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KEY FACTORS ((tinyurl.com/oer12hf)POTENTIAL INTERVENTION POINTS
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How real classroom environment affects OER adoption and adaptationCollect data on how learning resources are already used, by whom, and in what contexts (how)
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Relationship between informal and formal learningIncrease synergies among design, pedagogy, and learning. Leverage lessons/best practices from broader tech ed space.
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OER in the context of broader discourse around education reform. Tension between standardization and innovation. System-level support, whether legal, policy, market, infrastructural
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Appropriate scale for a particular OER innovationMake it easier to build OER innovations. Enable small interventions to better feed back into open commons.
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How to balance assessments and metrics with desire for passion and creativityMultigenerational labs in k-12 e.g. a fab lab in which students design/build the chairs they use in the classroom
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Need to prioritize to leverage finite resources to develop learning materials and resources--MUST start w/ premise that things exist to help students learn, and build from thereWebinars that connect researchers, youth, and educators
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Need to recognize different learning styles of different studentsUnblock schools from closed policies that prevent full implementation of online resources
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Recognize that not every student needs to learn the same thing in the same way, and that we must support diverse learnersOpen up learning environments to respond to students’ changing learning needs and habits. This might include distance learning, flat classrooms, flipped classrooms.
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Cultural differences among learning communitiesDevelop guidelines to help students develop critical thinking skills in using OER
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Recognize limited open resources. Consider need for security (in sense of economic self-security) and how this affects choices made by individuals and institutions. Develop educational processes so that people can understand copyright laws to facilitate the creation/production of OER
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(Perhaps tense) relationship between traditional learning environments (e.g., institutions of higher education) and 'new' OER innovations Create a mechanism to channel individual, incremental innovations/improvements into the larger OER landscape to increase accessibility
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Change ultimately needs to come from the community. Realize that any change needs to fit into ecosystem to be sustainable.Make OER huge in scale and simple so that anyone can find everything they’re looking for
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Systemic tweaks to the educational system that incorporate OER and online resources and empower innovation.
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Open discourse on our vision for what the overall OER environment ought to look like in the long-run: centralized repository vs decentralized system? The kind of infrastructure we choose to support OER may have profound long-term implications on how the landscape will be organized
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Take students into account in creating materials and build tools that take diversity of learning styles into account. Consider how to address diversity of experiences, backgrounds, and knowledge bases among students.
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Recognize how innovations may need to adapt to local context (e.g., linguistic differences, cultural differences, etc.)
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Consider how to intervene in OER dialogue and conduct outreach in the space so that learners, students, teachers, and partners understand the importance of openness (this ultimately requires a shift in social/cultural norms and expectations to accept openness as the default)
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Adopt 'Open Policy' such that publicly funded resources are openly licensed resources. Not just about OER, but also about any publicly funded resource or innovation. If using public funds to build something, must make it publicly available (publicly funded innovations should be accessible and open to all). Stipulate that if you want public money, you must share what you build to make open innovations the default.
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Make national, state, and system-wide (as granular as institutions, but probably not much smaller) policymakers the focus
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Develop more specific examples and beachheads for which people can see the endpoints and that people can support and move forward.
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Leverage macro-economic drivers (especially need for economic security) to hold out exemplars and catalyze innovation in OER ecosystem.
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Stop thinking about OER from a consumerist point of view and resources as items that we buy and sell, and instead conceptualize learning materials as the building blocks of society. Change value(s) new teachers have when they enter the classroom so that they have an incentive to move towards open learning tools and objects. Grassroots change is required, as we can't create value changes through top-down policies. Get teachers committed from the get-go and get them to build out open learning materials in the classroom, from the bottom up.
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Look to open access scholarship movement as cognate movement (graduate students and publishing scholars have internalized open access values). Develop parallel cohort of individuals committed to openness in education at level of both K-12 and higher education.
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Look for "firelighters" to inspire cultural change. Consider how to fund the key individuals who may be uniquely situated to help change minds. Obtain uptake from the people whose commitments and contributions can make a diference (no direct path; many indirect routes that will take time).
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Intervene in pre-service teacher certification training (perhaps at professional association levels or at pre-service level) to help people understand how to create and implement open education tools and techniques.
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Although it's easy to export products, it's far harder to export practice; therefore, consider how to export practices that go along with the products we are delivering worldwide
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Look at examples of grassroots change- (1) Webheads, (2) Google Teacher Academy, and (3) 23 Things - for best practices. Think about how to create formal processes/"tags" that let organizations achieve set of standards.
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As a group, think about how to scale up in productive ways.
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Create a Kickstarter for OER to crowd-fund and promote free and open educational resources online. This is an intermediate intervention from the bottom-up before policy makers make open the default setting on publicly funded resource development from the top down.
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If I'm the education minister for Uganda, or the superintendent in a school district in New Mexico, when someone says "check out OER, it can revolutionize education in your domain", how do I go from there to actually utilizing OER? Currently, your best bet is probably to call one of the people in this room and ask for advice. We need better resources for how to utilize OER in different contexts. Concrete idea: website + organization with "OER consultants" that helps students, parents, teachers, adminstrators, etc incorporate OER given their position, resources, political capital, prevailing culture, etc. [aha. Looks like there are some reports]
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