Oer panel

Exploing the potenal of OER: arculaon of Open  Educaonal Pracces Gráinne Conole,  Leicester University, UK grainne.conole@le.ac.uk ICDE Conference, Bali, 4th October 2011

From resources to pracces

Open Educaonal Pracces Open Educational Practices(OEP) constitute the range of practices around the creation, use and management of open educational resources with the intent to improve quality and innovate education

OER ‐ a vision of transformaonBeyond content – focus on acvity and useLearners as self‐directed and autonomousMore of a focus on sharing, reﬁnement, iteraon, crical reﬂeconOER as a potenal catalyst to transforming educaonal pracceImprovements in social inclusion, quality and innovaon

Abstracng dimensions of Pracce hVp://cloudworks.ac.uk/cloudscape/view/2105

Abstracng dimensions of Pracce Open Educaonal Pracces  (OEP)Pracces around the creaon, use and  management of Open Educaonal  Resources hVp://cloudworks.ac.uk/cloudscape/view/2105

Abstracng dimensions of Pracce Open Educaonal Pracces  (OEP)Pracces around the creaon, use and  management of Open Educaonal  Resources Approach 60 case studies of OER collected Dimensions of OEP derived Online consultaon process hVp://cloudworks.ac.uk/cloudscape/view/2105

OER models

OER models• Level of granularity – ‘Atomisc’: based around  learning objects  – ‘Holisc’: aligned to course  structures 

OER models• Level of granularity – ‘Atomisc’: based around  learning objects  – ‘Holisc’: aligned to course  structures • Format – Simple, text‐based – Rich mulmedia

OER models• Level of granularity – ‘Atomisc’: based around  learning objects  – ‘Holisc’: aligned to course  structures • Format – Simple, text‐based – Rich mulmedia• Pedagogy – Neutral – Embedded

Design ->use -> reuse -> repurpose

Design ->use -> reuse -> repurpose Teacher A

Design ->use -> reuse -> repurpose OER Creates Teacher A Design

Design ->use -> reuse -> repurpose Deposits OER Creates Teacher A Design

Design ->use -> reuse -> repurpose Deposits OER Creates Teacher A Design Deposits

Design ->use -> reuse -> repurpose Deposits OER Creates Teacher A Design Deposits Learner A OER Chooses Learner B Design Teacher B

Design ->use -> reuse -> repurpose Deposits OER Creates Teacher A Design Deposits Quiz + beginners route Uses Learner A OER Chooses Learner B Design Teacher B

Design ->use -> reuse -> repurpose Deposits OER Creates Teacher A Design Deposits Quiz + beginners route Uses Learner A OER Quiz + advanced route Chooses Learner B Uses Design Teacher B

Design ->use -> reuse -> repurpose Deposits OER Creates Teacher A Design Deposits Quiz + beginners route Uses Learner A OER Quiz + advanced route Chooses Learner B Uses Design Repurposes Teacher B & deposits

Open Educaonal Pracce Dimensions

Open Educaonal Pracce DimensionsStrategies and policiesQuality Assurance modelsPartnership modelsBusiness models/sustainability strategiesBarriers and success factorsTools and tool praccesSkills development and supportInnovaons

Open Educaonal Pracce DimensionsStrategies and policiesStrategies and policiesQuality Assurance models Quality Assurance modelsPartnership models Partnership modelsBusiness models/sustainability strategies Business models/sustainability strategiesBarriers and success factorsBarriers and success factorsTools and tool praccesTools and tool praccesSkills development and supportSkills development and supportInnovaonsInnovaons

Open Educaonal Pracce DimensionsStrategies and policiesStrategies and policiesQuality Assurance models Quality Assurance modelsPartnership models Partnership modelsBusiness models/sustainability strategies Business models/sustainability strategiesBarriers and success factorsBarriers and success factorsTools and tool praccesTools and tool praccesSkills development and supportSkills development and supportInnovaonsInnovaons Strategies and polices Barriers and success factors Tools and tool pracces Skills development and support

The OPAL guidelines• Four stakeholder groups: learners, teachers, institutional managers and policy makers• Matrices to enable organisations to position themselves in terms of their OEP activities• Guidance on developing an OEP vision and strategy• Support for implementing and promoting OEP

Beneﬁts• Builds on solid empirical research (analysis of 60 OER case studies)• Extensively validated with the OER community (EFQUEL conference, Online, Paris forum, Online Educa)• Presented in a simple to use format Jigsaw pattern -• Addresses the needs at both divide and share individual and organisational the problem space

Instuonal benchmarking• DIMENSIONS – Strategies and Policies – Barriers and Success Factors – Tools and Tool Pracces Skills Development and Support• CONTEXT – Macro level  (society) Maturity – Meso level  (organisaon) – Micro level  (individuals) Context• MATURITY – Inial (not yet started) Dimensions – Managed – Deﬁned – Opmizing (embedded / advanced) 11

Uses and benefits• Three uses – Benchmarking – Guidance – Reflecon and comparison• Benefits – Guides users in understanding how to  think about the key issues. – Flexible enough to cover the mulple  stakeholders – Sub‐cubes provide praccal illustrave  examples – Useful as a mechanism for instuons  to self‐benchmark 12

Mapping the case studies Micro Meso MacroStrategies and  Personal  Instuonal  Embedded in policies movaons and  strategies and  naonal policy and  goals policies in place fundingBarriers and success  Tension between  Lack of appropriate  Lack of funding or factors research and  structure rewards teachingTools and tool  Use of web 2.0 tools  Instuonal OER  Naonal repository pracces to discuss OER repository availableSkills development  Peer review and  Instuonal  HewleV OER and support discussion workshops on OER projects and OCW 13

Need and value• Help in developing their OER strategy and implementing and promoting the use of OER• Individuals and organisations are unaware of the work that has already been done and the lessons that have been learnt• Need to embrace the potential of OER and encourage broader use

Use cases• University A wants to know where they stand: • They can use the guide to assess themselves • They get a review/ feedback from OPAL• University B wants to create a future open policy: • They can see which elements would need to be included into that from our guideline• University C wants to compare themselves with others: • They can look up other completed matrices

Impact• Better uptake and use of OER• A more systematic approach• Growing database of stories• An emergent community discussing learning and teaching ideas and the use of OER

Oer panel

by grainne

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Oer panel

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