OER as a scholarly activity within staff development accredited Courses - Tom Browne

1,181 views
1,082 views

Published on

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
1,181
On SlideShare
0
From Embeds
0
Number of Embeds
10
Actions
Shares
0
Downloads
3
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • Introduce paper
  • Motivations - Academics This slide could be re-badged Why Bother?. OER will go nowhere without academic buy-in. Altruism - ... Raise your profile ... Career Enhancement – How? Exeter is a research-intensive university. How will personal investment in teaching help your career? TRN (teaching research nexus) promotes L&T using research methodologies. So we may have here a virtuous circle. Share your knowledge – some of our academics are excited by the possibility of putting their teaching materials and ideas in the public domain and creating communities of interested peers around that material. Building online communities – sharing usage ideas, released under a CC licence. Not just who & what. But what for ? Why ? Technically, many ways of promoting this, but they have in common the desire to bring together in the same space anyone who has downloaded the same material, to create a community around using that material.
  • But academic buy-in is ultimately insufficient on its own. Need institutional buy-in. Subtly different suite of arguments. Institutions increasingly articulate their activities in terms of business benefits . Mission statement and strategies Predicated on active learning. Encouraging independent learning styles . ‘Enquiry-based learning is the most natural, creative and enduring method of learning’ Reputation as part of its strategies to get into the top 100 universities by 2015, Exeter is place much emphasis on internationalisation, and has recently appointed a Director for Internationalisation Student satisfaction One of the metrics that determines where UK universities ‘sit’ within various league tables is a measure of student satisfaction. So use OER as a lever to improve materials. Have found academics self-policing quality ‘cos want their material to be well regarded when exposed to worldwide scrutiny.
  • Key challenges to academic practice. List here and expand in subsequent slides These 6 challenges listed have to be institutional challenges Time – a catch-all Will draw upon various project evaluation exercises – lots of quotes to follow
  • Staff awareness (sensitisation) Focus here is on demand-side. And how to re-think pedagogy? Build awareness into formal staff dev progs.
  • Reward and recognition Challenge of Exeter being a research-intensive university Need institutional policy incentives
  • IP issues: specifically copyright – Drowning. Clarity difficult – ‘it all depends’. Fear of litigation if get it wrong. Conclusion : Very risk averse Note internal legal advice. Who pays fines etc?
  • ‘ Impression’ – motivations – exemplar (marketing) or ‘scruffy is OK’ (L&T) Quality and reputation - whose quality is it anyway? Who decides? Peers? The institution may have a ‘branding’ agenda. Users of the material may look at the repurposing potential. Note oddity that courses are validated before material produced ! Exeter will always insist upon ‘high’
  • Need a change of mind-set Confidence and trust - > important than copyright to many academics
  • Staff resources (overheads) – Project has dedicated folk doing IPR clearance, inserting metadata etc. How can we subsume such work within exiting staff working practices? Or employ new type of staff? But stress – marginal cost!
  • In a research intensive university we have these problems with the VLE anyway
  • Phase-2 tender released before ink fully dry on Phase-1 Reports. Note successful Exeter and Falmouth bid. Exeter’s built on senior management support from Phase-1 Resources to support staff engaged in teaching and supporting learning. Support accredited programmes, enabling staff to provide evidence against the UK PSF. Promoting: a. Digital/information literacy; b. Development of inclusive curricula; c. Education for sustainable development; d.  Discipline-specific teaching and learning .
  • Phase-2 tender released before ink fully dry on Phase-1 Reports. Note successful Exeter and Falmouth bid. Exeter’s built on senior management support from Phase-1 Resources to support staff engaged in teaching and supporting learning. Support accredited programmes, enabling staff to provide evidence against the UK PSF. Promoting: a. Digital/information literacy; b. Development of inclusive curricula; c. Education for sustainable development; d.  Discipline-specific teaching and learning .
  • SWEDF is an ideal vehicle for Fellowship. It is regionally based and is populated by academic developers.
  • OER as a scholarly activity within staff development accredited Courses - Tom Browne

    1. 1. OER as a scholarly activity within staff development accredited programmes Matching individual and institutional objectives University of Nottingham, UK | 11 th March 2011 Tom Browne, Open University SCORE Fellow, Education Enhancement | Academic Services | University of Exeter, UK
    2. 2. OER on the Horizon One year from now…setting the scene: “ The movement toward open content reflects a growing shift in the way academics ... are conceptualizing education to a view that is more about the process of learning than the information conveyed in their courses.” “ Information is everywhere; the challenge is to make effective use of it. As customizable educational content is made increasingly available for free over the Internet , students are learning not only the material, but also skills related to finding, evaluating, interpreting, and repurposing the resources they are studying in partnership with their teachers.” (Educause Horizon Report, 2010) Its time has come!
    3. 3. Online Learning Task Force <ul><li>Reported to HEFCE in January 2011 </li></ul><ul><li>OLTF had been tasked to address how UK HE might maintain and extend its position as a world leader in online learning. </li></ul><ul><li>Recommendation 6 </li></ul><ul><li>Investment is needed for the development and exploitation of open educational resources to enhance efficiency and quality </li></ul><ul><li> Collaborate to compete. Seizing the opportunity of online learning for UK higher education </li></ul><ul><li>Report to HEFCE by the Online Learning Task Force http://www.hefce.ac.uk/pubs/hefce/2011/11_01/ / </li></ul>Efficiency or effectiveness?
    4. 4. OER University <ul><li>Universities in Australia, Canada and New Zealand </li></ul><ul><li>launching an &quot;OER university&quot;. </li></ul><ul><li>drawing together existing free online learning materials from around the world and develop new OERs to create whole degree programmes that can be studied via the internet for free. </li></ul><ul><li>Degrees could cost up to 90 per cent less than a traditional qualification. </li></ul><ul><li>could run alongside traditional modes of delivery, “augmenting and adding value to&quot; existing provision. </li></ul><ul><li>By Rebecca Attwood, LTHE, 10 February 2011 </li></ul>Threat or opportunity?
    5. 5. Open Educational Resources <ul><li>O for : Open – resources that are free and accessible over the internet . You can use them ‘as is’ or modify them to suit any context of your own. You merely have to acknowledge the original contributor. </li></ul><ul><li>E for : Educational – is commonly the context but it can, if the author allows, also be commercial </li></ul><ul><li>R for : Resources – can be anything , but commonly will include full courses, course materials, complete modules, notes, videos, podcasts, assessments, tests, simulations, worked examples, software, and any other tools or materials or techniques used to facilitate learning. </li></ul>Free stuff!
    6. 6. Exeter’s Journey <ul><li>Open Exeter </li></ul><ul><li>HEFCE-funded, JISC-managed : May 2009 - April 2010 </li></ul><ul><li>Explored organisational, technical, support and academic issues at an institutional level </li></ul><ul><li>Recommendations </li></ul><ul><li>‘ Re-engineering’ existing material, particularly to make them copyright compliant, is not scalable. </li></ul><ul><li>OER must be seen as an integral part of scholarly endeavour – factored into curriculum design and delivery. </li></ul><ul><li>Open STEM </li></ul><ul><li>HEFCE-funded, HEA-managed : Sept 2010 - Aug 2011 </li></ul><ul><li>aligning to UK Professional Standards Framework </li></ul><ul><li>Incorporate OER awareness into accredited staff development programmes </li></ul>Phase-1 to Phase-2
    7. 7. OER Phase 1 : May 2009-April 2010 UNESCO OECD UK Government Open Exeter
    8. 8. Project Focus <ul><li>Institutional </li></ul><ul><li>Supply side agenda </li></ul><ul><li>Tangible deliverables: </li></ul><ul><li>Release 360 credits equivalent of materials </li></ul><ul><li>Create an ‘open’ repository (Open Exeter) </li></ul><ul><li>And explore impacts: </li></ul><ul><li>Embedding educational cultural changes </li></ul><ul><li>Sustainability - life after the project </li></ul>2 projects :– tangibles + story
    9. 9. Dichotomy? <ul><li>between: </li></ul><ul><ul><li>individual perspective </li></ul></ul><ul><ul><li>Institutional perspective </li></ul></ul><ul><li>In harmony or conflict? </li></ul><ul><li>Illustrate how being played out at Exeter. </li></ul>2 benefits for the price of one?
    10. 10. Why should Academics contribute to OER? <ul><li>Altruism: Contributing to the public good </li></ul><ul><li>Raise personal profile: Get you and your work known </li></ul><ul><li>Career enhancement: TRN; virtuous circle </li></ul><ul><li>Share knowledge: Creating worldwide communities </li></ul>If no academic buy-in no OER
    11. 11. Rethinking Pedagogy <ul><li>OER has potential to: </li></ul><ul><li>support widespread transformations in L&T </li></ul><ul><li>encourage sharing and reusing </li></ul><ul><li>promote active, independent, student focused learning which can ‘range’ across disciplinary boundaries </li></ul><ul><li>be integral component of curriculum design and delivery </li></ul><ul><li>underpin research-informed learning and teaching </li></ul>Utopia! (improved student learning experience)
    12. 12. Why should an Institution invest? <ul><li>Relevant strategies (and KPI’s identified) </li></ul><ul><ul><li>Education </li></ul></ul><ul><ul><li>Research and Knowledge Transfer </li></ul></ul><ul><ul><li>Marketing and Internationalisation </li></ul></ul><ul><ul><li>Employability </li></ul></ul>Academic buy-in must be underpinned by institutional mission
    13. 13. Marketing <ul><li>OER has potential to: </li></ul><ul><li>Have a positive impact upon ‘brand’ </li></ul><ul><li>Attract best international students </li></ul><ul><li>Align with promoting best of our research </li></ul><ul><li>Improve quality of material, thereby also student satisfaction </li></ul><ul><li>Also: </li></ul><ul><li>Other big hitters are promoting OER so we must too – league tables </li></ul><ul><li>New fees regime – ‘positioning’ </li></ul>Utopia! (lots of money / status)
    14. 14. Challenges to Practice <ul><li>Staff awareness </li></ul><ul><li>Reward and recognition </li></ul><ul><li>IP issues </li></ul><ul><li>Quality and reputation </li></ul><ul><li>Confidence and trust </li></ul><ul><li>Staff resources </li></ul><ul><li>“ There needs to be much more consideration for lecturers workloads if Exeter is going to push this” </li></ul>Time (and as proxy for other challenges)
    15. 15. Staff Awareness Start with promoting demand -side, into staff development: +ve “ I found some very useful courses which are relevant to my teaching” “ Reduces the uncertainty whether a particular material may be used legally” -ve “ Unless I have invested in creating course content I feel I lack the authority to teach a course” Initial sensitisation
    16. 16. Reward and Recognition <ul><ul><li>Focusing on the supply side: </li></ul></ul><ul><ul><li>+ve </li></ul></ul><ul><ul><li>“ All I'm really interested in as a contributor is making my resources more freely available to other educators to use as they see fit - I think there is some value in my resources that I'm happy to see others take advantage of if they wish” </li></ul></ul><ul><ul><li>-ve </li></ul></ul><ul><ul><li>“ Making this material available as OER is the equivalent of giving away research that would otherwise be patented (and hence could earn income) and would not be in the best interests of either the staff or the University” </li></ul></ul><ul><ul><li>“ Spending time putting my work on to OER is not going to help me in my career at Exeter” </li></ul></ul>Need institutional policy incentives
    17. 17. IP Challenges <ul><ul><li>Quality </li></ul></ul><ul><ul><li>“ Having reviewed some material ... [it] is so riddled with copyright sensitive images that there isn’t going to be much left ... As a result it isn’t going to resemble the polished diamond we hoped” </li></ul></ul><ul><ul><li>Coherence </li></ul></ul><ul><ul><li>“ I am having some trouble, in that the IPR requirements mean very, very drastic changes are necessary to the existing material. I am concerned that academic credibility is being lost, because of the ferocious requirements of IPR.” </li></ul></ul><ul><ul><li>Time </li></ul></ul><ul><ul><li>“ I’m slightly disillusioned after wasting several hours over the last couple of weeks chasing permission to use a map only to be told no, and that was just one map” </li></ul></ul>Exeter taking ‘risk averse’ approach
    18. 18. Quality and Reputation <ul><ul><li>“ An OER repository definitely does give an impression of the institution and the staff (team) that produces it” </li></ul></ul><ul><li>(Philip et al , 2008) </li></ul><ul><ul><li>Different motivations lead to different outcomes: </li></ul></ul><ul><ul><li>Formal (cf peer review journals) </li></ul></ul><ul><ul><li>Some resistance in-house </li></ul></ul><ul><ul><li>Informal (e.g. community blog) </li></ul></ul>Materials will reflect upon Exeter so quality must always be ‘high’
    19. 19. Confidence and Trust <ul><ul><li>Licence-out: Creative Commons </li></ul></ul><ul><ul><ul><li>concerns re CC ‘derivative’ option having their material mangled </li></ul></ul></ul><ul><ul><ul><li>Education or commercial? </li></ul></ul></ul><ul><ul><li>Challenge: ‘all rights reserved’ v ‘some rights reserved’ </li></ul></ul>Trust of greater concern than copyright!
    20. 20. Support Issues Concerns similar to old arguments re. VLE: “ We will have to invest massive amounts of resources in supporting teachers to deliver OER material” “ Noting the heavily resourced models such as MIT and the UK Open University’s OpenLearn and even worse, the community driven Wikipedia, would it not be better to let them get on with it and merely promote a demand-led model?” But is OER is marginal cost?
    21. 21. Staff Development <ul><li>Recommendations from Open Exeter </li></ul><ul><li>‘ Re-engineering’ existing material, particularly to make them copyright compliant, is not scalable. </li></ul><ul><li>OER must be seen as an integral part of scholarly endeavour – factored into curriculum design and delivery. </li></ul><ul><li>However: </li></ul><ul><li>“ I have been advised by senior academics that we should not strive for teaching excellence if this undermines the delivery of grants and publications.” </li></ul>T v R tension transcends OER agenda
    22. 22. Institutional Response <ul><li>Open Educational Resources: The Way Forward (April 2010) </li></ul><ul><li>Recommendation: </li></ul><ul><li>Two stage proposal (requiring internal bridging funds) then Colleges should fund future developments from their own business plans. </li></ul><ul><li>Stage One 2010-2012 </li></ul><ul><li>Create limited volume of high quality OER, linked to University’s primary research. </li></ul><ul><li>Provide support and training for staff to ensure that they utilize OER materials available from elsewhere effectively and to develop the skills and understanding needed to create their own high quality OER materials. </li></ul><ul><li>Stage Two 2011-2015 </li></ul><ul><li>Develop OER ‘sample’ of high quality course material for each University programme. To be made available through online prospectus, also as part of each programme specification. </li></ul>The Business case!
    23. 23. OER Phase 2 : Sept 2009-Aug 2010 <ul><li>HEA strand: 11 projects, all releasing OER </li></ul><ul><li>Open Materials for Accredited Courses (OMAC) </li></ul><ul><li>Generate resources to support staff engaged in teaching and supporting learning. </li></ul><ul><li>Support accredited programmes, enabling staff to provide evidence against the UK Professional Standards Framework. </li></ul><ul><li>Open Stem (Exeter) </li></ul><ul><li>Transforming Teaching in Mathematics and Biosciences </li></ul><ul><li>2 cohorts of participants (Autumn and Spring Term) </li></ul><ul><li>Trialing resources of activities used in staff development </li></ul><ul><li>All resources to be released as OER </li></ul>Institutionally embed OER agenda into University behaviour
    24. 24. Open STEM outputs Project page : http://labspace.open.ac.uk/course/enrol.php?id=6597 (You will be asked to obtain access details). Course materials: videos, learning and teaching activities including subject-specific supporting material, intervention cards, scenario cards and completed student assignments for practice marking. Evidence: Substantial bank of evidence from focus group transcripts, evaluation and reflective log book feedback, coffee conversations, blog entries, quotes, data and session evaluations which will be built into a comprehensive case study. Guidance : ‘Pedagogical’ packages’ including our evaluation of materials and guidance on how to use them. Free for you (soon ….)
    25. 25. Subject specificity <ul><li>Outcomes: </li></ul><ul><li>Development of subject specific activities and materials (Maths and Biosciences) - resulted in impetus to create similar resources for further disciplines - Engineering, Physical and Human Geography, Psychology, English. </li></ul><ul><li>STEM participants respond well to a strongly evidence-based theory and approaches which involve quantitative as well as qualitative measurement and evaluation. </li></ul>STEM / HASS strands / ???
    26. 26. SCORE Fellowship <ul><li>“ OER as a scholarly activity within staff development accredited courses” </li></ul><ul><li>http://www8.open.ac.uk/score/tom-browne </li></ul><ul><li>Building upon Exeter experience </li></ul><ul><li>Applying more widely, particularly to institutions in SW England </li></ul><ul><li>HEA ‘critical friend’ for several projects </li></ul><ul><li>Supervising Masters students at Falmouth </li></ul><ul><li>Umpteen ‘ambassadorial’ visits, talks, workshops </li></ul>Raising awareness and profile of OER
    27. 27. References <ul><li>Open Exeter </li></ul><ul><li>http://as.exeter.ac.uk/support/educationenhancementprojects/openexeter/ </li></ul><ul><li>Browne, T.J.& Newcombe, M. (2009) Open educational resources: A new creative space. In Same places, different spaces. Proceedings ascilite Auckland 2009 . http://www.ascilite.org.au/conferences/aukland09/procs/browne.pdf </li></ul><ul><li>Tom Browne, Richard Holding, Anna Howell, Sue Rodway-Dyer (2010) The challenges of OER to Academic Practice. Journal of Interactive Media in Education. http://jime.open.ac.uk/article/2010-3/pdf </li></ul><ul><li>Open STEM </li></ul><ul><li>http://as.exeter.ac.uk/support/educationenhancementprojects/openstem/ </li></ul>

    ×