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

by R. John Robertson

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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

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.
http://openlearn.open.ac.uk/
http://openlearn.open.ac.uk/
http://en.wikipedia.org/wiki/Open_educational_resources
Ipr major activity, and staff student support, disseminationMetadata and ‘quality’/ indexing least
http://wiki.cetis.ac.uk/Educational_Content_OERhttp://jisc.cetis.ac.uk//topic/oerContact detailsrobert.robertson at strath.ac.ukLmc at strath.ac.ukPhilb at icbl.hw.ac.uk
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... Presentation Transcript

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
R. John Robertson JISC CETIS, Centre for Academic Practice and Learning Enhancement, University of Strathclyde
robert.robertson@strath.ac.uk@kavubob
This work is licensed under a Creative Commons Licence.[please note individual logos or photos may have separate licences where indicated]
Outline
Introduction
Context
A role for librarians
A role for libraries
Survey results
Reflections
2
Introduction: JISC CETIS
JISC CETIS is a JISC Innovation Support Centre, 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.
Introduction: 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.
Context: changes in how we get and use resources of all types
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
Local provision, and control of resources is changing
Wider context of (limited) openness
Some of the skills to navigate this new environment are new but many should be familiar
5
Context: an open landscape
Openness
Open Source software
Open Access
Open Data (& Open Gov)
Open Licensing: in particular Creative Commons
Existing practices of sharing
Potential business models
6
Context: a rough guide to Open Education
characterised by a commitment to create, share and use/remix educational resources.
no set choices of platform, standard, format, or type of material, but lots of lightweight and informal approaches
use of clear licensing and some avoidance of resources with restricted license.
Beginning to move towards the educational mainstream?
OER initiatives (1/3)
OER initiatives (2/3)
OER initiatives (3/3)
MIT OpenCourseWare
OU OpenLearn
Carnegie Mellon Open Learning Initiative
OpenMichigan
CCLearn/ Creative Commons
UKOER
iTunesU (not necessarily open)
10
Context: What is an Open Educational Resource? (1/2)
It can be an image or a whole course with learning design, outcomes, and contents
Example formats of OER are:
pdf,
course designs
ppt,
lecture videos,
images,
animations
question items
textbooks
11
Context: What is an Open Educational Resource? (2/2)
Distinguishing features...
Open license (frequently CC)
Usually non-transactional
granting permissions without further request
Educational origin/ association/ purpose/ function...
12
OER examples
13
OER examples
14
Reflection
What skills do you think are needed to find, use, and manage OER?
15
A Role for Librarians
16
What is librarianship all about...
“Libraries are not about books! Books are merely the manifestation of the real object of librarianship -- processes surrounding information”
Eric Lease Morgan, University of Notre Dame http://twitter.com/ericleasemorgan/status/44903319935782912
17
The Open Access parallel?
University libraries are highly involved in Open Access:
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
18
Reflection revisited
What skills and knowledge are needed?
19
Relevant LIS skills?
Reference Enquiries
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
Preservation
20
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
21
Digital literacy – example part 2
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
Some of those skills and knowledge fit naturally with ‘traditional’ study skills providing by others (units on campus, schools, council intiatives)
An opportunity for libraries to collaborate and embed in wider processes
22
Knowing our limits?
Educational context/ understanding pedagogy
Assessing educational needs (vs information literacy enquiry)
Supporting student study skills (libraries are just part of the picture)
-> Partnerships needed
23
Possible 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]
New applications of skills may be required
OERs require a degree of risk management , not just risk avoidance – libraries are traditionally risk averse
24
A Role for Libraries
25
What do learners need?
26
What do learners need?
Access to IT
Space – (formal and informal)
Advice
Resources
Links to /part of educational
What are the challenges?
27
Academic Libraries and OERs: a survey
28
These laws are:
Books are for use.
Every reader his [or her] book.
Every book its reader.
Save the time of the reader.
The library is a growing organism.
In conclusion:Ranganathan [adapted]
These laws are:
OER are for use.
Every user his [or her] OER.
Every OER its user.
Save the time of the user.
Open collections are growing organisms.
29
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
Libraries and OERs survey: audience and caveats
Responses and incompletes
Audience
survey of OER initiatives (not libraries as such)
Mainly academic audience
but went out more widely
Design of last question caused some confusion in responses
31
Survey respondents: 36
32
About 52% librarians, all based in libraries
Academic Libraries and OERs survey
33
Academic Libraries and OERs survey
34
Academic Libraries and OERs survey
35