Opal case study 35 ndlr ireland
Upcoming SlideShare
Loading in...5
×
 

Opal case study 35 ndlr ireland

on

  • 786 views

 

Statistics

Views

Total Views
786
Slideshare-icon Views on SlideShare
776
Embed Views
10

Actions

Likes
0
Downloads
3
Comments
0

1 Embed 10

http://cloudworks.ac.uk 10

Accessibility

Categories

Upload Details

Uploaded via as Microsoft Word

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Opal case study 35 ndlr ireland Opal case study 35 ndlr ireland Document Transcript

    • Template Sections for completion: Case Study Title: The National Digital Learning Repository Case Study Country: Ireland Type of organisation described by the case study, address of organisation, hyperlink to organisation, hyperlink to case study source: HE http://www.ndlr.ie/ Case Study Contributed by: Gráinne Conole 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. The National Digital Learning Repository (NDLR), as part of the Higher Education Authority’s (HEA) strategic initiative to support greater collaboration in eLearning within the higher education sector, has been set up to support access to and provide support for the development of sharable digital learning resources. The NDLR is a HEA funded pilot project between 21 HEA funded partners. The NDLR project is establishing a framework to enable development and sharing of digital learning resources between the seven Universities of Ireland and the Institutes of Technology. The aims of the NDLR are to: • Investigate and pilot a National Digital Learning Repository. • Foster inter-institution academic groups (Communities of Practice) working towards improving the subject specific learning experience. • Make digital learning resources from the Communities of Practice available within the NDLR for use in teaching and learning. • Provide support for best practice in the development of digital learning resources and the usage of resources from the repository. • Promote awareness of the NDLR across the Universities and Institutes of Technology to encourage the use of the NDLR and membership of the Communities of Practice. Workshops and training sessions will encourage the use and successful implementation of the repository.
    • • Investigate key practices regarding optimal reuse, repurposing and quality assurance of learning resources. • Develop copyright policies and licencing agreements for the NDLR 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 NDLR has a licensing and copyright agreement in place - http://www.ndlr.ie/start/licence.php The structure consists of the following levels: • HEA – funds NDLR • NDLR – repository, provides access under NDLR licences • HEA/NDLR Institutional licence and sub-licence agreement • HEA/NDLR institutional user agreement – offers the licence permission to access and use materials The Memorandum of Understanding (MoU) operates at the level of groups or communities who need a framework agreement to facilitate cooperation. This agreement does not require Institutional signatures and the HEA/NDLR is not a party thereto. They also run a range of events and training sessions. One of particular relevance here is around Quality and OER. ‘Teaching to Improve the Quality of Student Learning’. The research into how students learn and how course design influences the quality of learning has been developing rapidly in recent years. This one-day workshop has been designed for experienced academics who want to improve the way they teach and how they design their modules and programmes. It is a practical workshop and will explore how research and new understandings can be applied to areas such as course design and assessment, selecting and using appropriate teaching methods, providing feedback on students' work and evaluating teaching and learning. It allows participants to consider the fitness of existing and suggested approaches for differing class sizes and disciplines. 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! The Communities of Practice (CoP) approach adopted by NDLR can be considered an innovation and an example of good practice. NDLR aims to provide support for best practice in the development of digital learning
    • resources and the usage of resources from the repository. Quality is achieved through Communities of Practice. The NDLR provides infrastructure to support subject or discipline based communities in higher education. These communities, called Communities of Practice, have been formed in different academic disciplines across the Universities, Institutes of Technology and their associated colleges. The NDLR provides assistance for Communities of Practice by: • Creating and encouraging collaborative links between academics in other institutions, especially in the early stages of Communities of Practice. • Organising community events for raising awareness of the benefits of the NDLR service. • Providing training workshops on using the NDLR. • Assisting with identification of learning resources that might be of use to the various communities. • Liaising with the communities and the NDLR board • Providing support, guidance & training in the use of technologies by these Communities There are already a number of well established CoP as part of NDLR. • Applied Social Studies • Apprentice Based Learning (APPCoP) • Chemical and Physical Sciences (CPSCoP) • Computer Science (CSCoP) • Education (EDUCoP) • Information Skills • Mathematics and Statistics Service Teaching in Higher Education (MSHECoP) • Mechanical Engineering (MECoP) • Modern Languages (ModLangCoP) • Nursing and Midwifery (NMCoP) • Technology Enhanced Learning (TELCoP) • Veterinary and Bio-Environmental (VETBIOCoP) 4. Policy What are the current OER/OEP policy arrangements at institutional and national level across Europe/the World? Those who wish to get access to the NDLR by requesting a User or Contributor account from their NDLR institutional representative. Or they can also gain access to the NDLR by contacting a Community of Practice coordinator. There are two types of accounts.
    • 1. NDLR User account. An NDLR User account enables the person to search, browse, preview, and download resources from the NDLR. 2. NDLR Contributor account. An NDLR Contributor account enables the person to search and download materials but it also enables them to upload and share their teaching and learning resources with NDLR users and Community of Practice members in Ireland. A number of guides for support are provided: A quick guide to the NDLR interface, a quick guide to how to use NDLR and a FAQ list. 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? • HEA stakeholders • NDLR team • Teachers / experts upload • Teacher and Learners use • Organisations can join across Ireland (already 21 partners • Communities of Practice (CoP) can be build around subject matter topics (12 established) 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? The CoP and the licencing agreement are both examples of OEP, however the NDLR is still relatively new and so it is unclear what impact it has had yet within institutions or on individual practice. 7. Open Educational Practices Can you identify some case studies/ descriptions which form the illustrative base for a more general model of OEP? The NDLR hold a number of information sessions aimed at new users, both at participating institutions and through the CoPs. It also runs a significant number of training events. A full list of events can be found here: http://www.ndlr.ie/events/workshops/index.php 8. Tools and Repositories What tools and repositories are being used to deliver OER/OEP? For example GLOW, Connexions Are there any other special tools for OER/OEP? e.g. Cloudworks, in which practices can be discussed and validated? Are there any tools for Visualisation? e.g. CompendiumLD Are there any tools for Argumentation? e.g. Cohere
    • The training sessions cover use of general web 2.0 tools such as wikis and blogs and how they can be used wrt to OER. They also include sessions on the WebCT VLE which is used extensively in Ireland. 9. Strategies Can you identify any strategies for organisations to use OER/OEP? Can you identify any business models that promote OER/OEP? Aims to provide a coherent national focus, through the repository and associated events and support mechanisms. 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? Difficult to say at this stage as hasn’t been extensively evaluated, unclear what the impact is on institutions or individuals.