Implementing open education practices is a multidimensional challenge for educators. In this session the presenters share data and findings from their research into the practical challenges of open education practices implementation in higher education. Using the analogy of mixing different audio tracks to produce a harmonious acoustic blend, they discuss the blend of elements that need to be considered and balanced in promoting open educational practices. The presentation is followed by small group discussions to further explore solutions to challenges raised.
Overview of C-SAP open educational resources projectCSAPOER
This presentation showcases, discusses and reflects upon the work of the C-SAP "Open Educational Resources" project. Our project, "Evaluating the Practice of Opening up Resources for Learning and Teaching in the Social Sciences", was part of a pilot programme (funded by the HEA and JISC), which sought to explore issues around the sharing of educational material from a disciplinary perspective. Whilst exploring, with our academic project partners, the principles and issues around releasing educational material (institutional, contractual, administrative), we have also sought to develop some insights into the processes of sharing practice, and look forward to discussing the findings in this forum.
"Collaborative Learning Spaces: Methods, Ethics, Tools, Design." Great Plains Alliance for Computers and Writing Conference. North Dakota State University, Fargo, ND. October 2010.
A presentation by Paul Maharg from April 2010 UKCLE York OER event. The presentation covers OERs and why they're important, case studies, examples and the UKCLE's OER platform: Simshare.
Building the 21st Century OER EcosystemRobert Farrow
This presentation offers insights into realizing a European-wide OER Ecosystem. ENCORE+ (European Network for Catalysing Open Resources in Education, www.encoreproject.eu) is building a regional Ecosystem for OER, focused along four engaging circle communities on the following four topics: OER Technology, Policies & Practice, Quality and Innovation & Business Models. The initiative is open to anyone interested in furthering the implementation of the OER Recommendation.
The presentation will highlight results from a pan-European stakeholder survey on OER to give a state of play for the sector. The survey, due completed in September 2021, will be mapping the perceived value of using open educational resources, including its potential and current implementation. At the time of the conference, the project will have hosted two events, specifically events for the circle communities on Policies & Practice and Innovation & Business Models. Results and discussions from these two events will be shared with the Open Education Conference audience, giving an opportunity to continue the discussions after the presentation.
The collaborative community model, described as circle communities, is the ENCORE+ approach to engaging a wide range of stakeholders in and outside Europe. The community will be coming together to solve issues and catalyse change through identifying innovation potential, collaboration opportunities and in general increasing the awareness, implementation and potential of OER.
The presentation focuses on findings from research and circle community events on community needs, collaboration and innovation potential within OER. This will give the participants unique insights into real experiences of building a cross-sectoral, multistakeholder community for OER. The presentation will be split into shorter segments, giving broad insights into the ongoing work with the Ecosystem. Engagement with the audience, through available channels, during and after the presentation will give an opportunity for the participants to elaborate and discuss points of the presentation, including findings, and the ecosystem model overall.
https://opened21.sched.com/event/moQZ/building-the-21st-century-oer-ecosystem
Developing patterns in technical approaches for Open Educational Resources. R. John Robertson and Lorna Campbell, & Phil Barker
JISC CETIS. Presentation at OER 11, Manchester, May 11th 2011
Overview of C-SAP open educational resources projectCSAPOER
This presentation showcases, discusses and reflects upon the work of the C-SAP "Open Educational Resources" project. Our project, "Evaluating the Practice of Opening up Resources for Learning and Teaching in the Social Sciences", was part of a pilot programme (funded by the HEA and JISC), which sought to explore issues around the sharing of educational material from a disciplinary perspective. Whilst exploring, with our academic project partners, the principles and issues around releasing educational material (institutional, contractual, administrative), we have also sought to develop some insights into the processes of sharing practice, and look forward to discussing the findings in this forum.
"Collaborative Learning Spaces: Methods, Ethics, Tools, Design." Great Plains Alliance for Computers and Writing Conference. North Dakota State University, Fargo, ND. October 2010.
A presentation by Paul Maharg from April 2010 UKCLE York OER event. The presentation covers OERs and why they're important, case studies, examples and the UKCLE's OER platform: Simshare.
Building the 21st Century OER EcosystemRobert Farrow
This presentation offers insights into realizing a European-wide OER Ecosystem. ENCORE+ (European Network for Catalysing Open Resources in Education, www.encoreproject.eu) is building a regional Ecosystem for OER, focused along four engaging circle communities on the following four topics: OER Technology, Policies & Practice, Quality and Innovation & Business Models. The initiative is open to anyone interested in furthering the implementation of the OER Recommendation.
The presentation will highlight results from a pan-European stakeholder survey on OER to give a state of play for the sector. The survey, due completed in September 2021, will be mapping the perceived value of using open educational resources, including its potential and current implementation. At the time of the conference, the project will have hosted two events, specifically events for the circle communities on Policies & Practice and Innovation & Business Models. Results and discussions from these two events will be shared with the Open Education Conference audience, giving an opportunity to continue the discussions after the presentation.
The collaborative community model, described as circle communities, is the ENCORE+ approach to engaging a wide range of stakeholders in and outside Europe. The community will be coming together to solve issues and catalyse change through identifying innovation potential, collaboration opportunities and in general increasing the awareness, implementation and potential of OER.
The presentation focuses on findings from research and circle community events on community needs, collaboration and innovation potential within OER. This will give the participants unique insights into real experiences of building a cross-sectoral, multistakeholder community for OER. The presentation will be split into shorter segments, giving broad insights into the ongoing work with the Ecosystem. Engagement with the audience, through available channels, during and after the presentation will give an opportunity for the participants to elaborate and discuss points of the presentation, including findings, and the ecosystem model overall.
https://opened21.sched.com/event/moQZ/building-the-21st-century-oer-ecosystem
Developing patterns in technical approaches for Open Educational Resources. R. John Robertson and Lorna Campbell, & Phil Barker
JISC CETIS. Presentation at OER 11, Manchester, May 11th 2011
Computers and Learning Research Group: Research methods in open education: I...Robert Farrow
This session will present an overview of the Global OER Graduate Network research methods handbook. The handbook is being developed by members of the network who are researchers in open education, and will serve as a useful starting point for anyone wishing to do research in education with a focus on OER, MOOCs or OEP.
To contextualise this approach, an accessible and brief description of the types of methods typically used in research into education and educational technology will be provided. Some of the contrasting philosophical, epistemological and ontological commitments of different research paradigms will be used to differentiate alternative methodologies. Theoretical perspectives will be outlined but not fully explored.
State-of-the-art approaches will be explored and their relevance for open education explained. The presentation will use examples of current doctoral research to highlight the use of different methods, and will convey insights into using different methods as shared by the researchers. This includes reflections on using different methods, and advice for conducting similar work.
Finally, the presentation will offer up for discussion a provisional model of open scholarship including open practices (agile project management; directly influencing practice; radical transparency; sharing research instruments; social media presence; networks); open science (open access; open data; open licensing); digital innovation (HCI; data science; open source technologies); and normative elements (challenging dominant narratives; promoting social justice; and reducing barriers to educational access).
Ramirez-Montoya (2020) recently presented a review of literature pertaining OER and educational innovation, noting that although definitions of openness vary across sectoral spaces, the crossover between openness and innovation is an area of increasing interest. A core part of the story of open educational resources is that they can be used to create spaces for innovation in teaching and learning (Orr et al., 2015; Pitt & Smyth, 2017; Weller et al., 2015). As Coughlan et al. (2018) argue, there has been a lack of detailed analysis of the specific function of OER as a driver of innovation, and a single model has not yet captured the multi-faceted relationship between openness and innovation.
This presentation will present an overview of several major theories of innovation as they relate to contexts of open education, making clear connections to open educational practice and showing how innovation theories can apply to OER. The presentation is likely to be of interest to practitioners wishing to have a stronger theoretical and practical understanding of how OER can support innovative practice.
• Task-Artefact Cycle (Carroll, Kellog & Rosson, 1991)
• The diffusion of innovations theory (Rogers, 2010)
• SAMR framework (Puentedura, 2006; Orr et al., 2015)
• Cyclic Innovation Model (Berkhout, 2007)
• Forms of innovation in OER (Coughlan, Pitt & Farrow, 2018)
This work contributes to the European Network for Catalysing Open Resources in Education (ENCORE+). ENCORE+ is a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project will run from 2021 to 2023 to support the modernisation of education in the European area through OER.
Scoping: The GO-GN Guide to Conceptual Frameworks Robert Farrow
Slides from a webinar on the forthcoming GO-GN Guide to Conceptual Frameworks. This presentation discusses the rationale for a Handbook to guide doctoral students and reviews some literature on theories, theoretical frameworks, conceptual frameworks, models, and other constructs. This webinar is part of the scoping process for a forthcoming publication.
Enhancing Research Communities Through Open Collaboration: The GO-GN Guide to...Robert Farrow
Research plays a key role in our understanding of open education, and is highlighted in the Recommendation on Open Educational Resources (OER) (UNESCO, 2019) as essential for describing the impact of open education; building awareness among key stakeholders; enhancing quality; and forming connections and communities.
The Global OER Graduate Network (GO-GN) is a network of PhD candidates and experts around the world whose research projects include a focus on open education. The Network has more than 300 global members who form a community of practice and support. GO-GN is currently funded through the OER programme of The William and Flora Hewlett Foundation and administered by the Open Education Research Hub from the Institute of Educational Technology at The Open University, UK.
One central aim for the Network is supporting research in the emergent area of open education, and our researchers are encouraged to explore openness as a research vector. The resources produced by the Network reflect this. Last year, GO-GN produced a well-received guide to Research Methods in Open Education (Farrow et al., 2020) which was recognised as a winner in the Open Education Awards for Excellence.
In 2021 GO-GN publishes a companion volume. The GO-GN Guide to Conceptual Frameworks (Farrow et al., 2021) again combines an accessible narrative and visual style with real-life insights gleaned from practising researchers who are using these theories, concepts and models in cutting edge work.
This presentation provides an overview of the new guide and the open, collaborative production process, emphasizing practical strategies for completing research projects. It will be of interest to anyone who conducts research and/or forms policy in the open education space, but particularly for doctoral level researchers.
A introduction and overview of Open Educational Resources (OER): what they are; how open licences work; how OER are used; and how they support innovation
Pathways to Learning: International Collaboration Under Covid-19Robert Farrow
The Recommendation on Open Educational Resources (OER) (UNESCO) emphasizes in its key aims the importance of (i) “developing the capacity of all key education stakeholders to create, access, re-use, re-purpose, adapt, and redistribute OER, as well as to use and apply open licenses in a manner consistent with national copyright legislation and international obligations” and (ii) “fostering and facilitating international cooperation [by] supporting international cooperation between stakeholders”.
Both these aspects were present in a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn) hosted two free professional development programmes for university lecturers, instructional designers, technical and professional staff, managers, and heads of department who share responsibility for providing quality distance and online learning.
The evaluation of the Pathways to Learning project provides a great touchstone for reflecting on the kinds of agile, open collaboration that can build international capacity for OER projects and the communities that sustain them.
The Global OER Graduate Network (GO-GN): Engaging Doctoral Research with Open...Robert Farrow
This workshop was led by the Global OER Graduate Network (GO-GN) team (http://go-gn.net/). GO-GN is a network of PhD candidates around the world whose research projects include a focus on open education. These doctoral researchers are at the core of the network while around them, experts, supervisors, mentors and interested parties connect to form a community of practice. Considering the growth of open research and the commitment of research funders to follow this approach, there is a need to understand what open research practices imply. This involves understanding the benefits and challenges of making research more visible to increase impact and opportunities for collaboration with other researchers when doing a PhD and when pursuing a career in academia.
The workshop will focus on introducing the network possibilities for PhD students, including worldwide support to those researching in the different areas of open education. We will expose the values of the network promoting equity and inclusion in the field of open education research and introduce the different types of events we host such as an annual face-to-face workshop and online events. As well, we will discuss the support for alumni and members with a funded fellowship scheme and the acknowledgement of our members’ achievements through our annual awards. At the second part of the workshop, we will have a practical exercise with the audience to promote the co-authoring of research publications with our members. Two examples of those which will be disclosed are the research methods handbook, awarded with the 2020 Open Education Award for Excellence Winner, and the Research Review Summer 2020.
This talk was given at a multiplier event organised by the University of Wolverhampton as part of the MOONLITE project (refugees, languages and moocs). In this presentation I share the experiences and approaches used to design one of the first MOOCs allround, and the first MOOC focused on mobile learning. The presentation looks at pedagogy, technology, community and impact of the course.
Research methods in open education: insights from the Global OER Graduate Ne...Robert Farrow
Presentation from the ALT Summer Summit 2020 describes the GO-GN Research Methods Handbook which supports researchers working in the field of open education
Black and Ethnic Minority materials for the Instituteatomicjeep
This is the presentation used on 21/03/06 for our initial meeting. It briefly introduces the project aims, The Learning Exchange, he different RLO types and includes some suggestions on RLOs.
Computers and Learning Research Group: Research methods in open education: I...Robert Farrow
This session will present an overview of the Global OER Graduate Network research methods handbook. The handbook is being developed by members of the network who are researchers in open education, and will serve as a useful starting point for anyone wishing to do research in education with a focus on OER, MOOCs or OEP.
To contextualise this approach, an accessible and brief description of the types of methods typically used in research into education and educational technology will be provided. Some of the contrasting philosophical, epistemological and ontological commitments of different research paradigms will be used to differentiate alternative methodologies. Theoretical perspectives will be outlined but not fully explored.
State-of-the-art approaches will be explored and their relevance for open education explained. The presentation will use examples of current doctoral research to highlight the use of different methods, and will convey insights into using different methods as shared by the researchers. This includes reflections on using different methods, and advice for conducting similar work.
Finally, the presentation will offer up for discussion a provisional model of open scholarship including open practices (agile project management; directly influencing practice; radical transparency; sharing research instruments; social media presence; networks); open science (open access; open data; open licensing); digital innovation (HCI; data science; open source technologies); and normative elements (challenging dominant narratives; promoting social justice; and reducing barriers to educational access).
Ramirez-Montoya (2020) recently presented a review of literature pertaining OER and educational innovation, noting that although definitions of openness vary across sectoral spaces, the crossover between openness and innovation is an area of increasing interest. A core part of the story of open educational resources is that they can be used to create spaces for innovation in teaching and learning (Orr et al., 2015; Pitt & Smyth, 2017; Weller et al., 2015). As Coughlan et al. (2018) argue, there has been a lack of detailed analysis of the specific function of OER as a driver of innovation, and a single model has not yet captured the multi-faceted relationship between openness and innovation.
This presentation will present an overview of several major theories of innovation as they relate to contexts of open education, making clear connections to open educational practice and showing how innovation theories can apply to OER. The presentation is likely to be of interest to practitioners wishing to have a stronger theoretical and practical understanding of how OER can support innovative practice.
• Task-Artefact Cycle (Carroll, Kellog & Rosson, 1991)
• The diffusion of innovations theory (Rogers, 2010)
• SAMR framework (Puentedura, 2006; Orr et al., 2015)
• Cyclic Innovation Model (Berkhout, 2007)
• Forms of innovation in OER (Coughlan, Pitt & Farrow, 2018)
This work contributes to the European Network for Catalysing Open Resources in Education (ENCORE+). ENCORE+ is a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project will run from 2021 to 2023 to support the modernisation of education in the European area through OER.
Scoping: The GO-GN Guide to Conceptual Frameworks Robert Farrow
Slides from a webinar on the forthcoming GO-GN Guide to Conceptual Frameworks. This presentation discusses the rationale for a Handbook to guide doctoral students and reviews some literature on theories, theoretical frameworks, conceptual frameworks, models, and other constructs. This webinar is part of the scoping process for a forthcoming publication.
Enhancing Research Communities Through Open Collaboration: The GO-GN Guide to...Robert Farrow
Research plays a key role in our understanding of open education, and is highlighted in the Recommendation on Open Educational Resources (OER) (UNESCO, 2019) as essential for describing the impact of open education; building awareness among key stakeholders; enhancing quality; and forming connections and communities.
The Global OER Graduate Network (GO-GN) is a network of PhD candidates and experts around the world whose research projects include a focus on open education. The Network has more than 300 global members who form a community of practice and support. GO-GN is currently funded through the OER programme of The William and Flora Hewlett Foundation and administered by the Open Education Research Hub from the Institute of Educational Technology at The Open University, UK.
One central aim for the Network is supporting research in the emergent area of open education, and our researchers are encouraged to explore openness as a research vector. The resources produced by the Network reflect this. Last year, GO-GN produced a well-received guide to Research Methods in Open Education (Farrow et al., 2020) which was recognised as a winner in the Open Education Awards for Excellence.
In 2021 GO-GN publishes a companion volume. The GO-GN Guide to Conceptual Frameworks (Farrow et al., 2021) again combines an accessible narrative and visual style with real-life insights gleaned from practising researchers who are using these theories, concepts and models in cutting edge work.
This presentation provides an overview of the new guide and the open, collaborative production process, emphasizing practical strategies for completing research projects. It will be of interest to anyone who conducts research and/or forms policy in the open education space, but particularly for doctoral level researchers.
A introduction and overview of Open Educational Resources (OER): what they are; how open licences work; how OER are used; and how they support innovation
Pathways to Learning: International Collaboration Under Covid-19Robert Farrow
The Recommendation on Open Educational Resources (OER) (UNESCO) emphasizes in its key aims the importance of (i) “developing the capacity of all key education stakeholders to create, access, re-use, re-purpose, adapt, and redistribute OER, as well as to use and apply open licenses in a manner consistent with national copyright legislation and international obligations” and (ii) “fostering and facilitating international cooperation [by] supporting international cooperation between stakeholders”.
Both these aspects were present in a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn) hosted two free professional development programmes for university lecturers, instructional designers, technical and professional staff, managers, and heads of department who share responsibility for providing quality distance and online learning.
The evaluation of the Pathways to Learning project provides a great touchstone for reflecting on the kinds of agile, open collaboration that can build international capacity for OER projects and the communities that sustain them.
The Global OER Graduate Network (GO-GN): Engaging Doctoral Research with Open...Robert Farrow
This workshop was led by the Global OER Graduate Network (GO-GN) team (http://go-gn.net/). GO-GN is a network of PhD candidates around the world whose research projects include a focus on open education. These doctoral researchers are at the core of the network while around them, experts, supervisors, mentors and interested parties connect to form a community of practice. Considering the growth of open research and the commitment of research funders to follow this approach, there is a need to understand what open research practices imply. This involves understanding the benefits and challenges of making research more visible to increase impact and opportunities for collaboration with other researchers when doing a PhD and when pursuing a career in academia.
The workshop will focus on introducing the network possibilities for PhD students, including worldwide support to those researching in the different areas of open education. We will expose the values of the network promoting equity and inclusion in the field of open education research and introduce the different types of events we host such as an annual face-to-face workshop and online events. As well, we will discuss the support for alumni and members with a funded fellowship scheme and the acknowledgement of our members’ achievements through our annual awards. At the second part of the workshop, we will have a practical exercise with the audience to promote the co-authoring of research publications with our members. Two examples of those which will be disclosed are the research methods handbook, awarded with the 2020 Open Education Award for Excellence Winner, and the Research Review Summer 2020.
This talk was given at a multiplier event organised by the University of Wolverhampton as part of the MOONLITE project (refugees, languages and moocs). In this presentation I share the experiences and approaches used to design one of the first MOOCs allround, and the first MOOC focused on mobile learning. The presentation looks at pedagogy, technology, community and impact of the course.
Research methods in open education: insights from the Global OER Graduate Ne...Robert Farrow
Presentation from the ALT Summer Summit 2020 describes the GO-GN Research Methods Handbook which supports researchers working in the field of open education
Black and Ethnic Minority materials for the Instituteatomicjeep
This is the presentation used on 21/03/06 for our initial meeting. It briefly introduces the project aims, The Learning Exchange, he different RLO types and includes some suggestions on RLOs.
This session was held December 7, 2010 as part of the Professional Learning Series, organized by BCcampus, eCampusAlberta, and Alberta North.
Web Conference Description:
Join Paul Stacey on the Starship BCcampus in this journey through the universe of Open Educational Resources (OER). Learn how OER are opening up a new education frontier. Visit OER colonies throughout education space and see for yourself what an OER is and how they are being used to create credentials. Find out how you can use OER in your own teaching and learning practice. Discover how the future of OER is being shaped by Foundations, public government Ministries, and everyday educators who simply choose to become OER space cadets. Buckle up as Paul takes you into OERbit!
Presentation visuals used in support of 7-Sept-2011 webinar exploring and elaborating on SCoPE (http://scope.bccampus.ca) discussions on designing OERu credentials.
T.E.L.L. is a new series of lunchtime webinars held on the last Tuesday of the month to provide an opportunity for members to present workshops and share materials they’ve developed to a wider community, the ETUG community.
ETUG Spring Workshop 2014 - Where’s the “Learning Management” in an LMSBCcampus
By: Esther Tiessen, KPU
Online course delivery systems such as Moodle, often referred to as “Learning Management Systems,” have been available now for about 20 years. These technologies facilitate students’ progression through a course and their participation in a variety of learning activities such as accessing content, participating in discussions, submitting assignments, and constructing representations of their learning. While presumably students are learning by participating and completing these learning activities, within these systems, there is a woeful lack of tools for “managing” that learning. For example, there are no tools for students to manage their learning goals: i.e., to construct learning goals, check how their learning goals align with the course learning outcomes, use the course learning resources and activities to intentionally work on achieving their learning goals, or to monitor their progression in achieving their learning goals. While the last 20 years have seen progress in system integration tools for system administrators and course management tools for instructors, there have been few advances, if any, in tools and features that would help students to manage their learning. In this thinking session, I will invite participants to brainstorm designs for “learning management” tools for inclusion in LMS’s that would help students to both learn more effectively and to become expert learners.
Presentation slides for the session at the ETUG 2010 Fall Workshop in New Westminster, British Columbia
Presenter: Stuart Berry, Camosun College
Description: This session will discuss the broader implications and issues of the use of social networking software within both formal and informal learning environments.
Two Examples of the use of the ELGG Social Software Environment to Support Learning
Part 1: Academic Blogging Circle
Glenn Groulx will showcase collaborative and cooperative blogging methods to facilitate discussion and build bridges between faculty, alumni, students, and administrators using the Academic Blogging Circle within an ELGG environment.
Part 2: Living Archives
Stuart Berry will discuss his doctoral research project with online students within the ELGG environment to facilitate student interaction, knowledge creation, and to encourage the use of an online archive to act as bridges between and among different cohorts of learners.
This event extends the reach of the Open Education Conference -- Beyond Content -- taking place in Vancouver 16-18 October, 2012
The Open Education Remixathon will kick off with a round robin to describe each Open Educational Resource and the envisioned enhancements.
See the full description and participate in the conversation in SCoPE: http://scope.bccampus.ca/mod/forum/view.php?id=9009
These slides are used for the Instructional Skills Workshop Online for the week 1 welcome session. The session is meant as a way for participants to become acquainted and familiar with the course. Also, we build in some Blackboard Collaborate interactive activities so everyone can get comfortable with the synchronous environment. This particular session was on Valentine's Day, hence the funky cover :-)
Posted by Sylvia Currie and Sylvia Riessner, ISWO facilitators
Designing in the open: Examining the experiences of course developers & facultyBCcampus
Presented by Jo Axe, Keither Webster and Elizabeth Childs
From the Education by Design: ETUG Spring Jam!, on June 1 & 2, 2017 at UBC Okanagan, in Kelowna, B.C.
A crash course on open educational resources which covers the 4 'R's of Openness, access based on ALMS analysis, sustainability models and copyright. It further discusses the current state of OER in Asia. The last part provides a case study for reuse of OER in ODL courses.
Notes from attending FORCE2019 conference in Edinburgh (October 15-18), covering a range of topics around Research Communications, e-Scholarship, Open Science and Open Access. Links on last slide for full conference programme and presented materials available online.
Presentation given by Dr Keith Smyth (@smythkrs) and Dr David Walker (@drdjwalker) as part of #fdol132 in 2013.
The presentation provided background on the Global Dimensions in Higher Education project http://globaldimensionsinhe.wordpress.com/ and examined some of the issues/challenges that confront institutions as they attempt to engage in open collaborative practices.
Contextualization of Open Educational Resources in Asia and EuropeJan Pawlowski
The presentation shows current developments of OER in Europe and Asia - starting with barriers and analysis of the current status, we realized three case studies, looking at OER in Finland, Malaysia and Philippines. The results lead to 10 main recommendations to achieve successful, cross-border collaborations for learning and teaching using OER.
Indigenous History Month Art Activity
In June 2022, we got together virtually to celebrate Indigenous Peoples’ Month by working our way through a month-long art project. Each person was to think of an Indigenous artist they admire, research the artist and their work, and create a piece of art for themselves influenced by the artist they had chosen. Throughout the month we presented on these artists and why we connect to their art and discussed important topics like appropriation vs. appreciation. We learned a lot about Indigenous artists in Canada and about each other and ourselves. The art project allowed people to connect with their heritage as well as Indigenous peoples; it was as much a research and art project as it was a team-building and self-reflection activity.
Unpacking Power Hierarchies in Students as Partners PracticesBCcampus
Slides from a session with Roselynn Verwoord, Conan Veitch, Yahlnaaw, and Heather Smith from the Symposium 2018 held on October 24, 2018 in Vancouver, B.C.
Building Canada’s Zed Cred: Challenges and OpportunitiesBCcampus
Slides from the panel session with Amanda Coolidge, Krista Lambert, and Rajiv Jhangiani from the 15th Annual, Open Education Conference held on October 10 – 12, 2018 in Niagara Falls, New York
Connecting Students with People who Care(er): Post-Secondary Professionals as...BCcampus
Presentation by Candy Ho, Faculty, Educational Studies, Kwantlen Polytechnic University and Dr. Cindy Xin
Director of Research, Simon Fraser University
Increasingly students begin their post-secondary experience with a career in mind, and two recent studies (Environics Research Group, 2011; Ho, 2017) suggest that those paths are largely influenced by educators (e.g. Faculty) before a student even considers visiting a career centre. Consequently, these professionals have the inherent capacity to extend their care for students beyond their teaching roles: as Career Influencers, defined by the EdD study as individuals working in a higher education institution who informally provide career-related advice, guidance, and/or counselling to prospective and current students and/or alumni.
This session has two goals. It aims to help attendees recognize their influence in student career development, and consider how they can incorporate career development components into their teaching practice. Findings and implications from Ho’s (2017) EdD study will serve as a backdrop of the session (research questions are included at the end*), while attendees are guided through reflective and discussion activities that enhance the awareness of their influence in student career development.
Current planned activities include having the attendees:
-Reflect on their “constellation of life roles” (Magnusson, 2014) and how roles, events, and experiences contribute to their approach as educators
-Consider how their current activities and interactions with students (e.g., curriculum, office hours conversations) help students develop employability skills
-Discuss their impressions on the notion of the ‘Everyday Career Influencer’, pondering on questions such as:
How do they currently serve as Career Influencers and demonstrate a sense of care for student career development?
How might they further their practice as Career Influencers?
What opportunities and/or challenges do they face as Career Influencers within their institutions? What can they do to take advantage and/or overcome them?
-EdD study research questions and sub-questions:
How do post-secondary education professionals conceive their influence in student career development?
How do they conceptualize the term “career”?
How do they see their role as having an impact on student career development?
How do they see themselves as individuals as having an impact on student career development?
What resources and/or competencies do they believe are important in furthering their impact on student career development?
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
Presentation by Ian Linkletter, Learning Technology Specialist, UBC
Presenting about UBC’s efforts to implement and evaluate team chat as a learning technology for online and blended courses. Team chat (like Slack) is a transformative communication and collaboration technology, combining threaded discussions with real-time chat in an intuitive and flexible way. Features like persistent history, advanced search capability, file sharing, typing status, mobile apps, and emoji reactions add up to a versatile tool that is still easy to use.
Research shows how timely interactions with instructors, collaboration with classmates, and a sense of community can enhance teaching and learning. This is particularly important in an online learning environment. Team chat has given our students a direct communication channel to their instructor and each other, helping them connect, ask questions, seek clarification, collaborate, and build community.
Since 2016, the Faculty of Education has been piloting an open source team chat application called Mattermost on a UBC-hosted server. Unlike Slack or Microsoft Teams, which are both cloud-hosted outside of Canada, Mattermost allows us to keep student data secure in compliance with BC’s Freedom of Information and Protection of Privacy Act (FIPPA). Mattermost has been used in over 20 course sections across the faculties of Education, Arts, and Science. As of December 2017, the UBC Mattermost pilot consists of 100 daily active users, 300 monthly active users, and almost 70,000 posts.
Attendees will learn (and chat) about:
• Ways team chat can enhance learning
• How team chat has been applied in real use cases including online program cohorts, learning communities, and research teams
• The relationship between secure, safe, transparent platforms and academic freedom
Mattermost will be blended into the session, allowing attendees to choose the conversation(s) they wish to join, participate in real-time, network with colleagues, and carry on chatting after the Festival of Learning concludes.
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
Cultivating trust and Emotional Safety in Educational EnvironmentsBCcampus
Presentation by: Steven Bishop, Learning Designer, Douglas College, Ross Laird, Educational Consultant, Laird Associates, Leva Lee, Manager, BCcampus, Kathryn McNaughton, Hope Miller, Online Learning Designer/Trainer, Douglas College, Sandra Polushin, Coordinator / Faculty, Douglas College
Many educational institutions are grappling with the troubling rise of mental health challenges within their communities. Issues such as depression and anxiety are becoming increasingly common not only within the student population but also among instructors and educational administrators, many of whom find their collegial environments to be fraught with new hurdles involving the care and wellness of people.
Bedrock human values such as belonging, trust, and emotional safety are becoming harder to develop and sustain in educational environments undergoing turmoil and change from a variety of influences. How might we preserve and nurture these values? How might we commit to practices that cultivate the wellness and well-being of our colleagues and communities? How might we commit to environments of authentic caring in which people feel emotionally safe and valued?
Over the past year, a small group of practitioners at several local institutions (BCcampus, Douglas College, Vancouver Community College) has been working on projects designed to encourage emotional care and wellness. In this interactive session on the theme of "Mental Health for all within and across our organizations", these practitioners will each share the hurdles and rewards of their process. The purpose of the session will be to provide participants with perspectives and tools to use in approaching themes of care and wellness at their own institutions -- with colleagues, students, and community partners.
The experiential session will be informed by the practice, theory, and research currently being conducted at the partner institutions involved in these projects. Participants will hear about common hurdles involved in promoting the care and wellness of people, will hear perspectives about navigating the complex terrain of human relationships, and will practice tools and ideas for moving forward with their own initiatives.
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
An adventure into creation of OER: A STEM wiki projectBCcampus
Presentation by Pamini Thangarajah, Associate Professor, Mount Royal University
Removing financial barriers to undergraduate education is crucial, and the creation of open educational resources (OER) will directly help. And not only would the resources developed benefit the students as they are taking the class, but also by making the material open, it could be used by other faculty and students, not only at your institution but beyond.
In an appreciation of my financially unburden educational experience, I have explored what I can do to help the students to access the required learning materials. There is no open text(s) available that can be used for this course. To this end, I have created the resources in an open educational environment.
In this session, I will be walking you through my experience of creating open educational resources for a mathematics course at the Mount Royal University, Calgary.
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
Analysis of UFV Student Learning Patterns: Ratio of Instructor-Directed (In-C...BCcampus
Presentation by Samantha Pattridge and Hannah Peters (UFV)
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
Encouraging Folio-Thinking: Capturing the Learning with e-PortfolioBCcampus
Presentation by Claire Hay, Associate Professor of Geography, University of the Fraser Valley, Michelle Johnson, Educational Developer, University of the Fraser Valley and Mary Gene Saudelli, Faculty, Teaching and Learning, University of the Fraser Valley
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
Presentation by Shauna Jones, Senior Lecturer, Simon Fraser University
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
Scholarly Teaching to SoTL: Exploring the Shared "S" BCcampus
Symposium 2017 Keynote - Dr. Nancy Chick,
University Chair in Teaching and Learning, University of Calgary
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
ETUG Spring Workshop 2014 - Getting the Mix Right: Implementing Open Education Practices
1. Irwin DeVries
TRU Open Learning
David Porter
BCcampus
Getting
the Mix Right:
Implementing Open
Education Practices
Image licensed under a Creative Commons Attribution
Share-Alike 2.5 generic license
2. How are instructors
implementing OER to
support teaching and
learning needs within
British Columbia
post-secondary
institutions?
How do we design and
build open courses for
use in massively open
university programs
3. Ecology
How do we move
news, good or
innovative ideas
forward in the higher
education ecosystem?
4. From
“What” to
“How”
From the “what” to the “how” of
openness”
Open Educational Practices (OEP)
“a set of activities and support
around the creation, use and
repurposing of Open Educational
Resources”
(Conole 2010)
4
4
5. Why Open?
• Removing barriers from access to
learning and credentials
• Being able to implement sharing
and use of educational resources
• Moving toward open and
collaborative processes
Similar concepts to Free and Open
Source Software
5
6. 6
What is
the OERu?6
• Global partnership of like-minded
postsecondary institutions – not
university per se
• Committed to free courses and
programs based on OERs
• Optional support, assessment and
credible credentials through partner
institutions
• Sponsored by a not-for-profit
foundation in New Zealand (OERu
Foundation)
• Virtual presence in WikiEducator wiki
7. 7
How does
it work?
“Parallel learning
universe” (Taylor, 2007)
7
OERu logic high level. Wayne Mackintosh. Licensed under Creative Commons 3.0 BY-SA Unported.
10. Open design
process
• Sample processes
• Planning for OERu prototypes
• Learning design consultation
• Open planning
• Design artifacts
10
11. ART100
prototype
• TRU’s first contribution:
ART100 Art Appreciation
and Techniques
• Redesigned from existing
OER
– Course from
Saylor.com via WA
State Board of
Community Colleges
Open Course Library
– Modified/revised/remix
ed content, activities,
assessments, etc. 11
12. 12
Research
design12
• Comparative case study
– Scope: one course developed over a
fixed period of time in OERu
– Similar case study in OSS used for
comparison: (von Krogh et al., 2003)
– Highlight “relationships, contrasts and
similarities
– Extend learning from one case to the
other (Khan & VanWynsberghe, 2008)
13. 13
OSS design and
development
• Based on collaboration and communities
of volunteers
– Commitment to philosophy of sharing
– Personal and professional benefits
– Induction processes for newbies
– Communication and versioning
systems
– Decentralized but with some
leadership
– Visible design rules
13
Masque aux lépreux Bwa. Village de Boni. By Ji-Ell .
Licensed under Creative Commons 3.0 BY-SA
Unported.
14. 14
Sharing learning
design knowledge
“Traditionally design
has been an implicit
process, how do we shift
to a process of design
that is more explicit and
hence shareable?”
(Conole, 2008)
Quietly listening to the wind in the pines, 1246. Ma Lin. Public Domain.
15. 15
Collaborative design
in other fields
15
• Architecture, expert systems, telecommunications, engineering
– Multiple points of negotiation and evaluation (Kvan, 2000)
– Explicit sharing of design information using communication
tools (Chiu, 2002)
– Design teams need to explore and integrate differences
(Sonnenwald, 1996)
– Intentional communication processes are essential (Hixon,
2008)
16. 16
Aspect Open Design and Development Traditional Instructional Design
Contributors
Volunteers, motivated by open
philosophy and personal
/organizational benefit
Paid faculty or staff
Makeup of design
team
Distributed Centralized
Induction into the
development team
No specific method
Employment orientation and
training
Access to contribute
Member community open to
public including students
downstream
Private — but some possible
input by students
Roles of design
team members
Loosely defined, overlapping,
broad skills
Specialized, clearly defined
Organizational
structure
Flat, collaborative,
representational, some
meritocratic
Hierarchical or faculty based
Communication
F-F and virtual meetings, mailing
lists, wiki pages, microblogs
Mostly business communication
tools (email, meetings)
Intended uses
As originally intended or
repurposed for multiple uses
and settings
Defined purpose determined in
learner, job, institutional or
market analysis
Traditional/Open design and development comparison
17. 17
Aspect
Open Design and
Development
Traditional Instructional
Design
Content copyright
Open licensing (CC) with some
rights reserved
Mostly rights reserved
Content versions Multiple possible via forks Official version
Design processes Informal design processes
More formal design processes
and documentation
Authoring
environment
Open source social software Proprietary
Delivery
environment
Wiki, LMS, other options
Dedicated proprietary
application
Pedagogy
Varied, depending on
individual development teams
and their preferences
Generally in line with
overarching institutional
model
Maintenance Ongoing, community based Episodic, managed
Traditional/Open design and development comparison
18. Citizenship in an
OER ecosystem
• Design challenges with use
of OER
– File formats
– LMS
– Multiple versions
– Schedules and timetables
– Embedded cohort model
– Copyright issues
– Cultural biases
18
• Developing as OER
– Maintain editable source
files
– Open environment
– Transparent versions/forks
– Maintain flexiblity
– Design for choices
– Go CC!
– Consider cultural diversity
19. Community
• Importance of developer
community
– Developer motivations
(want to make a
contribution)
– A community of volunteers
(attrition) – needs to grow
– Division of labor - developer
specializations (multiple
roles)
– Mentoring
– Shared and standardized
communication habits
(essential for shared
understanding of project)
– Mediating artifacts
19
19
“When code [open
curriculum] and
community do not
develop in parallel, the
learning curve can be
steep” (O’Mahoney,
2007)
20. Institutional
cultures
20
http://wikieducator.org/Art_Appreciation_and_Techniques/Module_3a
Upon successful completion of this course, students
will be able to:
PICK 3 Assignments (Summative)
1
Interpret examples of visual art using a five-step
critical process that includes description, analysis,
context, meaning, and judgment.
Also use Module 4 Assignment 3
(Saylor)
2
Identify and describe the elements and principles of
art.
Assignment "Worksheet 3"
Module 3 (Saylor) - tweak it -
3
Use analytical skills to connect formal attributes of art
with their meaning and expression. Assignment 5 0 Module 7 (Saylor)
4
Explain the role and effect of the visual arts in
societies, history, and other world cultures. Assignment 1 (Saylor) Module 1 -
5
Articulate the political, social, cultural, and aesthetic
themes and issues that artists examine in their work. Assignment 4, Module 5 (Saylor)
6
Identify the processes and materials involved in art
and architectural production.
Formative quiz in relevant
modules
7
Utilize information to locate, evaluate, and
communicate information about visual art in its
various forms.
Worksheet 6 - Module 6 (Saylor)
and Discussion Question 12 from
Module 8 (Saylor) and Worksheet
10, Module 10 (Saylor)
End of
course Final comprehensive assignment
Build portfolio through course -
integrate as final portfolio piece -
Curatorial statements -
Assignment 6, Module 10 (Saylor)
Activities
Module Goals Individual Group
Define ‘art’ within a cultural perspective. Quizzes for each Module (Optional)
Reflective questions Discussion questions
Assignment example
Institutional
constraints –
assessment and
credit, curricular
oversight
- Need for new
flexibility
- Change
management
and advocacy
- Policy
- Culture
21. 21
Potential and
promises
• Collaboration towards open learning opportunities
beyond traditional constraints
• Develop global community of instructional design and
development expertise using OER
• See OER from viewpoints of creation and reuse
• A new way of thinking and working together
• Process stays grounded at grassroots level
• Use OER projects as catalyst for institutional innovation
22. Join us!
• Planning groups under way
22
Demonstration of Reification in Perception. S. Lahar. Public Domain.
24. How it began
Source: http://en.wikipedia.org/wiki/WABAC_machine
• 1996 - 2001
• Reusable content will
revolutionize higher
education
• New pathways to learning
for students can be
created
...For most institutions,
courses continue to be the
standard units of
instruction, the “one-size-
fits-all” building blocks of
academic credit, even
within the virtual
education arena
25. Research question
25
What is the lived experience of educators
who are implementing OER to support
teaching and learning needs within British
Columbia post-secondary educational
institutions?
26. Page |
2003-2012
$10 million invested
144 grants awarded
100% participation across system
83% partnerships
47 credentials developed in whole or part via OPDF
355 courses, 12 workshops, 19 web sites/tools and 396 course
components (learning objects, labs, textbooks, manuals, videos)
100% open license for free and open sharing and reuse by all
BC post-secondary institutions
Online Program Development Fund (OPDF)
27.
28.
29. Review of literature
• Open educational resources, open licenses and OER
projects
• Issues, criticisms, gaps in knowledge about OER use
• Methodological challenges and potential approaches
to research
29
30. Status of scholarship
• Culture of sharing and
collaboration
• Quality assurance
• Localization
requirements
30
• Instructional design and
development processes
• Technologies and tools
• Business models and
policy structures
31. Culture of sharing and collaboration
• Establishing “openness” as a virtue (Carey, 2011;
D’Antoni & Savage, 2010)
• The culture of the academy
• Designing for reusability from the outset
• Community and team building as a strategy
31
Question: Under what conditions could a group of developers at different institutions
cooperate on the development of an OER?
32. Localization and community requirements
• Adapting, refining or revising design processes to match
the potential for OER reuse (Conole, 2010; Petrides,
Nguyen, Karliani & Jimes, 2008; Wiley, 2006
• OER as a “supply-side” phenomenon
• Implications for changing design practices
• Articulation and transfer—program planning
32
Question: How do instructional developers, instructors and faculty approach the use
and reuse of learning resources in their current practices and what are the
implications for new practice afforded by openly licensed resources?
33. Technologies and tools
• Technology and technological decisions as a governing
force—function following form (Kehrwald, 2010;
Feenberg, 2004; William & Edge, 1996; Smith & Marx,
1994)
• Deterministic practices or democratic
rationalization
• What tools, practices and processes are actually
needed?
33
Question: How do instructors, faculty and instructional developers use OER in
institutional contexts where technology selection and deployment decisions may be
beyond their influence? Do they have the right tools to promote adoption,
adaptation, or creation of open resources?
35. Answering the research questions
35
Academic culture
* tenure and promotion practices
* extension of collaborative practices
Educational practices
* OER as trigger for pedagogical discussions
* collegial engagement and trust
OER concepts and practices
* training needs, library engagement
* spirit of openness and collaborative practice
Instructional design
* labour-intensive, requiring new skills
* moving from content to pedagogy in the discussion
Institutional contexts
* articulation and transfer concerns
* clarity around copyright and open licensing
Quality assurance
* quality assurance rubrics and processes needed
* twofold effect: build confidence and a community of
practice for sustainability
Professional support
* multi-level marketing and training; discipline-based
* better tools and process for OER use and remixing
Funding support
* the incentive approach works
* catalytic effect when open textbooks were
announced
* sustainability is an issue
Technology factors
* rationalization vs. determinism
* need for an experimental “sandbox”
36. Conclusions and recommendations
• For OER to become mainstream in the British Columbia higher education
sector
• It will require promotion of OER concepts, attributes and value propositions at all
levels: with administrators, department chairs, instructors and students within
institutions, as well as with articulation committees on a system-wide basis
• It will require intentional and targeted training programs for individuals and discipline-
specific groups to move beyond a small cadre of early adopters associated with the
OPDF
• It will require better tools for search and storage, and support for communities of
practice that are willing to evaluate and curate quality assured digital OER collections
36