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“Open Educational Resources (OER) are teaching, learning, and research materials that are either (a) in the public domain or (b) licensed in a manner that provides everyone with free and perpetual permission to engage in the 5R activities.

(b) Open Education Materials

• Retain – make, own, and control a copy of the resource
• Reuse – use your original, revised, or remixed copy of the resource publicly
• Revise – edit, adapt, and modify your copy of the resource
• Remix – combine your original or revised copy of the resource with other existing material to create something new
• Redistribute – share copies of your original, revised, or remixed copy of the resource with others”

Ref: https://creativecommons.org/about/program-areas/education-oer/)

(c) This is my Blogpost on the Outputs – Openness learning reflection of the LiDA103 Course. 

What is OEP
Open educational practice (OEP) is the use of Open Educational Resources (OERs) for teaching and learning in order to innovate the learning process (Andrade et al., 2011).

Definition OEP
Following definitions presents various aspects of OEP:

• Jones, 2004 defined OEPs as practices which support the (re)use and production of OER through institutional policies, 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/ administrators of organisations, educational professionals and learners.

I like this definition since it includes OER development, promoting learning and involvement of stakeholders.

• Wiley & Hilton, 2018 considered OEP as an OER enabled pedagogy and defined it as a ‘set of teaching and learning practices that are only possible or practical in the context of the 5R (retain, reuse, revise, remix, and redistribute) permissions that are characteristic of OER.

I like this definition since it reminds us on the 5R context of OERs.

From OER to OEP

“In OEP, OERs are more and more used within educational scenarios, learner generated content is produced and shared. Learning is becoming an open process in which institutional boundaries, boundaries through pre-defined curricula and biographical learning sequences are extended” (Conole & Ehlers, U.D. 2010).

The next phase in OER development will see a shift from a focus on resources to a focus on OEP. These comprise a combination of open resources use and open learning architectures that could transform learning into 21st century learning environments in which universities, adult learners, and citizens are provided with opportunities to shape their lifelong learning pathways in an autonomous and self-guided way (Ehlers, 2011).

List of key OE Practices:

Open educational practice encompasses flowing: (Beetham et al., 2012).

• “Production, management, use and reuse of open educational resources.
• Developing and applying open/public pedagogies in teaching practice.
• Open learning and gaining access to open learning opportunities.
• Practising open scholarship to encompass open access publication, open science and open research.
• Open sharing of teaching ideas and know-how.
• Using open technologies (web-based platforms, applications and services) in an educational context”.

Three important Implications of OEP for Education:

I have extracted following three items from Beetham et al., 2012.

• “OEP can expand the opportunity of accessing high-quality educational contents for learners.
• OEP can effect a practice-centered approach that consists of five enablers namely OER, open teaching, open collaboration, open assessment, and enabling technology.
• With OPE, learners can attribute open licences to their prepared open learning materials so other learners can reuse them as OER”.

My Learning Reflection:

1. Description: I chose to study on Open Educational Practices (OEP). I was very keen to learn about Open Educational Resources (OERs) and in this course I came across OEP. I wanted to extend my understating beyond OER by studying this topic. Apart from the links to literature and the OER knowledge cloud repository, I was able to collect few more important references. Five out of 6 references are having creative commons licences that gave me freedom to extract with attribution.
2. Evaluation: I think it was very good I chose to study about OEP since it is a continuation of OER development. This has helped in my professional development also.
3. Analysis: I learned that OEP is considered as OER enabled pedagogy and it spans from use of OER and sharing in educational context. I have been developing few OERs in the past while learning about it and now I am ready to explore further on its application.
4. Conclusion: Since OER and OEP are recently introduced topics I think they both help learners, teachers and other stakeholders in further applying in improving teaching and sharing at institutional level.
5. Plan: I hope to develop more OERs in the subject I am teaching at the university and begin to incorporate these in to lectures so that students are aware of the usage and licence criteria. I also would advise the institution on the possibility of applying OEP across the campus.

References:

Andrade, A., Ehlers, U.-D., Caine, A., Carneiro, R., Conole, G., Holmberg, C., Kairamo, A., Koskinen, T., Kretschmer, T., Moe-Pryce, N., Mundin, P., Nozes, J., Policarpo, V., Reinhardt, R., Richter, T., Silva, G., & Varoglu, Z. (2011). OEP Guide: Guidelines for Open Educational Practices in Organizations. Quality, 1–8. BY-NC-SA http://oerworkshop.pbworks.com/w/file/fetch/44605120/OPAL-OEP-guidelines.pdf

Beetham, H., Falconer, I., Mcgill, L., & Littlejohn, A. (2012). Open Practices: a briefing paper. Jisc,  February
https://oersynth.pbworks.com/w/page/51668352/OpenPracticesBriefing BY-NC

Conole, G.C., Ehlers, U.D. (2010): Open Educational Practices: Unleashing the power of OER. Paper presented to UNESCO Workshop on OER in Namibia 2010. Windhoek

Ehlers, U.-D. (2011). Extending the Territory: From Open Educational Resources to Open Educational Practices. Journal of Open, Flexible and Distance Learning, 15(2), 1–10. BY-NC-ND http://journals.akoaotearoa.ac.nz/index.php/JOFDL/article/view/64

Jones, J. P. (2004). Shifting focus. Positively Aware : The Monthly Journal of the Test Positive Aware Network, 15(6), 26. BY-NC-SA

Wiley, D., & Hilton, J. (2018). Defining OER-enabled pedagogy. International Review of Research in Open and Distance Learning, 19(4), 133–147.  CC-BY   https://doi.org/10.19173/irrodl.v19i4.3601

(d) LiDA 103: 4R learning challenge- Output:
Student Centered Online Learning- A Short Review

Student-Centered Learning I would like begin with the definition of Student-Centred Learning (SCL) I found in this publication issued by the European Students Union. “Student-Centred Learning represents both a mindset and a culture within a given higher education institution and is a learning approach which is broadly related to, and supported by, constructivist theories of learning. It is characterised by innovative methods of teaching which aim to promote learning in communication with teachers and other learners and which take students seriously as active participants in their own learning, fostering transferable skills such as problem-solving, critical thinking and reflective thinking.” (Attard et al, 2010). Zeki & Guneyli, 2014 in a study on participants of teacher education programme have also reported that the Student Centered Education (SCE) approach had a positive impact on the development of cognitive skills. It has helped them to develop their reflective, critical and creative thinking; problem-solving; and questioning skills. Group work activities have contributed to development of social and affective skills in this cohort.

Images modified  by Remixing 1.Online learning Img by Oconnoras CC-BY-SA 2 Graduated student  CC0

Online Learning “With the advent of the Internet and the World Wide Web, the potential for reaching learners around the world increased greatly, and today’s online learning offers rich educational resources in multiple media and the capability to support both real-time and asynchronous communication between instructors and learners as well as among different learners. Online learning has become popular because of its potential for providing more flexible access to content and instruction at any time, from any place. In addition, online learning offerings are being designed to enhance the quality of learning experiences and outcomes” (Means et al., 2010).

Blended Learning by Christophermccarthy CC0

Blended Learning Blended learning is a term applied to the practice of providing instruction and learning experiences through some combination of both face-to-face and technology-mediated learning. During the technology-mediated components of these learning experiences, students are not required to be physically together in one place but may be connected digitally through online communities. For example, one blended learning course could involve students attending a class taught by a teacher in a traditional classroom setting while also completing online components of the course independently, outside of the classroom, on an online learning platform (Cleveland-Innes & Wilton, 2018).

Student Centeredness with Online Learning In summary ‘Student Centeredness’ is evident during innovative approaches of online or blended learning

My Reflections This blog presents a short review on Student centeredness in Online learning. I have compiled an extract of a copyrighted article (text in parenthesis) with text and three other media items shared from sources published under Creative Commons licenses CC0, CC-BY and CC-BY-SA. I have listed all the attributions to the text extracts using APA referencing style. First image is a remix of two images with CC-BY-SA and CC0 while second image is having CC0. I have followed the acronym TASL, which stands for Title, Author, Source, License for attribution of images with relevant links embedded in the file name.. Since highest CC licence used is CC-BY-SA, I would like to apply the same license (CC-BY-SA) to my derivative work which is a free cultural works license. I must thank LiDA103 organizers for giving me guidance to produce this blog post.

References: Attard, A., Santa, R., Geven, K., & Di Iorio, E. (2010). Student-Centred Learning: Toolkit for Students, Staff and HigherEducation Institutions. Brussels: © European Students Union  (All rights reserved article: extracted for review purpose) Cleveland-Innes, M., & Wilton, D. (2018). Guide to Blended Learning. Burnaby: COMMONWEALTH OF LEARNING.        (Creative Common Licence CC-BY-SA) Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf   (Document in public domain. Authorization to reproduce in whole or in part has been granted) Zeki, Canan Perkan, & Güneyli, Ahmet. (2014). Student teachers’ perceptions about their experiences in a student centered course. South African Journal of Education, 34(3), 01-07  (Creative Common Licence CC-BY)

License:

Jayantha Weerasinghe 
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.