OER in and as MOOCs

This chapter reports on the investigation into the production and rollout of four Massive Open Online Courses (MOOCs) at the University of Cape Town (UCT) in South Africa, and on the experiences of the educators involved in their production. The overarching aim of this study is to address the question: How does MOOC-making with Open Educational Resources (OER) influence educators’ Open Educational Practices (OEP)? The authors were interested to know why UCT educators wanted to make MOOCs, whether they adopted OER, whether their practices become more open after making a MOOC, and in which ways. Drawing on Beetham et al. (2012) and Hodgkinson-Williams (2014), an analytic framework of OEP was developed comprising three dimensions: legal, pedagogical and financial. The research methodology is qualitative, using semi-structured interviews and data from MOOC discussion forums. Six MOOC lead educators were interviewed at three intervals: before their MOOCs ran, immediately after their MOOC’s first run, and six to 10 months later. Transcripts were coded using OEP concepts. The findings offer insights into the relationships between educators’ motivations for making MOOCs, their MOOC design tools, the OEP that can be identified and the contradictions they experienced in making MOOCs. Despite the challenges that educators faced, they largely achieved their purposes of making MOOCs and manifested legal, pedagogical and financial dimensions of OEP. The impact on educators’ open practices was observed in several subsequent projects after the MOOCs were first run. Tensions involved in making MOOCs, adopting OER and enacting OEP point to how educators could be better supported to become more open in their educational practices. No negative experiences were attributed to the creation of OER and, indeed, MOOC-making with OER appeared to be conducive to OER adoption in general. However, more time would be needed to conclude whether these educators could become OER advocates or could function autonomously in creating and sharing OER

MOOCs, openness and changing educator practices: an Activity Theory case study

The practices and perceptions of educators formed through the creation and running of a Massive Open Online Course (MOOC) provide a case study of how educators understandings of ‘openness’ change (Beetham et al 2012, p 3). We are interested in how educators engage with open education resources (OER) and openness as part of developing open online courses, and how this informs their practices and attitudes afterwards. Deepening understandings of these changes is important for informing strategies involving helping educators in adopting productive open educational practices. Our research question is how do educators’ practices change or not change when using - or not using - OER in and as a MOOC? We are interested in whether and why educators adopt open practices in their MOOCs. We employ an Activity Theory (AT) conceptual framework as a heuristic tool to track and thickly describe educators’ practices and perceptions. This frame enables us to locate educators’ practices - in a context of mediating nodes, i.e., tools/artefacts, rules, divisions of labour, and community – as they strive towards and consider their object. The object upon which the educators act is the development of a new interdisciplinary field. We focus on the role of two mediating artefacts introduced into the activity system, namely Creative Commons (CC) licenses and the ‘MOOC design’. We describe how the open aspect of these artefacts mediate and affect educator’s perceptions, attitudes and educational practices in the context of their object-directed activity system. We draw predominantly on semi-structured interviews with the MOOC lead educators and the MOOC learning designers. Interviews were conducted at two time intervals, before and after the MOOC has run. From this we craft two activity systems. We have categorised our findings according to Beetham et al’s dimensions of open practices. Further, two broad themes emerged from the data analysis. These are Affordances of the MOOC and Reflection on educational practice

Understanding the exercise of agency within structural inequality: the case of personal debt

This article contributes to debates about agency (meaning the behaviour of individuals) and structure, by drawing on empirical research into personal debt. Consideration of debt allows for debate about agency and structure beyond the narrow confines of welfare, and for the examination of agency in relation to citizens at different points in the broader socio-economic structure, not solely poor people. Based on the research findings, themselves grounded in interviewees' experience, the question of why two people in the same material circumstances will have different experiences becomes reframed as why two people whose exercise of agency is the same, face very different outcomes? It is argued that while the research supports a ‘both-and’ rather than ‘either-or’ approach to understanding agency and structure, a ‘both-and’ approach still does not fully capture the experience of interviewees. The key point is that the exercise of agency is overlaid onto structural inequality, and it is understanding the exercise of ‘agency within structure’ that is critical

DISTRIBUTED COLLABORATION: ENGINEERING PRACTICE REQUIREMENTS

Designing a structure follows a pattern of creating a structural design concept, executing a finite element analysis and developing a design model. A project was undertaken to create computer support for executing these tasks within a collaborative environment. This study focuses on developing a software architecture that integrates the various structural design aspects into a seamless functional collaboratory that satisfies engineering practice requirements. The collaboratory is to support both homogeneous collaboration i.e. between users operating on the same model and heterogeneous collaboration i.e. between users operating on different model types. Collaboration can take place synchronously or asynchronously, and the information exchange is done either at the granularity of objects or at the granularity of models. The objective is to determine from practicing engineers which configurations they regard as best and what features are essential for working in a collaborative environment. Based on the suggestions of these engineers a specification of a collaboration configuration that satisfies engineering practice requirements will be developed

Prospecting in ultracool dwarfs : Measuring the metallicities of mid- and late-m dwarfs

© 2014. The American Astronomical Society. All rights reserved.Metallicity is a fundamental parameter that contributes to the physical characteristics of a star. The low temperatures and complex molecules present in M dwarf atmospheres make it difficult to measure their metallicities using techniques that have been commonly used for Sun-like stars. Although there has been significant progress in developing empirical methods to measure M dwarf metallicities over the last few years, these techniques have been developed primarily for early- to mid-M dwarfs. We present a method to measure the metallicity of mid- to late-M dwarfs from moderate resolution (R ∼ 2000) K-band (≃ 2.2 μm) spectra. We calibrate our formula using 44 wide binaries containing an F, G, K, or early-M primary of known metallicity and a mid- to late-M dwarf companion. We show that similar features and techniques used for early-M dwarfs are still effective for late-M dwarfs. Our revised calibration is accurate to ∼0.07 dex for M4.5-M9.5 dwarfs with -0.58 <[Fe/H] <+0.56 and shows no systematic trends with spectral type, metallicity, or the method used to determine the primary star metallicity. We show that our method gives consistent metallicities for the components of M+M wide binaries. We verify that our new formula works for unresolved binaries by combining spectra of single stars. Lastly, we show that our calibration gives consistent metallicities with the Mann et al. study for overlapping (M4-M5) stars, establishing that the two calibrations can be used in combination to determine metallicities across the entire M dwarf sequence.Peer reviewe

Making MOOCs and changing open educational practices

This study concerns how and in what ways adopting Open Educational Resources (OER) in a Massive Open Online Course (MOOC) has an impact on educators’ practices in terms of openness. The presentation provides a detailed review of the study, its structure, and its findings. Open Licensing and information regarding the limits of copyright law were important considerations for participants. For many, new practices came first, leading to an appreciation of the power of OER in creation of local content. MOOC making stimulated OER appreciation and adoption. Adoption of OER for integration in an open course leads to transformation of educator practices