Towards open participatory learning environments: Reusable and portable OER, educator training & mass collaboration

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Final edits and refinements must still be transferred to the wiki.

Contents

Section 1: Coversheet details

Date submitted or revised Targeting 15 April 2009
Name of applicant organization OER Foundation
Organization’s address, phone number, general fax number, and website Otago Polytechnic 3rd floor, F Block, Forth Street Dunedin, New Zealand. Tel: +64 3 479 6002, Email RDay at tekotago dot ac dot nz, Web: www.otagopolytechnic.ac.nz
Head of organization’s name and title (if university, name of head of school) Dr Robin Day,

Chair, Board of Directors, OER Foundation

Name and contact info for principal investigator(s), project director(s), or lead person on the proposal Dr Wayne Mackintosh

Director, International Centre for Open Education

Name and contact info for individual directly responsible for submission of reports Dr Wayne Mackintosh

Public description



Key points

Hewlett requirements for this section:

Please provide a brief statement that best describes your proposed work. This description will appear on our website and in our annual report. It can be no longer than 15 words.


Improve OER reuse through content interoperability between projects while improving skills of educators to participate.

Proposal summary



Key points

Hewlett requirements for this section:

  • Give a brief summary of your proposed work using no more than 300 words.
  • Please write this description in plain English (no jargon).
  • Assume the people reading it are knowledgeable, but are not educators.
  • Describe the purpose of the proposal, including:
    • its importance;
    • the way you plan to achieve your aims;
    • expected outcomes;
    • and the way you will evaluate your success.


Fostering the development of an open participatory learning infrastructure is a strategic priority for OER. This proposal will address two significant barriers restricting growth, adoption and effectiveness of OER:

WikiEducator has implemented a holistic strategy to OER community development utilising the principles of mass-collaboration to simultaneously develop capacity among educators to engage meaningfully in the initiative while developing OER content aided by smart connections in the incremental refinements of the enabling technologies used and strategic networks facilitated by the international reach of this project. Named the Best Educational wiki in 2007 by eLearning opinion leader, Stephen Downes, and inaugural recipient of the MERLOT Africa Network's award for exemplary OER practices in 2008, this holistic strategy founded on the principles of self-organisation and digital networking provides a solid foundation to extend future success of OER through improved collaboration among OER projects. This proposal will:

Section 2: Proposal narrative

You may provide responses to this section on separate pages (i.e. without the questions).



Key points

Hewlett requirements for this section:

  • Please note that items B through E in this section should correspond to the logic model and program chart in Sections 3 and 4.


Organisation
  • OER Foundation
Program Unit within Organization
  • International Centre for Open Education, Otago Polytechnic, New Zealand

A. Problem/Theory of Action



Key points

Hewlett requirements for this section:

  • Please describe the issue or problem you are planning to address and the evidence you have that the problem is important, and your theory of action for addressing the problem.
  • If relevant, include a brief literature review or a discussion of your hypothesis and alternative hypotheses.
  • Explain how your goal relates to the Foundation’s grant-making priorities.
  • Discuss how your work advances the Open Educational Resources field beyond its current state and how it relates to any similar work being carried out.
  • Please note that Sections 3 and 4, Logic Model and Program Chart, should be drafted before you complete items B through E of this section.


OER is a sustainable and renewable resource which shows considerable potential to reduce costs while widening access to education and improving the quality of learning. Notwithstanding the impressive progress of OER and the free knowledge movement in the formal education sector over the last decade, the movement is still challenged by significant barriers including:

Improving collaboration and content interoperability between mainstream OER projects

OER development approaches can be classified into two broad models:

There are advantages and disadvantages to both approaches depending on the context and purpose of specific OER projects. Sadly, to date, there has not been much cross pollination between these approaches so as to capitalise on the "best of two worlds".

Currently, for instance, it is not possible for Connexions authors to open up their developments (or parts thereof) for open peer-collaboration, utilising the benefits of mass-collaboration approaches of the wiki model. Similarly, WikiEducator authors are not able to migrate collections of content into platforms which provide more traditional work flow features and administration of static instances of OER, utilising the Connexions "lens" feature for managing peer review within selected groups or consortia.

A more consequential limitation impeding return on investment in open education relates to the reuse and remixing of content across mainstream OER projects. Atkins, Brown and Hammond (2007:25) warn against "success disaster" where, for instance, a teacher has access to hundreds of courses in elementary calculus. These researchers recommend that the OER movement should develop "incentives and mechanisms to promote creation and access to fewer instances of the same course but with more support material, more commentary, more examples, etc.[3]".

Clearly there is a need to provided seamless import/export functionality between the major OER projects in the formal education sector as a mechanism for scaling OER production and reuse. For instance, it is not currently possible to import/export content between WikiEducator and Connexions. This is a major restriction in that two leading OER projects which subscribe to approved licenses under the free cultural works definition are not able to easily exchange and remix content between the two platforms. Moreover, these technical limitations exclude content remixing opportunities with the world's largest repository of free content, namely Wikipedia. WikiEducator and Wikipedia both use the MediaWiki open source software engine. Pending a successful community vote by the Wikimedia Foundation to enable projects to migrate from the GNU Free Documentation License to an equivalent Creative Commons license[4], will potentially generate OER remix opportunities for educational content previously not possible. There are also significant technological opportunities for Connexions, WikiEducator and the Wikimedia Foundation to facilitate access and interoperability with the Wikimedia Commons -- a database of more than 4.2 million images and media files licensed under OER compatible licenses (http://commons.wikimedia.org/wiki/Main_Page).

Adding value to OER infrastructure by addressing the reusability paradox

The reusability paradox illustrating the inverse relationship between reusability and pedagogical effectiveness
The quality of a teaching resource is, in part, determined by the pedagogical design elements and learning activities embedded in the OER that respond to the learner's educational context.

Educationally speaking, reuse means placing an OER into a different learning context from that for which it was originally designed and developed. Meaningful learning is closely related to the learner's context. For instance, an OER Physics lesson dealing with Newton's second law of motion based on an activity using the example of a London bus will have little meaning or context for learners in rural Uganda who have never seen a London bus. While this OER example may be pedagogically effective for children in the United Kingdom, it has significantly less reuse potential for children in Africa. Consequently, there is an inverse relationship between pedagogical effectiveness of OERs and their potential for reuse -- hence the reusability paradox (Wiley 2004: online)[5]

Effective OER reuse of necessity requires recontextualisation of the resource. The value proposition for OER reuse is based on a cost-benefit decision by the educator:

Cost of repurposing < Benefits of developing a new OER

The cost of recontextualisation, that is, the time required to repurpose an OER for a different educational context, must be less than the benefits of developing a new OER from scratch.

Improving reusability is simultaneously a technical and a pedagogical challenge:

The eLearning XHTML Editor (eXe), an open source software authoring tool funded by the New Zealand government through the Tertiary Education Commission, has implemented an innovative approach where pedagogical activities are identified as discrete elements in the content. The eXe project has pioneered the concept of instructional devices (iDevices) which are the pedagogical elements educators typically include in their teaching materials, for example learning activities, case studies, reflections, interactive assessment elements etc. This authoring approach provides a practical solution to addressing the reusability paradox by lowering the barriers of recontextualisation. It will be possible to export OER content with or without iDevices for individual teachers to remix using their own customised activities.

With reference to the OER sustainability challenge, Atkins, Brown and Hammond (2007:25) recommend the adoption of "a voluntary (or mix of voluntary and paid) wiki-like model, in which OER is the object of micro-contributions from many.[3]" This proposal will implement this recommendation utilising a wiki model for micro-contributions of pedagogical elements (or iDevices) in the OER reuse scenario.

Connexions uses an XML schema (a mark-up language which facilitates differentiation between content (what we teach) and form (how we teach it), and is ideally suited to structured authoring and identification of discrete educational elements like iDevices. Similarly, WikiEducator uses a feature to embed pedagogical templates in the content which represent the educational elements within an OER resource.

This project proposal will add value to both the Connexions and WikiEducator platforms by incorporating the ability to specify pedagogical elements (iDevices) within the OER hosted by both repositories. The eXe initiative is an open source project and we will be able to reuse the relevant components of this technology as building blocks for the current proposal.

Therefore, apart from improving content interoperability and reuse between OER projects, this proposal will also add pedagogical value to OER authoring approaches by providing more effective mechanisms for addressing the reusability paradox and facilitating micro-contributions from many educators.

Building capability among educators to participate in OER

Main reasons cited by new users for joining WikiEducator
Learning wiki skills is cited by new users as the top reason for registering an account on the WikiEducator site (70% of respondents). This is closely followed by "researching innovative educational trends and ideas" (68% of respondents) and "developing free content materials" (66% of respondents) as the main reasons for joining the project.

This survey data emphasises the importance and need expressed by educators to learn how to develop OER using the collaborative wiki model, especially given that 72% of WikiEducator users are teachers, lecturers or trainers working in the formal education sector and that approximately half of our users are older than 45 years of age.

WikiEducator has pioneered a low-cost training model using OER to teach wiki skills in a live wiki community. WikiEducator's Learning4Content training project has demonstrated its capacity to provide wiki training on a global scale. With the growing number of educators acquiring basic wiki skills, the community has expressed the need for an intermediate level course to follow the basic skills course. We anticipate further uptake and investment by other institutions in widening skills development using the Learning4Content OER resources and supporting materials.

This funding proposal seeks to continue offering free basic-level wiki training, but also seeks to develop and implement an intermediate-level course using the Learning4Content model in response to community needs.

Fostering the development of sustainable OER ecosystems

An ecosystem requires that the elements of the system are continually engaged in a set of relationships with every other element constituting the environment in which they exist[6]. At the micro-level or nodal level of the OER ecosystem, there are early signs suggesting the potential sustainability of individual OER projects, for instance, Monterey Institute for Technology and Education, which is nearing the operational breakeven threshold. However, there is still much work needed in fostering the development of a sustainable OER ecosystem at the macro-level. There is a growing body of knowledge beginning to reflect on the sustainability question, for example Downes' (2006) work articulating different models for sustainable OER[7] and Dholakia, King, and Baraniuk's (2006) reflections on sustainability in the case of Connexions[8]. A number of important principles are emerging from these reflections:

Foundations established

Reviewing the performance of the WikiEducator to date, the initiative has succeeded in laying the foundations and providing key building blocks for addressing the sustainability challenge. These include, for example:

Strategic development requirements

An analysis of WikiEducator data and provisional discussions with stakeholders highlights areas of strategic focus pertinent to this proposal that will contribute to further maturation of a sustainable OER ecosystem:

New Zealand provides a fertile environment for developing emergent strategies for OER sustainability. With a relatively small population (4.2 million) there is a close relationship between national policy (Government) and implementation (Society). The New Zealand school sector is representative of a broad spectrum of ICT enabled schools ranging from large technologically advanced schools in the urban centres to small rural schools where the digital-divide is still evident. These factors combined with a strong New Zealand culture for innovation provides an ideal environment for modelling approaches to establish national OER collaborations.

Sustainability strategy of the OER Foundation

Relationship between, revenue, operational cost, break-even and future investment in OER development
The vision of the OER Foundation is to foster and support the development of sustainable OER ecosystems. Our sustainability strategy is designed to "distribute and to share cost and expertise" (Atkins, Brown & Hammond 2007: 24)[3] through open network models pioneered by the free and open source software movement. Wiki-based projects have the advantage of significantly lower break-even thresholds (where revenue equals operational costs) due to significant cost efficiencies possible through mass-collaboration when compared to other approaches. As a non-profit entity registered for charitable educational purposes, the OER Foundation will reinvest surplus funds to support further development of open content (depicted by the green shaded area in the graphic) by remunerating authors and learning design professionals for the development of commissioned OER materials and open textbooks.

The business plan for the OER Foundation and WikiEducator will achieve economic sustainability through multiple and diverse revenue streams, including:

Alignment with Hewlett grant-making priorities

The work of the OER Foundation and WikiEducator is well aligned with the OER grant-making priorities for 2009. WikiEducator, in collaboration with the free knowledge community, will contribute to the attainment of these priorities, most notably:

B. Background



Key points

Hewlett requirements for this section:

  • Explain why your organization or unit is particularly well suited to carry out the proposed project, citing recent relevant accomplishments, including those under a Hewlett Foundation grant, if applicable. (1 page max.)


Comparing actual growth (green) to predicted growth (red)
WikiEducator was launched in May 2006 under the auspices of the Commonwealth of Learning (COL), an intergovernmental organisation created by Commonwealth Heads of Government to encourage the development and sharing of open learning and distance education knowledge, resources and technologies. Under COL's custodianship, WikiEducator has demonstrated rapid growth exceeding strategic targets set at 2,500 registered users by June 2009 in COL's initiative planning for the project. Named the Best Educational wiki in 2007 by Stephen Downes and inaugural recipient of the MERLOT Africa Network's award for exemplary OER practices in 2008, Wikieducator has matured into a viable prototype for scalable and sustainable OER operations. The project has outgrown its founding home at COL and will soon become an independent project. As of May 1, 2009, WikiEducator will be headquartered at the new International Centre for Open Education, at Otago Polytechnic in Dunedin, New Zealand.

The Council of Otago Polytechnic have approved the establishment of the OER Foundation, a new non-profit entity founded for charitable education purposes. The OER Foundation is the legal entity for administering the funding of WikiEducator and is driven by the strategic vision of building a scalable and sustainable OER ecosystem. As an independent project, WikiEducator will now be able to expand its focus beyond the Commonwealth countries to support multiple language wiki installations. It will also be able to secure the funding necessary to invest in strategic software development features including, for example, building content interoperability among different OER projects and the implementation of rich text editing to lower the barriers of participation. The WikiEducator initiative has planned for continuity to ensure effective succession during this new phase of growth:

Otago Polytechnic are leaders in open education. They are the first New Zealand tertiary education institution to sign the Cape Town Open Education Declaration [11]. Moreover, Otago Polytechnic is one of the first institutions in the world to implement an Intellectual Property policy which defaults content developments to a Creative Commons Attribution license[12]. An innovative and highly skilled team based at the Educational Development Centre, together with a progressive intellectual property policy, have been the catalysts for prolific growth in OER content development at the Polytechnic [13]. Otago Polytechnic has initiated an open process by recently hosting the "Heywire8 Think Tank" to bring together key educational practitioners, policy makers and decision makers to explore opportunities and pathways for establishing a New Zealand national OER collaboration. This open planning meeting included representation from Universities, the Wānanga (a type of publicly owned tertiary institution that provides education in a Maori cultural context), Institutes of Technology and Polytechnics, the Ministry of Education and the Commonwealth of Learning [14]. This open process provides a solid foundation for progressing a national OER collaboration under this funding proposal.

With generous funding support from the William and Flora Hewlett foundation, the WikiEducator community have successfully launched and implemented the Learning4Content training project which is likely the world's largest attempt to develop wiki skills for education. As of 31 March 2009, 2360 participants have registered for 73 Learning4Content workshops since the inception of the training initiative in January 2008. On average, WikiEducator has succeeded in presenting 1.14 workshops per week for the duration of the project. This represents 23 online and 50 face-to-face workshops in 30 different countries, including: Bangladesh, Barbados, Belize, Botswana, Canada, Cameroon, Israel, India, Ghana, Grenada, Guyana, Kenya, Kingdom of Tonga, Lesotho, Malaysia, Mozambique, Namibia, Nauru, New Zealand, Pakistan, Papua New Guinea, Samoa, Saint Kitts & Nevis, Seychelles, Solomon Islands, Sri Lanka, Trinidad and Tobago, Tuvalu, Uganda and Zambia.

C. Inputs



Key points

Hewlett requirements for this section:

  • Inputs include money, staff time, knowledge and expertise, equipment, and facilities. Please describe the major inputs that will be devoted to the project.
  • Attach an organization chart, a one-page curriculum vitae of each key participant as well as any significant advisors or consultants.
  • Please discuss resources (including in-kind) that are to be contributed by your organization as well as other sources, including foundations and government agencies.
  • Explain why you believe your proposed project is likely to succeed with the resources you intend to devote to it.
  • If there is a strategic plan and/or business plan, describe briefly and attach.


The inputs for this project proposal and corresponding outputs and outcomes should be read in conjunction with the corporate logical framework for the WikiEducator project summarised in the strategy section below.

The WikiEducator strategic plan

Logical framework of our strategic plan
The vision of the WikiEducator project is to turn the digital divide into digital dividends using OER and open collaboration networks. Our mission is to work collaboratively with the free knowledge community to develop OER content resources which are freely available for sharing, reuse and remixing in support of all national curricula, for all levels (K12, post-secondary and higher education) and all educational sectors (formal, non-formal and informal).

What are WE doing?

The OER Foundation's strategic objective is to foster the development of a thriving and sustainable global OER ecosystem dedicated to the design, development and delivery of free content resources in support of national education curricula.

Why are WE doing this?

OER shows considerable potential for reducing the cost of education for both institutions and learners alike with corresponding opportunities to widen access and improve the quality of education around the world.

How are WE doing this?

The WikiEducator strategy focuses on the four "C's":

The three phases of our strategic plan

Given the complexity and scale of enabling a global OER collaboration and sustainable ecosystem, WikiEducator has adopted a phased approach in realising our strategic plan. The primary focus of each phase is summarised below:

Phase 1

Establishing the foundations

June 2006 - Dec 2007 This phase focused on setting up the technologies, processes and content resources to facilitate community development and international collaboration on OER using wiki technology. During this phase the foundations for a community governance structure were established.

Cumulative outcomes (Dec 2007)

  • Community: 2,165 WikiEducator users
  • Capacity: 320 Educators trained
  • Content: 24 OER book equivalents produced
Phase 2

Scaling up OER content development

January 2008 - December 2008 The prime purpose of Phase 2 was to scale up the rate of OER content development, building on the foundations established during Phase 1. Phase 2 focused primarily in building capacity among individual educators to participate in the project and instituting the first WikiEducator Community Council.

Cumulative outcomes (Dec 2008)

  • Community: 7,048 WikiEducator users
  • Capacity: 2,051 Educators trained
  • Content: 54 OER book equivalents produced
Phase 3

Implementation and sustainable OER development

January 2009 - ongoing The purpose of this phase is to prioritise activities which implement OERs into mainstream educational activities in achieving a sustainable OER ecosystem. This phase will focus on institutional-level membership and establishing creative partnerships with the education supply chain network, for instance: textbook publishers, ministries of education, international agencies, IT solutions providers, open source communities, research institutes, foundations etc.

Cumulative outcomes (Mar 2009)

  • Community: 8,522 WikiEducator users
  • Capacity: 2,680 Educators trained
  • Content: 61 OER book equivalents produced

Project inputs

The successful implementation of this project proposal is based on the following inputs:

D. Activities, Outputs and Outcomes



Key points

Hewlett requirements for this section:

  • Describe the activities you will undertake to achieve your intended outcomes.
  • Explain why these activities will lead to your intended outcomes and how you will overcome any obstacles.
  • Describe how you will measure whether or not you have successfully carried out your activities.
  • What key constituencies, including traditionally underserved groups, participate in the work of the project? * Discuss any significant collaborations with other organizations or program units.


Build OER content interoperability and improve pedagogical reusability between the Connexions and WikiEducator/MediaWiki platforms



Outcome

Reduce cost, improve quality and scale-up access to OER through more effective remixing and reuse of existing OER


Intermediate outcomes:

Outputs:

Estimated budget: $120,000

Activity Obstacles and risk management strategy Monitoring mechanism
Develop use cases Limited experience of reuse between Connexions content and MediaWiki installations: Low risk
  • Connexions and WikiEducator are established communities with extensive experience of authoring within their respective environments. These communities are well versed in the current limitations and prospective scenarios for reuse to develop effective use cases for content interoperability between the two platforms.
  • Use cases will be developed as open content and both communities will encourage engagement from users to refine and improve the use case scenarios.

The iDevice concept is not currently a mainstream OER authoring approach thus impeding the development of appropriate use cases: Low risk

  • The eXe open source software project has more than 5 years experience with the implementation of iDevices as an educational authoring concept and has been honoured with a Leadership Award by the IMS Global Learning Impact Awards in 2008[16] and was rated Best in Show for "Content Authoring" for interoperable content.
  • eXe has an extensive international user base of educators who use iDevices in the development of their digital content, thus creating opportunities to port this experience for the benefit of the OER movement.
  • Consensus achieved on future use case scenarios.
  • Consensus achieved on use cases for iDevices between Connexions and WikiEducator users.
Requirements specification Incompatible systems architecture to facilitate content interoperability: Low risk
  • Connexions and MediaWiki/WikiEducator are both open source software projects adhering to open standards. As such the source code of both projects are open for analysis and adaptation as may be necessary for the requirements specification for this project.
  • Connexions uses an openly published and tested XML schema and the MediaWiki software provides direct, high-level access to the data contained in the MediaWiki databases through the MediaWiki-API (Application Programing Interface) thus providing an open and accessible basis for developing the requirements specification.
  • WikiEducator, MediaWiki and Connexions have an established relationship for collaborating on this project as evidenced by the letters of endorsement.

iDevices prove difficult to identify and define for structured mark-up languages: Low risk'

  • Learning design refers to the art of balancing what we teach (content) and how we teach it (form) showing strong parallels between the division of content and form (presentation) in structured mark-up languages.
  • The eXe project has already defined and tested a core set of iDevices which are available under a free software license for reuse in the Connexions-WikiEducator content interoperability activity.
  • WikiEducator has pioneered the use of pedagogical templates[17], a wiki-based equivalent of devices and has the capability of specifying different behaviours for online and print-versions of the same digital materials.
  • The connexions structured mark-up language (CNXML) is a close cousin of XHTML used by eXe which is also a markup language with the depth of HTML but still conforming to the XML syntax thus enabling automated transformations between these mark-up approaches for the development of specifications.
  • Requirements specification agreed by Connexions and WikiEducator/MediaWiki developers.
Development, implementation and testing Technically, the development task proves too complex for the time/budget limitations of the project: Low risk'
  • WikiEducator has developed a proof of concept demonstrating the export potential of a Connexions page into MediaWiki[18]
  • In instances where content collections in WikiEducator may not meet the module hierarchy or metadata requirements in Connexions, the export/import interface will be used to eliminate these potential conflicts.
  • Successful imports/exports between the respective platforms achieved and tested.
Maintenance and user training Connexions and WikiEducator/MediaWiki do not succeed in achieving a sustainable software development and user community for these technologies: Medium risk
  • In open source projects, the dependency of donor funding may deter from ongoing software development by the community. All code in this project will be released under the GNU General Public License (GPL) and will always be open and available for ongoing development.
  • Both MediaWiki and the Zope/Plone open source software which power the WikiEducator and Connexions platforms respectively have stable development communities. Moreover, both Connexions and WikiEducator have large international usage which minimises the risk for future maintenance.
  • Both WikiEducator and the Connexions team have a proven track record in leading open source software development projects;
  • Both projects promote and implement user training as part of their operations.
  • User training tutorials completed to support user community
  • Production versions of the interoperability refinements released.

Build OER capacity through Learning4Content (L4C) training workshops



Outcome

Establish a thriving community of educators with the capability and collaborative authoring skills to develop, remix and reuse OER for all educational levels and all sectors


Intermediate outcomes:

Outputs

Estimated budget

Activity Obstacles and risk management strategy Monitoring mechanism
Recruit participants, organise and present L4C workshops Unable to scale L4C training due to shortage of facilitators and/or demand for training: Low risk
  • L4C workshops increase the number of potential facilitators as selected graduates become future trainers.
  • All training materials and support resources are available as OER, lowering the entry barriers for institutions and prospective facilitators to initiative training workshops.
  • A growing support base of experienced facilitators are available to support and provide guidance for the project.
  • WikiEducator represents a large community of educators around the world who assist with the recruitment of new L4C participants.
  • Workshop materials are designed as self-study materials and as such can be used for a wide variety of workshop and delivery formats.
  • Tracking and reporting against stated output targets.
Complete needs analysis, development and implementation of L4C intermediate-level tutorials Low demand for more advanced wiki training & corresponding challenges in determining training priorities: Low risk
  • Currently, with more than 2,300 L4C graduates having completed the basic L4C course and 1,470 educators targeted for the next L4C cycle there is a growing user base for an intermediate level course.
  • The WikiEducator community have been requesting and suggesting topics to be covered for more advanced training, and through community discussions with experienced authors, WikiEducator will be able to determine training priorities.
  • An analysis of WikiEducator website and queries posted on the main discussion list will clearly identify the most pressing training needs in the community.
  • Consensus achieved in determining training priorities for an intermediate-level curriculum through open discussion with the community.
  • Tutorials completed and implemented as part of the L4C training project.
Secure funding/sponsorship for additional L4C workshops External funders/sponsors do not regard L4C representing a high "return on investment": Low risk
  • L4C has a proven track record of success as the largest wiki training project in education.
  • L4C is a low cost training model compared to more traditional interventions designed to scale.
  • Sponsorship can be applied directly to training educators in the country, region or institution providing additional funding support.
  • WikiEducator is a high profile project with a wide international reach and value-based commitment to improving education through OER. This provides a compelling justification for corporate citizenship divisions in supporting educators to widen access to OER as a sustainable and renewable resource.
  • Additional sponsorship targets achieved.

Establish a national OER collaboration for the New Zealand school sector



Outcome

Develop and refine models for establishing national, regional and international OER collaborations which can be replicated to advance peer-collaboration OER approached in all countries


Intermediate outcomes:

Outputs

Estimated budget

Activity Obstacles and risk management strategy Monitoring mechanism
Train 300 teachers and 20 New Zealand facilitators Targets too ambitious to achieve within the alloted time frame: Low risk
  • This output forms part of the Learning4Content training activity above which has an established track record in training large numbers of educators.
  • The OER Foundation and WikiEducator are working closely with the Ministry of Education and will collaborate with the Information and Communication Technologies Professional Development (ICTPD) School Clusters Programme of New Zealand in achieving our targets.
  • Training targets achieved.
Develop templates for lesson plans and digital OER resources for the school sector Unable to develop a representative sample of OER templates for use in the school sector: Low risk
  • Individual WikiEducator projects have already developed a variety of examples and approaches which can be refined for this project.
  • The project will research and compare approaches used by other repositories in consultation with New Zealand teachers.
  • The wiki-model is flexible and therefore not limited by the traditional contraints of content management systems or classical lesson-plan databases.
  • The WikiEducator community discussion forum will provide ongoing support for educators in developing appropriate OER templates.
  • Consensus achieved on representative sample of OER templates for the school sector.
Commission the development of 150 demonstrator OER lessons / digital resources. Project fails to identify teachers to participate in the development of demonstrator OERs: Low risk
  • WikiEducator will implement a bounty approach which is a reward or honorarium payment aimed at encouraging the best teachers in New Zealand to participate in the project. A bounty is similar to a fixed price contract when compared to the statement of work and specified deliverables, but is more in tune with the approaches associated with the free culture movement, where community kudos is worth considerably more than the honorarium.
  • WikiEducator will work in close consultation with the Ministry of Education and the New Zealand teacher community in developing the criteria for bounty projects.
  • The project will be advertised widely through multiple communication channels used in the sector.
  • OER demonstrator lessons completed in accordance with specified criteria.

E. Evaluation



Key points

Hewlett requirements for this section:

  • Discuss your plans to evaluate both your strategy and your outcomes, noting the measures and methodologies you intend to use and the percent of your budget you will allocate.
  • Please keep in mind that the intention of evaluation is to ensure accountability, provide ongoing feedback about how well you are moving toward your goals, and capture knowledge developed for your organization, the Foundation, and others in the field.


WikiEducator has developed a detailed monitoring and evaluation plan for the initiative and will appoint an independent consultant for the evaluation of the project.

The logical framework for the monitoring and evaluation plan specifies: the expected results, objectively verifiable indicators and means of verification against WikiEducator's strategic objectives. A copy of the monitoring and evaluation plan is provided:

The following evaluation activities are scheduled for the duration of this proposal:

F. Intellectual property rights



Key points

Hewlett requirements for this section:

  • If you are developing content or producing articles, reports, white papers, or other written materials, please identify which of the Creative Commons licenses you will use to license the content. We require a Creative Commons Attribution 3.0 License. See http://creativecommons.org/licenses/by/3.0/ for more information.
  • If you are developing software, please identify which of the Open Source Initiative-approved licenses you will use to license the software. See http://opensource.org/licenses/ for more information.
  • If your work involves the creation of data sets, please see http://sciencecommons.org/data/dbfaq and be prepared to discuss the open license plans with program staff.


The OER Foundation and WikiEducator subscribe to the Free Cultural Works definition which defines the licenses which meet the essential freedoms espoused by the Free Software Foundation. Otago Polytechnic -- as host institution of the OER Foundation -- has approved and adopted an intellectual property policy which defaults to a Creative Commons Attribution license (CC-BY). Therefore all content resources developed by the OER Foundation will default to a Creative Commons Attribution license. However, some content contributions from third party participants may choose to use the Creative Commons Attribution Share-Alike license (CC-BY-SA) as the Copyleft alternative. (Both licenses meet the requirements of the Free Cultural Works definition and the OER Foundation will NOT entertain non-free license alternatives).

G. Compelling Reasons for the Grant



Key points

Hewlett requirements for this section:

  • Briefly, what are the three most compelling reasons why this grant should be awarded?


This proposal addresses three strategic shortcomings in the OER movement:

Section 3: Logic model



Key points

Hewlett requirements for this section:

  • A logic model is a graphical representation of cause and effect that links inputs to activities to outcomes, typically by tracing events over time. It describes how an organization or project plans to get from here (inputs) to there (outcomes). Although the model shows forward movement, an organization often begins its planning process by articulating its intended outcomes and then working backward to determine how to achieve them.
Examples: http://www.hewlett.org/programs/education/oer/opencontent/grantee+proposals+and+reports.htm


Section 4: Program chart



Key points

Hewlett requirements for this section:

  • Please provide a program chart, using the categories below, to help the Foundation understand your intended outcomes and activities and how you plan to track your progress on both.



Main Activities Indicators of Progress Sub activities Targets/Baselines Target Date
Develop use cases for interoperable OER content and pedagogical iDevices
  • Discussions among educators, Ministry officials and developers published on WikiEducator.
  • Use cases published on Connexions and WikiEducator sites.
  • Use case scenarios agreed by Connexions and WikiEducator users.
  • Develop potential use case scenarios for Connexions authors to export/import content to/from WikiEducator.
  • Develop potential use case scenarios for WikiEducator authors to export/import content to/from Connexions.
  • Define generic and interactive iDevices likely to be used by educators based on authoring experience from eXe users.
  • Define content and form elements of iDevices for the Connexions and WikiEducator platforms.
  • Develop use case scenarios for the behaviour of interactive iDevices for online and print-based applications.
  • Develop potential use case scenarios for reuse and import/export of media files hosted by Wikimedia Commons.
  • Target: Develop the number of use cases required for functional import/export capability among Connexions, WikiEducator and Wikimedia Commons.
  • 30 Sep 2009
Requirements specification
  • Discussions among developers and educators published on WikiEducator.
  • Requirements specification agreed by Connexions and WikiEducator/MediaWiki developers.
  • Open development and publishing of requirements on WikiEducator.
  • Mapping of requirements to use cases ensuring all use case scenarios are addressed.
  • Target: Specify requirements taking into account the benefits of an iterative development approach.
  • 31 Oct 2009
Development, implementation and testing
  • Proof-of-concept demonstrators completed.
  • Mockups developed and discussed.
  • Research of relevant technology approaches/solutions published on WikiEducator.
  • The project will adopt an incremental development approach and as an open source software development, frequent releases will be made for the duration of the project:
    • imports/exports between the respective platforms achieved and tested.
    • Production versions of the interoperability refinements released.
  • Target: minimum of 6-monthly releases (more frequent releases are expected).

Following minimum release dates are scheduled:

  • 30 Apr 2010
  • 31 Oct 2010
  • 30 Apr 2011
  • 31 Jul 2011 (Stable release version)
Recruit participants, organise and present L4C workshops
  • Monthly progress towards specified outputs.
  • Community discussions on training needs.
  • Schedule and advertise L4C basic-level workshops.
  • Enable online registration on the wiki.
  • Present L4C workshops.
  • Report progress on the L4C wiki site.
  • Complete needs analysis, development and implementation of L4C intermediate-level tutorials.
Targets
  • 1,470 teachers/educators trained in basic wiki skills.
  • 40 L4C workshops completed (24 Basic-level online; 6 Intermediate-level online and 10 Basic-level face-to-face[20]).
  • 4 - 6 L4C intermediate-level tutorials completed and integrated into an online course.

1 Aug 2009 - 31 Jan 2010

  • 270 international educators trained
  • 65 New Zealand teachers trained
  • 10 New Zealand L4C facilitators trained
  • 9 Basic-level L4C workshops completed (6 online & 3 Face-to-face)
  • 4-6 Intermediate-level L4C tutorials completed

1 Feb 2009 - 31 Jul 2010

  • 320 international educators trained
  • 65 New Zealand teachers trained
  • 10 New Zealand L4C facilitators trained
  • 9 Basic-Level L4C workshops completed (6 online & 3 face-to-face)
  • 2 Intermediate-level L4C workshops completed (2 online)

1 Aug 2010 - 31 Jan 2011

  • 295 international educators trained
  • 75 New Zealand teachers trained
  • 9 Basic-Level L4C workshops completed (6 online & 2 face-to-face)
  • 2 Intermediate-level L4C workshops completed (2 online)

1 Feb 2011 - 31 Jul 2011

  • 295 international educators trained
  • 75 New Zealand teachers trained
  • 9 Basic-Level L4C workshops completed (6 online & 2 face-to-face)
  • 2 Intermediate-level L4C workshops completed (2 online)
Establish a national OER collaboration for the New Zealand school sector
  • Monthly progress towards specified outputs.
  • Desktop research of comparable OER lesson templates published on WikiEducator.
  • Community discussions among teachers and Ministry officials.
  • Number of participating teachers.
  • Develop templates for lesson plans and digital OER resources for the school sector.
  • Develop criteria for selection of demonstrator lesson authors and requirements for successful completion to qualify for the honorarium.
  • Commission the development of demonstrator OER lessons / digital resources.
Targets
  • Achieve consensus on potential OER templates from a representative sample of New Zealand school teachers.
  • Develop templates and a pilot example for each template.
  • 150 OER demonstrate lessons/digital resources developed.
  • Community of New Zealand teachers working collaboratively on OER established.

30 Sep 2009

  • Example OER templates completed

31 Oct 2009

  • Pilot example lessons completed
  • Criteria for selecting authors for demonstrator lessons completed.

1 Nov 2009 to 31 May 2010

  • 50 demonstrator lessons selected & commissioned

1 June to 31 Dec 2010

  • 70 demonstrator lessons selected & commissioned

1 Jan 2011 - 31 July 2010

  • 30 demonstrator lessons selected & commissioned
WikiEducator monitoring and evaluation
  • Refinement of the monitoring and evaluation plan based on project status at the inception of the plan.
  • Establish baseline data and recalibration of the plan as required.
  • Development of survey instruments.
  • Data collection.
  • Monitoring and evaluation reports by independent evaluator.
Targets
  • 4 data collection points.
  • 2 Monitoring and validation reviews.
  • 2 Evaluation reports.

30 Sept 2009

  • Refine monitoring and evaluation plan
  • Establish baseline data, retrospective to 1 August 2009

31 Oct 2009

  • Complete user survey instruments

31 January 2010

  • Data collection point

28 Feb 2010

  • Monitoring review and data validation

31 July 2010

  • Data collection point

31 Aug 2010

  • First independent evaluation report

31 Jan 2011

  • Data collection point

28 Feb 2011

  • Monitoring review and data validation

31 July 2011

  • Data collection point

31 Aug 2011

  • Final independent evaluation report

Links and references

  1. http://en.wikipedia.org/wiki/Commons-based_peer_production
  2. D. Tapscott & A. D. Williams (2006). Wikinomics: How Mass Collaboration Changes Everything. Online: http://www.wikinomics.com/book/)
  3. 3.0 3.1 3.2 3.3 3.4 D.E. Atkins, J.S. Brown & A.L. Hammond. 2007. A Review of the Open Educational Resources (OER) Movement: Achievements, Challenges, and New Opportunities. Report to The William and Flora Hewlett Foundation. Online: http://www.hewlett.org/download?guid=745fe08c-54de-102c-ae2b-0002b3e9a4de
  4. http://creativecommons.org/weblog/entry/13967
  5. D. Wiley. 2004. The Reusability Paradox, Online: Connexions, April 20, 2004, http://cnx.org/content/m11898/1.18/.
  6. http://en.wikipedia.org/wiki/Human_ecosystem
  7. 7.0 7.1 S. Downes. 2006. Models for Sustainable Open Educational Resources, Online: http://www.downes.ca/cgi-bin/page.cgi?post=33401
  8. U. M. Dholakia, J. King, and R. G. Baraniuk. 2006. What Makes an Open Education Program Sustainable? The Case of Connexions. OECD Centre for Educational Research and Innovation (CERI) Closed Workshop Report. Online: http://www.oecd.org/dataoecd/3/6/36781781.pdf
  9. G.Siemens. 2004. Connectivism: A Learning Theory for the Digital Age. Online: http://www.elearnspace.org/Articles/connectivism.htm
  10. http://wikieducator.org/Flexible_learning
  11. http://www.capetowndeclaration.org/
  12. http://www.wikieducator.org/Otago_Polytechnic:_An_IP_policy_for_the_times
  13. http://www.wikieducator.org/Otago_Polytechnic:WikiEducator_helps_advance_open_learning_at_the_Polytechnic<
  14. http://www.wikieducator.org/Heywire8_Think_Tank
  15. http://www.infodev.org/en/Publication.9.html
  16. http://www.imsglobal.org/learningimpact2008/2008LIAwinners.html
  17. http://www.wikieducator.org/Quickstart_guide/pedagogical_templates
  18. http://wikieducator.org/User:JimTittsler/Sandbox/Cnx
  19. The targeted growth represents an increase of 184% when compared to the average growth of WikiEducator's first 3 years of operation.
  20. Estimated numbers calculated as follows: 50 participants per basic level online workshop; 15 participants for each face-to-face workshop; and 20 participants for each online intermediate level workshop
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