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Opening up Educational Resources


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Opening up Educational Resources

  1. 1. Opening up Educational Resources Professor Frank Rennie Lews Castle College University of the Highlands and Islands
  2. 2. Pedagogic StylesDistributed Learning Distance Education Open Educationf2f elearning Blended Learning
  3. 3. Self StudyOnline Face toTuition Educational Technology Face
  4. 4. Why strive to be more open?
  5. 5. More Interactive/CollaborativeFrom Euphoria at /
  6. 6. Encourages diversityBy clevercupcakes at
  7. 7. Easier to update resources
  8. 8. Build Digital LiteracyBy mikecogh at
  9. 9. The essence of OER• 1) Open access• 2) Freely available• 3) Shareable• 4) Relatively discrete ‘chunks’• 5)Saves needing to ‘re-invent the wheel’• 6) Needs to be contextualised• 7) You can add to the OER pool.
  10. 10. Examples of OER
  11. 11. Learning Communities
  12. 12. Open Courses YouTube Online libraries Journals Wikipedia Images Social networkingGeographical data Twitter E-book repositories Certification
  13. 13. OER Template OEROER OEROER OER Learning Resources Tutorials Peer-to-peer Assessment Certification email Dboard TMA Award LMS skype Exam
  14. 14. Using OER in Course Design 1. Identify the main generic 2. Search for headings for course content relevant (key topics for discussion and resources that learning) can be re- used for these headings 5. Select the format for sharing (wiki etc) Creative Commons Licence 4. Add your new materials 3. Write ‘wrap-around’ to the materials that common pool contextualise and support (if required) the learning resources
  15. 15. Advantages• Rich and ready-made resources• Share the best of what is available• Free at point of use• Encourages best practice• Builds a library of diversity
  16. 16. Disadvantages • Variably quality (but can be brand-led) • Can be hard to locate (need to learn new skills) • Can be size problems (what is appropriate?) • Need to be contextualised (content only is not enough)
  17. 17. How OER are used Open Membership• Ad hoc (on the fly) • More structured• Bottom-up • Tend to be top-down• Low cost (or free) • Can be expensive• Not always peer reviewed • Usually peer reviewed• Free to all users • Free to membership• Weak marketing brand • Strong marketing brand• Inexpensive to maintain • Expensive to maintain• Reliant upon individuals • Reliant upon organisations• May need contextualisation • Probably contextualised• Wide variation in level • Greater consistency in level
  18. 18. Some things to watch  The Attention Economy  Self-organisation of learners  Integration of platforms  BIG OER meets small OER  Course components will be owned and shared  Dominance of Third Places – ubiquitous learning  Institutions will provide student support
  19. 19. Good resources to read• Gurell S. and Wiley, D. (2010) Open Educational Resources Handbook 1.0 for educators. Available from• Commonwealth of Learning (2005) Creating learning materials for open and distance learning: A Handbook for Authors and Instructional Designers. Available from• OECD (2007) Giving knowledge for free: The emergence of Open Educational Resources. ISBN 978-92-64-03174-6 Available at:• Kanwar, A and Uvalic-Trumbic, (2011) A Basic Guide to Open Educational Resources. Commonwealth or Learning & UNESCO 357
  20. 20. Useful Links• sideCAP wiki (with resources)• Courses on OpenLearn• The sideCAP report• Creating Open Educational Resources (a free, 15 hour online course) available on Openlearn at
  21. 21. Resources for online learning ( Concepts Network ecology Web 2.0 applications
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