Educational Resources in U.S. Higher Education, 2014. Babson Survey Research Group. Schuwer, R., & Janssen, B. (2016). Onderzoeksrapport OER en MOOCs in het HO. Fontys Hogeschool ICT, Eindhoven
- 6. WHAT ARE TEACHERS NEEDS OF SUPPORT TO ADOPT OER? I dont understand!!!! by clement127/CC BY-NC-ND 2.0
- 7. For me its like, where does it start and where does it end? When is something open? AWARENESS
- 8. There are phenomenal web lectures available via institutes in Australia as well as in Colorado, USA and well, based on that, I think we have to stop giving lectures by ourselves. AMBITION
- 9. As a manager I also think, now you have educational resources {..} and if youre a teacher you think I like it, but a little bit more of this, a little less of that. A teacher will adjust it and before you know it the teacher spends a lot of time on it. I am not going to promote resources we have and offer it openly available in a national meeting. I dont know why, but I just feel that it has costs us a lot of time to create it. SHARE AND REUSE
- 10. If I could receive a simple overview of all available open educational resources in subject [] then it would trigger me to think about the way I teach or how I could use these materials. I do not now what the rules are [for sharing]. I think the first step must be to create an institutional policy on that. NEED OF SUPPORT
- 11. by clement127/CC BY-NC-ND 2.0 ON WHAT GROUNDS DO TEACHERS EVALUATE OER? QUALITATIVE STUDY TEACHER TALK WHEN ASSESSING OER
- 12. RESEARCH APPROACH PEDAGOGICAL DESIGN CAPACITY ENCOMPASSES (HUIZINGA, 2014) CURRICULUM DESIGN EXPERTISE SUBJECT MATTER KNOWLEDGE PEDAGOGICAL CONTENT KNOWLEDGE MENTAL MODELS CAN BE USED TO ANALYZE TEACHERS THINKING AND REASONING (KRAUSKOPF ET AL., 2012) by clement127/CC BY-NC-ND 2.0 Huizinga, T. (2014). Developing curriculum design expertise through teacher design teams. University of Twente, Enschede Krauskopf, K., Zahn, C. & Hesse, F.W. (2012). Leveraging the affordances of Youtube: The role of pedagogical knowledge and mental models of technology functions for lesson planning with technology. Computers & Education, 58, 1194-1206.
- 13. OPENING UP EDUCATION by clement127/CC BY-NC-ND 2.0
- 14. THANK YOU :) FEEDBACK? QUESTIONS? THOUGHTS? by clement127/CC BY-NC-ND 2.0
Editor's Notes
- Hoe schatten docenten OER op waarde? Verschil tussen diverse typen OER? (textboeken, cursussen, losse videos, afbeeldingen e.d.) Heeft samenwerking met collegas toegevoegde waarde? Bij ontwikkelen van materiaal wel, maar geldt dat ook voor herontwerp? FEM - AMA - AMM