EmpOERing students and academics through large-scale open content initiatives
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EmpOERing students and academics through large-scale open content initiatives



POERUP presentation for EDEN, 22 Oct 2012

POERUP presentation for EDEN, 22 Oct 2012



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EmpOERing students and academics through large-scale open content initiatives EmpOERing students and academics through large-scale open content initiatives Presentation Transcript

  • EmpOERing students and academics through large-scale open content initiatives Gabi Witthaus, Ming Nie and Gráinne Conole University of Leicester EDEN Research Workshop Leuven, Belgium and Online: 22 October 2012
  • Session outline1. “OER 101”: Open session on defining OER2. Presentation: major OER initiatives in Europe, based on research from POERUP project (www.poerup.info)3. A “moving debate” about the potential impact of OER on students and academics in Europe4. Brainstorm and discussion: what can you do to increase the benefits of OER for students?
  • Session 1:“OER 101”: Open session ondefining OER
  • Open Educational Resources are…A. Anything I can find on the Web for use in teaching and learning?B. Free, web-based resources?C. Resources that are published under an open licence?D. Both B and C?E. None of the above (I have a better definition)
  • OECD defines OER as… “Digitised materials offered freely and openly for educators, students and self- learners to use and reuse for teaching, learning and research” (OECD, 2007, p. 133)
  • Session 2:Presentation: major OER initiatives inEurope, based on research from POERUPproject (www.poerup.info)
  • POERUP partners• Sero, UK• University of Leicester, UK• Open University of the Netherlands• Althabasca University, Canada• University of Lorraine, France• SCIENTER, Italy• EDEN, Hungary
  • Context and rationale• Over ten years of the OER movement• Hundreds of OER repositories worldwide• Evaluation shows lack of uptake by teachers and learners• Shift from development to community building and articulation of OER practice
  • POERUP focus• Stimulating the uptake of OER through policy• Building on previous initiatives (OPAL, OLNET)• Producing country reports and case studies• Evaluating successful OER communities
  • POERUP will produce:• An inventory of more than 100 OER initiatives• 11 country reports and 13 mini-reports (http://poerup.referata.com/wiki/Countries)• 7 in-depth case studies• 3 EU-wide policy papers
  • Differences in education, internet, e-learning•Diversity of educational contexts•Diversity of internet provision Country Internet (in 2011) Broadband (in 2011) Australia 87% 83% UK 73% 71% Italy 62% 52% Hungary 66% 61%•Diversity of use of e-learning – Distance Learning is a feature of educational system, Canada and Australia – State of e-learning below EU average, Hungary
  • Differences in policy support• OER to be a policy priority in the near future• The Ministry of Education had clear OER strategies• OER as part of educational strategy planning documents – National Education Technology Plan, United States – Wikiwijs Programme Plan 2011-2013, Netherlands• Most institutions don’t have an OER strategy
  • Differences in funding• Funding from governments: – JISC/HEA 3-phase OER Programme with around 100 OER initiatives, UK – Wikiwijs Programme, Netherlands – Digital School Programme, Poland• Funding from state or province governments: – BC campus initiative, British Columbia, Canada – Open licensing of public sector information, state governments, Australia• Institutionally supported initiatives: – OpenCourseWare Consortium – OERu – iTunes U – MOOCs• Funding goes to HE/FE, little goes to schools
  • Emerging themes• Shift from development to OER practices• Shift from basic OER awareness to OER maturity and embedding• Broader notion of open practices – open learning, teaching and research• Use of social and participatory media to foster OER communities
  • Session 3:A “moving debate” about the potentialimpact of OER on students andacademics in Europe
  • Statement 1: OER will have a major impact on students learning in the next five years. • I agree • I disagree • Undecided
  • Statement 2: OER are better quality than commercially published textbooks. • I agree • I disagree • Undecided
  • Statement 3: I will use more OER in my teaching/learning in future. • I agree • I disagree • Undecided
  • Session 4:Brainstorm and discussion: whatcan you do to increase the benefitsof OER for students and what arethe challenges to uptake?
  • What can we all do to increase the benefits of OER for our students?• Key points:
  • What are the challenges to uptake?• Key points:
  • Useful referencesPOERUP Website: www.poerup.info Wiki: http://poerup.referata.com/wiki/CountriesOECD report OECD. (2007). Giving knowledge for free - the emergence of Open Educational Resources: OECD, available online at http://www.oecd.org/dataoecd/35/7/38654317.pdf.Guidelines for OER in HE http://www.col.org/resources/publications/Pages/detail.aspx?PID=364OLNET: http://www.olnet.orgOPAL: http://www.oer-quality.org
  • Further informationwww.poerup.info