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
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