Just a very basic intro to OER. We could do a whole session but want to introduce you to the concept.Mention Creative CommonsMake sure to highlight Radar.
Learners: Flexibility, Access, self-directedUsers: quality resources to useCreators: reputational, feedback on materials, collaborationInstitutions: reputation, marketing, e.g. MIT long before MOOCs put course materials online for anyone to use. MOOCS have subsumed some of the arguments around OERS
This course is actually described as blended learning!
The class was based around summarising main content and doing activities to help learning, e.g. doing a quick student evaluation, writing evaluation questions, discussing the different evaluation mechanisms.
MOOCs, OOCs, OOPs
MOOCs, OOCs, OOPs! for the rest of us Neil Currant, Liz Lovegrove, George Roberts, Fiona Smith, Marion Waite OCSLD, Oxford Brookes University, Minerva, March 2013
Our MOOC• First Steps into Learning and Teaching in Higher Education (FSLT12)
Over 200 signed up • 60 participated throughout the 6 weeks • We reached our constituency • 14 undertook the assessment andEvaluation received a certificate • Participants were from 24 different countries including Australia, Canada, India, South Africa, as well as many European countries &US Research continuing • How people learned • Differential participation • Design principles
A bubble?• Bonk (2013) identifies 22 types of MOOC with 20 Leadership Principles and 12 business models.• The numbers are changing and boundaries are fuzzy.• There is stratification going on at the innovative end of traditional educational institutions.
Cowboy economics?• Monetize – Accreditation – Tuition – Publications – Recruitment – ???• Or… sell picks and shovels to the Klondikers – MOOCs as platforms Andy Wharhol, 1986
Discourses around higher education are: “… a field of competition for the legitimate exercise of symbolic violence,… an arena of conflict between rival principles of legitimacy, andcompetition for political, economic and cultural power (Bourdieu 1993, 121)
Shere Khan bites Baloo from Walt Disney’s Jungle Book
• A focus on the course and the platform ignores the experience of the MOOC learner• MOOCs offer an unlimited number of possibilities for hybridization because, whatever else, they offer participants the opportunity to fashion their own learning according to their own needs.
Question 1• At your table, what has the MOOC experience/perception been?
“This opened my eyes as a teacher”• diversity of other participants• The Vet presence highlighted some of the difficulties which the ‘newbies’ were experiencing and also provided a reciprocal zone of proximal development and triggers for active participation.
Three main themes1. Navigation2. Transformative reflective practice3. Making sense of community
NavigationNew participants felt overwhelmed bytechnology, multiple channels &perceived need to multi-task.Experienced MOOCers were judiciousabout planning their route andorienting their participation.
Transformative reflective practice Ultimately learners experienced a transformative shift … but it required reflection on practice, community support and self-organization
Making sense of communityNew learners needed time todetermine their audience and corecommunity…and to realize reciprocalrelationships.
Skilled orienteersActive MOOC participants are skilledorienteers. Leveraging local expertiseof experienced MOOC learners anddeveloping participatory skills in newlearners is a key strategy for those whoorganize and facilitate MOOCs.
Question• We aim to develop a network of expert participants.• Expert participants may be disciplinary experts, online experts or other…• What could you bring to the expert participant role?
BLENDED LEARNING: THE ROLE OF OERhttp://www.educause.edu/research-and-publications/books/learning-spaces/chapter-11-designing-blended-learning-space-student-experience
OPEN EDUCATIONAL RESOURCES What are OERs?“learning and teaching materials available for free onlinefor anyone to use. Examples include full courses, coursemodules, lectures, games, teaching materials andassignments.” JISC Where would I find them?iTunes U, Slideshare, Youtube, Repositories: e.g. Jorum,Brookes Radar. Licensing: Creative Commons
LEVELS OF ENGAGEMENTUse Use existing resources created by othersAdapt / repurpose Adapt existing resources for your own purposeCreate / produce Create and share your own resources
BENEFITSLearnersStaff usersCreatorsInstitutionsSee - https://openeducationalresources.pbworks.com for a full list of benefits
FLIP TEACHINGClass time focuses on understanding the materialDelivery of content happens outside of class time, e.g. onlinehttp://www.youtube.com/watch?v=26pxh_qMppE&feature=player_embedded
Reasons for developing OOCs• Improving the global learner experience• Fulfilling the university’s social/global/community educative mission• Enhancing reputation and increasing visibility• Showcase own expertise• Sell books• Increasing reach – Better serve (retain) existing clients – Attract new clients – Earn more revenue
• What would your reasons for be for developing open online “courses”?• What would you like to do with MOOCs?• What support would you like?• What are the challenges for Brookes?
Thank you OCSLDOxford Brookes University March firstname.lastname@example.org
Research• Waite, M., Mackness, J., Roberts, G., & Lovegrove, E. (under review 2013). Liminal participants & skilled orienteers: A case study of learner participation in a MOOC for new lecturers. JOLT• Roberts, G., Mackness, J., Waite, M., & Lovegrove, E. (in submission 2013). x v c: Hybrid learning in, through and about MOOCs. OER13/JIME• Roberts, G., Mackness, J., Waite, M., & Lovegrove, E. (2012). What is necessary and what is contingent in design for a massive open online course? In Open Horizons: Sharing the Future. Aston University, Birmingham: Higher Education Academy. Retrieved from http://www.slideshare.net/georgeroberts/what-is-necessary-and- what-is-contingent-in-mooc-design• Roberts, G., Mackness, J., Waite, M., & Lovegrove, E. (2012). Not just moocin’ about. In ALT-C 2012: A confrontation with reality. Presented at the ALT-C, Manchester, UK. Retrieved from http://www.slideshare.net/georgeroberts/not- just-moocin-about• Roberts, G. (2012). OpenLine Project Final Report (JISC Project Report). Oxford: Oxford Brookes University. Retrieved from http://www.heacademy.ac.uk/projects/detail/oer/OER_PGC1_Oxford_Brookes