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Conole poerup

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  • 1. POERUP Gráinne Conole, University of LeicesterEFQUEL Innovation Forum Granada, Spain 5th – 7th September2012
  • 2. Partners• Sero (coordinator)• University of Leicester• Open University of the Netherlands• Althabasca University• University of Lorraine• SCIENTER• EDEN
  • 3. Context and rationale• Over ten years of the OER movement• Hundreds of OER repositories worldwide• Evaluation shows lack of uptake by teachers and learners• Shift from development to community building and articulation of OER practice
  • 4. Focus• Stimulating the uptake of OER through policy• Building on previous initiatives (such as OPAL and Olnet)• Through country reports and case studies• Evaluate successful OER communities
  • 5. Outputs• Inventory of more than 100 OER initiatives• 11 country reports and 13 mini-reports• 7 in-depth case studies• 3 EU-wide policy papers• 7 options brief packs for EU nations/regions
  • 6. Progress• Country reports – Draft country reports available – http://poerup.referata.com/wiki/Main_Page• Case studies – Identified – Methodology chosen (Social Network Analysis) – Instruments being development (Survey plus semi- structured interviews)
  • 7. Country reports: key themes• Diversity of educational contexts and maturity of internet provision and use of e-learning• Differences in policy support and funding for OER initiatives• Diversity from basic OER awareness to OER maturity and embedding• Few national OER initiatives
  • 8. Emergent themes• Shift from development to OER practices• Broader notion of open practices – open learning, teaching and research• Use of social and participatory media to foster OER communities
  • 9. UK Country Report• Significant funding from JISC/HEA – three phase OER programme with around 100 OER initiatives• Individual fellowships through SCORE and Olnet funding• Institutionally supported initiatives• Related work: iTunesU and MOOCs Ming Nie
  • 10. UK Country Report• Funding mainly from government – top-down• Funding mainly on production/producers, little on end-users or impact on learning• Mainly HE/FE, little school-based• Most institutions don’t have an OER strategy• Lots on cascading and transferring of experience• Most institutions have an OER repository
  • 11. Further informationhttp://www.poerup.info/