OER in the Social Sciences: Tacit models of resource creation Anna Gruszczynska, C-SAP (Higher Education Academy Subject C...
C-SAP OER pilot project overview (1) <ul><li>Part of UK Open Educational Resources programme subject strand </li></ul><ul>...
C-SAP OER pilot project overview (2) <ul><li>Rationale </li></ul><ul><li>Within the context of HE academic practice, most ...
Exploring ‘tacitness’ <ul><li>Copyright and IPR </li></ul><ul><li>‘ Ownership’ status </li></ul><ul><li>Module provenance ...
C-SAP OER project toolkit: mapping <ul><li>Mapping for OER </li></ul><ul><ul><li>Overview  </li></ul></ul><ul><ul><li>Peda...
C-SAP OER project toolkit: diagnose/review <ul><li>Possibility of re-using OER descriptions created with the mapping tool ...
Project case studies <ul><li>Partners’ reflections on the process: before, during, after – examination of assumptions, cha...
Deposit into JORUMOpen <ul><li>Search terms: </li></ul><ul><li>Collections  </li></ul><ul><li>Author </li></ul><ul><li>tit...
Deposit into MERLOT <ul><li>Search terms: </li></ul><ul><li>Materials </li></ul><ul><li>Members </li></ul><ul><li>Learning...
Questions? Comments? <ul><li>For more information about the C-SAP OER pilot project or to download the toolkit please visi...
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OER2011: Tacit models of resource creation

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Presentation delivered at OER2011 conference in Manchester

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  • : making educational resources more “open” and less reliant on tacit pedagogic practice by using insights gained from the process of peer review and social science knowledge production. Notion of 60 credits contribution. With other activity. Existing content, not new content. JORUMOpen – overview if possible
  • The general aim was to establish partners’ experiences of opening up their educational resources and to examine to what extent other academics could do the same with their material (with or without project support). Subject benchmarks, professional identities etc vs. core curricula – much freedom in social science, identified in rationale, but a challenge for the project. Rationale for pedagogic intention, re-use and dis-aggregation (awkward terms, part of problem with learning tech discourse) A need for learning design, structure, meaningful purpose, notion of the polished repertoire
  • a. courses are designed as &apos;sets&apos; of modules (i.e. they have been modularised) b. modules (in line with HE convention and practice) are aligned with learning outcomes, and a form of assessment c. the contextualisation of modules involves intent that is often implicit / tacit / invisible - and constructing them to be shared requires this intent to be re-examined by a) the originator b) future user(s) d. stripping away contextual info in modules in order that they might be re-used is problematic in that insufficient structure may remain for others to use Localised Context-bound Located on institutional VLEs Linked to assessment practices Linked to learning outcomes Encode ‘tacit’ understandings Implied pedagogies / approaches Varied in nature of ‘artefact’ (digital format)
  • the ‘diagnostic’ tool allows users to take the OER descriptions created during the project, and adapt and save for their own purposes. It also offers a guided / supported process for creating new OERs from other module content.
  • What depositors assumed The main users will be knowledge experts Quality control is provided by university procedures Accessibility - also as per university procedures Sustainability - just the short term, but no clear view Prerequisites - not a key issue, assumed resource is adaptable – material offered at diff levels
  • OER2011: Tacit models of resource creation

    1. 1. OER in the Social Sciences: Tacit models of resource creation Anna Gruszczynska, C-SAP (Higher Education Academy Subject Centre for Sociology, Anthropology and Politics)
    2. 2. C-SAP OER pilot project overview (1) <ul><li>Part of UK Open Educational Resources programme subject strand </li></ul><ul><li>Critical social sciences perspective on the processes of sharing digital educational resources </li></ul><ul><li>6 academic partners: sociology (2), politics (2), anthropology (1) and criminology (1) </li></ul><ul><li>Each partner contributed approximately 60 credits or equivalent of teaching material </li></ul><ul><li>Materials were deposited into JORUMOpen and MERLOT (US-based educational repository) for sharing </li></ul>
    3. 3. C-SAP OER pilot project overview (2) <ul><li>Rationale </li></ul><ul><li>Within the context of HE academic practice, most teaching resources are produced at individual level </li></ul><ul><li>The ways in which resources are used in a teaching context are often unrecorded (relying on tacit understanding) </li></ul><ul><li>To re-use material effectively, such tacit understandings might have to be revealed and made open </li></ul><ul><li>Aims </li></ul><ul><li>Explore processes, challenges, assumptions about sharing and re-use </li></ul><ul><ul><li>Examine the taken-for-granted, tacit assumptions behind teachers’ selection of topics, issues, pedagogic approaches etc. </li></ul></ul><ul><li>Encourage longer term release of open resources </li></ul>
    4. 4. Exploring ‘tacitness’ <ul><li>Copyright and IPR </li></ul><ul><li>‘ Ownership’ status </li></ul><ul><li>Module provenance and history </li></ul><ul><li>‘ Normal’ review prior to open release </li></ul><ul><li>Relation of original programmes </li></ul><ul><li>Community of practice </li></ul><ul><li>Collaborative wiki workspace </li></ul><ul><li>Peer supported review exercises </li></ul><ul><li>‘ Mapping’ of module outline and contents to facilitate re-use </li></ul><ul><li>Copyright audits of materials </li></ul><ul><li>Project toolkit - ‘mapping’ materials, ‘diagnostic’ editing </li></ul><ul><li>Source ‘content’ deposited in JORUM and other platforms </li></ul><ul><li>Module mappings in project website </li></ul>
    5. 5. C-SAP OER project toolkit: mapping <ul><li>Mapping for OER </li></ul><ul><ul><li>Overview </li></ul></ul><ul><ul><li>Pedagogy </li></ul></ul><ul><ul><li>Subject benchmarks </li></ul></ul><ul><ul><li>Outcomes and assessment </li></ul></ul><ul><ul><li>Content </li></ul></ul><ul><ul><li>Comments </li></ul></ul>
    6. 6. C-SAP OER project toolkit: diagnose/review <ul><li>Possibility of re-using OER descriptions created with the mapping tool </li></ul><ul><li>Guidance on creating new OERs from existing module content </li></ul>
    7. 7. Project case studies <ul><li>Partners’ reflections on the process: before, during, after – examination of assumptions, challenges involved in “opening up” the materials </li></ul><ul><li>Focused around one module - but reflect across the scope of the project </li></ul><ul><li>Video overview and module ‘map’ link </li></ul><ul><li>Supporting materials </li></ul>
    8. 8. Deposit into JORUMOpen <ul><li>Search terms: </li></ul><ul><li>Collections </li></ul><ul><li>Author </li></ul><ul><li>title </li></ul><ul><li>keywords </li></ul><ul><li>Granularity: mostly single items </li></ul><ul><li>Tacit elements of resource provided in the description field </li></ul>http://resources.jorum.ac.uk/xmlui/handle/123456789/2829
    9. 9. Deposit into MERLOT <ul><li>Search terms: </li></ul><ul><li>Materials </li></ul><ul><li>Members </li></ul><ul><li>Learning exercises </li></ul><ul><li>Subject Categories </li></ul><ul><li>Additional features : </li></ul><ul><li>Peer review </li></ul><ul><li>Comments </li></ul><ul><li>Description field as a space to explore tacit practice </li></ul>http://www.merlot.org/merlot/viewMaterial.htm?id=446078
    10. 10. Questions? Comments? <ul><li>For more information about the C-SAP OER pilot project or to download the toolkit please visit http://www.c-sap.bham.ac.uk/oer/ </li></ul><ul><li>To find out more about the involvement of C-SAP in the OER programme, have a look at OER-related resources on our slideshare account http://www.slideshare.net/CSAPSubjectCentre/tag/ukoer </li></ul><ul><li>If you have any queries related to this presentation or work undertaken by C-SAP, feel free to contact Anna Gruszczynska, [email_address] . </li></ul>
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