Eadtu Open Learn


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Eadtu Open Learn

  1. 1. Open Content at The Open University: a strategic institutional initiative Professor Andy Lane Director, OpenLearn, The Open University UK. This work is licenced under the Creative Commons Attribution-No Derivative Works 2.0 UK: England & Wales License. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nd/2.0/uk/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California 94105, USA.
  2. 2. The general opportunity <ul><li>“ The most promising initiative in e-learning is the concept – and the developing reality, of open educational resources.” </li></ul><ul><li>Sir John Daniel (OU, UNESCO, Commonwealth of Learning) </li></ul>
  3. 3. The general problems for Universities (in Europe at least) <ul><li>“ Universities are key players in Europe’s future and for the successful transition to a knowledge-based economy and society.” </li></ul><ul><li>“ Most universities tend to offer the same courses to the same group of academically best-qualified young students and fail to open up to other types of learning and learners” </li></ul><ul><li>“ Universities need to grasp more directly the challenges and opportunities presented by the lifelong learning agenda.” </li></ul><ul><li>Communication from the Commission to the Council and the European Parliament, ‘Delivering on the Modernisation Agenda for Universities’. Brussels 10 May 2006 </li></ul>
  4. 4. Some major challenges for Universities <ul><li>Intellectual Property in the ICT Era </li></ul><ul><li>The Bologna Ambition of Widening Participation </li></ul><ul><li>Lifelong learning and the knowledge economy </li></ul><ul><li>Networking within the University System </li></ul><ul><li>Networking beyond the University System </li></ul><ul><li>Open Content and Open Source </li></ul><ul><li>From Access to Use to Outcome </li></ul><ul><li>Sustainability </li></ul>
  5. 5. Mission of the UK Open University <ul><li>The Open University is open to people, places, methods and ideas. </li></ul><ul><li>It promotes educational opportunity and social justice by providing high-quality university education to all who wish to realise their ambitions and fulfil their potential. </li></ul><ul><li>Through academic research, pedagogic innovation and collaborative partnership it seeks to be a world leader in the design, content and delivery of supported open and distance learning. </li></ul>
  6. 6. UKOU Open Content Initiative <ul><li>“ The philosophy of open access and sharing knowledge is a wonderful fit with the founding principles of The Open University and with the University’s very strong commitment to open educational access and widening participation. The University will be developing forms of open content e-learning which will reach less experienced learners and, we hope, encourage an appetite for further learning.” </li></ul><ul><li>Professor Brenda Gourley Vice-Chancellor of The Open University </li></ul>
  7. 7. Why has the OU made some of its content open? <ul><li>A growing momentum behind open content worldwide </li></ul><ul><li>Open content consistent with the University’s commitment to social justice and widening participation in Higher Education </li></ul><ul><li>Can be a way of building markets and reputation </li></ul><ul><li>Can be a test bed for new e-learning developments and offers an opportunity to research and evaluate them </li></ul><ul><li>We can learn more about the University’s business model </li></ul><ul><li>It can be a way of drawing in materials from other organisations </li></ul><ul><li>It can provide the basis for world-wide collaborations over the development and dissemination of supported open learning </li></ul>
  8. 8. Open content types <ul><li>First generation (OER 1.0) known as OpenCourseWare: support materials from classroom based teaching in educational institutions </li></ul><ul><li>Second generation (OER 2.0) known as OERs: self study material devised for open, distance and/or e-learning from educational institutions (and publishers) </li></ul><ul><li>Third generation (OER 2.5) known as user generated content : self study not from educational institutions but from individuals and specialist organisations </li></ul>
  9. 9. The Open Content Initiative stages <ul><li>Known as OpenLearn </li></ul><ul><li>A feasibility report agreed by VCE, Academic Board and Council mid 2005 to undertake a pilot project </li></ul><ul><li>Hewlett granted $200k to help cover scoping work in late 2005 for a two year pilot (stage 1) </li></ul><ul><li>$8.9m grant from William and Flora Hewlett Foundation for two year pilot costing $11m in total, 2006-8 (stage 2) </li></ul><ul><li>Formation of a programme team to achieve pilot goals and participation in the open content global networks </li></ul><ul><li>Joined Open Courseware Consortium </li></ul><ul><li>Continue OpenLearn but embed policy and practices into existing systems and processes and seek more funding, 2008-9 (stage 3) </li></ul>
  10. 10. Special open content projects in Africa <ul><li>TESSA (Teacher Education in Sub-Saharan Africa </li></ul><ul><ul><li>Curriculum for Untrained Teachers </li></ul></ul><ul><ul><li>Nine countries </li></ul></ul><ul><ul><li>Adapted to local culture and delivery </li></ul></ul><ul><ul><li>Foundation and EU funding </li></ul></ul><ul><li>Open Door </li></ul><ul><ul><li>Textbooks for use by Universities </li></ul></ul><ul><ul><li>PDF files downloaded and printed </li></ul></ul><ul><ul><li>Sierra Leone, Tanzania, Zambia, South Africa </li></ul></ul><ul><ul><li>UK Government and EU funding </li></ul></ul>
  11. 11. Major goals of OpenLearn <ul><li>To make some of The Open University’s distance learning materials freely accessible in an international web-based open content environment and, in so doing, to advance open content delivery method technologies by: </li></ul><ul><li>Deploying leading-edge learning management tools for learner support; </li></ul><ul><li>Encouraging the creation of non-formal collaborative learning communities; and </li></ul><ul><li>Enhancing international research-based knowledge about modern pedagogies for higher education. </li></ul>
  12. 12. Planned higher level outcomes of stage 2 <ul><li>Enhanced learning experiences for users of open content delivery; </li></ul><ul><li>Greater involvement in higher education by under-represented groups and empowerment for various support networks that work with them; </li></ul><ul><li>Enhanced knowledge and understanding of open content delivery, how it can be effective, and the contribution it can make to further development of e-learning; </li></ul><ul><li>Enhanced understanding of sustainable and scaleable models of open content delivery. </li></ul>
  13. 13. Major challenges <ul><li>Empowering people to make use of an information rich world through appropriate learning technologies and support networks; </li></ul><ul><li>Opening up the opportunities for non-formal learning as part of a life long learning agenda; </li></ul><ul><li>Understanding better how to reach hard-to-reach groups and tackle educational disadvantage; </li></ul><ul><li>Managing quality assurance and intellectual property rights creatively and moving thinking forward on these; </li></ul><ul><li>Creating a sustainable system for creating and supporting open educational resources. </li></ul>
  14. 14. Some major concerns <ul><li>Giving away the ‘family silver’ – what about the market value of content? </li></ul><ul><li>Inappropriate use of the content – what will others do with it? </li></ul><ul><li>Threatening student recruitment – why will they pay for what they can get free? </li></ul><ul><li>Problems of implementing licensing agreements for courses and programmes – will we lose revenue? </li></ul><ul><li>Long-term sustainability – who pays for making content open? </li></ul>
  15. 15. Evaluation of stage 2 against several areas <ul><li>Effectiveness of Creative Commons licence </li></ul><ul><li>Role of Content and Tools </li></ul><ul><li>Open Content and Widening Participation </li></ul><ul><li>How Learning Communities Work </li></ul><ul><li>Open Content and Curriculum Creation </li></ul><ul><li>Open Content and Developing Economies </li></ul><ul><li>Business Models of Higher Education </li></ul><ul><li>Sustainability </li></ul>
  16. 16. Technological R&D <ul><li>Only Open University content available for viral content distribution </li></ul><ul><li>Valuable test-bed for e-production technologies </li></ul><ul><li>Become leaders in educational open-source software development </li></ul><ul><li>Dialogue with standards bodies and commercial software companies </li></ul><ul><li>Change agent for new teaching and learning processes </li></ul><ul><li>Cost savings in mainstream Moodle development </li></ul>
  17. 17. Widening participation and lifelong learning <ul><li>Introducing black and ethnic minority students to learning at Bradford College </li></ul><ul><li>Providing learning to prisoners at over 15 prisons including Wormwood Scrubs </li></ul><ul><li>Developing thinking skills for Openings students on the Wirral </li></ul><ul><li>Over 300 registrations on Openings courses </li></ul><ul><li>Over 2 million visitors, over 60,000 registered users in 18 months </li></ul><ul><li>Over 4500 directly attributable registrations overall </li></ul>
  18. 18. Information, advice and guidance <ul><li>Integrated into advice given in new Study with the OU website and prospectuses </li></ul><ul><li>Already approx. 50% of Student Registration and Enquiry Service (SRS) staff refer students to OpenLearn </li></ul><ul><li>Educational and careers advisers in the Regional/National Centres recommend OpenLearn for prospective and continuing students </li></ul>
  19. 19. Advisers recommend OpenLearn For prospective and continuing students <ul><ul><li>to demonstrate the level of OU courses </li></ul></ul><ul><ul><li>to see and work with materials from a particular course </li></ul></ul><ul><ul><li>to assess core learning skills (maths, writing) </li></ul></ul><ul><ul><li>as an aid for students whose first language is not English </li></ul></ul><ul><ul><li>to gauge understanding of course material and/or to help them improve their study and core English skills </li></ul></ul><ul><ul><li>to introduce them to or help them to improve study skills </li></ul></ul><ul><ul><li>to highlight certain subject areas or particular courses </li></ul></ul><ul><ul><li>to ease the student into study and build up their confidence </li></ul></ul><ul><ul><li>to allow the student to begin academic work while waiting for their course to start </li></ul></ul><ul><ul><li>as ‘tasters’ for future courses </li></ul></ul><ul><ul><li>for use as a study aid for exam re-sits </li></ul></ul><ul><ul><li>in order to help the student choose between academic subject areas or particular courses </li></ul></ul>
  20. 20. Marketing <ul><li>Lead generation – prospectus enquiries </li></ul><ul><li>Decision support for students </li></ul><ul><li>Conversion tool – additional registrations </li></ul><ul><li>Loyalty mechanism – repeat visitors and business </li></ul><ul><li>Marketing 2.0: Personal, relevant, free, valued, open </li></ul><ul><li>Viral content supporting low-cost/no-cost marketing strategy </li></ul><ul><li>Social media marketing </li></ul>
  21. 21. Reputation <ul><li>Unique in a competitive market - brand strengthened </li></ul><ul><li>Subject of over 30 international traditional press articles and over 700 blog posts </li></ul><ul><li>Presented extensively internationally </li></ul><ul><li>OU now recognised as leading player in OER movement worldwide alongside MIT, Carnegie Mellon etc </li></ul><ul><li>OU content widely cited in other VLEs e.g. Leeds College of Art and Design, University of Delhi, OpenEcoSystem, NativeEnglishOnline </li></ul><ul><li>Actively promoted to large organisations, opening doors to relationships with Sky, Microsoft etc </li></ul><ul><li>OpenLearn has been recognised by IP experts to be pushing boundaries </li></ul><ul><li>8 award shortlistings – innovation and public service </li></ul>
  22. 22. Regional partnerships <ul><li>There are partnership activities in all OU regions e.g. </li></ul><ul><li>Sussex Lifelong Learning Project </li></ul><ul><li>South West Lifelong Learning Network </li></ul><ul><li>Western Vocational Lifelong Learning Network </li></ul><ul><li>Childcare Workers Learning Project in the South West </li></ul><ul><li>Scotland and Wales ‘sub -portals’ </li></ul>
  23. 23. Employer engagement and new business opportunities <ul><li>OpenLearn is featured on OU’s CPD site at www.open.ac.uk/cpd / </li></ul><ul><li>Supports work with professional bodies e.g. Institute of Biology’s Olympiad for 1.5K pupils and their teachers </li></ul><ul><li>OpenLearn used in marketing campaign for the Web Certificate in Russia, Ghana, Indonesia and Poland </li></ul><ul><li>OpenLearn is being piloted in five NHS hospitals through arrangements with Patientline </li></ul>
  24. 24. Strengthening research bids <ul><li>EduShare. 700k Euros: Asia-Link Programme, the European Commission </li></ul><ul><li>The Project on Open Content for Knowledge Exposition and Teaching (POCKET). £200k: JISC </li></ul><ul><li>Staff improvement in distance education for Caribbean, African and Pacific universities (SideCap). 747k Euros: ACP-EU Cooperation Programme in Higher Education (EDULINK) </li></ul><ul><li>Transforming Plymouth City Council Children’s Services into a Learning Organisation. £38k: HERDA SW. </li></ul>
  25. 25. Assessing new revenue generating models <ul><li>Pre-finance </li></ul><ul><li>Sponsorship </li></ul><ul><li>Subscription </li></ul><ul><li>‘ Freemium’ model e.g. users pay for a tier of additional services such as assessment </li></ul><ul><li>Advertising e.g. revenue from Amazon book purchases </li></ul><ul><li>Community donations </li></ul><ul><li>Consultancy/ training </li></ul><ul><li>Private partnerships </li></ul><ul><li>‘ Labour exchange’/ Gift exchange model </li></ul>Why $0.00 is the future of business Ithaka : Sustainability and revenue generating models for online academic resources
  26. 26. Conclusions <ul><li>OERs were assessed against the OU’s own mission and strategic priorities for tangible and intangible benefits </li></ul><ul><li>The initiative involved all parts of the OU with a multifunctional team drawn from several Units </li></ul><ul><li>OpenLearn has been run as an action research project with constant developments and continuous evaluation </li></ul><ul><li>Evaluation seeks to understand what OERs add to the OU’s existing policies and practices and whether we need to adjust those policies and practices </li></ul><ul><li>Being involved in networks has been essential </li></ul><ul><li>Align OER work with day to day and long term activities </li></ul>