Academic libraries and OER? OpenEd2010

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semi final version of presentation for opened2010; currently lacking decent alt text for graphs and clear licensing in the ppt - posted as backup; will update version after the event

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  • Please note: Logos may be under different licences – their respective owners policies should be consulted before their use.
  • Even spread of findings; high involvement in release – what types of skills? Content management, ipr?
  • Comapratively low use : library’s not supporting use as much as release
  • Better trend, slightly more involvement in use
  • Ipr major activity, and staff student support, dissemination
    Metadata and ‘quality’/ indexing least
  • http://wiki.cetis.ac.uk/Educational_Content_OER
    http://jisc.cetis.ac.uk//topic/oer

    Contact details
    robert.robertson at strath.ac.uk
    Lmc at strath.ac.uk
    Philb at icbl.hw.ac.uk
  • Academic libraries and OER? OpenEd2010

    1. 1. What do academic libraries have to do with Open Educational Resources? Theme: Long term sustainability of open education projects Open Ed 2010 Barcelona, November 2-4 2010 R. John Robertson JISC CETIS, Centre for Academic Practice and Learning Enhancement, University of Strathclyde robert.robertson@strath.ac.uk
    2. 2. Outline  Introduction  Context  A role for libraries  Survey results  Reflections 2
    3. 3. JISC CETIS  JISC CETIS is one of three JISC Innovation Support Centres (ISC), supporting the sector through:  participating in standards bodies,  providing community forums for sharing experiences in using particular technologies and standards  providing specific support for JISC funded development programmes such as the UKOER programme.
    4. 4. Background and context: UKOER Programmes  The Open Educational Resources Programme is a collaboration between the JISC and the Higher Education Academy in the UK.  The Higher Education Funding Council for England (HEFCE) provided an initial £5.7 million of funding, for a pilot programme (April 2009 to March 2010) and a subsequent £5 million of funding (August 2010- August 2011) for a follow-up programme both of which explore how to expand the open availability and use of free, high quality online educational resources.
    5. 5. Open Education, OERs, and ‘institutions’ - context  Open education and OERs are not the same thing; mostly I’ll be talking about issues around OERs  ‘Institutions’ will play a vital role in Open Ed and OER .  If nothing else they provide jobs to people with expertise and experience who may be able to involved in Open Education 5
    6. 6. embedding, sustaining, and scaling  Project funding is nice but it doesn’t last  So ‘what’s next?’  How do we embed, sustain, and scale?  Wider discussion but questions around:  How do we make this part of what we do anyway?  How can we be efficient?  Who does this sort of thing already?  One answer is to consider Open Education Practices – eg OPAL (http://132.252.53.70/ ) and wider discussions  Another may be to consider the possible role of libraries and librarians (among others) 6
    7. 7. Academic Libraries: possible connections  OSS community often discussed as a model for Open Ed and OER release  What if we consider models around Open Access? like OSS there are some natural links, perhaps closer links given OSS community are developers and OA community are academics...  [there are lots of massive questions about the validity of either as a model, which we’ll elide]  In the context of my work on UKOER asking the question about the relevancy of OA led to considering the role of the library 7
    8. 8. Academic Libraries: Open Access role  In OA libraries are highly involved in:  Advocacy  Establishing permissions and managing IPR  Running and supporting software required  Providing services to faculty and students to support OA and adding value  Often, increasingly ties into institutional research management and may contribute to raising research profile 8
    9. 9. Academic Libraries: relevant skills?  Metadata and resource description  Information management and resource dissemination  Digital or Information literacy (finding and evaluating OERs)  Subject-based guides to finding resources  Managing Intellectual Property Rights and promoting appropriate open licensing 9
    10. 10. Academic Libraries: digital literacy – example  What do students need to know to find and use OERs?  Find it  Evaluate it  Understand what they actual need  Know how to engage with/use it in a way that will help them 10
    11. 11. Academic Libraries: digital literacy – example part 2  Some of those skills and knowledge fit directly with ‘traditional’ information literacy courses which librarians often provide and it would be possible to easily include OERs as examples in those classes  Some of those skills and knowledge fit naturally with ‘traditional’ study skills providing by other units on campus  An opportunity for libraries to collaborate and embed 11
    12. 12. Academic Libraries: questions and pitfalls  Libraries can be slow to adapt and support new services or modify existing ones  OERs are often ephemeral and require a lighter touch and different forms of access than traditional research materials [a danger of cataloguing to death]  Managing OERs is like herding cats, can libraries afford the time and effort?  New skills may be required  OERs require a degree of risk management , not just risk avoidance – libraries are traditionally risk averse 12
    13. 13. Academic Libraries and OERs survey: audience and caveats  Responses and incompletes  Audience  survey of OER initiatives (not libraries as such)  but went out more widely  Design of last question caused some confusion in responses 13
    14. 14. Survey respondents: 36 14 About 52% librarians, all based in libraries
    15. 15. Academic Libraries and OERs survey 15
    16. 16. Academic Libraries and OERs survey 16
    17. 17. Academic Libraries and OERs survey 17
    18. 18. Academic Libraries and OERs survey 18
    19. 19. Academic Libraries and OERs survey  Infancy on involvement  More involvement in release than use.  Spectrum of types of activity being carried out  data here: https://spreadsheets.google.com/ccc?key=0AuN3UUVNPUJ1dE dkY0k0dU9kRG9PMHpLYTBsUGtoRnc&hl=en#gid=0  UKOER experience. 8 responses 50/50 but noticed institutional vs subject centre projects  Too soon to tell which has thus far been sustainable, but...  Very positive comments, but need to consider more than libraries 19
    20. 20. What’s next?  Following up with expressions of interest in this work  Thinking through a wider follow up survey of librarians  Trying to identify more closely the challenges and opportunities afforded by library involvement  Identify other possible collaborations  Ongoing support for UKOER phase 2 20
    21. 21. Further Information  http://blogs.cetis.ac.uk/johnr/oers-and-libraries/  http://jisc.cetis.ac.uk//topic/oer  http://wiki.cetis.ac.uk/Educational_Content_OER  Belliston, C. Jeffrey. Open Educational Resources: Creating the instruction commons C&RL News, May 2009 Vol. 70, No. 5 http://tinyurl.com/yhoezak

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