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The involvement of c sap in the open educational
The involvement of c sap in the open educational
The involvement of c sap in the open educational
The involvement of c sap in the open educational
The involvement of c sap in the open educational
The involvement of c sap in the open educational
The involvement of c sap in the open educational
The involvement of c sap in the open educational
The involvement of c sap in the open educational
The involvement of c sap in the open educational
The involvement of c sap in the open educational
The involvement of c sap in the open educational
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The involvement of c sap in the open educational

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  • 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
  • An expert workshop was held in Birmingham on 25th February 2011. Participants included Kate Orton-Johnson (University of Edinburgh), Alan Bryman (University of Leicester), Antje Lindenmeyer (University of Warwick), Sean Moley (NCRM, University of Southampton), Sara Ryan (University of Oxford) and Dave Harris (MARJON, University College Plymouth).The event was divided into two parts; the first was a discussion of issues relating to finding and using resources to support teaching research methods in the social sciences. The second part was an informal ‘user-testing’ session where participants were asked to search for resources on a particular topic using a number of OER sites including JORUM, Xpert, MERLOT and Connexions.
  • Transcript

    • 1. Involvement of C-SAP in the Open Educational Resources Programme
      Anna Gruszczynska, C-SAP
    • 2. UKOER projects
      a critical social science perspective on the processes of sharing digital educational resources, as well as related challenges.
      “Evaluating the Practice of Opening up Resources for Learning and Teaching in the Social Sciences”
      “Discovering Collections of Social Science Open Educational Resources”
      “Cascading Social Science Open Educational Resources”
    • 3. Pilot phase project
      6 academic partners: sociology (2), politics (2), anthropology (1) and criminology (1)
      Each partner contributed approximately 60 credits or equivalent of teaching material
      Materials were deposited into JORUMOpen and MERLOT (US-based educational repository) for sharing
    • 4. C-SAP OER pilot project overview (2)
      Rationale
      Aims
      Explore processes, challenges, assumptions about sharing and re-use
      Examine the taken-for-granted, tacit assumptions behind teachers’ selection of topics, issues, pedagogic approaches etc.
      Encourage longer term release of open resources
      • Within the context of HE academic practice, most teaching resources are produced at individual level
      • 5. The ways in which resources are used in a teaching context are often unrecorded (relying on tacit understanding)
      • 6. To re-use material effectively, such tacit understandings might have to be revealed and made open
    • Pilot project outputs
      Project toolkit: guidance and mapping framework for OER creation
      Case studies: reflections on the process of “opening up” teaching materials
    • 7. Collections project
      Key objective: to improve the discoverability of OER materials to support research methods teaching
      Exploration of ways in which teaching staff search and use methods resources through survey of practices and expert workshop
      Development of research methods website offering high-quality, vetted resources
    • 8. Key Findings
      Trust key issue – people prefer in-house or resources from known universities (or publishers)
      Own data sets preferred for teaching methods
      Licensing not seen as an issue within academic institutions
      Disciplinary origin of resources less relevant than using examples that connect to students
      Most participants not keen to submit OERs
      Google considered more effective for finding resources
      7
    • 9. Overview of methods website
    • 10. Cascade project
      Three HEI partners:
      Welsh Federal College
      University Centre at Blackburn College
      Teesside University
      Emphasis on the broader context (cultural/institutional) in which OERs are created and (re)used and any resulting issues and/or tensions 
      Cascade framework: Model of release, discovery and reuse of OERs which can be “cascaded”, that is, taken up and incorporated into new contexts
    • 11. Cascade tools
      Set of tools which will allow academics to reflect upon their own practice and examine conditions in which their teaching resources can be used/reused and shared
      Existing OER resources to support OER release
      Influences from the pilot phase
      Reflexive tasks
      Student engagement
      Web2.0 tools
    • 12. Cascade project: OER release
    • 13. Questions? Comments?

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