Oer11 developing tech patterns


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Developing patterns in technical approaches for Open Educational Resources. R. John Robertson and Lorna Campbell, & Phil Barker
JISC CETIS. Presentation at OER 11, Manchester, May 11th 2011

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  • Oer11 developing tech patterns

    1. 1. Developing patterns in technical approaches for Open Educational Resources<br />R. John Robertson (1) and Lorna Campbell (1), & Phil Barker (2)<br />JISC CETIS. Presentation at OER 11, Manchester, May 11th 2011<br /> <br />1 Centre for Academic Practice and Learning Enhancement, University of Strathclyde, 2 Institute for Computer Based Learning, Heriot-Watt University<br />This work is licensed under a Creative Commons Licence. Individual Images in this presentation may have different licences .<br />
    2. 2. overview<br />Some Context<br />Big and Little OER<br />Global Patterns<br />UKOER Patterns<br />Possible Trends<br />
    3. 3. Context: JISC CETIS<br /><ul><li>JISC CETIS is a JISC Innovation Support Centre. We provide advice to the UK Higher and Post-16 Education sectors on the development and use of educational technology and standards through:
    4. 4. participating in standards bodies
    5. 5. providing community forums for sharing experience about educational technologies and interoperability standards
    6. 6. providing strategic advice to JISC and supporting JISC development programmes</li></ul>3<br />
    7. 7. Context: UK OER and more<br /><ul><li>UKOER programme: Phase 2 of the HEFCE-funded Open Educational Resources (OER) programme runs between August 2010 and August 2011 (£5 million funding)
    8. 8. Other OER work in the UK and globally as well as other related technical developments</li></ul>4<br />
    9. 9. Is there a sustainable and consistently successful technical approach to sharing OER?<br />Option A<br />Yes, use your (institutional) repository and /or VLE <br />Option B<br />Yes, use your (personal) blog<br />
    10. 10. Big and Little OER<br />In the wider OER community there are two distinct approaches to sharing open content for education. <br />Weller characterises these as Big and Little OER (http://nogoodreason.typepad.co.uk/no_good_reason/2009/12/the-politics-of-oer.html)<br />
    11. 11. Big and Little OER<br />Big OER<br />Institutional effort<br />Often polished and high quality<br />High reputation<br />Technical approach likely to use centrally managed system; favours CMS/VLE/Repository<br />Little OER<br />Individual effort<br />Often ‘as is’ or ‘work in progress’<br />Personal and word of mouth reputation <br />Technical approach likely to use tools to hand which author can use; likely blogs, wikis, slideshare<br />
    12. 12. Global patterns – ‘Big’<br />Emergence of ‘support’ communities and beginning of consideration of accreditation (e.g. OpenStudy for OpenCourseWare; parts of P2PU; OERU)<br />Approach is web scale hosted communities creating or supporting given courses<br />
    13. 13. Global patterns – ‘Big’<br />Federal US Government Initiatives around open content<br />Focus on sharing of content to meet workforce needs<br />Interest in usage data – Learning Registry work to aggregate and share data to support discovery services<br />Point of interest: as yet unknown how particular discovery services deal with packaged content<br />
    14. 14. Global patterns – ‘Big’<br />OpenTextBooks<br />US and wider interest in ‘tangible’ OER<br />Services like Flatworldknowledge (semi-commercial model) offering online adapt your own book tools<br />But some initiatives such as opencourselibrary taking a very flexible technical approach<br />
    15. 15. Global Patterns ‘Little’<br />Use of blogs, YouTube, and other platforms to share resources and make tools<br />Professional networks<br />OL Daily<br />OSS<br />Open Attribute<br />
    16. 16. Global Patterns ‘Little’<br />Open Courses like:<br />Ds106 and other MOOCs<br />Using existing tools<br /> # and blogs<br />Innovative outputs, process, and forms of feedback and assessment. Infrastructure not innovative<br />
    17. 17. Middle OER?<br />Initiatives like UKOER<br />model of institutional support to allow individuals to release OER using institutional tools<br />model of Institutional release of OER using 3rd party tools<br />
    18. 18. Phase 1 technical overview<br />
    19. 19. Phase 2 technical overview<br />
    20. 20. Provisional differences in UKOER 1 &2<br />Talking about tech issues less (Strand A+B)<br />More concentration of platform and standards choices<br />Many projects less concerned with tech choices – using whatever is to hand<br />In particular increased use of institutionally supported systems<br />Slight shift towards wordpress, drupal, rss<br />Lower use of externally hosted web 2.0 platforms <br />Less content creation (in scope of call)<br />Less focus on file format<br />Much less use of QTI<br />Outside of collections strand very little technical development<br />Collection projects tending to build destination sites<br />Development in collections stand largely around existing platforms not form scratch<br />
    21. 21. Observations from OER hackday & bids<br />What people worked on:<br />Wordpress widgets<br />2 different Bookmarking tools<br />Google CSE based course catalogue<br />A windows install packager for OERbit (drupal based OER production tool)<br />Extracting paradata (attention metadata) from mediawiki<br />Data visualisations<br />Patterns<br />Mostly built in existing tools and platforms<br />Lots of ideas that we didn’t have time to work on<br />Mini-projects<br />Open process<br />2 bids funded <br />a focus on users<br />online tools – bookmarking and citation<br />
    22. 22. Provisional Trends<br />Beginning to see more examples of online and distributed educational or edu support opportunities outside of institutions or alongside course offerings <br />Web scale<br />Destination more than ‘sharing’ <br />
    23. 23. Provisional Trends<br />OER release projects rightly focusing on content rather than dissemination mechanisms<br />Accreditation is the coming challenge – work on badges and eportfolios likely to be of growing interest<br />
    24. 24. Strategic Balance<br />If you want to release content stick with safe technical choices<br />Plenty of existing tools; whether taking a big or little OER approach, use what you already have or have access too<br /><ul><li>If you want to innovate (increasingly outside of most institutional work)</li></ul>Think web scale<br />Xpert...<br />Build on existing platforms where possible<br />WordPress<br />Wikis<br />Office tools<br />
    25. 25. Sustainability<br />Funded projects<br />Tech innovation not sustainable as such but :<br />funded to prove possible lower cost alternatives...<br />funded to embed or demonstrate infrastructure<br />working with existing tools potentially taps into existing community <br />Self running projects<br />Small scale voluntary efforts to address specific tasks can be very effective<br />Open Attribute<br />working with existing tools can utilise existing community <br />
    26. 26. Questions<br />phil.barker@hw.ac.uk<br />robert.robertson@strath.ac.uk<br />lmc@strath.ac.uk<br />http://jisc.cetis.ac.uk/topic/oer<br />22<br />
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