Opal case study 03 open exeter ukDocument Transcript
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Case Study Title:
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Type of organisation described by the case study, address of organisation,
hyperlink to organisation, hyperlink to case study source:
Case Study Contributed by:
Andreia Inamorato dos Santos
1. Mandatory - A brief summary of the institution to be used as a case study
About 500 words please on a description of the institution, its OER history
Open Exeter is a JISC-funded project to release existing learning resources as
OER, under a suitable license for content use and reuse.
The project was launched in May 2009, with the target to make available
content equivalent to 360 study credits in their academic system. They aim
to embed OER provision into their mainstream content production in the
University. They envisage administrating the production and publication
process of the material by using an Information Technology Infrastructure
Open Exeter chose to adopt the Creative Commons License, attribution, non-
commercial, share-alike (cc-by-nc-sa). They are working towards a
streamlined copyright clearance system.
Interoperability of systems is also a concern to Open Exeter, so the materials
they are launching can be downloaded as ZIP files, and are released in the
IMS Content Package format. At present, their VLE is Moodle.
2. Quality – OER/OEP
How does the institution approach quality in OER? Is there any current
indication of a quality concept or process? Does the institution perceive
quality from the perspective of the quality of open educational resources or
the quality of open educational practice? How does the institution show
quality through OEP versus quality of OEP? What methods, concepts and
practices are used to enhance the quality of OEP?
The project places the academics in a role to control quality. There is no
formal process to quality control, but a trust that work submitted by
academics for online publication has embedded quality. The initiative
therefore believes in the quality of its existing materials.
There is a concern on both quality of OER and OEP. The focus however is on
the quality of OEP, because the project aims to not only make resources
available but also to trigger resources reuse by embedding IMS content
package into the delivery of its content. This way, other institutions and
individuals can embed their materials in other OER initiatives more easily.
How can OER/OEP innovate educational practices? What current innovative
practices are there in the institution? Please do not regard innovation from
just a technology perspective!
Exeter University wants to mainstream the production and provision of OER
into its main academic activities. They envisage administrating the
production and publication process of the material by using an Information
Technology Infrastructure Library system.
What are the current OER/OEP policy arrangements at institutional and
national level across Europe/the World?
In the case of Exeter it falls into the OER UK national initiative funded by JISC.
What actors are involved in OER/OEP? Is there any evidence to show that
OER actors do not always promote OEP but “only” access to OER?
• University decision makers
At the moment the initiative is promoting access, aiming for take up and
What OER/OEP initiatives can be evidenced? Is there any evidence to show
that OER initiatives do not always promote OEP but “only” access to OER?
See above, number 5.
7. Open Educational Practices
Can you identify some case studies/ descriptions which form the illustrative
base for a more general model of OEP?
8. Tools and Repositories
What tools and repositories are being used to deliver OER/OEP? For example
Their own repository, supported by Moodle and IMS common cartridge
compliant for ease in the transfer of resources.
Can you identify any strategies for organisations to use OER/OEP? Can you
identify any business models that promote OER/OEP?
The Information Technology Infrastructure Library system, developed by
Exeter to manage the publication of OER in Open Exeter.
10. Current barriers and enablers
What are the barriers to the use of OER/OEP? Is there any evidence to how
these barriers have been overcome? What are the enablers to the use of OER/