1. OER Engagement Study:Promoting OER reuse among academicsJoanna WildThe Open University12th June 2012
2. Motivation for the study OER impact study Research focus: 1. How do institutions, departments, individuals go about raising teachers’ engagement with OER reuse? 2. What are the providers of ‘OER training’ trying to achieve and how can they tell that they’ve been successful? • What is the optimal engagement with OER reuse in view of different stakeholders and what are the intermediate steps? • How can engagement be sustained/nurtured?
3. What I did Qualitative & exploratory  Semi-structured interviews with: • Providers of OER initiatives (10) • Teachers (5) • Teachers with a staff development role within their faculty (4) OER engagement ladder
4. Data analysis: techie 
5. Data analysis: old school   
6. What are the approaches?Who are the main stakeholders?
7. Making OER an integral part of existing inst. strategies  We wrote OER into our teaching and learning strategy a couple of years ago  Open Education was set as the priority for the year…Getting buy-in of senior management in individual faculties  Impetus from central L&T teams …we had representatives from each faculty that liaise directly with the centre or  Impetus from individual teachersLots of bottom-up activities……but don’t rely solely on bottom-up initiatives ( fragmented)  If the buy-in to use OER is not high enough in your institution, engagement gets to a certain point and then it just becomes something that individuals are doing
8. Making OER integral to existing systems and services  When you have a top-down person telling people to do it, they kick against it, whereas having people that are trusted saying: ‘Have a go with that!’ - thats more beneficialKey stakeholders:  People supporting module teams  Academic Librarians  Learning technologists (e-learning teams)  Staff responsible for implementing graduate attributes  Staff developers  PG Cert in HE I think the advantage of the PGCert is starting to catch every new member staff coming in  CPD etc. …Sustainability is talking about OER in all the other workshops
9. What is the optimal engagement with OER reuseand what are the intermediate steps?How can engagement be sustained/nurtured?
10. The OER Engagement LadderThe OER Engagement Ladder. ©2012 Joanna Wild, University of Oxford, CC BY
11. A good metaphor?  Few Social OEP It is a ladder and it’s a steep ladder sometimes  I quite liked the idea of doing this like that […] I don’t see it a sort of neat move up the ladder thing, its more of you get so far and then you suddenly realise: ‘Oh, so this is Many Self OER why!’Original image geezaweezer cc by;adapted by Joanna Wild ©2012 licensed cc by
12.  Directs students to online resources as supplementary Few Social OEP material  Uses digital resources found on the web to enhance teaching and learning  Shares and reuses educational resources None: The Underpinning locally or within existing Many Self OER communities of practiceOriginal image geezaweezer cc by;adapted by Joanna Wild ©2012 licensed cc by
13.  Is confident that it’s ok to use it Social OEP  ‘It benefited others’! I knew about the cc license but I kind of put it at the back of my mind and it wasn’t that important. And it’s when I went to the workshop that I realised: Actually it is important!  Is aware of OER & CC None: The Underpinning Many Self OEROriginal image geezaweezer cc by;adapted by Joanna Wild ©2012 licensed cc by
14. Enabling factors:  Realistic expectations Few Social OEP  Local repositories  Networks of trust  Recommendations  Building community knowledge Low: Piecemeal  Reuses OER produced or recommended locally None: The Underpinning  Searches Self OER Many for OEROriginal image geezaweezer cc by;adapted by Joanna Wild ©2012 licensed cc by
15. Enabling factors: We invite people to reconsider their practices at the stage of designing their course and consider alternatives that Few Social OEP include OER Step 2: Need Low: Piecemeal  Is involved in (re)designing a course  …it all seemed a bit of a blind panic at the beginning: ‘how I am going to write all of None: The Underpinning this?’ So when they introduced Many OER, then I thought: ‘oh us to Self OER thats great!’Original image geezaweezer cc by;adapted by Joanna Wild ©2012 licensed cc by
16. Enabling factors:  Knowing where to search for OER Few Social OEP  Support in locating relevant OER Medium: Strategic  Minimum adaptation  Understanding CC BY… Step 2: Need Low: Piecemeal  Attributes OER  Integrates OER into core None: The Underpinning teaching Many Self OER  Tweaks OEROriginal image geezaweezer cc by;  Reuses OER producedadapted by Joanna Wild ©2012 licensed cc by externally
17.  Shares own OER  I now always go for images that are labelled for reuse and have Few license […] because I never CC Social OEP know when I might want to upload it somewhere and share it. Medium: Strategic  its only at that stage in which you begin to make sure Step 2: Need everything is fairly attributed Low: Piecemeal  Appraises the effects of using OER on students’ None: The Underpinning learning experience and own practice OER Many Self  We’ll wait and see how the newOriginal image geezaweezer cc by; module goes on a courseadapted by Joanna Wild ©2012 licensed cc by
18. Enabling factors:  Evidence High: Embedded  OER as a staff dev. tool Few OEP  Advocates OER Medium: Strategic  Encourages others Step 2: Need  Reuses & re-shares  Resource focused Low: Piecemeal  Pedagogy focused Does OER lead to a better practice? I think it does, just because of the dialogue around it None: The Underpinning  OER is embedded into teachers’ Self OER Many every-day practice  It becomes your second natureOriginal image geezaweezer cc by;  The more confident you feel with itadapted by Joanna Wild ©2012 licensed cc by the more you use it
19. High: Embedded Few Collective OEP Medium: Strategic Step 2: Need Low: Piecemeal None: The Underpinning Many Self OEROriginal image geezaweezer cc by; Original image moedermens cc by,adapted by Joanna Wild ©2012 licensed cc by adapted by Joanna Wild ©2012 licensed cc by
20.  What are the providers of ‘OER training’ trying to achieve? How can they tell that they’ve been successful?
21. “It’s early days” but :  It’s when I went to the workshop High: Embedded that I realised: actually [cc license] is important  Few Social OEP I think it was one of the most Gives Assesses important things, the Medium: Strategic reassurance that it’s an appropriate way of doing things Integrates  I do know where to find them Directs  It’s made me much more open Low: Piecemeal to actually trying to find things Knows where and embedding them into the It’s ok programme Is aware  A part of [the course] is available freely to other people None: The Underpinning  We’ll wait and see how the new Many Self OER module goes on a courseOriginal image geezaweezer cc by;adapted by Joanna Wild ©2012 licensed cc by
22. Recommendations in brief Embed OER into existing systems and services but follow up with targeted support Identify champions within the department and capitalise on their enthusiasm & knowledge Engage staff developers, librarians, LT-ists: build a network of support Collect evidence & examples Recognition = Time & Space to experiment
23. If you would like to find outmore…. Go to: http://www8.open.ac.uk/score/outputs scroll down to my name (Joanna Wild) and browse through the outputs of my research Download the full research report from: http://bit.ly/UEcbPi