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Managing and disseminating Open Educational Resources
 

Managing and disseminating Open Educational Resources

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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 onBut not everything that can be sat on is a chair (even though you might find it useful if you need to sit down).
  • 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
  • Berkeley have a slightly different approach
  • Stanford focus on Engineering
  • Other Universities joined in
  • Other Universities joined in
  • Other Universities joined in
  • Other Universities joined in, possibly more of them than you might think
  • Other Universities joined in, possibly more of them than you might think
  • Other places joined in, possibly more of them than you might think
  • Other Universities joined in, possibly more of them than you might think
  • Other Universities joined in, possibly more of them than you might think
  • Other Universities joined in, possibly more of them than you might think, and not just in the US
  • Other Universities joined in, possibly more of them than you might think, and not just in the US
  • Other Universities joined in, possibly more of them than you might think, and not just in the US
  • Other Universities joined in, possibly more of them than you might think, and not just in the US
  • Other Universities joined in, possibly more of them than you might think, and not just in the US
  • Other Universities joined in, possibly more of them than you might think, and not just in the US
  • Other Universities joined in, possibly more of them than you might think, and not just in the US
  • Literally 100s of other Universities joined in, possibly more of them than you might think, and not just in the US
  • Literally 100s of other Universities joined 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 Universities joined 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 Universities joined 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 Universities joined 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 Universities joined 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 Universities joined 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 Universities joined 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

Managing and disseminating Open Educational Resources Managing and disseminating Open Educational Resources Presentation Transcript

  • Managing and disseminatingOpen Educational ResourcesPhil Barker, Heriot-Watt UniversityJISC CETIS Learning Technology Adviser phil.barker@hw.ac.uk http://www.icbl.hw.ac.uk/~philb/ http://blogs.cetis.ac.uk/philb/
  • Overview What?What are OERs? Who? How?Who is releasing OERs? How do they do release them? Why?Why do they do want torelease them?
  • What are OERs?Open:Easy to define (if dogmatic)Educational Resources:Harder to pin down (because pragmatic)
  • Dogmatic definition of OPEN“open educationalresources should befreely shared throughopen licences whichfacilitate use, revision,translation,improvement andsharing by anyone” Capetown declaration on open education http://www.capetowndeclaration.org
  • More dogmatic definition of OPEN“open educationalresources should befreely shared throughopen licences whichfacilitate use, revision,translation,improvement andsharing by anyone” Capetown declaration on open education http://www.capetowndeclaration.org So not ND
  • Even more dogmatic definition“open educationalresources should befreely shared throughopen licences whichfacilitate use, revision,translation,improvement andsharing by anyone” Capetown declaration on open education http://www.capetowndeclaration.org So not NC?
  • Define “Educational Resource” (courseware, learning objects, teaching resources, educational materials) Dogmatic definitions don’t work here
  • 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-SAhttp://www.flickr.com/photos/dcjohn/2946647/
  • from Two Bar Stools © Rennet Stowe CC-BYhttp://www.flickr.com/photos/tomsaint/2897079476
  • Tree Stump 2 © Ashish Joy CC-BYhttp://www.flickr.com/photos/myguitarzz/155124684/
  • Educational Resources Something useful for teaching and learning?Something designed with pedagogic intent? Could be anything.
  • Educational ResourcesWhole coursesLecture notesPresentation slidesLecture handoutsLecture recordingsAssignmentsTests or ExamsReading listsImagesVideosSimulationsText booksStudents’ work screenshot taken from MIT OCW site © MIT. CC-BY-NC-SA http://ocw.mit.edu/courses/electrical-engineering-and-computer-science/
  • Who is involved in OER release?
  • Taken from MIT OCW site © MIT. CC-BY-NC-SAhttp://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 Berkeley Webcast site © Berkeley university. http://webcast.berkeley.edu/
  • Taken from Stanford Engineering everywhere site © Stanford University. CC-BYhttp://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 Utahhttp://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
  • University of Nottingham OCW © University of Nottingham. http://unow.nottingham.ac.uk/
  • 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
  • So much for “big OER”,what about individuals?
  • 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/ 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/
  • 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. Phase 3, 2011-12 ~£5M
  • Why are they releasing OERs?
  • Why release OERs? Internally or Externally Sharing • To Academics • To Students • To Others • Potential students • Life long learners • Policy makers • The casually interested
  • Why release OERs? Internally or Externally Sharing • To Academics But• why share? To Students • To Others • Potential students • Life long learners • Policy makers • The casually interested
  • Why release OERs 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 Loughborough University charter
  • OERs are good MarketingSearch engine optimization• OERs are “potentially compelling content, not like research papers” (anon., to protect the guilty)Course “tasters”• 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
  • OERs facilitate partnershipsPartnerships with local businessPartnerships with 3rd sectorPartnerships with other (overseas) institutions• Advertises presence• Answers the questions “what have you got?” “what can we use?”• Provides access without stretching the VLE
  • OERs Might• Lead to better content • Analogy with OSS • Share development effort • Many eyes see bugs more quickly• Lead to better / more flexible practice • Open educational practice • Peer-to-peer learning • Massively open online courses• Provide new approaches to resource management • Use of social sharing sites, YouTube, iTunesU, SlideShare • Reduce the authentication/authorisation burden
  • How are OERs Released?Summary of what we’ve covered so far:• Licensing is important• All sorts of content types and formats • Complex objects / related resources are normal• All sorts of users • Learners as well as academics• Exposure is important • On the web not in the repository
  • How are OERs Released?First catch your rabbit...• Collect or capture what is in use • Collect slides, record lectures• Filter for IPR issues • Typically institution will own copyright and other IPR • Frequently 3rd party resources that have been licensed-in* will be and issue (* best case scenario)• Quality control • Include authors, title, consistent branding etc.
  • Hosting & Disseminating OERs“Projects should deposit their content in ... least one ... openly accessible system or application with the ability to produce RSS and / or Atom feeds; for example an open institutional repository, an international or subject area open repository, an institutional website or blog, or a Web 2.0 service.” UKOER programme Technical Requirements http://blogs.cetis.ac.uk/lmc/2010/12/03/oer-2-technical-requirements/See also “Then and Now” a summary of technical approaches of JISC programmes from 2002-2010 http://blogs.cetis.ac.uk/lmc/2010/04/16/then-and-now/
  • What projects did.
  • What projects did. MIT: • Many types of resource • Targeted at learners • Bespoke web CMS • Arranged by courses. http://ocw.mit.edu/
  • What projects did. Oxford: • Podcast audio and video recordings of lectures (expanding now) • Drupal CMS • Arrange by series, dept, people. • Disseminate to iTunesU http://podcasts.ox.ac.uk/
  • What projects did. Nottingham: • Wide range of course materials • EQUELLA repository platform • Arrange by faculty, tags, search. • Links in to other services http://unow.nottingham.ac.uk/
  • What projects did. HumBox: • Wide range of course materials • Audience: academics & students • ePrints+edShare repository platform • Social profiles • Clone & adapt http://humbox.ac.uk/
  • What projects did• CETIS’s UKOER technical synthesis and summary http://wiki.cetis.ac.uk/UKOER_synthesis• One Standard to Rule Them All?: Descriptive Choices for Open Education http://www.slideshare.net/RJohnRobertson/one-standard-to-rule- them-all-descriptive-choices-for-open-education