Hummel, H. G. K., Van Amersfoort, D., Van Buuren, H. J., & Jansen, D. (2010, 2-4 November).
WikiWijs professionalisation portal: studying teacher needs and tools for developing and arranging OER. Presentation at the OpenEd 2010 Conference, Barcelona, Spain.In order to better functionally design the ‘professionalisation portal’ for Wikiwijs we have carried out both desk research and an additional survey study. We carried out desk research into most relevant, existing studies that (partially) dealt with this issue, and carried out another - more recent and more tailored - survey study that also questioned the needs and preferences for using digital OER in the future

Hummel, Hans

Jansen, Darco

Van Amersfoort, Daniël

van Buuren, Hans

English

In order to better functionally design the ‘professionalisation portal’ for Wikiwijs we have carried out both desk research and an additional survey study. We carried out desk research into most relevant, existing studies that (partially) dealt with this issue, and carried out another - more recent and more tailored - survey study that also questioned the needs and preferences for using digital OER in the future

Open University of the Netherlands Research Portal

Open Universiteit www.ou.nl Wikiwijs professionalisation portalCitation for published version (APA):Hummel, H., Van Amersfoort, D., van Buuren, H., & Jansen, D. (2010). Wikiwijs professionalisation portal:Studying teacher needs for using and arranging OER. Poster session presented at OPENED conference,Barcelona, Spain.Document status and date:Published: 01/11/2010Document Version:Peer reviewed versionPlease check the document version of this publication:• A submitted manuscript is the version of the article upon submission and before peer-review. There can be important differences betweenthe submitted version and the official published version of record. People interested in the research are advised to contact the author for thefinal version of the publication, or visit the DOI to the publisher's website.• The final author version and the galley proof are versions of the publication after peer review.• The final published version features the final layout of the paper including the volume, issue and page numbers.Link to publicationGeneral rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright ownersand it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from the public portal for the purpose of private study or research.• You may not further distribute the material or use it for any profit-making activity or commercial gain• You may freely distribute the URL identifying the publication in the public portal.If the publication is distributed under the terms of Article 25fa of the Dutch Copyright Act, indicated by the “Taverne” license above, pleasefollow below link for the End User Agreement:https://www.ou.nl/taverne-agreementTake down policyIf you believe that this document breaches copyright please contact us at:pure-support@ou.nlproviding details and we will investigate your claim.Downloaded from https://research.ou.nl/ on date: 08 Sep. 20238-11-2010 1 1Hans Hummel, Daniël van Amersfoort,  Hans van Buuren & Darco JansenWikiwijs professionalisation portal: studying teacher needs for using and arranging OER8-11-2010 2 2WikiwijsThe overall aim of Wikiwijs is to create a digital, internet-based platform to bring together, share and develop digital learning materials for all educational sectors … “for, from and by teachers”.The aim of the professionalisation project is to support (teams of) teachers in using and arranging open digital learning materials.28-11-2010 3 33This presentation• Some context: o On OER and its (ab)use; o On Related projectso On Didactic professionalisation• Desk research: method & results• Survey study: method & results• Conclusions & Questions8-11-2010 4 4Open but (didactically) sound48-11-2010 5 5OpenU58-11-2010 6 6Wikiwijs68-11-2010 7 7Didactic Professionalisation• Relation OER – LO (e.g., Polani , 2005)• Emergent vs community model (e.g., Downes, 2007)• Open is not just access; Educationalmeans Learning ; Resources include facilities for dialogue (communities) (e.g., Van Dorp et al., 2006) 78-11-2010 8 8Desk research (1)Leermiddelenmonitor (SLO, 2007; 2008; 2009) (N = 1.750)• Sustainability methods 5,5 (VO) to 9 (PO) yrs• Actualising content and didactics (80%),  better allignment with learners (80%) aremain drivers for OER• OER should enable more learner-oriented, active learning• Have problems integrating OER with other topics and learning goals88-11-2010 9 9Desk research (2)Vier-in-balans monitor (Kennisnet, 2007; 2008; 2009) (N = 1.022)• Need to learn more about ‘digital didactics’• Need to acquire more media literacy and information skills, esp. searching on the internet• Need support for using smartboards98-11-2010 10 10Desk research (3)Nulmeting (Wikiwijs, 2009) (N = 1.382)• Usage of digital material steadily growing, now from 18% (VO) to 32% (MBO)• Older teachers face more anxiety, 40% never having used digital material• Female teachers are more inclined to use existing, male teachers are more inclined to develop and arrange new digital material08-11-2010 11 11Questionnaire survey (1)Results related to future professionalisation needs for digitalmaterial (N = 374)• Perceived need for professionalisation more important for older teachers (F (1, 346) = 1.952, p < 0.001)• Older teachers facing more anxiety, 40% never having used digital material• Perceived need for getting access more important for older teachers(F (1, 346) = 2.84, p = 0.02)18-11-2010 12 12Questionnaire survey (2)• Female teachers more inclined to use, male teachers more inclined to develop and arrange new digital material• Professional development should primarily be aimed at actualising content & didactics (M=3.59, SD= 1.19), aimed at strengthening educational practice (M=3.99, SD=0.97)28-11-2010 13 13Questionnaire survey (3)3Questionnaire Item (N = 347) M SDI prefer when professionalisation deals with applying educational innovations3.53 1.10Professionalisation has to allow me to play a key role in educational innovation3.43 1.21I would like to become more competent with ICT and the didacticsof ICT-applications3.09 1.21I need to become more professional in using ICT 2.97 1.25I prefer professionalisation activities related to distance education, allowing me to determine time and place3.64 1.15An important factor for effective professionalisation for me is to have access to online materials4.25 0.858-11-2010 14 14Conclusions• Using and arranging OER needs to be open but structured at the same time (cf., LO movement)• Combine technical professionality (e.g., metadating, vocabularies) with pedagogical professionality (e.g., educational modelling) • Still early days for integral personel policy, not much systematic professionalisation yet for using and arranging digital media• Without adequate facilitation, reluctance keeps prevailing48-11-2010 15 15Questions / discussion? • ……5

Wikiwijs professionalisation portal:Studying teacher needs for using and arranging OER

Van Buuren, Hans

DSpace at Open Universiteit Nederland

8-11-2010 1 1
Hans Hummel, Daniël van Amersfoort,  
Hans van Buuren & Darco Jansen
Wikiwijs professionalisation portal: 
studying teacher needs for using 
and arranging OER
8-11-2010 2 2
Wikiwijs
The overall aim of Wikiwijs is to create a 
digital, internet-based platform to bring 
together, share and develop digital learning 
materials for all educational sectors … “for, 
from and by teachers”.
The aim of the professionalisation project is to 
support (teams of) teachers in using and 
arranging open digital learning materials.
2
8-11-2010 3 33
This presentation
• Some context: 
o On OER and its (ab)use; 
o On Related projects
o On Didactic professionalisation
• Desk research: method & results
• Survey study: method & results
• Conclusions & Questions
8-11-2010 4 4
Open but (didactically) sound
4
8-11-2010 5 5
OpenU
5
8-11-2010 6 6
Wikiwijs
6
8-11-2010 7 7
Didactic Professionalisation
• Relation OER – LO (e.g., Polani , 2005)
• Emergent vs community model (e.g., Downes, 
2007)
• Open is not just access; Educationalmeans 
Learning ; Resources include facilities for 
dialogue (communities) (e.g., Van Dorp et al., 2006) 
7
8-11-2010 8 8
Desk research (1)
Leermiddelenmonitor (SLO, 2007; 2008; 2009) 
(N = 1.750)
• Sustainability methods 5,5 (VO) to 9 (PO) yrs
• Actualising content and didactics (80%),  
better allignment with learners (80%) are
main drivers for OER
• OER should enable more learner-oriented, 
active learning
• Have problems integrating OER with other 
topics and learning goals
8
8-11-2010 9 9
Desk research (2)
Vier-in-balans monitor (Kennisnet, 2007; 2008; 
2009) (N = 1.022)
• Need to learn more about ‘digital didactics’
• Need to acquire more media literacy and 
information skills, esp. searching on the 
internet
• Need support for using smartboards
9
8-11-2010 10 10
Desk research (3)
Nulmeting (Wikiwijs, 2009) (N = 1.382)
• Usage of digital material steadily growing, 
now from 18% (VO) to 32% (MBO)
• Older teachers face more anxiety, 40% 
never having used digital material
• Female teachers are more inclined to use 
existing, male teachers are more inclined to 
develop and arrange new digital material
0
8-11-2010 11 11
Questionnaire survey (1)
Results related to future professionalisation 
needs for digitalmaterial (N = 374)
• Perceived need for professionalisation more 
important for older teachers (F (1, 346) = 1.952, p < 
0.001)
• Older teachers facing more anxiety, 40% 
never having used digital material
• Perceived need for getting access more 
important for older teachers(F (1, 346) = 2.84, p = 
0.02)
1
8-11-2010 12 12
Questionnaire survey (2)
• Female teachers more inclined to use, male 
teachers more inclined to develop and 
arrange new digital material
• Professional development should primarily 
be aimed at actualising content & didactics 
(M=3.59, SD= 1.19), aimed at strengthening 
educational practice (M=3.99, SD=0.97)
2
8-11-2010 13 13
Questionnaire survey (3)
3
Questionnaire Item (N = 347) M SD
I prefer when professionalisation deals with applying educational 
innovations
3.53 1.10
Professionalisation has to allow me to play a key role in 
educational innovation
3.43 1.21
I would like to become more competent with ICT and the didactics
of ICT-applications
3.09 1.21
I need to become more professional in using ICT 2.97 1.25
I prefer professionalisation activities related to distance education, 
allowing me to determine time and place
3.64 1.15
An important factor for effective professionalisation for me is to 
have access to online materials
4.25 0.85
8-11-2010 14 14
Conclusions
• Using and arranging OER needs to be open but 
structured at the same time (cf., LO movement)
• Combine technical professionality (e.g., metadating, 
vocabularies) with pedagogical professionality (e.g., 
educational modelling) 
• Still early days for integral personel policy, not 
much systematic professionalisation yet for 
using and arranging digital media
• Without adequate facilitation, reluctance keeps 
prevailing
4
8-11-2010 15 15
Questions / discussion? 
• ……
5


Wikiwijs professionalisation portal: studying teacher needs for using and arranging OER

Open Universiteit www.ou.nl Wikiwijs professionalisation portalCitation for published version (APA):Hummel, H., Van Amersfoort, D., van Buuren, H., & Jansen, D. (2010). Wikiwijs professionalisation portal:Studying teacher needs for using and arranging OER. Poster session presented at OPENED conference,Barcelona, Spain.Document status and date:Published: 01/11/2010Document Version:Peer reviewed versionPlease check the document version of this publication:• A submitted manuscript is the version of the article upon submission and before peer-review. There can be important differences betweenthe submitted version and the official published version of record. People interested in the research are advised to contact the author for thefinal version of the publication, or visit the DOI to the publisher's website.• The final author version and the galley proof are versions of the publication after peer review.• The final published version features the final layout of the paper including the volume, issue and page numbers.Link to publicationGeneral rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright ownersand it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from the public portal for the purpose of private study or research.• You may not further distribute the material or use it for any profit-making activity or commercial gain• You may freely distribute the URL identifying the publication in the public portal.If the publication is distributed under the terms of Article 25fa of the Dutch Copyright Act, indicated by the “Taverne” license above, pleasefollow below link for the End User Agreement:https://www.ou.nl/taverne-agreementTake down policyIf you believe that this document breaches copyright please contact us at:pure-support@ou.nlproviding details and we will investigate your claim.Downloaded from https://research.ou.nl/ on date: 16 Jul. 20238-11-2010 1 1Hans Hummel, Daniël van Amersfoort,  Hans van Buuren & Darco JansenWikiwijs professionalisation portal: studying teacher needs for using and arranging OER8-11-2010 2 2WikiwijsThe overall aim of Wikiwijs is to create a digital, internet-based platform to bring together, share and develop digital learning materials for all educational sectors … “for, from and by teachers”.The aim of the professionalisation project is to support (teams of) teachers in using and arranging open digital learning materials.28-11-2010 3 33This presentation• Some context: o On OER and its (ab)use; o On Related projectso On Didactic professionalisation• Desk research: method & results• Survey study: method & results• Conclusions & Questions8-11-2010 4 4Open but (didactically) sound48-11-2010 5 5OpenU58-11-2010 6 6Wikiwijs68-11-2010 7 7Didactic Professionalisation• Relation OER – LO (e.g., Polani , 2005)• Emergent vs community model (e.g., Downes, 2007)• Open is not just access; Educationalmeans Learning ; Resources include facilities for dialogue (communities) (e.g., Van Dorp et al., 2006) 78-11-2010 8 8Desk research (1)Leermiddelenmonitor (SLO, 2007; 2008; 2009) (N = 1.750)• Sustainability methods 5,5 (VO) to 9 (PO) yrs• Actualising content and didactics (80%),  better allignment with learners (80%) aremain drivers for OER• OER should enable more learner-oriented, active learning• Have problems integrating OER with other topics and learning goals88-11-2010 9 9Desk research (2)Vier-in-balans monitor (Kennisnet, 2007; 2008; 2009) (N = 1.022)• Need to learn more about ‘digital didactics’• Need to acquire more media literacy and information skills, esp. searching on the internet• Need support for using smartboards98-11-2010 10 10Desk research (3)Nulmeting (Wikiwijs, 2009) (N = 1.382)• Usage of digital material steadily growing, now from 18% (VO) to 32% (MBO)• Older teachers face more anxiety, 40% never having used digital material• Female teachers are more inclined to use existing, male teachers are more inclined to develop and arrange new digital material08-11-2010 11 11Questionnaire survey (1)Results related to future professionalisation needs for digitalmaterial (N = 374)• Perceived need for professionalisation more important for older teachers (F (1, 346) = 1.952, p < 0.001)• Older teachers facing more anxiety, 40% never having used digital material• Perceived need for getting access more important for older teachers(F (1, 346) = 2.84, p = 0.02)18-11-2010 12 12Questionnaire survey (2)• Female teachers more inclined to use, male teachers more inclined to develop and arrange new digital material• Professional development should primarily be aimed at actualising content & didactics (M=3.59, SD= 1.19), aimed at strengthening educational practice (M=3.99, SD=0.97)28-11-2010 13 13Questionnaire survey (3)3Questionnaire Item (N = 347) M SDI prefer when professionalisation deals with applying educational innovations3.53 1.10Professionalisation has to allow me to play a key role in educational innovation3.43 1.21I would like to become more competent with ICT and the didacticsof ICT-applications3.09 1.21I need to become more professional in using ICT 2.97 1.25I prefer professionalisation activities related to distance education, allowing me to determine time and place3.64 1.15An important factor for effective professionalisation for me is to have access to online materials4.25 0.858-11-2010 14 14Conclusions• Using and arranging OER needs to be open but structured at the same time (cf., LO movement)• Combine technical professionality (e.g., metadating, vocabularies) with pedagogical professionality (e.g., educational modelling) • Still early days for integral personel policy, not much systematic professionalisation yet for using and arranging digital media• Without adequate facilitation, reluctance keeps prevailing48-11-2010 15 15Questions / discussion? • ……5

https://research.ou.nl/files/12879453/Wikiwijs_OpenEd_2nov2010.pdf

Wikiwijs professionalisation portal:Studying teacher needs for using and arranging OER

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