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Developing patterns in technical approaches for Open Educational Resources. R. John Robertson and Lorna Campbell, & Phil Barker …

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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  • Focus on content and community


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