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OER Workshop
 

OER Workshop

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  • introduction
  • The workshop will be a chance to find out more about open educational resources (OERs). Colleagues from London School of Economics and King’s College London will discuss recent work they have undertaken to develop and release open educational resources, including a CDE funded project at KCL and a JISC / HEA project at LSE. The workshop will provide an overview of the challenges and issues of developing OERs, from scratch as well as converting/repurposing existing materials using the CORRE framework. It will also be a chance to explore a range of OERs that might be useful in your teaching and discuss the challenges and opportunities that they present. A large part of the seminar will be hands-on activities with laptops to explore Jorum and other places to find OERs in your own subject area and to evaluate these with a set of criteria. Followed by a more general discussion * What are the challenges and opportunities of OERs * When do OERs fail? * When do OERs work?
  • Say hello to Jane! Nancy on maternity leave and Ann-Marie taking over. Came out of chatting about Carillo with Jane.
  • What is UKPSF Am doing a PGCert – experience Who in audience knows about UKPSF? Explain what it is – standard used for HEA accredited courses have to meet OER best practice – CORRE framework. Created as part of the OTTER ( Open, Transferable and Technology-enabled Educational Resources ) project at Leicester University Futurelab DL framework – Jane discovered as LSE use DL more than UoB currently. Not as comprehensive at the 7 pillars but very useful nonethless. We concluded that the UKPSF is underpinned with IL and DL but its not explicit - they are reviewing it to hopefully make it more so!
  • Work packages 1-8, introduce briefly. Up to WP5, highlight that reports for each WPs are going on blog – outputs page.
  • Learning curve as we have never converted OERs – OTTER website very useful. Also quite time consuming, eg trying to find widely accessible technologies IPR issues – most content had some 3rd party content, usually screenshots of proprietary databases. JISC has provided some guidance of copyright clearance of OERs. Contact legal advisors to ensure openness in line with Institutional policy. UoB people involved at this stage – Legislation Manager in LS, Director of Library Services, Director of Academic Services and PVC for Education. Verbal agreement has been given to make the materials in DELILA openly available via our IR and OpenJorum. Project has opened up further debate with new PVCs for Research and Education around IPR Review content using relevant parts of CORRE framework - Use audit spreadsheet to identify content needing adaptation and to what extent. CORRE (Content, re-use and Re-Purposing, Evidence and Openness) framework was developed by an OER Phase 1 project OTTER – provides an overview of stages to go through when converting content into open content. Lso seeks to address pedagogical, legal, technical, institutional and socio-cultural aspects of converting material to OERs. 4 stages of process: Content – materials gathered, credit weight recorded and assessed (WP 1 and 2) Openness – legal, pedagogic and technical aspects of process, IPR clearance Re-use/Re-purpose – validation process where material achieves actual OER status Evidence – assess the value and usefulness of an OER by tracking its use. Building evidence gathering process – people who reuse DELILA material include further information about how they themselves are using them. Stage 2 of CORRE framework: Rights clearance – copyright, IPR and licensing Transformation for usability – decoupling, scaffolding, meshing, sequencing, editing Formatting for accessibility – conversion, standardisation, metadata, pedagogical wrap around Third party content – screenshots most common, usually third party content; logos from institutions were cleared for use; used a 1-4 scale for reusability with 1 being material with no external content and with institutional permission to 4 being material made entirely of external content and having no institutional permission. Dealing with screenshots – mostly illustrative rather than pedagogically necessary so can easily be removed and a placeholder inserted – easier than contacting the publisher for permission to use the screenshots of their databases. Placeholder would explain what was previously there allowing the person who reuses the resources to add their won, more meaningful, screenshot in place. Add CC information to document property where possible (do this using Microsoft Research which allows a Creative Commons link. Check accessibility (add heading levels etc – recommend this is added to the creation workflow), add metadata including rights info, author, date of creation, keywords etc. convert Word to any other formats for re-use eg Open office Word etc. Metadata - HEA to provide tags which can be used for each section of the UKPSF so if looking for material for a specific part of UKPSF can search by tag and find appropriate material. Embedding metadata using file properties and CC licence.
  • University of Leicester CORRE 2 now available DORRE – framework for creating oers from scratch
  • Deposit work flows from JorumOpen, Birmingham and LSE will be identified and used by team members to deposit material in repositories Applications such as SWORD – a small working group which is part of the JISC Digital Repositories Programme - will be investigated by repository staff at both institutions and a briefing written to indicate how these time saving processes are applicable to project content. If SWORD or harvesting is to be used, repository staff to implement use for direct upload from local repositories to JorumOpen If no direct depositing can be done, project team to deposit content in JorumOpen. If everyone can agree on tags and metadata then IL stuff would be easily findable in Jorum. Would encourage people to use our tags which are based on S7P (what are they?) Easier to find if we’re all using the same language.
  • Have permission to add OERs to ur repository for this project but Uni owns rights generally and we have no clear view of sharing these types of resources CC licences – we agreed to use 3.0 but plug-in for automatic integration into word/PPT automatically attributes 2.5 Moving forward – Shadow DELILA, UoB planning to re-use some of LSE’s DL material

OER Workshop OER Workshop Presentation Transcript

  • Finding and Evaluating Open Educational Resources Dr Jane Secker, LSE, Dr Stylianos Hatzipanagos, Kings College LondonThis work is licensed under a Creative Commons Attribution-ShareAlike 2.5 License.
  • Overview of workshop• Experiences of two OER projects: – DELILA project at LSE – CDE funded KCL project• Repurposing existing materials to OER• Hands on activity – Finding OERs relevant to your teaching – Evaluating resources
  • What are OERs? Open Educational Resources (OER) are teaching and learning materials that are freely available online for everyone to use, whether you are an instructor, student or self-learner. Examples of OER include: full courses, course modules, syllabi, lectures, homework assignments, quizzes, lab and classroom activities, pedagogical materials, games, simulations, and many more resources contained in digital media collections from around the world. JISC OER Toolkit
  • UNESCO definition Open Educational Resources are teaching, learning or research materials that are in the public domain or released with an intellectual property license that allows for free use, adaptation, and distribution.
  • Value of OERs• Not reinventing the wheel• Sharing good practice• Capacity building• Breaking down barriers to learning• Networking between teaching practitioners• Cross fertilisation of ideas between disciplines
  • Notable OER initiatives• MIT’s Open Courseware initiative• Open University’s OpenLearn• JISC have funded 3 phases of projects in this area in the UK• Jorum is the national repository for teaching and learning materials (many are OERs)
  • DELILA project overview• JISC/HEA funded - part of a strand to release open materials for accredited teaching courses• Project partners: LSE, University of Birmingham, CILIP CSG-Information Literacy Group• Paired with CPD4HE Project based at UCL• Focus on digital and information literacy resources http://delilaopen.wordpress.com
  • DELILA Aims and objectives• To provide a model of embedded digital and information literacy support into teacher training at higher education level;• To release a small sample of open educational resources to support embedding digital and information literacy education into institutional teacher training courses accredited by the HEA including PGCerts and other CPD courses;• To customise local repositories to provide access to these resources. http://delilaopen.wordpress.com
  • Relevant frameworks and standards• SCONUL 7 pillars of information literacy and CILIP definition of IL – to identify materials• FutureLab Digital Literacy framework (and definition) – to identify materials• UKPSF (UK Professional Standards framework) – to accredit materials for PGCert• CORRE framework (Content. Re-Use and Repurpose. Evidence) to convert content to open content http://delilaopen.wordpress.com
  • What we did• Audit of resources at LSE / Birmingham• Selection of content following mapping of digital and information literacy to UKPSF• Selection of content based on suitability as OER• Conversion of material• Repository customisation• Deposit of content - locally and in Jorum• Quality control and evaluation• Dissemination and publicity http://delilaopen.wordpress.com
  • Conversion to OER• Using the CORRE framework• IPR issues• Review content – 3rd party content most common issue – Dealing with screenshots• Add Creative Commons information• Metadata http://delilaopen.wordpress.com
  • CORRE framework
  • Sharing resources andevaluation• Materials added to local repositories at LSE and Birmingham• Materials also deposited into Jorum• Evaluation of resources to take place after deposit• DELILA developed evaluation criteria• Feedback suggested that quality control not feasible before resources are shared http://delilaopen.wordpress.com
  • Customisation of IR (cont…)http://delilaopen.wordpress.com
  • LSE Learning ResourcesOnline• Customised Eprints software to share OERs as part of DELILA• Now sharing other LSE teaching and learning materials• Encouraging academics to deposit their materials• Library staff managing deposit process, creating metadata, reviewing and converting content where needed
  • OERs in DL:adopting a model of open learning inacademic practice• A CDE teaching and research award• Collaborative: King’s and University of London International Programmes (Law)
  • Aims and purpose• Develop and evaluate a set of OERs in academic practice to be used by ODL Tutors in HE including global institutional providers. • Investigate appropriate format and environment for sharing the developed OERs. • Evaluate the quality and uptake of these OERs.• Engage users/tutors with the concept of OERs by exposing them to the concept of open learning. • Investigate drivers and barriers in the adoption of OERs.
  • OERs vs. or in support ofacademic practice• Displaced from proprietary ‘silos’, i.e. the institutional VLEs.• Copyright ‘free’, as contributions to collective knowledge.• Most often come against recent improvements in creation of e-learning content. They are frequently didactic in nature.• They are often elliptical shells to fill in with context and meaning. Context and wrap around activities are missing.• Interactive aspects and their learning design are separated from content and are often implicit rather than explicit.
  • • Phase One: identify existing institutional teaching resources that can be repurposed into OERs• Phase Two: repurpose the identified teaching resources and develop them as OERs• Phase Three: link to policies, guidelines and documentation that currently exist in relation to the provision of OER as an online resource for practitioners who want to explore or use OERs.
  • Phase Four: evaluate the OERs with an identifiedgroup of ODL tutors from the Laws programme.Attributes of quality that will be evaluated include:•Accuracy•Reputation of author/institution•Standard of technical production•Accessibility•Fitness for purpose•Clear rights declarations•Uptake and perceptions of teaching practitioners.Phase Five: devise a set of guidelines for ODLpractitioners in using, repurposing and adoptingOERs in a disciplinary context. Practitioners’involvement.
  • Finding and evaluatingOERsWorking in pairs or individually….• Using the worksheet spend some time finding an OER you might wish to use in your own teachingOR• explore some of the KCL resources in academic practiceComplete the evaluation form for the resource/s you find
  • Group discussion• What are the key barriers and challenges of: – Reusing OERs from others? – Creating OERs yourself?• When do OERs succeed? – What would motivate you to reuse an OER? – What would motivate you for release your own teaching materials?
  • Creating OERs : challenges• Are some teaching resources more institutionally specific than others?• IPR issues can be a barrier to releasing OERs• Content can be copyright cleared or removed if illustrative e.g. screenshots• Choosing a CC licence: Non- commercial? Attribution ShareAlike• Keeping materials up to date in repository• Reuse - what does it mean? how practical is reuse? http://delilaopen.wordpress.com
  • Manythanks!