Chemistryfm

ChemistryFM http://chemistryfm.blogs.lincoln.ac.uk Building on a previous internally funded project where students made videos to explain concepts in forensic chemistry http://chemistryfm.blogs.lincoln.ac.uk/video/ Project will release all teaching and learning resources for the 30 credit course for Introductory Chemistry for Forensic Science Worked with campus-based community radio, SirenFM, to develop and broadcast five radio programmes during Science Week. Interested in concept of 'broadcast' on the web (i.e. syndication, podcasting) Offered Centre for Educational Research and Development, an opportunity to observe and consider the practical issues around OER

Sustainability Licensing is not an issue. No legal barriers. The university IP Policy waives institutional ownership of 'scholarly work', which includes teaching and learning materials. At the discretion of academic staff to seek help in exploiting IP. OER as 'add-on' is not sustainable. ChemistryFM resources are the actual resources used for paying students, not a duplicate version. Public OER website will be used as a resource by Lincoln students. The provision of student bursaries has been very helpful. Good for students, good for staff. A small project like ours was never going to change the institution, but it sets a good example. Allowed us to get a sense of the work involved. Need to develop a bottom up culture of 'sharing'. Motivate and support staff to do so. i.e. ChemistryFM as showcase, Lincoln Academic Commons for information http://commons.lincoln.ac.uk Our experience with Institutional Repository showed that only the REF could motivate the institution to support Open Access. Nothing like REF for OERs. Full problems/benefits won't be known for another year after the resources have been in use.

Sustainability cont. Sustainable technology: Existing WordPress MU platform and EPrints software available for all staff to use. No 'gatekeepers' to web publishing at the university. i.e. http://lncn.eu/gr Summary:  Make web publishing easy. Support it in general, not just OERs. Develop skills.  Make support information accessible. i.e. FAQ, Briefing papers, etc.  Showcase good examples i.e. ChemistryFM.  Get students involved in co-production of OERs (pay them if possible!)  Don't differentiate between OER and normal course materials. i.e. don't duplicate.  You can't force people to share. (Even institutional Open Access mandates don't achieve 100% success).

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http://testbp.lncd.org	36
http://translate.googleusercontent.com	5
http://orbital.blogs.lincoln.ac.uk	2
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Chemistryfm

by Joss Winn

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