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Open notts ostrich
Open notts ostrich
Open notts ostrich
Open notts ostrich
Open notts ostrich
Open notts ostrich
Open notts ostrich
Open notts ostrich
Open notts ostrich
Open notts ostrich
Open notts ostrich
Open notts ostrich
Open notts ostrich
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Open notts ostrich

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Presentation at Open Nottingham on my experience of sharing OERs with academics in Kabul, and Jamie Grace from Derby talking about openness in law education with reference to his experience at Derby.

Presentation at Open Nottingham on my experience of sharing OERs with academics in Kabul, and Jamie Grace from Derby talking about openness in law education with reference to his experience at Derby.

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  • 1. Some thoughts on OER reuse from Derby to Kabul: Presentation for Open Nottingham, 7 April 2011
    Gabi Witthaus, Beyond Distance Research Alliance at University of Leicester
    Jamie Grace, School of Law and Criminology, University of Derby
  • 2. OER Workshops in Kabul
    Two one-day workshops
    Participants: 25 academics, 6 students, 3 researchers
    Institutions: universities in and around Kabul and a policy research NGO
    Disciplines: wide range including Geology, Fine Arts, Law
    Partners: DfID, British Council, OU UK, Leicester University
    Purpose: to explore reuse and creation of OERs in curriculum design
  • 3. Context
    http://www.washingtonpost.com/wp-dyn/content/article/2011/02/12/AR2011021203545.html
  • 4. Current situation
    Current course development process involves “compiling” materials from available sources
    Quote from participant: “Copyright problem? What copyright problem?!” [;-)]
    Subscriptions to international journals unaffordable
    No institutional intranets or VLEs
    Rote learning is the dominant style
  • 5. Challenges while searching
    Slow download times
    Format of many OERs incompatible with local laptops
    Confusing layout and navigation of repositories – search & retrieval process follows no clear standards
    Use of unfamiliar terms, e.g. ‘HE’ and ‘FE’
    Search can be extremely time-consuming, often to find the perfect OER but it’s just a “taster”
    OERs separated from licences when downloaded.
  • 6. Key findings
    All participants said they would:
    Spend more time searching for OERs
    Change their approach to teaching/ learning as a result of the workshop.
    Most participants said they would:
    Translate or modify OERs for their students
    Consider creating OERs themselves
  • 7. Comments from academics
    “I was amazed to see this invaluable treasure that we can access so easily.”
    “Now we can solve some of our problems with these [OER] sites … Also I want to say that this is one of the most important parts of education that everyone should know about.”
    “Now we know different sources of reliable, up-to-date information. We will try to use this and make it relevant to Afghanistan.”
  • 8. Comments from students
    “When our teacher is planning to teach us about a particular topic in a lecture, I will search before the session for OERs… so that I am well prepared.”
    “This is better than a Google search (for learning materials). It’s more relevant.”
    “I’m going to use OERs in my free time.”
  • 9. Lessons for OER producers
    There is an enthusiastic audience for OERs outside of the UK.
    Try to see the OERs and repositories through the lens of users. Use plain English. Avoid acronyms.
    Formatting – provide many formats, esp. for print materials. Remember: MS Word is not universal; PDF is not modifiable!
    Embed the licence in the OER – OERs can get separated from their cover pages on repositories.
    Repositories: use familiar navigation styles.
  • 10. The Case for the Use of OERs in Legal Pedagogy
    Jamie Grace, 2011
    University of Derby
  • 11. Great ‘legal’ OERs
    The OU resources
    Case reports and more: www.bailii.org
    Law school journals e.g. Script-Ed
    A growing trend for OERs?
    Module tasters and one-off events
    Whole modules
    ‘True’ OERs – breaking free of module design? Introductory and universal
  • 12. Law teachers as a case study
    I wanted to make a couple of points:
    ‘The law’ is freely available (it is a human right, of sorts)
    Individuals have the legal right to access our teaching materials – so take up the process fully
  • 13. Legal information and the web
    ‘The law’ is freely available (it is a human right, of sorts)
    Internet and broadband access
    Legal scholarship and publishing
    Case law and law reports
    The OER agenda
  • 14. Access to information
    Freedom of Information Act 2000
    The UCLAN case
    Accessibility of resources determined by ‘prejudice to commercial interests’
    Publication of more information in a more competitive HE environment, not less
    We’re talking about ideology…
  • 15. Thanks
    Please get in touch if we can work together:
    Jamie Grace: j.grace@derby.ac.uk
    Gabi Witthaus: gabi.witthaus@le.ac.uk
    Acknowledgement: Banner derived from Flickr image ‘ostriches closeup’ by matstornberglicensed under a Creative Commons Attribution Non-Commercial 2.0 generic license.
  • 16. Acknowledgements
    Banner derived from Flickr image ‘ostriches closeup’ by matstornberg licensed under a Creative Commons Attribution Non-Commercial 2.0 generic license.
  • 17. Follow the Sun: Online Learning Futures Festival
    13–15 April 2011
    Three countries, three time zones: this non-stop, global, online conference will begin in Leicester(UK) on Wed 13 April, continue in Seattle (USA), and conclude in Toowoomba (Australia) 48 hours later.
    17
    www.tinyurl.com/followthesun

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