“Opening Up: Staff attitudes to open learning”OCWC Global7th May 2010<br />Andy Beggan<br />Learning Team Leader<br />The ...
Outline of presentation<br />About Nottingham<br />Why open learning?<br />Strategic drivers<br />Background<br />Staff at...
About Nottingham<br /><ul><li>Research led institution
Student numbers
39,300 students (postgrad and undergrad)
9,700 international (130 countries)
Six campuses (inc. China and Malaysia)
E-Learning Support (Learning Team)
Multimedia production unit
VLEs
E-assessment
Video production/podcasting
Computer aided learning
E-learning development (Xerte)</li></li></ul><li>U-Now<br />
Social responsibility<br />Promotional opportunities<br />Cost efficiencies<br />
What is Nottingham doing?<br />U-Now – OCW/OER<br />Launched 2007<br />Member of OCWC 2008<br />11,280 visitors Q1 2010<br...
The BERLiN project<br />Re-invigorate the U-Now (2009/10)<br />Capturing examples from across all campuses<br />Issues ass...
Opening up: Staff attitudes<br />Open learning focus groups (Summer 2009)<br />20 academic staff across 5 focus groups<br ...
Focus group feedback<br />Focus groups<br />
Distribution across themes<br />Focus groups<br />
1. Social responsibility<br />	“I have got this feeling that there’s people out there who don’t have access to education a...
1. Social responsibility<br />Focus groups<br />
Connections<br /><ul><li>Internal
External
Partnerships</li></ul>Connections<br /><ul><li>Internal
External
Partnerships</li></li></ul><li>Staff survey<br />
OER Africa feedback on U-Now<br />Address multiple audiences at the same time<br />Display<br />Intended level of use and ...
2. Promotion<br />	“I don’t think it would make any difference to our reputation as teachers. The whole culture is researc...
2. Promotion<br />Focus groups<br />
Staff survey<br />
Open Courseware Consortium<br />Joined OCWC in 2007/8<br />One of 4 UK members<br />Mathematical institute, Oxford<br />Pe...
Promotion of staff<br />
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Staff Attitudes to Open Learning

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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!
  • Staff Attitudes to Open Learning

    1. 1. “Opening Up: Staff attitudes to open learning”OCWC Global7th May 2010<br />Andy Beggan<br />Learning Team Leader<br />The University of Nottingham<br />
    2. 2. Outline of presentation<br />About Nottingham<br />Why open learning?<br />Strategic drivers<br />Background<br />Staff attitudes<br />Focus group feedback<br />Staff survey results<br />Challenges<br />Activities<br />Impact on Nottingham<br />Next steps<br />
    3. 3. About Nottingham<br /><ul><li>Research led institution
    4. 4. Student numbers
    5. 5. 39,300 students (postgrad and undergrad)
    6. 6. 9,700 international (130 countries)
    7. 7. Six campuses (inc. China and Malaysia)
    8. 8. E-Learning Support (Learning Team)
    9. 9. Multimedia production unit
    10. 10. VLEs
    11. 11. E-assessment
    12. 12. Video production/podcasting
    13. 13. Computer aided learning
    14. 14. E-learning development (Xerte)</li></li></ul><li>U-Now<br />
    15. 15. Social responsibility<br />Promotional opportunities<br />Cost efficiencies<br />
    16. 16. What is Nottingham doing?<br />U-Now – OCW/OER<br />Launched 2007<br />Member of OCWC 2008<br />11,280 visitors Q1 2010<br />Up 67% over Q1 2009<br />Over 2000 downloads for ‘Anatomists cookbook<br />UK HEA/JISC funded through BERLiN project 2009/10<br />
    17. 17. The BERLiN project<br />Re-invigorate the U-Now (2009/10)<br />Capturing examples from across all campuses<br />Issues assigning credits? Led to ‘module frameworks’<br />Introduction to microeconomics<br />Rich learning objects add further depth<br />No limitations of what can be made available<br />Podcasts and videos, interactive learning content, PDFs, etc<br />Copyright ‘hurdles’ main barrier<br />
    18. 18. Opening up: Staff attitudes<br />Open learning focus groups (Summer 2009)<br />20 academic staff across 5 focus groups<br />All faculties at all levels of academic staff<br />Feedback grouped under themes<br />Areas<br />+ve, -ve, neutral<br />Themes<br />Online staff survey (Mar 2010)<br />6% of academic staff (98)<br />
    19. 19. Focus group feedback<br />Focus groups<br />
    20. 20. Distribution across themes<br />Focus groups<br />
    21. 21. 1. Social responsibility<br /> “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.”<br />Focus groups<br />
    22. 22. 1. Social responsibility<br />Focus groups<br />
    23. 23. Connections<br /><ul><li>Internal
    24. 24. External
    25. 25. Partnerships</li></ul>Connections<br /><ul><li>Internal
    26. 26. External
    27. 27. Partnerships</li></li></ul><li>Staff survey<br />
    28. 28. OER Africa feedback on U-Now<br />Address multiple audiences at the same time<br />Display<br />Intended level of use and target audience<br />Brief description<br />Licence<br />File size<br />Technical information and publisher<br />Downloading instructions<br />Different approaches to navigation (browse, filter, search)<br />Encourage editing and repurpose<br />UKOER~OER Africa / UNESCO partnerships<br />OER ‘Shopping list’ to support African HEIs<br />International partnerships<br />
    29. 29. 2. Promotion<br /> “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.” <br />“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.”<br />Focus groups<br />
    30. 30. 2. Promotion<br />Focus groups<br />
    31. 31. Staff survey<br />
    32. 32. Open Courseware Consortium<br />Joined OCWC in 2007/8<br />One of 4 UK members<br />Mathematical institute, Oxford<br />Peoples-uni.org<br />The Open University<br />The University of Nottingham<br />Doubled visitors to U-Now<br />Around 30% referrals to U-Now Q1 2010 comes via OCWC<br />Submission via RSS<br />
    33. 33. Promotion of staff<br />
    34. 34.
    35. 35. 3. Cost efficiencies<br /> “ 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.” <br />“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.”<br />Focus groups<br />
    36. 36. 3. Cost efficiencies<br />Focus groups<br />
    37. 37. Staff survey<br />
    38. 38. Re-purposing OER<br />
    39. 39. Staff survey<br />
    40. 40. XPERT<br />Producer-centric models<br />Xerte Public E-learning ReposiTory<br />UK JISC funded under rapid innovation programme<br />To progress the vision of a distributed architecture of e-learning resources for sharing and re-use<br />Based on Xerte Online Toolkits<br />www.nottingham.ac.uk/xerte<br />www.nottingham.ac.uk/xpert/<br />
    41. 41. Xerte Online Toolkits<br />
    42. 42. XPERT<br />
    43. 43. http://www.nottingham.ac.uk/xpert/<br />
    44. 44. Staff survey<br />
    45. 45. Staff survey<br />Impact on Nottingham<br />
    46. 46. Next steps<br />Social responsibility<br />UKOER~OER Africa framework<br />Promotion<br />U-Now website review<br />School based and subject based RSS feeds<br />Support growth of local communities<br />Link to prospectuses / school webpages<br />Cost efficiencies<br />‘Digital literacy course’ <br />Appropriate reuse and repurpose of OER<br />Workshops, seminars, PGCHE<br />New tools and technologies<br />
    47. 47. Any Questions?<br />http://unow.nottingham.ac.uk/<br />
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