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Developing workflow models for the creation of sustainable Open Educational Resources: OER11 presentation<br />Gabi Wittha...
Presentation overview<br />Early OER workflow models (Gabi)<br />Brief intro to CORRE/ OTTER (Ale)<br />CORRE model for co...
MIT Open CourseWare<br />
MIT OCW workflow<br />Carchidi, D. & Weeramuni, L. 2008. MIT OpenCourseWare:<br />Copyright in an Open Courseware<br />htt...
OpenLearn, OU, UK<br />http://openlearn.open.ac.uk<br />
Open University OER Transformation  Models<br />Integrity model: OER is very similar to the original material <br />Essenc...
Open, Transferable and Technology-enabled Educational Resources: the OTTER project<br /><ul><li>Funded by JISC and the HE ...
May 2009 to April 2010 as pilot institutional OER project
Enabled evaluation of systems and processes to support the release of high-quality OERs at Leicester
Made use of JorumOpen and the Plone CMS.</li></li></ul><li>OTTER achievements<br /><ul><li>360+ credits’ worth of OERs
Promoted Leicester and the UK HE sector globally
Research evidence on satisfaction and attitudes to OERs
Put-up take-down guidelines for OERs
Leicester OER toolkit
The CORRE framework for turning teaching materials into OERs
Much increased awareness of OERs at Leicester and elsewhere</li></li></ul><li>
CORRE roles and responsibilities at Leicester<br />
When is CORRE used? Examples from Derby and Bath:<br />
Derby - background<br />University owns the materials.<br />Centralised team – CORRE very suitable.<br />A range of subjec...
Derby case study – CORRE for Law<br />
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Oer11 ostrich may2011

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  • Gabi to briefly introduce
  • Gabi to give brief overview
  • Gabi to present
  • Gabi to presentWith ref to:Lane, A (2006). From Pillar to Post: exploring the issues involved in re-purposing distance learningmaterials for use as Open Educational Resources. Retrieved 30/08/07 fromhttp://kn.open.ac.uk/public/document.cfm?docid=9724Lane, A. (2007). “From Pillar to Post 2: taking the high road”, OpenLearn Working Papers, MiltonKeynes, 2007. http://kn.open.ac.uk/public/document.cfm?docid=10216Lane, A., Connolly, T., Ferreira, G., McAndrew, P., Wilson, T. (2010). Reworking and RemixingOpen Educational Resources. Cases &apos;n&apos; Places Global Cases in Educational and PerformanceTechnology. A volume in the series: Educational Design and Technology in the KnowledgeSociety. Series Editor(s): Stewart Marshall, The University of the West Indies and WanjiraKinuthia, Georgia State University. Available from http://www.infoagepub.com/products/Casesn-Places.McAndrew, P.; Santos, A.; Lane, A.; Godwin, S.; Okada, A.; Wilson, T.; Connolly, T.; Ferreira, G.;Buckingham Shum, S.; Bretts, J. and Webb, R. (2009). OpenLearn Research Report 2006-2008.Milton Keynes: The Open University. ISBN 9780749229252. Available online athttp://oro.open.ac.uk/17513/2/Research_forWeb.pdf
  • Gabi to presentWith ref to:Lane, A (2006). From Pillar to Post: exploring the issues involved in re-purposing distance learningmaterials for use as Open Educational Resources. Retrieved 30/08/07 fromhttp://kn.open.ac.uk/public/document.cfm?docid=9724Lane, A. (2007). “From Pillar to Post 2: taking the high road”, OpenLearn Working Papers, MiltonKeynes, 2007. http://kn.open.ac.uk/public/document.cfm?docid=10216Lane, A., Connolly, T., Ferreira, G., McAndrew, P., Wilson, T. (2010). Reworking and RemixingOpen Educational Resources. Cases &apos;n&apos; Places Global Cases in Educational and PerformanceTechnology. A volume in the series: Educational Design and Technology in the KnowledgeSociety. Series Editor(s): Stewart Marshall, The University of the West Indies and WanjiraKinuthia, Georgia State University. Available from http://www.infoagepub.com/products/Casesn-Places.McAndrew, P.; Santos, A.; Lane, A.; Godwin, S.; Okada, A.; Wilson, T.; Connolly, T.; Ferreira, G.;Buckingham Shum, S.; Bretts, J. and Webb, R. (2009). OpenLearn Research Report 2006-2008.Milton Keynes: The Open University. ISBN 9780749229252. Available online athttp://oro.open.ac.uk/17513/2/Research_forWeb.pdf
  • Ale to present
  • Ale to present
  • Ale to present
  • Ale to present
  • Ale to presentSTARTING POINTS = identification and gathering of resources to be used – some pre-existing content (images), lots of content created from scratch – audio, video, scripts, text. (collection of metadata). Preliminary gathering – content may change in light of learning design process2nd step = Identifying contributing authors, clearing copyrighted material (use of CC images, for example), choosing appropriate license, choosing appropriate file typesCENTRAL PROCESS = effective learning design – iterative process involving internal validation from peers and students at each stage of the LD process.
  • Sam to present
  • Sam to present.
  • Julian to present (maybe add a Bath pic to this slide?)- 100 credits across institution: Learning and Teaching Enhancement Office (staff development workshops and lecture capture released as OER), Chem/Bio/Pharmacy (lecture capture – Panopto) Education (PGCAPP materials – initial teacher training – academic and professional practice) My team = Division for Lifelong Learning (learning objects and activities/scenarios developed as part of a distance learning course on Management and Leadership level 5)- U of Bath’s OER process – responsibility for quality, design, IPR, evaluation currently lies within departments and academics/content creators involved in project (no central team)- Some repurposing and release of existing materials but a significant percentage of Bath’s OER is being created ‘from scratch’ (usingXerte, for example)Aim = Integration of OER into curriculum – embedding into culture of academics, instructional designers/learning technologists and departments through a collaborative approach
  • Julian to presentthere is a complex IPR policy in place at the University of Bath. http://www.bath.ac.uk/ipls/legal/ippolicy.html (see QR code)Essentially the university owns the IP for all work carried out by academic and non-academic staff (similar picture to Derby and Leicester)Except that academics own the copyright for any scholarly output (papers, lecture notes, course materials for internal students – campus based, face-to-face courses)Further exception for material that is created explicitly for distance learning courses.Ultimately this means that more negotiation is required around IPR with academics and non-academics and the process is not as straight-forward as the situation at Bath or Leicester.3 things (a) no central team, (b) complex IP policy and (c) majority of OER content being developed from scratch - This meant that for some OER creation at Bath OTTER’s CORRE model needed to be adapted accordingly (next slide)
  • Julian to presentDivision for Lifelong Learning - creation of OER content from scratchIt was decided that we wanted a more iterative OER process with the learning design central and more emphasis on internal validation through user testing and feedback (particularly in DfLL)Roles: Instructional Designer, Learning Technologists, Curriculum Leader, CPD manager, Students (feedback)Interactive learning objects embedded in Moodle using Xerte Toolkits (open-source tool with open licenses built-in)3 Structured Meetings involving whole team with student feedback and usability testing between meetings.
  • Transcript of "Oer11 ostrich may2011"

    1. 1. Developing workflow models for the creation of sustainable Open Educational Resources: OER11 presentation<br />Gabi Witthaus, University of Leicester, Julian Prior, University of Bath, Sam O’Neill, University of Derby, Alejandro Armellini, University of Leicester<br />
    2. 2. Presentation overview<br />Early OER workflow models (Gabi)<br />Brief intro to CORRE/ OTTER (Ale)<br />CORRE model for converting existing materials into OERs - Derby (Sam)<br />CORRE model – developing OERs from scratch (Julian)<br />Next steps (Ale)<br />
    3. 3. MIT Open CourseWare<br />
    4. 4. MIT OCW workflow<br />Carchidi, D. & Weeramuni, L. 2008. MIT OpenCourseWare:<br />Copyright in an Open Courseware<br />http://net.educause.edu/ir/library/pdf/NCP08067.pdf<br />
    5. 5. OpenLearn, OU, UK<br />http://openlearn.open.ac.uk<br />
    6. 6. Open University OER Transformation Models<br />Integrity model: OER is very similar to the original material <br />Essence model: Material is transformed by cutting back to essential features and new activities added for interactivity. <br />Remix model: Material is used as a starting point but the unit is redesigned for ideal web based delivery. <br />Lane, A., (2006). From Pillar to Post: exploring the issues involved in repurposing distance learning materials for use as Open Educational Resources. Found at: http://kn.open.ac.uk/public/document.cfm?docid=9724<br />
    7. 7. Open, Transferable and Technology-enabled Educational Resources: the OTTER project<br /><ul><li>Funded by JISC and the HE Academy
    8. 8. May 2009 to April 2010 as pilot institutional OER project
    9. 9. Enabled evaluation of systems and processes to support the release of high-quality OERs at Leicester
    10. 10. Made use of JorumOpen and the Plone CMS.</li></li></ul><li>OTTER achievements<br /><ul><li>360+ credits’ worth of OERs
    11. 11. Promoted Leicester and the UK HE sector globally
    12. 12. Research evidence on satisfaction and attitudes to OERs
    13. 13. Put-up take-down guidelines for OERs
    14. 14. Leicester OER toolkit
    15. 15. The CORRE framework for turning teaching materials into OERs
    16. 16. Much increased awareness of OERs at Leicester and elsewhere</li></li></ul><li>
    17. 17. CORRE roles and responsibilities at Leicester<br />
    18. 18. When is CORRE used? Examples from Derby and Bath:<br />
    19. 19. Derby - background<br />University owns the materials.<br />Centralised team – CORRE very suitable.<br />A range of subject areas from quarrying to education...<br />Mainly transformed existing materials.<br />
    20. 20. Derby case study – CORRE for Law<br />
    21. 21. Bath - background<br />Learning & Teaching Enhancement Office, Engineering, Division for Lifelong Learning, Education (100 credits total)<br />No central OER team at University of Bath<br />Development of a framework for creating OER ‘from scratch’<br />
    22. 22. Bath – IP Policy<br />IPR at Bath is complex:<br />- University owns IP of all work undertaken by staff;<br />- Academics own materials produced for campus-based teaching. BUT …<br />- … the University owns materials produced for distance education.<br />
    23. 23.
    24. 24. This leads to DORRE…<br />
    25. 25. http://wikieducator.org/OER_university/About<br />
    26. 26. http://www.flickr.com/photos/wwworks/<br />Gabi.Witthaus@le.ac.uk<br />Alejandro.Armellini@le.ac.uk<br />S.ONeill@derby.ac.uk<br />J.Prior2@bath.ac.uk<br />
    27. 27. Acknowledgements<br />Banner derived from Flickr image ‘ostriches closeup’by matstornberg licensed under a Creative Commons Attribution Non-Commercial 2.0 generic license.<br />Slide 14 contains an image of the University of Bath library which is copyright IDPS University of Bath.<br />Slide 15 contains the image ‘Come Friendly Patents’ by psd (Paul Downey) on Flickr, licensed under a Creative Commons Attribution 2.0 generic license.<br />Slide 19 (“Thank you”): http://www.flickr.com/photos/wwworks<br />
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