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
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