This document summarizes research into factors that influence lecturers' adoption of open educational resources (OER) at three South African universities: the University of Cape Town (UCT), the University of Fort Hare (UFH), and the University of South Africa (UNISA). The researchers developed an OER adoption pyramid identifying six key factors - access, permission, awareness, capacity, availability, and volition. Interviews with lecturers showed their level of OER readiness varied between the institutions depending on how structural, cultural, and personal factors interact within each university's institutional culture. UCT exhibited the highest OER readiness while UFH exhibited the lowest.
1. Understanding lecturers’
adoption of OER:
a multi-factorial approach
Glenda Cox & Henry Trotter
OE Global Conference 2017
Cape Town : 8 March 2017www.slideshare.net/ROER4D
2.
3. Our sub-project research questions
• Why do South African lecturers adopt – or do
not adopt – OER? [adopt = use and/or create]
• Which factors shape lecturers’ OER adoption
decisions?
• How does an institution’s culture shape
lecturers’ adoption of OER?
7. Interviews (N=18)
• Introduction to OER and Creative
commons workshops
• 6 interviewees per university
• Structured, One-on-one
• 30 minutes–1 hour interviews
• 50-56 questions
• Covering multiple elements of teaching
and OER activity
9. Volition
to adopt OER
Availability
of relevant OER of requisite
quality (for use or sharing)
Capacity
technical skills for using, creating, finding,
uploading OER – personally or w/ support
Awareness
of OER, the concept, and how it differs from other
educational resources
Permission
to use/create OER, according to institutional IP policy
Access
to infrastructure: computers, internet connectivity, electricity
The OER Adoption PyramidEXTERNALLYDETERMINEDINTERNALLYDETERMINED
Personal
Individual values
Institutional
Financial, technical
or policy support
Social
Departmental &
disciplinary norms
INDIVIDUALS may be
agents of OER
adoption
INSTITUTIONS may be
agents of OER
adoption
11. VOLITION
The 6th factor refers to an agent’s motivation to adopt OER. If the agent
(lecturer or institution) enjoys the access, permission, awareness,
capacity and availability necessary to adopt OER, then volition becomes
the key factor in whether they will do so. This outcome is shaped by the
agent’s pedagogical values, social context and institutional culture.
VOLITION
Do you have any desire to use OER?
VOLITION
Do you have any desire to create and share your teaching
materials as OER?
AVAILABILITY
The 5th factor refers to the availability of OER for an agent to use or
contribute. For users, this is determined by an OER’s relevance (content,
scope, tone, level, language, format), utility for a specific anticipated use,
and quality as judged by the user. For creators, it is determined by
whether they feel their educational materials are relevant and of the
requisite quality (based on one’s pedagogical self-confidence).
AVAILABILITY
Have you found OER online – of acceptable relevance, utility
and quality – that you can use?
AVAILABILITY
Do you hold copyright over teaching materials – of necessary
relevance and quality – that you could license and share as
OER?
CAPACITY
The 4th factor refers to the technical and semantic skills necessary for
adopting OER. This capacity can be held by the educator or found
through institutional support. It implies an educator or institution enjoys
the technical fluency to search for, identify, use, and/or create (license
and upload) OER, or has access to people with those skills who do.
CAPACITY
Do you know how and where to search for and identify OER?
Do you know how the different CC licenses impact the ways
in which you can use an OER?
CAPACITY
Do you know how to license your teaching materials so that
they can be shared as OER?
Do you know where (on which platforms) you can upload
your materials as OER?
AWARENESS
The 3rd factor refers to the fact that a potential OER adopter must have
been exposed to the concept of OER and grasped how it differs from
other types of (usually copyrighted) educational materials. Educators
may inadvertently use OER, of course, but this does not comprise OER
adoption per se, which requires a level of OER awareness.
AWARENESS
Do you have any knowledge of or experience with OER?
Do you understand how Creative Commons (CC) licenses
differentiate OER from traditionally copyrighted materials?
AWARENESS
Do you have any knowledge of or experience with OER?
Do you understand how Creative Commons (CC) licenses
differentiate OER from traditionally copyrighted materials?
PERMISSION
The 2nd factor refers to an agent’s legal right to use or create OER. For
users, the OER license determines permission parameters. For creators,
institutional IP policies usually determine whether educators or
institutions hold copyright over teaching materials produced at the
institution that can be shared as OER. Only copyright holders can be
creators.
PERMISSION
Do you have permission (from your curriculum committee,
etc.) to use OER for teaching?
Does the desired OER allow you use it in your specific context
(e.g. no CC-ND licenses on items that will be sold as course
material)?
PERMISSION
Do you possess copyright over teaching materials that have
been developed at your institution?
ACCESS
The 1st factor refers to the need for agents to have access to the
appropriate physical hardware and infrastructure – such as electricity,
internet connectivity and computer devices –for engaging with digitally
mediated OER.
ACCESS
Do you have (stable) electricity provision?
Do you have (stable) internet connectivity?
Do you have the necessary computer hardware for OER
adoption?
ACCESS
Do you have (stable) electricity provision?
Do you have (stable) internet connectivity?
Do you have the necessary computer hardware for OER
adoption?
Questions for potential
OER users
Questions for potential
OER creators
The six essential OER adoption
factors
13. OER Readiness:
academics as users
UCT UFH UNISA
Volition
Availability
Capacity
Awareness
Permission
Access
Level of OER readiness Very low Low Medium High Very high
14. OER Readiness:
academics as creators
UCT UFH UNISA
Volition
Availability
Capacity
Awareness
Permission
Access
Level of OER readiness Very low Low Medium High Very high
15. OER Readiness:
institutions as creators
UCT UFH UNISA
Volition
Availability
Capacity
Awareness
Permission
Access
Level of OER readiness Very low Low Medium High Very high
16. • UCT is OER ready if the individual academic is
viewed as the agent of activity :
personal volition is the key
• UNISA is OER ready if the institution is viewed as
the agent of activity :
institutional volition is the key
• UFH is not OER ready for either OER use or
creation because: both the institution and
academics lack awareness; academics lack
permission to create
So which institution is OER ready?
19. Volition
to adopt OER
Availability
of relevant OER of requisite
quality (for use or sharing)
Capacity
technical skills for using, creating, finding,
uploading OER – personally or w/ support
Awareness
of OER, the concept, and how it differs from other
educational resources
Permission
to use/create OER, according to institutional IP policy
Access
to infrastructure: computers, internet connectivity, electricity
The OER Adoption Pyramid and Institutional cultureEXTERNALLYDETERMINEDINTERNALLYDETERMINED
Personal
Individual values
Institutional
Financial, technical
or policy support
Social
Departmental &
disciplinary norms
INDIVIDUALS may be
agents of OER
adoption
INSTITUTIONS may be
agents of OER
adoption
Collegial culture
Managerial or
bureaucratic
culture
20. Related materials
Journal Articles
Cox, G. & Trotter, H. (2016). Institutional Culture and OER Policy: How Structure, Culture, and Agency Mediate
OER Policy Potential in South African Universities. IRRODL, 17(5). Retrieved from
http://www.irrodl.org/index.php/irrodl/article/view/2523
Article in Open Praxis based on this presentation (TBD)
Book Chapter
Cox, G. & Trotter, H. (in press). Factors Shaping Lecturers’ Adoption of OER at Three South African Universities. In
C.A. Hodgkinson-Williams & P.B. Arinto (Eds) Adoption and Impact of OER in the Global South.
Research Data
Cox, G. & Trotter, H. (2015). Research into the Social and Cultural Acceptability of Open Educational Resources in
South Africa. (ROER4D Sub-project 4) [dataset]. Version 1.1. Cape Town: ROER4D [producer], 2015. Cape
Town: DataFirst [distributor]. Available at:
https://www.datafirst.uct.ac.za/dataportal/index.php/catalog/555/related_materials.
Poster Presentation
Trotter, H. & Cox, G. (2016). The OER Adoption Pyramid. Presentation at Open Education Global 2016. 12-14
April 2016: Krakow, Poland. Retrieved from http://open.uct.ac.za/handle/11427/18936
Blog Posts
Trotter, H. (1 June 2016). How Intellectual Property (IP) Policies affect OER Creation at South African Universities.
Retrieved from http://roer4d.org/2298
Trotter, H. (1 June 2016). The OER Adoption Pyramid. Retrieved from http://roer4d.org/2290
21. Glenda Cox – glenda.cox@uct.ac.za
Henry Trotter – henry.trotter@uct.ac.za
Thank you
“Understanding lecturers’ adoption of OER: a multi-factorial
approach” by Glenda Cox and Henry Trotter is licensed under a
Creative Commons Attribution 4.0 International License.
Editor's Notes
Welcome to this short presentation on considering the readiness of these three SA universities for OER adoption. Henry and I both work in the Centre for Innovation and Teaching and Learning (CILT) at UCT. I will start with a short introduction and Henry will talk about the indicators of readiness and a proposed model of OER adoption.
The Research on Open Educational Resources for Development (ROER4D) project aims to provide evidence-based research from a number of countries in South America, Sub-Saharan Africa and South / South East Asia. The research here is from one of 18 sub-projects from 26 countries that aims to redress the current imbalance where so much research on OER is from the Global North. The primary objective of the programme is to improve educational policy, practice, and research in developing countries by better understanding the use and impact of OER. I conduct research in one of the programme’s sub-projects, focusing – with my colleague Henry Trotter - on OER in South Africa. For more information, see: http://www.roer4d.org
We travelled to the other universities and conducted workshops on OER and Creative Commons. These universities have quite different characteristics, as the table shows.
After conducting the workshops, we interviewed 6 staff members at each university on their teaching and OER in/activities.
As we were conducting our research, it became clear that a number of factors shaped OER adoption decisions at these universities. But 6 of them stood out as having a “determinative” effect on OER activity and its potential. These are factors which, if you ask, “can OER activity proceed here without them?”, the answer would be “no”. So we developed what we call The OER Adoption Pyramid.
When we used The OER Adoption Pyramid to analyse and compare the three universities, we were able to generate what we call “OER Readiness Tables” to visualise the levels of readiness that each institution has for the different pyramid factors. We do this according to a simple colour scheme based on 5 levels: very low, low, medium, high and very high. But because there are two components to OER adoption – use and creation – as well as two potential agents of OER adoption – academics and institutions – we end up with multiple tables. In this first one, we’re assessing OER readiness if the academic is considered the user.
In this second one, this shows OER readiness when the academic is taken as OER creators. Here the key feature is that UFH and UNISA possess copyright over academics’ teaching materials, so academics are not able to create and share OER from their teaching materials. They do not have permission.
This third OER readiness table looks at institutions as creators, which shows challenges for a university like UCT (which has given copyright over teaching materials to the academics), challenges for UFH (which lacks awareness and volition) and real opportunities for UNISA which has developed an OER Strategy to potentially (in the future) share its IP assets as OER materials. (There is no need for a table showing institutions as users, because institutions do not typically “use” educational resources; rather academics do that.)
Link between culture and Pyramid
This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/.