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Selected findings from the UKOER Synthesis and Evaluation

Selected findings from the UKOER Synthesis and Evaluation

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    Oer score-2012 Oer score-2012 Presentation Transcript

    • UKOER synthesis and evaluation Phase III Start-Up Nov2011 UKOER synthesis and evaluation Allison Littlejohn, Lou McGill Helen Beetham, Isobel Falconer Caledonian Academy Glasgow Caledonian University, UK www.academy.gcal.ac.uk
    • „New‟ era of Open Education and Openreputation Extending LearningUKOER synthesis and evaluation Phase III Start-Up Nov2011 Vision „Open education is not limited to just open educational resources. It also draws upon open technologies that facilitate collaborative, flexible learning and the open sharing of teaching practices that empower educators to benefit from the best ideas of their colleagues. It may also grow to include new approaches to assessment, accreditation and collaborative learning. banksy.com CapeTown Open Education Declaration, 2008 banksy.com
    • Paradigm shift from .....to...UKOER synthesis and evaluation Phase III Start-Up Nov2011 We know, we teach you Learners digital skills rewarded and used as a resource for the learning community/group/collective Stable job market in specific vocations Unstable job market: and professions adaptability management of multiple roles to the fore Students typically on two- or three- Students engaged in multiple forms of learning while employed /or year programmes of study: attending several institutions Established methods, based in Emerging and mixed methods, interdisciplinary problem spaces disciplines Students become qualified in specific Students need to strategically manage a range of knowledge kinds of academic knowledge practice practices, for different contexts Technologies are introduced according Curriculum is continually modified by the impacts of technology in to the requirements of the curriculum the environment Modular assessment: focus on Some cross-modular assessment: focus on self-efficacy and the achievement within clearly defined ability to integrate skills/know-how curriculum goals Disaggregated services(library, ICT, Integrated support for students learning development and different study skills, careers) learning pathways Induction and one-off training model of Ongoing review, progression and just-in-time support literacy support Beetham, McGill, Littlejohn, Learning in the Digital Age, JISC LiDA final Report, 2009
    • Extending reputationUKOER synthesis and evaluation Phase III Start-Up Nov2011 What: Programme aim Vision to make a wide UKOER1, 2 and 3 Aims to make a wide range of pre-existing digital learning resources freely available and easily discoverable by educators and learners
    • Extending reputationUKOER synthesis and evaluation Phase III Start-Up Nov2011 What: Programme aim Vision Widespread involvement of teaching staff would bring about a: • sustainable change in culture moving from focusing on content ownership, to focusing on open sharing; • sustainable change in practices of reuse and repurposing.
    • UKOER synthesis and evaluation Phase III Start-Up Nov2011 Vision What: Programme aim Extending reputationbanksy.com
    • Extending reputationUKOER synthesis and evaluation Phase III Start-Up Nov2011 Who: Evaluation and Synthesis Vision Allison Littlejohn Isobel Falconer Helen Beetham Lou McGill
    • Extending reputationUKOER synthesis and evaluation Phase III Start-Up Nov2011 Who: Evaluation and Synthesis Vision banksy.com banksy.com
    • Extending reputationUKOER synthesis and evaluation Phase III Start-Up Nov2011 UKOER2: social focus Vision UKOER Phase 2 evaluation links with the OER Impact Study http://www.jisc.ac.uk/media/documents/programmes/elearning/oer/OERTheValueOfReuseInHigherEd ucation.pdf)
    • Extending reputationUKOER synthesis and evaluation Phase III Start-Up Nov2011 Who: Evaluation and Synthesis Vision banksy.com banksy.com
    • Extending reputationUKOER synthesis and evaluation Phase III Start-Up Nov2011 UKOER2: social focus Vision OERs are most (re)useable for educational purposes if they are: • freely available and easily discovered • trusted and/or reputably sourced • openly licensed • universally accessible • easily disaggregated (by teaching users) • educationally guided (by learning users) • educationally well designed Littlejohn, Falconer, McGill (2008), Characterising effective eLearning resources, Computers & Education
    • Extending reputationUKOER synthesis and evaluation Phase III Start-Up Nov2011 UKOER2: social focus Vision For teaching staff, the subject relevance and pedagogical ‘fit’ of a resource to their teaching strategy was the key factor. Licensing, while a secondary concern, was also valued... Students were mainly concerned that resources were ‘on topic’ and ‘accurate’... University or education-related provenance was also used as a general indicator of quality, with tutors often investing more time in sourcing resources from trusted providers. Masterman, E, White, D. and Manton, M. (2011) The Value of Reuse in Higher Education http://www.jisc.ac.uk/whatwedo/programmes/elearning/oer2/oerimpact.aspx
    • Practice change: teachers Extending reputationUKOER synthesis and evaluation Phase III Start-Up Nov2011 Vision • Searching for OERs to use in their own teaching – effective search requires understanding licences, finding licencing information • Adapting OERs (or other content) to support teaching • Making their own resources openly available • Using institutional systems to manage and make OERs available • Adapting their OERs to be used by different groups of users • Reflection on approaches to learning and teaching • Increased technical skills • Collaborating with other professionals, learning new skills • Developing Open Assessment materials • Changing relationships with learners – in negotiating the curriculum and developing and using content McGill, Beetham, Falconer, Littlejohn, UKOER2 Final Report, 2011
    • Practice change: teachers Extending reputationUKOER synthesis and evaluation Phase III Start-Up Nov2011 Vision “Evidence that this constitutes a (generic) new pedagogy or trend in pedagogic practice is less clear.” Open Educational Practice Briefing Paper (Beetham, „in print‟)
    • Practice change: learners Extending reputationUKOER synthesis and evaluation Phase III Start-Up Nov2011 Vision • Finding resources to support formal learning (diglits) • Creating content as part of learning activities • Managing content for learning • Mixing content from different sources to create new resources • Commenting on & rating OERs they have used • Using OERs for informal learning or work-based learning • Cant distinguish an OER from other forms of online resource… McGill, Beetham, Falconer, Littlejohn, UKOER2 Final Report, 2011
    • Practice change: learners Extending reputationUKOER synthesis and evaluation Phase III Start-Up Nov2011 Vision Tutor guidance is a critical determinant of technology-based learning practices adopted by learners Goodfellow & Lea, 2009 Learners‟ strategies for learning with technologies largely influenced by tutor attitudes Margaryan, Littlejohn and Volgt (2010) Computers and Education No evidence of widespread and universal disaffection, or of a distinctly different “learning style the like of which has never been seen before” Bennett et al, 2008 Learners can be confident about using the internet yet lack critical capabilities, and research skills JISC learners experiences of e-learning‟
    • Extending reputationUKOER synthesis and evaluation Phase III Start-Up Nov2011 Practice change: communities & institutions Vision “Changing attitudes to content, away from viewing content as constitutive of the curriculum and towards viewing it as an artefact of the learning, research and knowledge-sharing process which can be re-inscribed into new learning situations as and when appropriate.” Open Educational Practice Briefing Paper (Beetham, „in print‟)
    • Extending reputationUKOER synthesis and evaluation Phase III Start-Up Nov2011 Practice change: communities Vision • Open collaborative activities (may or may not involve OERs) • Sharing, exchange, contributing resources to community repositories or content management systems • Sharing of teaching practice, content production practice in a subject or professional context • Developing open content management systems • Considering open practices within their communities and how to support it McGill, Beetham, Falconer, Littlejohn, UKOER2 Final Report, 2011
    • Extending reputationUKOER synthesis and evaluation Phase III Start-Up Nov2011 Practice change: institutions Vision • Content management practices – moving from closed to open systems • Changing understanding about where the knowledge sits re copyright/IPR licences, ownership • Branding and quality control • Using OERs for marketing/showcasing • Cross faculty collaboration and sharing of content & practice • Cross institutional collaboration and partnerships – understanding different sectors and making links/developing understandings and vocabularies • Reward practices for OER release and use through cpd and performance review mechanisms • Need for greater co-ordination of policy and strategy to support changing practices • Making whole courses or modules open (MOOCS) McGill, Beetham, Falconer, Littlejohn, UKOER2 Final Report, 2011
    • UKOER2 Evaluation & Synth summary reputation ExtendingUKOER synthesis and evaluation Phase III Start-Up Nov2011 Vision Open Educational Practice Briefing Paper (Beetham, „in print‟)
    • Phase 2 Highlights & Synth summary reputation ExtendingUKOER synthesis and evaluation Phase III Start-Up Nov2011 UKOER2 Evaluation Vision
    • Extending reputationUKOER synthesis and evaluation Phase III Start-Up Nov2011 Task: practice change Vision Open Educational Practice and Open Learning Practice Questions: Are these new practices or existing practices in an open context? Have you observed other practice changes – tweet examples #openpractice
    • Extending reputationUKOER synthesis and evaluation Phase III Start-Up Nov2011 Surfacing Motivations Vision What motivations might bring about a sustainable change in culture focusing on open sharing? banksy.com banksy.com
    • Extending reputationUKOER synthesis and evaluation Phase III Start-Up Nov2011 What: Programme aim Vision Widespread involvement of teaching staff would bring about a: • sustainable change in culture moving from focusing on content ownership, to focusing on open sharing; • sustainable change in practices of reuse and repurposing.
    • Extending reputationUKOER synthesis and evaluation Phase III Start-Up Nov2011 Surfacing Motivations Vision Each activity is associated with a motive which defines the problem space being worked on. Change is driven by “contradictions” or “structural tensions” within the system and thus develops from present practice Engeström, 2005, p313 banksy.com
    • Drivers for transformationalExtending reputationUKOER synthesis and evaluation Phase III Start-Up Nov2011 Tensions around rules change The tension between closed • limited adherence to IPR open resources resources rules when resources are not openly available & tension • strict application of IPR rules strict limited when resources are open adherence adherence to IPR to IPR Means that individuals may find application of IPR rules a major inhibitor
    • Drivers for transformationalExtending reputationUKOER synthesis and evaluation Phase III Start-Up Nov2011 Tensions around rules change Tension between; Traditional quality procedures traditional open resources assess resources in the resources pedagogic context within tension which they will be used. Openly released resources quality quality assessed lack control of pedagogic assessed out of within context, and cannot carry context pedagogic quality assurance into a more context open environment eg. Humbox: Dickens, Borthwick, Richardson, Lavender, Mossley, Gawthrope, et al, 2010
    • Drivers for transformationalExtending reputationUKOER synthesis and evaluation Phase III Start-Up Nov2011 Tensions around tools change The tension between hosting solutions for static resources dynamic resources „dynamic‟ and „static‟ resources tension es for „social‟ tested ( eg (eg Web2.0) repository) hosting hosting
    • Drivers for transformationalExtending reputationUKOER synthesis and evaluation Phase III Start-Up Nov2011 Tensions around roles change The tension between existing roles and practices & new roles existing roles new roles requiring novel practices may make tension OER release unfeasible without emerging established significant practice practice organisational restructuring. Example is „students as producers of content‟..
    • Drivers for transformationalExtending reputationUKOER synthesis and evaluation Phase III Start-Up Nov2011 Tensions around roles change A further tension focuses around who gains institution individual recognition - the individual or the institution tension This tension reflects the need to balance collective extends attracts reputation students & responsibility for quality, funding branding, and commercialisation with incentives to releasees for
    • Drivers for transformationalExtending reputationUKOER synthesis and evaluation Phase III Start-Up Nov2011 Tensions around communitychange The tension between trust within tightly knit, established tightly knit loosely bound communities and relatively communities networks low levels of trust across tension loosely bound networks poses issues for OER release. untested trusted relationships relationships es for
    • Task: think about tensions Extending reputationUKOER synthesis and evaluation Phase III Start-Up Nov2011 Vision Question: Are these tensions observed within your context of OER release? Tweet other observed tensions #oertensions
    • Extending reputationUKOER synthesis and evaluation Phase III Start-Up Nov2011 Task: think about key motivations Vision 1.Building individuals‟ or institutions‟ or community‟s‟ reputation, exemplified by OCEP16 or 2. Improving efficiency, cost and quality of production, exemplified by Unicycle 3. Opening access to knowledge, exemplified by the Chemistry FM 4. Enhancing pedagogy through the creation and reuse of OERs exemplified by Java Bread-Board 5. Building technological momentum (and being funded to do so), evidenced in the JISC call (JISC, 2009b).
    • Extending reputationUKOER synthesis and evaluation Phase III Start-Up Nov2011 Motivations for change Vision marketisation technological academic momentum commons banksy.com
    • Extending reputationUKOER synthesis and evaluation Phase III Start-Up Nov2011 Motivations for change Vision marketisation technological academic momentum commons banksy.com
    • Extending reputationUKOER synthesis and evaluation Phase III Start-Up Nov2011 Motivations for change Vision marketisation technological academic momentum commons banksy.com
    • Extending reputationUKOER synthesis and evaluation Phase III Start-Up Nov2011 Motivations for change Vision marketisation technological academic momentum commons banksy.com
    • How open is „open‟? Extending reputationUKOER synthesis and evaluation Phase III Start-Up Nov2011 Vision The programme‟s definition of “open” is “free for use and repurposing worldwide” (JISC 2009)…. Over-reliance on trust and community may inhibit long-term significant change. Falconer, Littlejohn, McGill, Beetham, under review banksy.com
    • Extending reputationUKOER synthesis and evaluation Phase III Start-Up Nov2011 Useful resources Vision OER Synthesis & Evaluation Wiki: https://oersynth.pbworks.com/ Practice change info on wiki https://oersynth.pbworks.com/w/ page/41876396/Phase2%20Prac tice%20change OER Synthesis & Evaluation Blog: http:/oersynthesis.jiscinvolve.org/wp/ OER InfoKit: https://openeducationalresources.pb works.com/ UKOER2 Evaluation Summary https://oersynth.pbworks.com/w/pag e/47973773/Phase2Summary
    • UKOER synthesis and evaluation Phase III Start-Up Nov2011 UKOER synthesis & evaluation Allison Littlejohn, Lou McGill Helen Beetham, Isobel Falconer Caledonian Academy Glasgow Caledonian University, UK www.academy.gcal.ac.uk