Case for OER
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Case for OER

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A whirlwind tour of the world of Open Educational Resources and what it might mean for Heriot-Watt University (or other similar institutions).

A whirlwind tour of the world of Open Educational Resources and what it might mean for Heriot-Watt University (or other similar institutions).

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  • Defining an educational resource is like trying to define a chair
  • Defining an educational resource is like trying to define a chairYou could try to define what a chair is defining its essential features
  • Defining an educational resource is like trying to define a chairYou could try to define what a chair is defining its essential featuresBut you’ll soon find some example that doesn’t have one feature
  • Defining an educational resource is like trying to define a chairYou could try to define what a chair is defining its essential featuresBut you’ll soon find some example that doesn’t have one featureOr another. So maybe just say that you’ll recognise one when you see one because it is meant to be sat on
  • Defining an educational resource is like trying to define a chairYou could try to define what a chair is defining its essential featuresBut you’ll soon find some example that doesn’t have one featureOr another. So maybe just say that you’ll recognise one when you see one because it is meant to be sat onButnot everything that can be sat on is a chair (even though you might find it useful if you need to sit down).
  • US organization. Legal deeds that can be used by owners of copyright works to grant a licence to any person allowing them to use those works with certain restrictions: acknowledgement, non-commercial use, no modification allowed, or any modifications must be shared (all bar the last two can be used in combination with each other). (Also CC-0, no conditions, donation to public domain, which is less relevant here).These are liberal licences: for example only the NC restriction stops you from taking someone else’s CC-licensed work and making money by selling it.Do not preclude owner of copyright in work entering into other agreements (e.g. Selling it to those who want to pay for fewer restrictions)Deeds granting same permissions available in legally enforceable docs for many jurisdictions (incl Scots and rest of UK law) Saves copyright owners the cost of developing their own legal documents.Standard restrictions save users the hassle of managing materials with many different peculiarities in the licence (e.g. UKHE only—does this include Dubai? Can only be shared with students registered on course: does this include tutors at ALPs?)Standard identification of restrictions (human recognisable logos and machine readable identifiers) – extremely powerful in simplifying process of deciding what you can / cannot use, building systems to facilitate reuse.Web-wide scale: Google, Flickr and many others build services on top of Creative Commons.
  • MIT were the first. Most people of heard of MIT OCW; many (perhaps) think of OCW as being synonymous with MIT OCW.
  • Think about this and write the answers down
  • Trying to show that (i) MIT OCW is older than you might think and (ii) more extensive. If you looked at it a short while after it was first set up it might be worth looking again
  • Sort of material associated with MIT courses that is released.
  • Berkeley have a slightly different approach
  • Stanford focus on Engineering
  • Other Universitiesjoined in
  • Other Universitiesjoined in
  • Other Universitiesjoined in
  • Other Universitiesjoined in, possibly more of them than you might think
  • Other Universitiesjoined in, possibly more of them than you might think
  • Other places joined in, possibly more of them than you might think
  • Other Universitiesjoined in, possibly more of them than you might think
  • Other Universitiesjoined in, possibly more of them than you might think
  • Other Universitiesjoined in, possibly more of them than you might think, and not just in the US
  • Other Universitiesjoined in, possibly more of them than you might think, and not just in the US
  • Other Universitiesjoined in, possibly more of them than you might think, and not just in the US
  • Other Universitiesjoined in, possibly more of them than you might think, and not just in the US
  • Other Universitiesjoined in, possibly more of them than you might think, and not just in the US
  • Other Universitiesjoined in, possibly more of them than you might think, and not just in the US
  • Other Universitiesjoined in, possibly more of them than you might think, and not just in the US
  • Literally 100s of other Universitiesjoined in, possibly more of them than you might think, and not just in the US
  • Literally 100s of other Universitiesjoined in, possibly more of them than you might think, until the UK (well England, mostly) got involved the OU had an obvious affinity with Open Education
  • Literally 100s of other Universitiesjoined in, possibly more of them than you might think, until the UK (well England, mostly) got involved the OU had an obvious affinity with Open Education, Oxford had it’s own strgenths to showcase.
  • Literally 100s of other Universitiesjoined in, possibly more of them than you might think, until the UK (well England, mostly) got involved the OU had an obvious affinity with Open Education, Oxford had it’s own strengths to showcase, but other, more typical, Universities also committed to provide OERs.
  • Literally 100s of other Universitiesjoined in, possibly more of them than you might think, until the UK (well England, mostly) got involved the OU had an obvious affinity with Open Education, Oxford had it’s own strengths to showcase, but other, more typical, Universities also committed to provide OERs.
  • Literally 100s of other Universitiesjoined in, possibly more of them than you might think, until the UK (well England, mostly) got involved the OU had an obvious affinity with Open Education, Oxford had it’s own strengths to showcase, but other, more typical, Universities also committed to provide OERs.
  • Literally 100s of other Universitiesjoined in, possibly more of them than you might think, until the UK (well England, mostly) got involved the OU had an obvious affinity with Open Education, Oxford had it’s own strengths to showcase, but other, more typical, Universities also committed to provide OERs.
  • Literally 100s of other Universitiesjoined in, possibly more of them than you might think, until the UK (well England, mostly) got involved the OU had an obvious affinity with Open Education, Oxford had it’s own strengths to showcase, but other, more typical, Universities also committed to provide OERs.
  • See http://www.khanacademy.org/about (esp. “how did you get started?”)
  • See http://www.slideshare.net/cetismdrsig/making-your-content-visibleSee also http://www.russellstannard.com/
  • An example from Law at Bradford
  • An example from Chemistry at Lincoln
  • Core Materials: material scientists sharing resources
  • HumBox: humanity lecturers sharing resources
  • OS mapping data getting more open
  • All government data getting more open.
  • Arduino: microprocessor platform the design of which is open. Can be bought from various suppliers, or you can build it yourself. Many different suppliers providing additional hardware (bluetooth, motor control, relay control...) that plugs in. Flourishing community supporting use through guides, project ideas, programming software...http://www.arduino.cc/
  • Open platform for 3-d printer http://reprap.org/
  • Openly accessible engineering labs http://reload.leeds.ac.uk/ -- Remote users can register, log in and do experiments remotely. See also the grandaddy of all remote experiments: the Bradford Robotic telescope http://www.telescope.org/
  • This works
  • This works: see what use of an easily identified standard licence facilitates
  • Other OER-specific approaches.But, sadly, it’s not as easy to find exactly what you need when you it. Some effort will always be required.
  • Even content providers want to diversify
  • It’s difficult to describe the personal element of this, but this is the sort of thing that people in HE have signed up for. Note it says “students” not “students registered at HW” and definitely not not “students who pay £9,000 per year”.(Thanks to John Robertson for idea of looking at University charters for an expression of this ethos)
  • We use public money to create these resources. Shouldn’t we be open about what we do with it? Shouldn’t the benefits be available to those who paid for them? Even the commercial / business sector?See http://www.informationtribunal.gov.uk/DBFiles/Decision/i357/UCLAN_v_IC_&_Colquhoun_%28EA-2009-0034%29_Decision_08-12-09_%28w%29.pdf for the quote.
  • Universities create a lot of content. The should be able to - account for what educational content they had and where it was;- promote reuse and sharing within the Institution and effective and efficient use of resources that they have paid to develop.
  • Releasing educational content openly on the web requires active management of intellectual property rights associated with the content used for teaching at the institution. This is something that institutions should be doing anyway but often fudge: they should address questions such as Who is responsible for ensuring there is no copyright violation? Who owns the teaching materials, the lecturer who wrote them or the institution? Who is allowed to use materials created by a member of staff who moves on to another institution? The process of applying open licences helps institutions address these issues, and other legal requirements such as responding to freedom of information requests relating to teaching materials (and they do happen).
  • Putting resources on open web in a very public way helps everyone find them, including other people at same instition.
  • Once you stop worrying about people having access to your resources who shouldn’t, then you can use a lot of public-facing technology that would be very costly to replicate in-house.
  • Is this what the University web site looks like to prospective students? Does a 17 year old really get to understand what is covered in the courses from the prospectus
  • Does a 17 year old really get to understand what is covered in the courses from the prospectus, or would it be better to show them some real content? (By the way, Google likes this too)
  • TheOpen University have found that setting up partnerships for teaching and learning with other institutions becomes easier if you no longer have to negotiate terms and conditions for mutual access to course materials from each institution.

Case for OER Case for OER Presentation Transcript

  • An open and closed case for educational resources?
    Phil Barker
    ICBL, School of Maths and Computer Sciences, Heriot-Watt University.
    By Phil Barker, © Heriot Watt University Feb 2011. <phil.barker@hw.ac.uk>.
    This work is licensed under the Creative Commons Attribution 2.5 UK: Scotland Licence. To view a copy of this licence, visit http://creativecommons.org/licenses/by/2.5/scotland/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California 94105, USA.
  • orA whirlwind tour of the world of Open Educational Resources and some discussion of what it might mean for Heriot-Watt.
  • Define “Educational Resources”Define “Open”
  • Santa’s Chair © Daniel R Blume, CC-BY-SAhttp://www.flickr.com/photos/drb62/1099880155/
  • Arts and industries chair © Darren and Brad, CC-BY-SAhttp://www.flickr.com/photos/ brad-darren/2329466605/
  • Bench © dcJohn CC-BY-SA http://www.flickr.com/photos/dcjohn/2946647/
  • from Two Bar Stools © Rennet Stowe CC-BY http://www.flickr.com/photos/tomsaint/2897079476
  • Tree Stump 2 © Ashish Joy CC-BY http://www.flickr.com/photos/myguitarzz/155124684/
  • Educational Resources
    Something useful for teaching and learning?
    Something designed with pedagogic intent?
    I shall be talking (mostly) about online educational resources.
  • Open = Free
    Open educational resources: Second, we call on educators, authors, publishers and institutions to release their resources openly. These open educational resources should be freely shared through open licences which facilitate use, revision, translation, improvement and sharing by anyone. Resources should be published in formats that facilitate both use and editing, and that accommodate a diversity of technical platforms. Whenever possible, they should also be available in formats that are accessible to people with disabilities and people who do not yet have access to the Internet.
    Capetown declaration on open educationhttp://www.capetowndeclaration.org/
  • Open licences
    Retain ownership of copyright and other IPRs, but make minimal restriction on use (viewing, copying, modifying, redistributing, selling)
    E.g. Creative commons
    Attribution
    Non-commercial
    No derivatives
    Share alike
  • Some Examples of OERs
  • Taken from MIT OCW site © MIT. CC-BY-NC-SA http://ocw.mit.edu/courses/electrical-engineering-and-computer-science/
    • MIT OCW was launched in ????
    • MIT OCW has ??? Courses
    Taken from MIT OCW site © MIT. CC-BY-NC-SA http://ocw.mit.edu/courses/electrical-engineering-and-computer-science/
    • MIT OCW was launched in 2001
    • MIT OCW has 2000 Courses
    Taken from MIT OCW site © MIT. CC-BY-NC-SA http://ocw.mit.edu/courses/electrical-engineering-and-computer-science/
  • Taken from MIT OCW site © MIT. CC-BY-NC-SA http://ocw.mit.edu/courses/electrical-engineering-and-computer-science/
  • Taken from Berkeley Webcast site © Berkeley university. http://webcast.berkeley.edu/
  • Taken from Stanford Engineering everywhere site © Stanford University. CC-BY http://see.stanford.edu/see/courseinfo.aspx?coll=86cc8662-f6e4-43c3-a1be-b30d1d179743
  • Taken from Tufts OCW site © Tufts University. CC-BY-NC-SA http://ocw.tufts.edu/
  • Taken from Johns Hopkins OCW site © Johns Hopkins University. http://ocw.jhsph.edu/
  • New Jersey Institute of Technology OCW site © NJIT. http://ocw.njit.edu/
  • UMass, Boston OCW site © University of Massachusetts. http://ocw.umb.edu/
  • University of Michigan OCW site © University of Michigan. http://ocw.umich.edu/
  • Notre Dame OCW site © university of notre dame. CC:BY-NC-SA http://ocw.umich.edu/
  • UC Irvine OCW site © University of California, Irvine. http://ocw.uci.edu/
  • Utah OCW site © University Utah http://my.courses.utah.edu/course/category.php?id=3
  • USQ Australia OCW site © University of S Queensland. CC By-NC-SA http://ocw.usq.edu.au/
  • UCT Open Content site © University of Cape Town. http://opencontent.uct.ac.za/
  • Carlos III OCW site © Universidad Carlos III. CC BY-NC-SA http://ocw.uc3m.es/
  • OUNL OCW site © Open Univeriteit (NL). CC BY-NC-SA http://www.ou.nl/eCache/DEF/2/19/943.html
  • Farabi OCW site © International University of Iran. http://farabi.ac.ir/ocw/
  • Open University Israel OCW site © OU Israel. http://farabi.ac.ir/ocw/
  • Hokkaido University OCW site © Hokkaido University. http://ocw.hokudai.ac.jp/
  • Korea OCW © Korea University. CC BY-NC-ND http://ocw.korea.edu/ocw
  • OpenLearn site © Open University. CC BY-NC-SA http://www.open.ac.uk/openlearn/
  • OpenSpires site © University of Oxford. http://openspires.nsms.ox.ac.uk/
  • Open Exeter Repository © University of Exeter. https://open.exeter.ac.uk/repository
  • http://repository.leedsmet.ac.uk/main/index_oer.php
    LeedsMet Repository © Leeds Metropolitan University. http://repository.leedsmet.ac.uk/main/index_oer.php
  • Curve resource Centre © University of Coventry. http://curve.coventry.ac.uk/open/access/
  • University of Leicester Repository © University of leicester. http://www2.le.ac.uk/projects/oer
  • University of Nottingham OCW © University of Nottingham. http://unow.nottingham.ac.uk/
  • So much for “big OER”,what about individuals?
  • Khan Academy © Salman Khan. http://www.youtube.com/khanacademy#p/p
  • Khan Academy © Salman Khan. http://www.youtube.com/khanacademy#p/p
  • Multimedia Training Videos © University of Westminster. http://www.multimediatrainingvideos.com/
  • brOME © M van Hoor / Bradford University. http://mvanhoor.co.uk/wordpressoer/?page_id=141
  • http://forensicchemistry.lincoln.ac.uk/
    http://forensicchemistry.lincoln.ac.uk/
    ChemFM © University of Lincoln. CC BY-NC-SA http://forensicchemistry.lincoln.ac.uk/
  • Core Material © University of Liverpool. CC BY-NC-SA http://core.materials.ac.uk/
  • HumBox © University of Southampton. http://www.humbox.ac.uk/
  • A few things that stretch the definition of OER
  • PLOSone © Public Library of Science. CC BY http://www.plosone.org/
  • OpenStreetMap © OpenStreetMap. CC BY-SA http://www.openstreetmap.org/
  • OS OpenData © Ordinance Survey. Crown Copyright http://www.ordnancesurvey.co.uk/oswebsite/opendata/
  • Data.gov.uk © Crown Copyright http://data.gov.uk//
  • Arduino Mega © David Mellis CC-BY http://www.flickr.com/photos/mellis/4784333051
  • Mendel RepRap © Adrian Bowyer GNU FDL http://reprap.org/wiki/
  • Reload Equipment © MC Levesley / Leeds university http://reload.leeds.ac.uk/equipment.php
  • Enough examples.Who’s behind this?
  • OER/OCW Initiatives
    UNESCO
    OER Community Wiki: http://oerwiki.iiep.unesco.org/
  • OER/OCW Initiatives
    Hewlett foundation
    >$40million since 2001
    Helped many of the US OCW and OU OpenLearn
    http://www.hewlett.org/programs/education-program/open-educational-resources
  • OER/OCW Initiatives
    HEFCE: UKOER
    Aim: institutions to set up sustainable mechanisms for making a significant amount of existing learning resources freely and openly available.
    Extent: Phase 1, 2009-10 ~£5.7M; Phase 2, 2010-11 £5M.See also http://www.jisc.ac.uk/news/stories/2011/01/oltf.aspx
    http://www.jisc.ac.uk/oer
  • OER/OCW Initiatives
    US Trade Adjustment Assistance Community College And Career Training (taaccct) Grants
    $2 billion for Fiscal Years (FY) 2011 – 2014 ($500 million annually)
    [To provide] community colleges and other eligible institutions of higher education with funds to expand and improve their ability to deliver education and career training programs…
    The Grantee will be required to license to the public … all work created with the support of the grant (“Work”) under a Creative Commons Attribution 3.0 License (“License”).
    From http://www.doleta.gov/grants/pdf/SGA-DFA-PY-10-03.pdf
  • If you want to use it, how do you find this stuff?
  • Google Search © Google
  • Google Search © Google
  • Other collections / search
    Jorum: Collection of OERs from UK HEhttp://open.jorum.ac.uk/
    OCWSearch: selection of OpenCourseWare siteshttp://www.ocwsearch.com/
    Xpert: ~160k OER resource http://xpert.nottingham.ac.uk/
    CC Search by Creative Commons: cross search several services.http://search.creativecommons.org/
  • Why provide OERs?
  • Why not?
    (online) Educational resources are not “consumed”, you don’t lose them when you “give them away”.
    Students don’t pay HW for content.
  • OCW is not an MIT education.
    OCW does not grant degrees or certificates.
    OCW does not provide access to MIT faculty.
    Materials may not reflect entire content of the course.
    http://ocw.mit.edu/about/
  • © BBC News
    http://www.bbc.co.uk/news/education-11990787/
  • The Ethos of HE
    2 The objects of the University shall be to advance learning and knowledge by teaching and research particularly in Science, in Technology, and to enable students to obtain the advantages of liberal university education.
    Heriot-Watt University charter, http://www.hw.ac.uk/ordinances/charter.pdf
  • Accountability / FoI
    It must be open to those outside the academic community to question what is being taught and to what level in our universities
    UK Information Tribunal ruling
  • Resource management
    Image by (nutmeg) licence cc-by
    http://www.flickr.com/photos/absolutely_loverly/2348473585/
  • IPR clarity/verification
    Image by Steve Harris licence cc-by-nc
    http://www.flickr.com/photos/steveharris/3328419931/
  • Some things become simpler
    Image by takacsi75 licence cc-by http://www.flickr.com/photos/13519089@N03/1380483002/
  • Open to solutions
    YouTube Eduhttp://www.youtube.com/education?b=400
  • Shop window
    Image by Tony Eccles licence cc-by-nc-sa
    http://www.flickr.com/photos/tonytoo/3659947093/
  • 78
    Image by Monica Bargmann licence cc-by-sa
    http://www.flickr.com/photos/library_mistress/1304655401/
  • A reasonable estimate of recruitment influenced by OpenLearn is the approximately 10,500 students since launch who have made use of OpenLearn before they register for a course at The OU in the same online session.
    http://newsletter.alt.ac.uk/4ii7jyi4jnx
  • Open to partnerships
    Image by University of Adelaide licence cc-by
    http://www.flickr.com/photos/the_university_of_adelaide/969267722/
  • Summary
    OER is well-established and widespread
    OER brings benefits for us as users and providers
  • Questions
    How should we facilitate the use of OERs at HWU?
    Should we facilitate the release of OERs from HWU?
  • Licence
    Presentation and text by Phil Barker, <phil.barker@hw.ac.uk>. Feb 2011 © Heriot-Watt University. Images ownership is indicated on each page.
    By Phil Barker, © Heriot Watt University Feb 2011. <phil.barker@hw.ac.uk>.
    The presentation and text is licensed under the Creative Commons Attribution 2.5 UK: Scotland Licence. To view a copy of this licence, visit http://creativecommons.org/licenses/by/2.5/scotland/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California 94105, USA.
    Images and screenshots used under licence conditions identified on each page, or none (fair use/dealing is assumed). Contact the author if you own copyright in any of the images and wish to have it removed.