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The institutional impact of OpenLearn
 

The institutional impact of OpenLearn

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By: Andy Lane

By: Andy Lane
Presented: CETIS/OU OER Workshop 27th February 2009
More: http://cloudworks.ac.uk/node/959

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    The institutional impact of OpenLearn The institutional impact of OpenLearn Presentation Transcript

    • The institutional impact of OpenLearn Professor Andy Lane Director, OpenLearn 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.
    • Why make our content open?
      • A growing momentum behind open content worldwide
      • Open content consistent with the University’s commitment to social justice and widening participation in Higher Education
      • Can be a way of building markets and reputation
      • Can be a test bed for new e-learning developments and offers an opportunity to research and evaluate them
      • We can learn more about the University’s business model
      • It can be a way of drawing in materials from other organisations
      • It can provide the basis for world-wide collaborations over the development and dissemination of supported open learning
    • Some initial major concerns
      • Giving away the ‘family silver’ – what about the market value of content?
      • Inappropriate use of the content – what will others do with it?
      • Threatening student recruitment – why will they pay for what they can get free?
      • Problems of implementing licensing agreements for courses and programmes – will we lose revenue?
      • Long-term sustainability – who pays for making content open?
    • The OpenLearn stages
      • A feasibility report agreed by VC’s Executive, Academic Board and Council mid 2005 to undertake a pilot project
      • Hewlett granted $200k to help cover $700k scoping work in late 2005 for a two year pilot (stage 1)
      • $8.9m grant from William and Flora Hewlett Foundation for two year pilot costing $11m in total, 2006-8 (stage 2)
        • Formation of a programme team to achieve pilot goals and participation in the open content global networks
        • Joined OpenCourseware Consortium
      • Continue with OpenLearn ($1.2m) but embed policy and practices into existing systems and processes and seek more funding, 2008-9 (stage 3)
    • Major aims of stage 2
      • Enhanced learning experiences for users of open content (self study content plus open learning environment);
      • Greater involvement in higher education by under-represented groups and empowerment for various support networks that work with them;
      • 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;
      • Enhanced understanding of sustainable and scaleable models of open content delivery.
    • What have we done so far?
    • FOR LEARNERS
    • FOR EDUCATORS
    • Major features of OpenLearn
      • Study units consisting of multiple media assets:
        • Text assets as XML or PDF
        • Audiovisual assets as MP3 files
        • Images as jpg files
        • Flash animations
      • An Open Learning Environment using OSS (Moodle +)
        • Forums
        • Learning Journals
        • Learning Clubs
        • Rating and Tagging
        • Video conferencing (FM)
        • Knowledge maps (Compendium)
        • FlashVlogs
        • Activity records
    • Quality management
      • LearningSpace:
        • Original material externally peer reviewed
        • Pre-publication internal peer review
        • 5 star user ratings
        • User reviews
      • LabSpace
        • Badging of Units as
          • Current OU OER,
          • Archived OU OER,
          • User generated contribution,
          • Project generated contribution
        • 5 star user ratings
        • User reviews
        • Post publication external peer review?
        • Institutional Lenses like Connexions?
    • Who are the users?
      • Individual self learners (over 3.7 million browsing visitors and 80,000 registered users) around the world (220 countries)
      • Individual and groups of educators around the world
      • Lifelong learning groups in the UK wanting informal study
      • Educational and other organisations for collaboration and staff development
    • And what happens to the content?
      • Accessed and used the online by browsers and registered users
      • Added to online by registered users
      • Referred to from another VLE or website
      • Taken away and used elsewhere
    •  
    •  
    •  
    •  
    • The open content takeaway
    •  
    • User behaviour with content
      • Over 2000 FM video conferences booked
      • Over 4,000 Compendium downloads, over 400 knowledge map downloads and over 40 uploads
      • Over 6000 forum postings
      • Over 2000 learning journal entries
      • 10,000 units printed per week
      • 10,000 downloads per week
      • Growing number of Learning Clubs (new)
      • Some translations into Catalan, Portuguese, Spanish, Chinese
      • In situ editing of units by educators
      • Collaboration zone for groups to add their own content
      • Content now also found on or via YouTube, NetVibes, Flickr, MySpace as we and others spread it around
    • Supporting widening participation
      • Introducing black and ethnic minority students to learning
      • Providing learning to prisoners at 15 prisons
      • Developing thinking skills for Openings students
      • Partnerships with Unionlearn and NIACE
    • National and regional partnerships
      • There are partnership activities in all OU regions e.g.
      • Sussex Lifelong Learning Project
      • University of the Third Age
      • Western Vocational Lifelong Learning Network
      • OpenLearn micro sites for Wales and Scotland
    • International partnerships
      • There are a number of international activities we are linked to:
      • Working with OCW Consortium, European Association of Distance Teaching Universities
      • Informal partnerships with Commonwealth of Learning, UNISUL in Brazil
      • TESSA (Teacher Education in Sub Saharan Africa)
      • Research led ventures
    • Business and community engagement
      • OpenLearn is featured on and links through to OU’s Continuing Professional Development website
      • Supporting OU R&D work with professional bodies
      • Helping transform Plymouth City Council Children’s Services into a Learning Organisation
      • Changing relationships with publishers.
    • Information, advice and guidance
      • Integrated into advice given in new Study with the OU website and prospectuses
      • Already approx. 50% of Student Registration and Enquiry Service (SRS) staff refer students to OpenLearn
      • Educational and careers advisers in the Regional/National Centres recommend OpenLearn for prospective and continuing students
    • Marketing
      • Lead generation – 4,500+ prospectus enquiries over 12 months
      • Decision support for students
      • Conversion tool – 9,000+ registrations to date
      • Loyalty mechanism – repeat visitors and business
      • Marketing 2.0: Personal, relevant, free, valued, open
      • Viral content supporting low-cost/no-cost marketing strategy
      • Social media marketing
    • Reputation
      • Subject of over 30 international traditional press articles and 700 blog posts
      • Presented extensively internationally
      • OU recognised as leading player in OER movement worldwide alongside MIT, Carnegie Mellon etc
      • OU content widely cited in other VLEs e.g. Leeds College of Art and Design, University of Delhi, OpenEcoSystem, NativeEnglishOnline
      • Actively promoted to large organisations, opening doors to relationships with Sky, Microsoft etc
      • OpenLearn has been recognised by IP experts to be pushing boundaries
      • 10 award short listings – innovation and public service
    • Strengthening research bids
      • EduShare. Asia-Link Programme, the European Commission.
      • The Project on Open Content for Knowledge Exposition and Teaching (POCKET), JISC.
      • Staff improvement in distance education for Caribbean, African and Pacific universities (SideCap). ACP-EU Cooperation Programme in Higher Education (EDULINK).
      • ATELIER-D - Achieving Transformation, Enhanced Learning, and Innovation through Educational Resources in Design, JISC.
      • iCOPER: Interoperable Content for Performance in a Competency-driven Society, e Content plus .
      • ASPECT: Adopting Standards and Specifications for Educational Content, e Content plus.
    • Conclusions
      • OERs attract people/organizations because they can do something with them
      • Many people/organizations want more than just the content - a relationship with other users or the University
      • OERs are being assessed against the OU’s own mission and strategic priorities for tangible and intangible benefits
      • OpenLearn has been run as an action research project with constant developments and continuous evaluation
      • Educators need strong commitment and continued support over long periods to rework or create new resources
      • Being involved in networks has been essential
      • OER work needs to align with both day to day and longer term activities
      • Need to look for new business models … advertising, value added services, disaggregated services?