Jisc11 2 ocstories_amberthomas


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Jisc11 2 ocstories_amberthomas

  1. 1. 15 March 2011 JISC Conference, Liverpool Making the most of open content: Understanding “use” Amber Thomas Programme Manager, JISC
  2. 2. free academic online content Slide data about books e-books research papers & journal articles open educational resources open data digitised collections research data e-theses image collections podcasts & screencasts blogs not all free academic online content is “open content”: the focus of this presentation is OER, OA and open data
  3. 3. what makes content ‘open content’? <ul><li>Essential Characteristics </li></ul><ul><li>Online </li></ul><ul><li>Free at the point of use </li></ul><ul><li>Not password-protected </li></ul><ul><li>Available under an open licence </li></ul><ul><li>Common Characteristics </li></ul><ul><li>OER/open data: editable/repurposable </li></ul><ul><li>OER/open access: academic/user-generated </li></ul><ul><li>but after that, it gets a little more complicated ... </li></ul>
  4. 4. what makes content ‘open content’? <ul><li>There is debate around what makes content “open” </li></ul><ul><li>Open data : 5 Stars of Linked Data, and there are discussions about how far open data and linked data should be aligned </li></ul><ul><li>OERs: definitions : OECD Definition, 4 R:s reuse, revise, remix, redistribute, and there are discussions about what makes an educational resource open, or a resource useful for open education </li></ul><ul><li>Open Access: Research papers tend to be pdfs or text but there are interesting issues around the limitations of PDFs : and the potential for enhanced publications </li></ul>
  5. 5. what makes content “open content”? <ul><li>Open Licensing </li></ul><ul><li>Most well known examples: Creative Commons licences, though there are others </li></ul><ul><li>Owner gives explicit permissions to users to share, remix and reuse, more extensive than (c) all rights reserved </li></ul><ul><li>Useful for: accessibility, preservation, translation, editing ... </li></ul><ul><li>How open is open? Even within creative commons licences there is a spectrum of openness and people draw the lines in different places, especially around “non commercial” and “non derivative” clauses. </li></ul>16/03/11 | Supporting education and research | Slide
  6. 6. ways of using open content <ul><li>Read/view/play it </li></ul><ul><li>Bookmark it, “Favourite” it, Recommend it </li></ul><ul><li>Link to it from your own materials with / without context </li></ul><ul><li>Embed it / stream it into your own webpage </li></ul><ul><li>Link to it live and mash-up/remix with other content </li></ul><ul><li>Download it to your C:drive </li></ul><ul><li>Download it and reload it onto your own webpage/VLE </li></ul><ul><li>Download it and edit the content for your audience </li></ul><ul><li>Download it , strip the branding, make it yours </li></ul><ul><li>Republish your version of the original </li></ul>16/03/11 | Supporting education and research | Slide
  7. 7. efficient optimisation <ul><li>Release brings its own benefits, so why worry about use? </li></ul><ul><li>Release has costs </li></ul><ul><li>Optimising content for use (negotiating rights, formatting, editing) is a major cost </li></ul><ul><li>Knowing how content is used helps efficient optimisation </li></ul><ul><li>Keeping down the costs and increasing the benefits can help make open content release more sustainable </li></ul><ul><li>I expand on these in Making the most of open content: why we need to understand use Part 1 and Part 2 </li></ul>16/03/11 | Supporting education and research | Slide
  8. 8. finding out about use <ul><li>There are a lot of best practice models and scenarios in the research literature, but what do we know about actual use ? </li></ul><ul><li>Finding out about use harder to find than you might expect </li></ul><ul><ul><li>Do people even know they’re using “open content?” An OER is a learning resource with extra characteristics, but it rarely says “OER” on the cover </li></ul></ul><ul><ul><li>When people talk about OER they are usually talking about releasing content </li></ul></ul><ul><ul><li>When people talk about open data they are usually talking about releasing data </li></ul></ul>Slide 10
  9. 9. finding out about use <ul><li>This is open content </li></ul><ul><li>users can be anywhere in the world </li></ul><ul><li>they aren’t paying </li></ul><ul><li>they aren’t logged in </li></ul><ul><li>they don’t have to seek permission to reuse </li></ul><ul><li>So how do we know who they are </li></ul><ul><li>and what they are doing with the content? </li></ul>16/03/11 | Supporting education and research | Slide
  10. 10. finding out about use <ul><li>“ OERs are like toothbrushes” </li></ul><ul><li>analogy of good oral hygiene </li></ul><ul><li>“ A free toothbrush doesn’t insure that people will actually engage in the behavior of brushing their teeth. </li></ul><ul><li>Toothbrushing normally takes place in a private space (like a bathroom), so direct observation isn’t practical. </li></ul><ul><li>Because the organization has no idea who picked up the toothbrushes, they can’t reach back out to people later to find out if people’s oral hygiene actually improved or not.” </li></ul><ul><li>David Wiley, February 2011 </li></ul>Slide 7
  11. 11. understanding uses of OERs Oxford TALL OER Impact Study
  12. 12. finding out about use <ul><li>Just because its hard to find doesn’t mean people aren’t using open content! Andy Beggan, Nottingham observes that reusing web-based content already happens a lot, just illegally, hence the need to strip third party materials out of existing teaching resources to make them into OER. </li></ul><ul><li>Things “open content” providers should do </li></ul><ul><li>Seek feedback from users Peter Robinson, Oxford has shared extensive user feedback about what people valued about the format and the content of the resources they used. </li></ul><ul><li>Get into web analytics Monitor your usage stats, look for trends and clusters of activity, monitor referrals, compare notes with other open content providers, interpret and track usage. </li></ul>16/03/11 | Supporting education and research | Slide
  13. 13. user stories <ul><li>Four stories from people making use of open content </li></ul><ul><li>Ask yourself: </li></ul><ul><li>is there anything different about using “open” content? </li></ul><ul><li>what did open content allow them to do that they couldn’t have done otherwise? </li></ul><ul><li>were they using individual items or whole courses or datasets? (granularity) </li></ul><ul><li>did they access, use, reuse, remix, repurpose, redistribute? (type of use) </li></ul><ul><li>did they attribute, cite sources, retain any branding? </li></ul>16/03/11 | Supporting education and research | Slide
  14. 14. 16/03/11 | Supporting education and research | Slide