Open Educational Resources and their place in teaching and research for Classics. CA14

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Open Educational Resources and their place in teaching and research for Classics. Classical Association Conference 2014. CA14

Open Educational Resources and their place in teaching and research for Classics. Classical Association Conference 2014. CA14

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  • 1. Open Educational Resources and their place in teaching and research for Classics. Simon Mahony (University College London) s.mahony@ucl.ac.uk With thanks and acknowledgements to Ulrich Tiedau (University College London) @simon_mahony #CA14 #DigiClass All original content is licenced under a Creative Commons Attribution 3.0 Unported License
  • 2. Overview and background • UCLDH approach • Open Education Resources • Changing practices • Changing culture • Why this is important • Possible ways forward • Questions about discipline specific approaches • Focus on Classics
  • 3. UCLDH What we do: Teaching & Learning • A new interdisciplinary degree exploring the intersection of digital technologies, humanities scholar- ships and cultural heritage • MA/MSc Digital Humanities, started in 2011/12 • Substantial amount of the core materials released as Open Educational Resources
  • 4. OER Digital Humanities (DHOER) • The DHOER project is creating Open Educational Resources (OER) from a comprehensive range of introductory materials in Digital Humanities, making them freely available to anyone. • As well as supporting the Digital Humanities, the DHOER project will benefit many cognate disciplines, including the whole spectrum of the Arts and Humanities, Cultural Heritage, Information Studies, Library Studies, and Computer Science.
  • 5. Open Agenda ‘Open access stands for unrestricted access and unrestricted reuse. Paying for access to content makes sense in the world of print publishing, where providing content to each new reader requires the production of an additional copy, but online it makes much less sense to charge for content when it is possible to provide access to all readers anywhere in the world.’ Public Library of Science (www.plos.org/about/open-access)
  • 6. Milestones in OER development • 1998 – Open Content Initiative • 2000 – UNESCO conference • 2002 – MIT OpenCourseWare • 2002 – Creative Commons (licences released) • 2006 – OU OpenLearn [UK] • 2007 – Cape Town Open Educational Declaration • UK JISC/HE Academy OER • 2009/10 – Pilot Programme [UK] • 2010/11 – JISC/HE Academy OER phase 2 [UK] • 2011/12 – JISC/HE Academy OER phase 3 [UK]
  • 7. Milestones in Open Access 2002 Budapest Open Access Initiative (BOAI) 2003 Bethesda Statement on OA Publishing 2003 Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities
  • 8. OER Digital Humanities (DHOER) • UKOER II new release strand, HE Academy and JISC funded • Teaching and learning materials from a range of existing modules • Introductions into the field, topics and methodology of DH • Emphasis on the acquisition of practical and professionally relevant skills • JISC strand • Also looking at the impact of digital resources on society • User studies
  • 9. DHOER: Digital Humanities OER • Creating OERs • Range of teaching materials • Relevant to Digital Humanities and beyond • Each available as full module or individual objects • Granular approach
  • 10. Packaging teaching resources Levels of granularity • Full module • Individual lecture • Seminar with discussion topics and readings • Learning objects • Practical exercises • Worksheets and handouts
  • 11. Widening the reach of OERs Making OERs free online does NOT make them available to all. ‘It is not technologies with inherent pedagogical qualities that triumph in distance education but technologies which are generally available to citizens’ (Keegan, How Successful Is Mobile Learning? 2008 )
  • 12. Further issues • Context of a single OER? • Adequate and relevant metadata • Discoverability • No standard for classification • Assessment: credit-bearing module? • Localisation • Cultural differences • Learning styles / layouts / graphics / symbols • Ownership / relationship • Sustainability
  • 13. Growth of knowledge • Teaching materials are improved • Becomes and iterative cycle • Peer review of materials • Returned with improvements and acknowledgement • Digital Humanities methodology • Equal partnerships in research and teaching • Arts, Humanities and Technology
  • 14. OER and Open Resources for Classics The two main UK repositories: Jorum Jisc funded repository HumBox Jisc/HE Academy OER Pilot Programme
  • 15. Community approach Digital Classicist Jiscmail-hosted email list Classics more generally Classics (Liverpool) Jiscmail OER-DISCUSS Jiscmail Social media Classics International (Facebook) Twitter
  • 16. Broad based vs granular approach Open Course Ware MIT Coursera OERs ‘Micro OERs’
  • 17. OER as Learning objects vs Open Learning Programmes Not a competition, just different things. MIT OpenCourseWare Coursera OpenLearn Open Access resources
  • 18. OpenLearn Sign in and register for courses? There is much more Many resources freely available CC BY NC SA Particularly language learning Taster Materials for Classical Studies Ancient Olympics
  • 19. Other platforms Udacity: 'Advance your career …' (build portfolio) Mainly programming and Computer Science edX: 'great online courses […] world's best universities' Founded Harvard & MITx (now includes Berkeley)
  • 20. OER Search engines? Xpert: http://xpert.nottingham.ac.uk/ Search: Classics Retrieves Oxford podcasts But Search: DHOER returns no results (so not universal)
  • 21. Oxford University Podcasts What is Tragedy? Beazley Archive Faculty Classics Most from Jisc/HE OER Strand 1 and hence CC licenced
  • 22. Some new initiatives Perseids: http://sites.tufts.edu/perseids a collaborative editing platform for source documents Alpheios: http://alpheios.net reading tools for Latin, ancient Greek and Arabic Iliados: http://iliados.com grammatical and syntactical searches on the Perseus Greek Treebank Leipzig e-Humanities: http://www.e-humanities.net Tools & resources under development Source code freely available and reusable
  • 23. Discoverability and more Consistent and appropriate metadata Appropriate open licence Repurposable Open format
  • 24. University MOOCS? University London International Programmes Class Central: Taster courses hosted by Coursera Comp Science, Business, Education, Law King's College London: MOOCs In partnership with FutureLearn Causes of war UCL: UCLeXtend eXtend your learning with UCL Introduction to Digital curation Marketing ploy for the big players? Advocacy and public engagement?
  • 25. Coda Reflection on our teaching practice Digital Humanities Pedagogy Pedagogy of Digital Classics? What skills do our students need? What is the best way for them to attain them?
  • 26. Selected references Digital Classicist Wiki: Educational Resources http://wiki.digitalclassicist.org/Educational_Resources Mahony S (2013) 'Open Education, Open Educational Resources, and their impact on research led teaching in Classics', Digital Classicist Berlin, TOPOI (video & slides) http://de.digitalclassicist.org/berlin/seminar2013 Mahony, Tiedau and Sirmons, 'Open access and online teaching materials for digital humanities', in Warwick, Terras, & Nyhan eds. (2012). Digital Humanities in Practice. Facet. Marie-Claire Beaulieu (Tufts): ‘Teaching with the Perseids Platform: Tools and methods’ http://www.digitalclassicist.org/wip/wip2013-08mb.html Davor Orlic (2013) ‘Micro Open Educational Resources (Micro OERs) are a novel concept in online education’, videoLectures.net http://blog.videolectures.net/micro-open-educational-resources-micro- oers-are-a-novel-concept-in-online-education
  • 27. Slideshare: simon_mahony http://www.slideshare.net/simon_mahony