Introduction to OER


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These are the slides from the OER session of the Durham e-learning summer camp from 19th September 2012.

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  • Open Teaching in the Digital Age - How do we create, remix, license, and share Think about what do we mean by open teaching? What could it mean that openness is the default action of the academic – more about this later…
  • Start with the basic notion of academia - Education is a social service which leads to a greater good in society. We are helping students acquire knowledge. In the process the academic creating learning materials and tools which often do not reach beyond the classroom Tools – things like text, images, video which help students learn. As we know, the Internet is changing research and teaching practice
  • What has changed : The internet is creating new channels for collaboration and feedback Learning materials can be considered social objects (things we share rather than control) Sharing builds networks and thereby transforms our practice as the potential reach and impact of our work is extended My question for you is do you share a little or share a lot? We have encoutered many colleagues who are happy to share but often, just a little – Why not share completely? The traditional barrier to sharing no longer exists: Sharing doesn’t cost you anything anymore. The same is true of educational resources, to share something I simply publish it, and people will find it via search or social tools such as RSS, facebook or Twitter. Largely there are issues around interllectual property, etc but we hope to help you guide you through best practice in this area As institutions it still seems we act as if sharing was a costly, difficult exercise.
  • The key to all this is the idea of OER Academic resources can be built upon and shared The open provision of educational resources, enabled by information and communication technologies, for consultation, use and adaptation by a community of users for non-commercial purposes - (UNESCO 2002) OER is an extension of OS and OA- The Internet itself would not have started and would not have worked, had it not been propelled by free software and collaborative code. Free software development offers important lessons. It shows that anyone can contribute to a particular project and do so constructively, however small the contribution may be. (Guedon, 2009) Some software projects do fail. But a failed project is never completely wasted because the code remains accessible and can be reused freely by another project. As a consequence, the free software model also opens the promise of variety and autonomy while preserving a satisfactory degree of coherence in projects. A commonly cited benefit of using open content is that it can reduce the growing costs of education by allowing educators to develop, select, distribute, and reuse materials quickly and easily , with less dependence on traditional publishers. Traditional content is envisioned as a commodity of sorts, well-established in a marketplace of ideas. As such, it should not be reinvented each time and should be broadly available via the Internet. The idea is that by using these already prepared materials, educators can then focus on pedagogy, context, and teaching. We all know how little time we have to do our work A key feature of open content is that it is meant to be easy to update as the body of knowledge in a given field advances; changes are entered by the community and are immediately available, similar to the way Wikipedia is kept current.  As the demand for personalised learning experiences grows, educators are increasingly turning to open content to find ways of engaging their students that extend or even replace traditional course materials.
  • The idea of Open Licensing – why do we need it? - We are all creators of digital content Consider traditional copyright, either something was all rights reserved OR something was public domain. Often it was unclear how something could be used unless it was clearly specified I am sure we have all encountered Orphan works – Objects which are untraceable or unattached and can be difficult to use Creative commons is Copy-left - versus copy-right - a process of risk management with sharing in mind Creative commons self empowered license – which allows you to keep “some rights reserved” Using the license clauses you can let people know how they can use your work - Things to consider - Did I create this material? Whose work did I include in my works? (images, text) * Often this will include getting permission to use the material or finding a suitable replacement already using a CC license. Who do I want to share with? Famous questions Do you allow commercial uses of your work? - Yes or no Do you allow modifications of your work? - Yes, unconditionally - Yes, as long as others share alike – No We have had many people ask us HOW to get the license on a resource such as a word doc, or ppt file. I have created the following video to help walk you through that process and you will be able to access this file on our VULA site.
  • Finally I leave you with some questions for reflection and possibly discussion as time permits In what aspects of your academic life are you not open? Why? Does your institution place obstacles to openness? What would it take to convince you to be more open? What are your concerns in being an open scholar?
  • Introduction to OER

    1. 1. Open Teaching in a Digital Age ‘Openness’ as the default action of the academic? Create Remix License Share Prepared by:Michael Paskevicius & Michelle Willmers, Steve Stapleton, Sunnie Kim Nick Pearce, Elaine Tan
    2. 2. The Notion of Academia• Education is a social service• Education should be about the greater good• Academic is the creator of learning materials and tools• Internet is changing research and teaching practice
    3. 3. Sharing doesn’t cost anything anymore• The internet is creating new channels for collaboration and feedback• Learning materials are social objects• Sharing builds networks• Sharing transforms practice• Reach and impact is extendedDo you share a little or share a lot?
    4. 4. Nick Pearce – Open Scholar
    5. 5. Open educational resources (OER) are educational materials (usually but not always digital) that are offered freely and openly for anyone to use and under some type of license to re-mix, improve and redistribute.
    6. 6. Why OERImproves access to learning opportunities  Save time, cut costs  Alternative to the rising cost of education  Contributions to a pool of learning resources can circumvent barriers to access and improve education as a social goodNew way of teaching and learning that is more collaborative and participatory  Move from content creation to content co-creation  Become part of a growing communityMaterials can be adapted and localized to fit the specific audience need
    7. 7. Case Study Embedding OER
    8. 8. Licensing
    9. 9. Questions to Ponder over Licensing• Did I create this material?• Whose work did I include in my material?• Who do I want to share with? Plus those famous Creative Commons questions! • Do you allow commercial uses of your work? © • Do you allow modifications of your work?
    10. 10. Questions for Reflection• In what aspects of your academic life are you not open? Why?• What are the obstacles to using or creating open resources?• What might it take to convince you to be part of the open community?
    11. 11. Scavenger Hunt…Look at some of the repositoriesWhat do you think of the quality of material?How can you integrate this into your course?Do you have any that you would want tocontribute?What may you gain if you contribute?
    12. 12. Links