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Staff Attitudes to Open Learning

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Andy Beggan, University of Nottingham

Andy Beggan, University of Nottingham

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  • .
  • Respondents listed Powerpoint slides (66%), reading lists (53%) and lecture notes (49%) as the three main types of resources they would publish openly, with Powerpoint slides (59%), lecture notes (46%), images (46%) and reading lists (43%) as the main types of resources they wanted to use openly.Is this because this is most useful of most easily reused??? Toolkits!
  • Transcript

    • 1. “Opening Up: Staff attitudes to open learning”OCWC Global7th May 2010
      Andy Beggan
      Learning Team Leader
      The University of Nottingham
    • 2. Outline of presentation
      About Nottingham
      Why open learning?
      Strategic drivers
      Background
      Staff attitudes
      Focus group feedback
      Staff survey results
      Challenges
      Activities
      Impact on Nottingham
      Next steps
    • 3. About Nottingham
      • Research led institution
      • 4. Student numbers
      • 5. 39,300 students (postgrad and undergrad)
      • 6. 9,700 international (130 countries)
      • 7. Six campuses (inc. China and Malaysia)
      • 8. E-Learning Support (Learning Team)
      • 9. Multimedia production unit
      • 10. VLEs
      • 11. E-assessment
      • 12. Video production/podcasting
      • 13. Computer aided learning
      • 14. E-learning development (Xerte)
    • U-Now
    • 15. Social responsibility
      Promotional opportunities
      Cost efficiencies
    • 16. What is Nottingham doing?
      U-Now – OCW/OER
      Launched 2007
      Member of OCWC 2008
      11,280 visitors Q1 2010
      Up 67% over Q1 2009
      Over 2000 downloads for ‘Anatomists cookbook
      UK HEA/JISC funded through BERLiN project 2009/10
    • 17. The BERLiN project
      Re-invigorate the U-Now (2009/10)
      Capturing examples from across all campuses
      Issues assigning credits? Led to ‘module frameworks’
      Introduction to microeconomics
      Rich learning objects add further depth
      No limitations of what can be made available
      Podcasts and videos, interactive learning content, PDFs, etc
      Copyright ‘hurdles’ main barrier
    • 18. Opening up: Staff attitudes
      Open learning focus groups (Summer 2009)
      20 academic staff across 5 focus groups
      All faculties at all levels of academic staff
      Feedback grouped under themes
      Areas
      +ve, -ve, neutral
      Themes
      Online staff survey (Mar 2010)
      6% of academic staff (98)
    • 19. Focus group feedback
      Focus groups
    • 20. Distribution across themes
      Focus groups
    • 21. 1. Social responsibility
      “I have got this feeling that there’s people out there who don’t have access to education and that they’ve got access to the internet. Maybe they could use these courses or sessions or the odd video or whatever to just top up what they cannot manage to get from their own education system.”
      Focus groups
    • 22. 1. Social responsibility
      Focus groups
    • 23. Connections
      Connections
    • Staff survey
    • 28. OER Africa feedback on U-Now
      Address multiple audiences at the same time
      Display
      Intended level of use and target audience
      Brief description
      Licence
      File size
      Technical information and publisher
      Downloading instructions
      Different approaches to navigation (browse, filter, search)
      Encourage editing and repurpose
      UKOER~OER Africa / UNESCO partnerships
      OER ‘Shopping list’ to support African HEIs
      International partnerships
    • 29. 2. Promotion
      “I don’t think it would make any difference to our reputation as teachers. The whole culture is research. All the promotions and everything are through research.”
      “I fought quite hard for the materials to be made more widely available than just within the University for a number of reasons. It adds to the reputation of the Centre, it attracts good tutors; it’s got lots of knock on effects that are very positive.”
      Focus groups
    • 30. 2. Promotion
      Focus groups
    • 31. Staff survey
    • 32. Open Courseware Consortium
      Joined OCWC in 2007/8
      One of 4 UK members
      Mathematical institute, Oxford
      Peoples-uni.org
      The Open University
      The University of Nottingham
      Doubled visitors to U-Now
      Around 30% referrals to U-Now Q1 2010 comes via OCWC
      Submission via RSS
    • 33. Promotion of staff
    • 34.
    • 35. 3. Cost efficiencies
      “ I’ve used other people’s materials and some stuff you see is terrible and other things you think oh that’s a good idea I’ll do it like that. You pick and choose, mix it up with your own stuff and I find that an incredibly positive process.”
      “There would be issues over copyright, principally images, graphs, figures, data from papers and textbooks used willy-nilly in lectures because you don’t have that fear… you are breaching copyright.”
      Focus groups
    • 36. 3. Cost efficiencies
      Focus groups
    • 37. Staff survey
    • 38. Re-purposing OER
    • 39. Staff survey
    • 40. XPERT
      Producer-centric models
      Xerte Public E-learning ReposiTory
      UK JISC funded under rapid innovation programme
      To progress the vision of a distributed architecture of e-learning resources for sharing and re-use
      Based on Xerte Online Toolkits
      www.nottingham.ac.uk/xerte
      www.nottingham.ac.uk/xpert/
    • 41. Xerte Online Toolkits
    • 42. XPERT
    • 43. http://www.nottingham.ac.uk/xpert/
    • 44. Staff survey
    • 45. Staff survey
      Impact on Nottingham
    • 46. Next steps
      Social responsibility
      UKOER~OER Africa framework
      Promotion
      U-Now website review
      School based and subject based RSS feeds
      Support growth of local communities
      Link to prospectuses / school webpages
      Cost efficiencies
      ‘Digital literacy course’
      Appropriate reuse and repurpose of OER
      Workshops, seminars, PGCHE
      New tools and technologies
    • 47. Any Questions?
      http://unow.nottingham.ac.uk/