Librarians and Open Educational Resources: a match made in...


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Learn to Share to Learn, A joint conference from the South Western Regional Library Service and the JISC Regional Support Centre South West. Taunton Rugby Club March 23rd 2011

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  • Please note: Logos may be under different licences – their respective owners policies should be consulted before their use.
  • Ipr major activity, and staff student support, disseminationMetadata and ‘quality’/ indexing least
  • detailsrobert.robertson at at at
  • 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
  • Librarians and Open Educational Resources: a match made in...

    1. 1. Librarians and Open Educational Resources: a match made in...Learn to Share to Learn,A joint conference from the South Western Regional Library Service and the JISC Regional Support Centre South West.Taunton Rugby Club March 23rd 2011<br />R. John Robertson JISC CETIS, Centre for Academic Practice and Learning Enhancement, University of Strathclyde<br /><br />This work is licensed under a Creative Commons Licence.[please note individual logos or photos may have separate licences where indicated]<br />
    2. 2. Outline<br />Introduction<br />Context<br />A role for librarians<br />A role for libraries<br />Survey results<br />Reflections <br />2<br />
    3. 3. Introduction: JISC CETIS<br />JISC CETIS is a JISC Innovation Support Centre, supporting the sector through: <br />participating in standards bodies, <br />providing community forums for sharing experiences in using particular technologies and standards<br />providing specific support for JISC funded development programmes such as the UKOER programme. <br />
    4. 4. Introduction: UKOER Programmes<br />The Open Educational Resources Programme is a collaboration between the JISC and the Higher Education Academy in the UK. <br />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.<br />
    5. 5. Context: changes in how we get and use resources of all types<br />Independent and corporate provision is now more likely to be operating of resources is likely to be operating at a western if not global scale<br />Local provision, and control of resources is changing<br />Wider context of (limited) openness<br />Some of the skills to navigate this new environment are new but many should be familiar<br />5<br />
    6. 6. Context: an open landscape<br />Openness<br />Open Source software<br />Open Access<br />Open Data (& Open Gov)<br />Open Licensing: in particular Creative Commons<br />Existing practices of sharing <br />Potential business models<br />6<br />
    7. 7. Context: a rough guide to Open Education<br />characterised by a commitment to create, share and use/remix educational resources.<br />no set choices of platform, standard, format, or type of material, but lots of lightweight and informal approaches <br />use of clear licensing and some avoidance of resources with restricted license. <br />Beginning to move towards the educational mainstream?<br />
    8. 8. OER initiatives (1/3)<br />
    9. 9. OER initiatives (2/3)<br />
    10. 10. OER initiatives (3/3)<br />MIT OpenCourseWare<br />OU OpenLearn<br />Carnegie Mellon Open Learning Initiative<br />OpenMichigan<br />CCLearn/ Creative Commons<br />UKOER<br />iTunesU (not necessarily open)<br />10<br />
    11. 11. Context: What is an Open Educational Resource? (1/2)<br />It can be an image or a whole course with learning design, outcomes, and contents<br />Example formats of OER are:<br />pdf, <br />course designs <br />ppt, <br />lecture videos, <br />images, <br />animations<br />question items<br />textbooks<br />11<br />
    12. 12. Context: What is an Open Educational Resource? (2/2)<br />Distinguishing features...<br />Open license (frequently CC)<br />Usually non-transactional <br />granting permissions without further request<br />Educational origin/ association/ purpose/ function...<br />12<br />
    13. 13. OER examples<br />13<br />
    14. 14. OER examples<br />14<br />
    15. 15. Reflection<br />What skills do you think are needed to find, use, and manage OER?<br />15<br />
    16. 16. A Role for Librarians<br />16<br />
    17. 17. What is librarianship all about...<br />“Libraries are not about books! Books are merely the manifestation of the real object of librarianship -- processes surrounding information”<br />Eric Lease Morgan, University of Notre Dame<br />17<br />
    18. 18. The Open Access parallel?<br />University libraries are highly involved in Open Access:<br />Advocacy<br />Establishing permissions and managing IPR<br />Running and supporting software required<br />Providing services to faculty and students to support OA and adding value<br />Often, increasingly ties into institutional research management and may contribute to raising research profile<br />18<br />
    19. 19. Reflection revisited<br />What skills and knowledge are needed?<br />19<br />
    20. 20. Relevant LIS skills?<br />Reference Enquiries<br />Metadata and resource description<br />Information management and resource dissemination<br />Digital or Information literacy (finding and evaluating OERs)<br />Subject-based guides to finding resources<br />Managing Intellectual Property Rights and promoting appropriate open licensing <br />Preservation<br />20<br />
    21. 21. Digital literacy – example<br />What do students need to know to find and use OERs?<br />Find it<br />Evaluate it<br />Understand what they actual need<br />Know how to engage with/use it in a way that will help them<br />21<br />
    22. 22. Digital literacy – example part 2<br />Some of those skills and knowledgefit directly with ‘traditional’ information literacy courses which librarians often provide and it would be possible to easily include OERs as examples in those classes<br />Some of those skills and knowledge fit naturally with ‘traditional’ study skills providing by others (units on campus, schools, council intiatives)<br />An opportunity for libraries to collaborate and embed in wider processes<br />22<br />
    23. 23. Knowing our limits?<br />Educational context/ understanding pedagogy<br />Assessing educational needs (vs information literacy enquiry)<br />Supporting student study skills (libraries are just part of the picture)<br />-> Partnerships needed<br />23<br />
    24. 24. Possible pitfalls<br />Libraries can be slow to adapt and support new services or modify existing ones<br />OERs are often ephemeral and require a lighter touch and different forms of access than traditional research materials [a danger of cataloguing to death]<br />New applications of skills may be required<br />OERs require a degree of risk management , not just risk avoidance – libraries are traditionally risk averse<br />24<br />
    25. 25. A Role for Libraries<br />25<br />
    26. 26. What do learners need?<br />26<br />
    27. 27. What do learners need?<br />Access to IT<br />Space – (formal and informal)<br />Advice<br />Resources<br />Links to /part of educational<br />What are the challenges?<br />27<br />
    28. 28. Academic Libraries and OERs: a survey<br />28<br />These laws are:<br />Books are for use.<br />Every reader his [or her] book.<br />Every book its reader.<br />Save the time of the reader.<br />The library is a growing organism.<br />
    29. 29. In conclusion:Ranganathan [adapted]<br />These laws are:<br />OER are for use.<br />Every user his [or her] OER.<br />Every OER its user.<br />Save the time of the user.<br />Open collections are growing organisms.<br />29<br />
    30. 30. Further Information<br /><br /><br /><br />Belliston, C. Jeffrey. Open Educational Resources: Creating the instruction commons C&RL News, May 2009 Vol. 70, No. 5<br />
    31. 31. Libraries and OERs survey: audience and caveats<br />Responses and incompletes<br />Audience<br />survey of OER initiatives (not libraries as such)<br />Mainly academic audience<br />but went out more widely<br />Design of last question caused some confusion in responses<br />31<br />
    32. 32. Survey respondents: 36<br />32<br />About 52% librarians, all based in libraries<br />
    33. 33. Academic Libraries and OERs survey<br />33<br />
    34. 34. Academic Libraries and OERs survey<br />34<br />
    35. 35. Academic Libraries and OERs survey<br />35<br />