What lies beneath? Diving into the pre-history of OER

What lies beneath? Diving in to the pre-‐history of OER Sheila MacNeill – CETIS s.macneill@strath.ac.uk @sheilmcn David Kernohan – JISC d.kernohan@jisc.ac.uk @dkernohan Wyland, USFWS/CC BY 2.0 1980 1982 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012

...because it is a story that needs to be told and because a greater understanding of the past can inform our visions of the future. ... because where we come from and who we are maXer.

“diyU” “RLO” “commons” open web freedom licences, sharing. using exisng tools. techno-‐determinisc automaon standardisaon new tools, pla]orms “educaon is broken” large scale replacement of current structures. start-‐ups disrupve

rlo diyu commons The “open educaon” movement open markeng pracce iTunesU xMOOCs social cMOOCs sharing PLE learning rethinking repositories analycs HE

University Grants Commission Computer Board Wells Report 1973 Nelson Review 1982 TLTS NCETLs

Computers in Teaching Iniave (CTI) “[To] evaluate the educa0onal poten0al of IT in university teaching; raise the level of awareness of IT among academics and students; promote the development of computer-‐mediated training and learning” As cited in Hicks et Al, “A Computer-‐Based System For Electronic Design Educaon”, Internaonal Journal of Engineering Educaon, (Volume 13, Number 1 -‐ 1997) hXp://www.ijee.ie/arcles/999979/arcle.htm 1980 1982 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012

TLTP and content “Transportability of courseware was enhanced when the use of technology was rela0vely unsophis0cated, intended to support and complement teachers and tutors rather than to oﬀer a subs0tute. [...] The tendency for TLTP projects to concentrate on ﬁrst year courses, where introductory material is more likely to be common, supports this judgement.” TLTP interim evaluaon hXp://www.hefce.ac.uk/pubs/hefce/1996/m21_96.htm 1980 1982 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012

TLTP and content “Whilst accep0ng the principle that the courseware produced through TLTP should be free to all HEIs within the UK, we believe that this approach has not proved conducive to eﬀec0ve dissemina0on. This approach appears to have dampened the desire of a number of projects to put much eﬀort into dissemina0on in the UK because there would be few returns to the investment. Many of our interviewees have ques0oned how the product can be maintained in the long term without being able to charge for it.” TLTP interim evaluaon hXp://www.hefce.ac.uk/pubs/hefce/1996/m21_96.htm 1980 1982 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012

The Dearing Report 1997 “We are also aware that students will need access to high quality networked desktop computers that permit the use of the latest mul0-‐media teaching materials and other applica0ons.” Report of the Naonal CommiXee of Inquiry into Higher Educaon, hXp://www.leeds.ac.uk/educol/ncihe/ 1980 1982 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012

Learning and Teaching Support Network (LTSN) “The "not invented here" syndrome has prevailed for too long, and we can no longer aﬀord to con0nue to spurn prac0ces and developments conceived in other ins0tu0ons or subjects that are clearly transferable.” Cliﬀ Allen in the Times Higher Educaon Supplement, 13 October 2000 ( hXp://www.meshighereducaon.co.uk/story.asp?storyCode=153788&seconcode=26 ) 1980 1982 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012

Late ‘90s – FDTL and 5/99 “[JISC’s 5/99 programme] arose from a need to integrate learning environments with the wider informa0on landscape aimed at increasing the use of online electronic resources” hXp://www.jisc.ac.uk/whatwedo/programmes/learningteaching.aspx “[FDTL was designed to] encourage the dissemina0on of good teaching and learning prac0ce across the higher educa0on sector.” hXp://www.hefce.ac.uk/pubs/hefce/1997/r1_97.htm 1980 1982 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012

Meanwhile, in the rest of the world... but, also: [Reusable] Learning Objects (Hodgins, 1994) 1980 1982 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012

The RLO dream 1980 1982 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012

X4L •  “use and develop the best available tools to explore whether repurposing content can become a popular, sustainable way of producing e-‐ learning materials for the future; ‘ •  increase the numbers of people in ins0tu0ons with the necessary skills to repurpose learning objects; •  expose and begin to tackle the challenges associated with repurposing learning objects; and •  begin to populate a na0onal repository with learning materials as well as case studies and exemplars showing how these have been achieved.” hXp://www.jisc.ac.uk/whatwedo/programmes/x4l.aspx 1980 1982 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012

X4L and beyond “X4L has demonstrated that the principal benefits of reuse and repurposing are generally understood and accepted in the communi0es involved in the programme. However, the concept of reusable learning objects is s0ll not proven or generally accepted in mainstream prac0ce across the FE and HE sectors. That said, X4L has iden0fied and explored many of the key barriers to reuse and repurposing, including the pressures of 0me and resource constraints on staff, concerns about professional integrity and academic independence, cultural resistance to sharing, Focus on Access to Instuonal and tensions between community collabora0on and ins0tu0onal compe00on.” Resources (FAIR) programme X4L Impact Report hXp://www.jisc.ac.uk/media/documents/programmes/x4l/ x4limpactreport_final.pdf 1980 1982 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012

This would be a good place to put a slide tle... 1980 1982 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012

Also in 2002... “Selling content for profit, or trying in some ways to commercialize one of the core intellectual ac0vi0es of the university [...] seemed less a^rac0ve to people at a deep level than finding ways to disseminate it as broadly as possible.” Steve Lerman, 2002 “This is a natural fit to what the Web is really all about, [...] Weve learned this lesson over and over again. You cant have 0ght, closed-‐up systems. Weve tried to open up soaware infrastructure in a variety of ways and thats what unleashed the crea0vity of soaware developers; I think the same thing can happen in educa0on.” Professor Charles Vest, 2002 1980 1982 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012

OCW – responses from the RLO community “The OCW repositories contain courses with “We hope that by enabling self-‐ more or less the same structure: a syllabus, organiza0on among large that describes the course, its aims and groups and organically growing expected outcomes, a calendar and lecture site features as needed by the notes. Few courses include mul0media community we are able to resources such as audio ﬁles and PowerPoint demonstrate successful teaching presenta0ons. These repositories are in many and learning interac0ons within ways sta0c, and since they cannot be easily a very large, academically integrated into systems where students can focused, self-‐organized group.” engage in discussions, or par0cipate in Open Learning Support (Wiley ac0vi0es, their learning poten0al is limited. 2004) [...]The learning content needs to be hXp://www.opencontent.org/docs/soc-‐n-‐ converted to new standards-‐compliant scale.html formats” hXp://www.ascilite.org.au/conferences/sydney06/proceeding/ pdf_papers/p128.pdf 1980 1982 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012

OCW – the UK response Open University Nosngham University JISC RePRODUCE Programme & early discussions between JISC, CETIS, HEFCE and the Higher Educaon Academy 1980 1982 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012

UKOER -‐ The ﬁrst three years UKOER phase 1 E&S report OER infokit UKOER phase 2 E&S report OER infokit OER use case studies OER use report Student use of OER lit. review UKOER phase 3, JISC Digitisation & Content… E&S report OER infokit Open Practice brieﬁng OER and Online Learning Technical studies Case studies of activity Support: CETIS technical support, OER IPR support, E&S wiki Social Media: #ukoer , @ukoer , blogging. 1980 1982 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012

The Higher Educaon Bubble? “Change rumbles like a seismic wave from the basements of the ivory tower, and the schoolhouse down your block. The demand for access to both exis0ng and new models of learning is rising as uncontrollably as the average temperature throughout the globe. The tradi0onal educa0onal ecosystem is edging toward collapse. Fiay million university students in 2000 will grow to 250 million by 2025. The graph of educa0onal costs is a hockey s0ck–headed straight up” Anya Kamenetz hXp://diyubook.com/2010/12/revised-‐intro-‐to-‐drumbeat-‐book/ ““A true bubble is when something is overvalued and intensely believed,” he says. “Educa0on may be the only thing people s0ll believe in the United States. To ques0on educa0on is really dangerous. It is the absolute taboo. It’s like telling the world there’s no Santa Claus.”“ http://techcrunch.com/2011/04/10/peter-thiel-were-in-a-bubble-and- its-not-the-internet-its-higher-education/1980 1982 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012

The Higher Educaon Bubble – OER reﬂects Learner Analycs Use/Discoverability Quality Assurance Interacvity Peer Support MITOCW -‐> MITx WikiEducator -‐> OERu ... The “m” word 1980 1982 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012

rlo diyu commons The “open educaon” movement open markeng pracce iTunesU xMOOCs social cMOOCs sharing PLE learning rethinking repositories analycs HE

markeng ? open pracce iTunesU xMOOCs cMOOCs rethinking PLE HE social sharing learning repositories analycs

“And then one day you ﬁnd Ten years have got behind you No one told you when to run You missed the star0ng gun...”

Further reading – technology in UKOER Technology for Open Educaonal Resources: Into the Wild. Reﬂecons on three years of the UK OER Programmes: hXp://www.booki.cc/oer-‐tech/ hXp://blogs.ces.ac.uk/othervoices/2012/02/13/open-‐ educaonal-‐resources-‐meline/ hXp://blogs.ces.ac.uk/lmc/2010/04/16/then-‐and-‐now hXp://wiki.ces.ac.uk/Open_Educaonal_Resources hXp://jisc.ces.ac.uk/topic/oer 1980 1982 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012

Further reading : UKOER OER Impact Study(Masterman & Wild, 2011) Evaluaon/Synthesis Wiki (Beetham, McGill, Falconer, LiXlejohn et al, 2009-‐2012) OER Infokit (JISC Infonet) Open Educaon Resources – a historical perspecve (Kernohan and Thomas ,2012) 1980 1982 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012

What lies beneath? Diving into the pre-history of OER

by Sheila MacNeill on Oct 23, 2012

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