Open for learning workshop score in july 2011


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Presentation given by Stephen Stapleton, Nottingham University at 11:45.

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  • Reusable Learning Objects – there is no agreed definition of an RLO but an RLO produced by the SONET team base in the School of Nursing at Nottingham University for example is "an interactive WWW-based resource based on a single learning objective which can be used in multiple contexts" - often small in size and visual
  • Creative Commons non profit organisation Sharealike The work can be modified and adapted, but the entire resulting work (including new material added by the adaptor) must be distributed under the same sharealike licence No Derivatives The work can only be distributed in its original form; no adaptations or translations can be made Non-commercial The work can only be used for non-commercial purposes Attribution Author must be acknowledged on all copies and adaptations of the work, including a link to the original version of the work Per country basis Different versions – eg 2.0 or 3.0
  • For teachers wishing to use material in teaching, refer students on or to find resources to adapt and contextualise For students self study and use
  • Some institutions have more than one repository – could be covering different types of OER or subjects for example Nottingham – Unow, Research Repository, also separate Podcast site OU – Open learn, lab space, Loro Oxford – openspires and mathematics courseware
  • Second phase JISC funded projects also currently generating content. Other project codes which produce tags for searching (in addition to ukoer and geesoer) are sfsoer for Skills for Scientists project; engscoer for Engineering based project; csapoer for sociology and politics OER project
  • Some sites may require login – mostly for contributors, or to aid tracking of reuse for case study or feedback purposes
  • Google – advanced search – see date, usage rights, numeric range and more Yahoo - - search box at top select More (next to shopping) then advanced search
  • Many more resources can be found on the Unesco OER Wiki at
  • Degrees of openness – different licences, but also closed or open format types, for educational use only or for non commercial use, for community or registered group only?
  • Degrees of freedom: Use for own research and study purposes only Copy once for personal use Educational use only Within university walls only/server For own subscribers only Not for commercial use – define non-commercial – publicity and promotional activity, wide distribution – more than one copy Not to be used in web publication
  • Example of Website disclaimers! Creative Commons: Do not assume that the results displayed in the Creative Commons search portal are under a CC license. You should always verify that the work is actually under a CC license by following the link. Since there is no registration to use a CC license, CC has no way to determine what has and hasn't been placed under the terms of a CC license. If you are in doubt you should contact the copyright holder directly, or try to contact the site where you found the content Wikimedia : “ Images may or may not permit reuse and modification; the conditions for reproduction of each image should be individually checked. For permission to use it, one must contact the owner of the copyright of the text or illustration in question; often, but not always, this will be the original author” Subscription based sites can offer educational institutions access to numerous ‘copyright free’ resources but are unlikely to permit redistribution within OER which will be accessed by non subscribers
  • Bye the Book Eric Pallant describes how he and co-professor Terry Bensel experimented with teaching their Introduction to Environmental Science course at Allegheny College with no textbook. Instead they used a variety of open educational resources. Based on self-report, 41 of 46 students in their first-semester class read the same or more than they would have in a textbook. The experiment proved successful enough that the entire academic department has embraced the concept of OER. Faculty have distributed the work of collecting and banking websites for common use.  
  • Steve Rimmer works for an English language radio programme in Spain and recently emailed the learning team to say how much he’d enjoyed our opencourseware materials. He has started reading little extracts from Consumer Law course by Professor Cartwright on his broadcasts. He found the course very interesting and clearly written for lay people like himself to understand, digest and then read out on the air.  He also runs seminars here in Cuidad Real on behalf of the local government and will be looking at ways of using extracts of our materials in his courses.   In addition to using our Opencourseware materials he is looking into using our latest news releases and any ongoing campaigns as a regular feature during broadcasts.  
  • Other links for peoples-uni - University of the People – tuition free online university The University of the People relies on free syllabuses and learning materials from open courseware projects from institutions such as the Massachusetts Institute of Technology. It currently offers only two programs, business administration and computer science, and employs only five paid instructors who administer courses designed by a corps of faculty volunteers numbering about 800, by Reshef’s count. Those professors put together courses using open courseware. They also write the final exams, which is one of the two ways the university makes its money; Students pay to take exams and pay admission fees, both ranging between $10 and $100 each, depending on country of residence (students from poorer countries pay lower fees). University of the People is not currently authorized to award degrees. OER university – envisaged as a parallel university – cheaper degrees and also giving traditional students more flexibility – expected more universities will join the scheme. Draws from existing OERs and developing more to plug gaps and develop coherent courses Computer science course content – generated using google code: some videos but see tutorials page – looks cc content.
  • Another article by Richard Windle et al: Sharing and reuse in OER: experiences gained from open reusable learning objects in health.
  • Further guidance and steps to IPR clearance are recorded here by the STEM OER project. Includes details of copyright expiry dates etc.
  • For literary, dramatic, musical or artistic work, 70 years after the death of the author For films, the 70 years after the last death of principal director, the authors of the screenplay and dialogue, and the composer of any music specially created for the film For sound recordings, 50 years after the year or production or the year of publication, whichever is later For broadcasts, 50 years after first broadcast For the layout of publications, 25 years after publication Differs between countries
  • There is no legal requirement to include copyright statement or symbol on Resources or identify copyright owner etc. This does not mean however that it is not copyrighted material. Example 1 = copyright expired examples and poster with no original licence. Many posters available on individual’s personal albums or placed on copyright free sites- seemingly copyright free but in reality photo has been taken of a third party’s artistic work or taken the image from an official website and placed on the internet by someone other than the copyright owner of poster. The image itself is likely to be copyrighted. This is an infringement and further copying would be unlawful. NB also, where licences are attached – only the copyright owner of the image can do this. Example 2 = for reproduction only. Licences available on the internet, easy to find and links included in attribution. – see images in introduction, Map Lecture 1, Chart Lecture 5 slide 5 Example 3 – lecturers own copyright – cleared with publisher – for reproduction only – copyright information included in Unow and not alongside all relevant data as applicable to all content included. If a mix of licences applied we would have had to locate relevant licence detail against each copyrighted image etc. Example 4 – includes lecturer’s own image in module handbook and relevant attribution and copyright information Tracing copyright owners can be difficult, they may not reply to requests, there may be costs involved, or duration of use clauses imposed. Can be a lengthy process
  • Open for learning workshop score in july 2011

    1. 1. Background – Understanding OERs <ul><li>What are Open </li></ul><ul><li>Educational Resources (OERs)? </li></ul>  Image © David Silver 2009 Released under creative commons licence: Source:  
    2. 2. What are Open Educational Resources? <ul><li>Educational materials that are made freely available over the internet </li></ul><ul><li>Available for use and adaptation under an open (creative commons) license </li></ul><ul><li>3. Do not provide a qualification or access to </li></ul><ul><li>University staff </li></ul>
    3. 3. Pioneered by MIT in 2002 <ul><li>Make resources available from all courses </li></ul><ul><li>OpenCourseWare Consortium </li></ul><ul><li>Approximately 150 members </li></ul><ul><li>UK: Nottingham, Open University, Oxford (maths) </li></ul>
    4. 4. [email_address]
    5. 5. Workshop Objectives… <ul><li>Discovering Open Educational R resources (OER) and images </li></ul><ul><li>Re-using and attributing OER and images appropriately </li></ul><ul><li>Exploring the processes and licenses involved in creating and publishing Open educational Resources (OERs) </li></ul><ul><li>Investigating benefits and barriers to using and publishing OERs </li></ul>  Image © Bill Moseley 2008 Released under creative commons licence: Source:  
    6. 6. Topics and Methodology… Discussion Hands on exercises Background Publishing Creating Using Discoverability Time to play and practice Demonstration
    7. 7. Why this workshop?… <ul><li>Share knowledge gained from involvement in UKOER project / U-NOW / Open Nottingham </li></ul><ul><li>Develop open content literacy to support content discovery, use, re-use and new content makers and sharers </li></ul><ul><li>(Information pack) </li></ul>
    8. 8. Background – Understanding OERs <ul><li>The Internet as a public place? </li></ul><ul><li>What assumptions do you make about what is appropriate? </li></ul>  Image © Don Solo 2008 Released under creative commons licence: Source:
    9. 9. Internet as a Public Place <ul><li>Making material available on a publicly accessible web site implies permission to perform activities necessary to view it </li></ul><ul><li>Placing material on the internet does not imply the granting of permission to adapt, distribute or copy the work for other purposes </li></ul><ul><li>Misapprehension that the internet is somehow a gateway to the 'Public Domain‘ </li></ul>
    10. 10. Benefits <ul><li>“ A positive student experience depends on having access to resources. Students and academics will benefit from this move to make more content available.” </li></ul><ul><li>David Sadler, Higher Education Academy Director of Networks </li></ul><ul><li>Quoted in JISC press release </li></ul>
    11. 11. Why is Nottingham involved?
    12. 12. Why is Nottingham involved? <ul><li>Social responsibility </li></ul><ul><li>Excellence in education </li></ul><ul><li>Promotional opportunities </li></ul><ul><li>Internationalisation </li></ul><ul><li>Cost efficiencies </li></ul>
    13. 13. OER Initiatives and Investment <ul><li>William and Flora Hewlett Foundation </li></ul><ul><li>UNESCO </li></ul><ul><li>OECD </li></ul><ul><li>OER Africa </li></ul><ul><li>HEA and JISC UKOER Programme </li></ul><ul><li>U-Now , UoN Podcasts , SONET , and ItunesU, UoN Channel , Test Tube and Eduhub on YouTube, XPERT and BERLiN projects at UoN </li></ul><ul><li>UoN module framework approach </li></ul>
    14. 14. Open Educational Resources (OERs) <ul><li>Types and Examples </li></ul><ul><li>Full courses </li></ul><ul><li>Course/Module Handbooks </li></ul><ul><li>Lecture notes, presentations, reading lists, syllabus, timetables </li></ul><ul><li>Tests and assignments </li></ul><ul><li>Themed course materials </li></ul><ul><li>Re-usable Learning Objects (RLOs) </li></ul><ul><ul><li>SONET </li></ul></ul><ul><li>Simulations </li></ul><ul><ul><li>SimSHARE </li></ul></ul><ul><ul><li>Second Life and UoN </li></ul></ul><ul><li>Audio , Videos , Images </li></ul><ul><li>Open Access journal articles </li></ul><ul><li>Textbooks </li></ul>
    15. 15. Licensing OERs <ul><li>Licensing is an essential part of OER process: </li></ul><ul><ul><li>goes beyond making content ‘only’ viewable to the public </li></ul></ul><ul><ul><li>It embodies the full ethos of “openness” </li></ul></ul><ul><ul><li>Alternative legal frameworks have been devised by Legal Experts in area of new media </li></ul></ul>
    16. 16. Licensing OERs <ul><li>Licensing is an essential part of OER process: </li></ul><ul><ul><li>goes beyond making content ‘only’ viewable to the public </li></ul></ul><ul><ul><li>It embodies the full ethos of “openness” </li></ul></ul><ul><ul><li>Alternative legal frameworks have been devised by Legal Experts in area of new media </li></ul></ul>
    17. 17. What are creative commons licences? “ Creative Commons is a non-profit organisation – founded 2001 making it easier for people to share their own and build upon the work of others free licenses and other legal tools to mark creative work with the freedom the creator wants it to carry
    18. 18. CC provides free, easy-to-use legal tools ( “ Their tools give everyone from individual creators to large companies and institutions a simple, standardised way to grant copyright permissions to their creative work. The Creative Commons licenses enable people to easily change their copyright terms from the default of “all rights reserved” to “some rights reserved .””
    19. 19. CC Licenses work alongside copyright “ Creative Commons licenses are not an alternative to copyright . They work alongside copyright, so you can modify your copyright terms to best suit your needs .”
    20. 20. CC have a no rights reserved option “ For those creators wishing to opt out of the copyright altogether , Creative Commons helps them do so by providing tools that allow you to place your work as squarely as possible within the public domain — a “ no rights reserved” alternative to copyright .”
    21. 21. Exponential Growth 2001 Creative Commons founded. 2003 Approximately 1 million licenses in use. 2004 Estimated 4.7 million licensed works by the end of the year. 2005 Estimated 20 million works.
    22. 22. Exponential Growth 2006 Estimated 50 million licensed works. 2007 Estimated 90 million licensed works. 2008 Estimated 130 million CC licensed works. New Nine Inch Nails album released under CC. 2009 Estimated 350 million CC licensed works. Wikipedia migrates to CC Attribution-ShareAlike as its main content license
    23. 23. Creative Commons <ul><li>Licence options </li></ul><ul><li>Attribution </li></ul><ul><li>ShareAlike </li></ul><ul><li>Non Commercial </li></ul><ul><li>Non-Derivative </li></ul><ul><li>Versions </li></ul><ul><li>Regionalised or Unported </li></ul><ul><li>Six Licences </li></ul>Attribution-Non-Commercial-Share Alike 2.0 UK:England and Wales (BY-NC-SA)
    24. 24. OER Discoverability … finding materials and resources you can use now Search Engines OER Repositories Subject Curators, Commons Institutional Repositories Images, Videos & Podcasts Learning Portals, Platforms & Networks Tips
    25. 25. OER Discoverability – Institutional Repositories <ul><ul><li>UKOER Projects – full list of participants </li></ul></ul><ul><ul><li>U-Now – Nottingham </li></ul></ul><ul><ul><li>Open Exeter </li></ul></ul><ul><ul><li>Oxford </li></ul></ul><ul><ul><ul><li>OpenSpires or Mathematics OpenCourseWare </li></ul></ul></ul><ul><ul><li>OTTER - Leicester </li></ul></ul><ul><ul><li>Open University </li></ul></ul><ul><ul><ul><li>OpenLearn or LORO – Languages </li></ul></ul></ul><ul><ul><li>University of Catalonia </li></ul></ul><ul><ul><li>MIT </li></ul></ul><ul><ul><li>JHBS - Public Health </li></ul></ul><ul><ul><li>Utah State OCW </li></ul></ul><ul><ul><li>Carnegie Mellon </li></ul></ul>
    26. 26. OER Discoverability- Subject Specific Curators <ul><ul><li>UKOER Projects - full list of participants </li></ul></ul><ul><ul><li>Humbox - Humanities </li></ul></ul><ul><ul><li>True Project – Economics </li></ul></ul><ul><ul><li>Gees project - Climate Change </li></ul></ul><ul><ul><ul><li>(for resources search JorumOPEN for ‘GEESOER’) </li></ul></ul></ul><ul><ul><li>National Science Digital Library (NSDL) </li></ul></ul><ul><ul><li>Engineering Pathway </li></ul></ul><ul><ul><li>SMETE Digital Library – Science, Maths, Eng, Technology </li></ul></ul><ul><ul><li>BiosciEdNet (Ben) </li></ul></ul><ul><ul><li>DLESE – Earth System Education </li></ul></ul><ul><ul><li>eLangdell – Education commons for law schools </li></ul></ul>
    27. 27. OER Discoverability - Gateways, Portals, Platforms & Networks <ul><ul><li>Open University </li></ul></ul><ul><ul><ul><li>LabSpace </li></ul></ul></ul><ul><ul><li>Open Courseware Consortium (OCWC) </li></ul></ul><ul><ul><ul><li>list of members </li></ul></ul></ul><ul><ul><li>OER Commons </li></ul></ul><ul><ul><li>Connexions </li></ul></ul><ul><ul><li>Temoa </li></ul></ul><ul><ul><li>Owl Institute </li></ul></ul><ul><ul><li>Creative Commons </li></ul></ul>
    28. 28. OER Discoverability - Gateways, Portals, Platforms & Networks <ul><ul><li>Curriki : US initiative </li></ul></ul><ul><ul><li>Wikiversity </li></ul></ul><ul><ul><li>Educommons – COSL , Utah State University ‘Content Management System’ </li></ul></ul><ul><ul><li>Content Directories </li></ul></ul><ul><ul><li>SlideShare </li></ul></ul><ul><ul><li>AuthorSTREAM </li></ul></ul><ul><ul><li>Scribd </li></ul></ul><ul><ul><li>Other s lide and presentation sharing sites </li></ul></ul>
    29. 29. OER Discoverability – General OER Repositories <ul><ul><li>Open Jorum – UK initiative </li></ul></ul><ul><ul><ul><li>Jorum userguides </li></ul></ul></ul><ul><ul><li>MERLOT – US initiative </li></ul></ul><ul><ul><li>LORN – Australian Flexible Learning Framework </li></ul></ul><ul><ul><li>Globe </li></ul></ul><ul><ul><ul><li>Ariadne </li></ul></ul></ul>
    30. 30. OER Discoverability – Search Engines <ul><ul><li>XPERT </li></ul></ul><ul><ul><li>DiscoverED </li></ul></ul><ul><ul><li>Google – advanced search </li></ul></ul><ul><ul><li>Yahoo – advanced search </li></ul></ul><ul><ul><li>Free Learning (Google Search) </li></ul></ul><ul><ul><li>OER Commons (Google Search) </li></ul></ul><ul><ul><li>University Learning=OCW=OER=Free (Customised Google Search) </li></ul></ul><ul><ul><li>OCWfinder – COSL </li></ul></ul>
    31. 31. Discoverability – Summary <ul><ul><li>Many sources for finding OERS </li></ul></ul><ul><ul><li>Some resources will appear in several places for maximum exposure </li></ul></ul><ul><ul><li>Differences exist between repositories, collaboration and learning platforms and search engines </li></ul></ul>
    32. 32. Differences <ul><ul><li>Degrees of openness or freedom </li></ul></ul><ul><ul><ul><li>Use for own research and study </li></ul></ul></ul><ul><ul><ul><li>Copy once for personal use </li></ul></ul></ul><ul><ul><ul><li>Educational use only </li></ul></ul></ul><ul><ul><ul><li>Use within own server or university walls </li></ul></ul></ul><ul><ul><ul><li>Use by subscribers only – eg some image sources </li></ul></ul></ul><ul><ul><ul><li>Non Commercial v commercial use </li></ul></ul></ul><ul><ul><ul><li>Can’t use in web/online type publication </li></ul></ul></ul><ul><ul><ul><li>Closed v open format types </li></ul></ul></ul><ul><ul><li>Some sites offer a mix of access & avenues for contribution, collaboration, remixing </li></ul></ul>
    33. 33. Differences <ul><ul><li>Logins/Registration often on sites. </li></ul></ul><ul><ul><li>Always check licenses attached to resources – can vary too </li></ul></ul><ul><ul><li>Some Peer Reviewed </li></ul></ul><ul><ul><li>Coverage – institutional, national, international, subject specific, for particular audience </li></ul></ul><ul><ul><li>Different searching options </li></ul></ul><ul><ul><li>Method of contribution varies </li></ul></ul><ul><ul><li>Open CourseWare, Reusable Learning Objects, Wiki artefacts, Powerpoint, Document etc </li></ul></ul>
    34. 34. Exploration Activity One <ul><li>Explore search engine or repositories of choice </li></ul><ul><li>Is there material available that could support learning objectives? </li></ul><ul><li>What are the positives and negatives that you experience? </li></ul>
    35. 35. OER Discoverability – Images <ul><ul><li>FlickrCC or via Flickr </li></ul></ul><ul><ul><li>Google Images </li></ul></ul><ul><ul><li>Welcome images </li></ul></ul><ul><ul><li>Wikimedia Commons or here too </li></ul></ul><ul><ul><li>Creative Commons Search </li></ul></ul><ul><ul><li> </li></ul></ul><ul><ul><li> </li></ul></ul><ul><ul><li>FreePhotosBank </li></ul></ul><ul><ul><li>UoN Image bank </li></ul></ul><ul><ul><li>University of Minnesota Image bank </li></ul></ul><ul><ul><li>OpenClipArt Library </li></ul></ul><ul><ul><li>Microsoft ClipArt </li></ul></ul><ul><ul><ul><li>Microsoft Office Online </li></ul></ul></ul><ul><ul><li>Cadyou </li></ul></ul><ul><ul><li>Dryicons </li></ul></ul><ul><ul><li>OERImages bookmark for more…….. </li></ul></ul>
    36. 36. OER Discoverability – Images <ul><li>XPERT Media Search </li></ul><ul><li>Searches media asserted by third parties to be either in the public domain, licensed under Creative Commons or GNL licence </li></ul><ul><li>Embeds relevant licence, copyright details in team blog posts or student blogs , powerpoint, Xerte toolkits etc </li></ul>
    37. 37. OER Discoverability – Audio & Video <ul><ul><li>UoN Podcasts </li></ul></ul><ul><ul><li>OpenSpires </li></ul></ul><ul><ul><li>ITunes and ITunesU </li></ul></ul><ul><ul><li>YouTube </li></ul></ul><ul><ul><li>Eduhub </li></ul></ul><ul><ul><li>UoN video channel on YouTube </li></ul></ul><ul><ul><li>British Universities File and Video Council (BVFVC) </li></ul></ul>
    38. 38. Discoverability Tips – Audio & Video <ul><ul><li>BUFVC TV and radio recordings licensed for web not necessarily Creative Commons </li></ul></ul><ul><ul><li>BUFVC support around copyright and licensing of moving picture resources </li></ul></ul><ul><ul><li>YouTube – beware as not all has been made publicly available legitimately </li></ul></ul><ul><ul><li>For more information see this tutorial exercise and associated video </li></ul></ul>
    39. 39. Discoverability Tips - Images <ul><li>Placing something on the internet for public access is not the same as permitting online published content to be copied, adapted or republished in an OER </li></ul><ul><li>Licenses attached to material must be read carefully and complied with – different requirements </li></ul><ul><li>Degrees of freedom </li></ul><ul><li>Beware licenses granting permission for ‘educational purposes’ – may restrict use within a ‘closed environment’ only. </li></ul>
    40. 40. Discoverability Tips - Images <ul><li>Locating copyright free images </li></ul><ul><ul><li>Sites claiming to provide copyright free images almost always include a disclaimer regarding copyright status of images contained on site </li></ul></ul><ul><ul><li>No guarantee supplier is copyright owner </li></ul></ul><ul><ul><li>Subscription based sites unlikely to permit redistribution within OER which will be accessed by non subscribers </li></ul></ul>
    41. 41. Discoverability Tips - Images <ul><ul><li>No License attached? </li></ul></ul><ul><ul><ul><li>Does the publisher own the copyright? – Do not assume this! </li></ul></ul></ul><ul><ul><ul><li>Do you have the right to (re)use it in the same way within an OER? </li></ul></ul></ul><ul><ul><ul><li>Who is the copyright holder? </li></ul></ul></ul><ul><ul><ul><li>Some websites do not acknowledge third party licensed images – Which license applies? </li></ul></ul></ul><ul><ul><ul><li>Copyright protected images may have been included without permission – This is an infringement which will lead to further infringement if copied </li></ul></ul></ul>
    42. 42. OER Use and Re-use Citing and Referencing Attribution Localising & Customising OERs In Action
    43. 43. Citing, Referencing and Attributing OERS <ul><li>When referencing or attributing UoN OERs - examples are provided in our OER terms of use </li></ul><ul><li>When referencing or attributing others - check their licence, legal code or terms of use for information </li></ul><ul><li>In the absence of any guidance: Creative Commons FAQ on topic </li></ul>
    44. 44. OER Re-Use Localisation or Customisation <ul><li>Many sites offer options and facilities for download </li></ul><ul><li>Adapting, modifying or remixing OERs to meet local teaching and learning needs </li></ul><ul><li>Wider than changing language or swapping photos </li></ul><ul><li>Adapt pedagogy, politics, geography, level, discipline </li></ul>
    45. 45. OER Re-Use Localisation or Customisation <ul><li>Is at the very heart of Open Educational Resources - exemplifying diversity, openness and reusability </li></ul><ul><li>Share back modifications made under same licence </li></ul><ul><li>Re-using or remixing OERs which include 3 rd party material licensed under different terms to resource </li></ul><ul><ul><li>check terms of use/inclusion </li></ul></ul><ul><ul><li>you may need to clear use on a similar basis yourself </li></ul></ul>
    46. 46. OER Re-Use in Action Case Studies <ul><li>&quot;Bye the Book: My year of teaching environmental science without a textbook&quot; </li></ul><ul><li>Burn and Grade Guru – student produced OERs </li></ul><ul><li>Students and OER – student collaborations and OERs in the classroom </li></ul><ul><li>Foundations in evidence based practice – includes links to SONET RLOs </li></ul>
    47. 47. OER Use in Action Case Studies <ul><li>Radio feedback – in Spain </li></ul><ul><li>SPSS case study </li></ul><ul><li>Division of International Communications </li></ul><ul><li>iTunes U as inspiration </li></ul><ul><li>OER Africa – Kenyatta University and other projects </li></ul>
    48. 48. OER Use in Action Case Studies <ul><ul><li> : Greek initiative </li></ul></ul><ul><ul><li>Peoples-uni : UK initiative, capacity building in public health </li></ul></ul><ul><ul><li>University of the People – US initiative </li></ul></ul><ul><ul><ul><li>An experiment? </li></ul></ul></ul><ul><ul><li>Peer to Peer University (P2PU) </li></ul></ul><ul><ul><li>Computer Science : Course content </li></ul></ul><ul><ul><li>OER University – Canadian, NZ, Australian University initiative </li></ul></ul>
    49. 49. OER Use in Action Case Studies <ul><ul><li>Reusable Learning Objects in Health Care Education </li></ul></ul><ul><ul><ul><li>in Interprofessional E-Learning and Collaborative Work: Practices and Technologies . </li></ul></ul></ul><ul><ul><li>Nursing students – empirical evidence of enhanced learning and re-use </li></ul></ul><ul><ul><ul><li>Reusable learning objects - Chemistry </li></ul></ul></ul><ul><ul><ul><li>Addressing difficult subjects </li></ul></ul></ul><ul><ul><ul><li>Workshop delivery or self study routes </li></ul></ul></ul><ul><ul><ul><li>Students recommend use to other students </li></ul></ul></ul><ul><ul><ul><li>In press : British Journal of Educational Technology </li></ul></ul></ul>
    50. 50. OER Use in Action Case Studies <ul><ul><li>Facilitating students’ use of existing mechanics resources </li></ul></ul><ul><ul><ul><li>Addressing high failure rates 1 st year UG </li></ul></ul></ul><ul><ul><li>FlexBooks - Reducing cost of textbooks for K-12 schools </li></ul></ul><ul><ul><li>OER stories – UNESCO </li></ul></ul><ul><ul><li>OER case studies – Creative Commons </li></ul></ul><ul><ul><li>Do you have any of your own to share? </li></ul></ul>
    51. 51. Creating OERS Top Tips Publishing Using Quotations Incorporating images Tools and Methods
    52. 52. OER Creation <ul><li>Repurpose </li></ul><ul><li>Create from new </li></ul><ul><li>Use an e-learning development tool </li></ul><ul><ul><li>Xerte Online Toolkits – Demo </li></ul></ul><ul><ul><li>Exe, Glowmaker </li></ul></ul><ul><li>Educommons </li></ul><ul><li>Wikieducator – tutorial </li></ul><ul><li>Wikiversity </li></ul><ul><li>Creating Open Educational Resources . OER produced by Open University </li></ul>
    53. 53. OER Creation What do you think the issues are?
    54. 54. OER Creation - General Points <ul><li>Easier to avoid issues by creating from new and designing in openness from the beginning. </li></ul><ul><li>Repurposing material/content you have already will need fully sanitising – data protection, fully sourced and copyright cleared 3 rd party material </li></ul><ul><li>Material you have repurposed for inclusion on VLE will need further repurposing for open publication </li></ul>
    55. 55. OER Creation - Using 3 rd Party Materials ( Images, Charts, Graphs, Tables, Maps, Quotes…) <ul><ul><li>Onus on institution to ensure images used have been lawfully included </li></ul></ul><ul><ul><li>Providing source information to avoid plagiarism is not enough </li></ul></ul><ul><ul><li>Lawful inclusion means using own, copyright free, copyright expired, copyright cleared, copyright licensed (with publisher agreement as appropriate) material. Steps to IPR clearance </li></ul></ul><ul><ul><li>Quoting from others “fair dealing” - insubstantial use </li></ul></ul>
    56. 56. OER Creation - Using 3 rd Party Materials Quotations – insubstantial use <ul><ul><li>No specific exemption in copyright, but case law suggests that insubstantial use is ok, if: </li></ul></ul><ul><ul><li>Less than 400 words of continuous text from a book. </li></ul></ul><ul><ul><li>Less than 800 words of discontinuous text from a book, providing no part is more than 300 words (remember this is qualitative as well as quantitative – so quoting one line giving away the murderer from a whodunnit book would very likely be viewed as copying a substantial part of the work). </li></ul></ul>
    57. 57. OER Creation - Using 3 rd Party Materials (Images, Charts, Graphs, Tables, Maps….) <ul><ul><li>Example 1 , Example 2 , Example 3 , Example 4 </li></ul></ul><ul><ul><li>Best Practice: </li></ul></ul><ul><ul><li>Avoid using, remove or use own </li></ul></ul><ul><ul><li>Use those with Creative Commons (BY-NC-SA) or Public Domain (PD) licence </li></ul></ul><ul><ul><li>Can incorporate material with alternative licence </li></ul></ul><ul><ul><li>Identify copyright owner, source and license with link if possible </li></ul></ul><ul><ul><li>Include © or word “copyright” </li></ul></ul><ul><ul><li>Make the terms of use clear to the user </li></ul></ul><ul><ul><li>Un-licenced (CC or PD) material requires explicit clearance </li></ul></ul><ul><ul><li>Document usage of all 3 rd party materials and store in accessible place </li></ul></ul>
    58. 58. OER Publishing <ul><li>Submit to Learning Team for inclusion in U-Now </li></ul><ul><ul><li>Exposure to Jorum Open, XPERT, OCW, OER Commons </li></ul></ul><ul><ul><li>Statistics on number of hits (in U-Now) </li></ul></ul><ul><ul><li>Greater changes of discoverability </li></ul></ul><ul><li>Publish materials to web, on wiki, blog, slideshare and Licence appropriately </li></ul><ul><li>Submit to OER Commons </li></ul><ul><li>Submit to OpenLearn </li></ul><ul><li>If created by Xerte Online Toolkits select to publish openly to XPERT </li></ul>
    59. 59. OER Publishing Licence Incompatibility <ul><ul><li>License incompatibility means: </li></ul></ul><ul><ul><li>content that is licensed under a particular license cannot be combined with content licensed under certain other licenses </li></ul></ul><ul><ul><li>a user might not be able to combine OER that come from different sources, even though both are &quot;Open&quot; Educational Resources. </li></ul></ul><ul><ul><li>authors publishing under an open licence to make them as widely accessible and as easily adaptable as possible may occasionally be thwarted in their aim </li></ul></ul><ul><ul><li>See the UNESCO licence incompatibility table for more info </li></ul></ul>
    60. 60. OER Courses and Tutorials <ul><li>Creating Open Educational Resources by the Open University </li></ul><ul><li>OER Commons Wiki </li></ul><ul><li>Introduction to OER by Utah State University </li></ul><ul><li>Introduction to Open Educational Resources by Connexions </li></ul><ul><li>UNESCO OER Toolkit </li></ul><ul><li>Integrating OER into the Classroom </li></ul><ul><li>Internet for Image Searching </li></ul><ul><li>JISC OER Infokit </li></ul><ul><li>OERWorkshops bookmark for others </li></ul>
    61. 61. Exploration Activities <ul><li>Introduction to European Politics for Language Students, work through the pack: </li></ul><ul><li>Ensure that the pack is appropriate for release as an OER </li></ul><ul><li>Add correct attribution where appropriate/replace with creative commons or public domain </li></ul><ul><li>Free time to work on you own resources/search </li></ul>
    62. 62. References <ul><li>Atkins, D.E., Seely Brown, J. & Hammond, A.L., (2007). A review of the Open Educational Resources (OER) movement: Achievements, challenges and new opportunities. Report to The William and Flora Hewlett Foundation. Available at: <URL: > </li></ul><ul><li>Beggan, A., (2010). Opening up: Staff attitudes to open learning. Report to JISC UKOER Project. Available at: URL: > </li></ul><ul><li>Cormier, D., (2009). Open Educational Resources: The implications for educational development (SEDA). Available at: <URL: > </li></ul><ul><li>Tapscott, D. & Williams, A, D. (2010). Innovating the 21 st Century University: It’s time!. Educause Review Jan/Feb, p. 17-29. Available at: <URL: > </li></ul>
    63. 63. Links to Documentation <ul><li>University of Nottingham Staff Focus Groups  </li></ul><ul><li>University of Nottingham Staff Survey </li></ul><ul><li>OER Africa Feedback on what makes an effective resource and repository </li></ul><ul><li>The BERLiN Project Final Report </li></ul><ul><li>This work pack will be made available under creative commons licence in the near future and the location will be sent to you once it has been published </li></ul>