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Opal case study 07 open learning environment university college london uk

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  • 1. Template Sections for completion: Case Study Title: Open Learning Environment for Low Countries Early Modern History, University College London Case Study Country: UK Type of organisation described by the case study, address of organisation, hyperlink to organisation, hyperlink to case study source: HE http://www.ucl.ac.uk/dutch/OER/ http://www.dutch.ac.uk/ Case Study Contributed by: Andreia Inamorato dos Santos Sections 1-10 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 and approach. This project is funded by JISC and the Higher Education Academy, and aims to turn a comprehensive survey course in Early Modern Low Countries history, from the late Middle Ages to the end of the 18th century, into a multimedia and Web 2.0 enriched Open Educational Resource (OER). It makes available existing teaching materials from the proposer’s survey course in early Low Countries history - DUTC1011 ‘Aspects of the history of the Low Countries’, which is currently taught as a web-enhanced face-to-face course to undergraduate students at UCL. Type of initiative: subject specific Funding runs from the 30th April 2009- 30th April 2010 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?
  • 2. The quality of OER seems to rely on the academics’ judgment of the content available. 3. Innovation 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! To transform an existing technology enhanced face to face course into an OER. 4. Policy What are the current OER/OEP policy arrangements at institutional and national level across Europe/the World? In the case University College London, the work is possible due to the OER UK national initiative funded by JISC. 5. Actors 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? • Academics • learners 6. Initiatives 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? 7. Open Educational Practices Can you identify some case studies/ descriptions which form the illustrative base for a more general model of OEP? The transformation of existing material designed for face to face study into OER. Ex. University College London and their ‘subject specific’ OER course. However, although some of the materials are free for studying, they cannot be repurposed as they have ‘all rights reserved’. 8. Tools and Repositories What tools and repositories are being used to deliver OER/OEP? For example GLOW, Connexions In this case their own website : http://www.dutch.ac.uk/ 9. Strategies Can you identify any strategies for organisations to use OER/OEP? Can you identify any business models that promote OER/OEP? In this case the taster courses seem to work as ‘shopping windows’ for their mainstream paid for courses.
  • 3. 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/ OEP? Barriers not identified in desk research.