Opening up -staff attitudes to open learning

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Opening up -staff attitudes to open learning

  1. 1. “Opening Up: Staff attitudes to open learning” OCWC Global 7th May 2010 Andy Beggan Learning Team Leader The University of Nottingham
  2. 2. Outline of presentation  About Nottingham  Why open learning?  Strategic drivers  Background  Staff attitudes  Focus group feedback  Staff survey results  Challenges  Activities  Impact on Nottingham  Next steps
  3. 3. About Nottingham • Research led institution • Student numbers • 30,000 students (postgrad and undergrad) • 6,000 international (130 countries) • Six campuses (inc. China and Malaysia) • E-Learning Support (Learning Team) • Multimedia production unit • VLEs • E-assessment • Video production • Podcasting • E-learning development (Xerte)
  4. 4. Why is Nottingham involved? 1.Social responsibility 2.Promotional opportunities 3.Cost efficiencies
  5. 5. What is Nottingham doing?  U-Now – OCW/OER  Launched 2007  Member of OCWC 200  Visitors Up 67% over Q1 2009  UK HEA/JISC funded through BERLiN project 2009/10
  6. 6. The BERLiN project  Re-invigorate the U-Now (2009/10)  Capturing examples from across all campuses  Issues assigning credits? Led to „module frameworks‟  Introduction to microeconomics  Rich learning objects add further depth  No limitations of what can be made available  Podcasts and videos, interactive learning content, PDFs, etc  Copyright „hurdles‟ main barrier
  7. 7. Opening up: Staff attitudes  Open learning focus groups (Summer 2009)  20 academic staff across 5 focus groups  All faculties at all levels of academic staff  Feedback grouped under themes  Areas  +ve, -ve, neutral  Themes  Online staff survey (Mar 2010)  6% of academic staff
  8. 8. Focus group feedback 19 138 Social responsibility 154 Promotion Cost efficiencies Focus groups
  9. 9. Distribution across themes Loss of control Barriers for reuse QA Book sales Learning strategies Target audience Development costs Changing current practice Academic promotion Academic concerns University showcase IPR Commercial Impact Social responsibility Promotion Cost efficiencies Focus groups
  10. 10. 1. Social responsibility “I have got this feeling that there‟s people out there who don‟t have access to education and that they‟ve got access to the internet. Maybe they could use these courses or sessions or the odd video or whatever to just top up what they cannot manage to get from their own education system.” Focus groups
  11. 11. 1. Social responsibility Loss of control Barriers for reuse QA Book sales Learning strategies Target audience Development costs Changing current practice Academic promotion Academic concerns University showcase IPR Commercial Impact Positive Negative Neutral Focus groups
  12. 12. Contribution •Individual •School •Consortium Connections Clearance •Internal •Permissions •External •IPR •Partnerships •Copyright Connections •Internal •External Circulation •Partnerships Construction •OER aggregating sites •Assembly •RSS feeds •Packaging •Web2.0 •URLs Cataloguing •Metadata •Keywords/tags •Upload
  13. 13. Open Educational Resources (OER) Students benefit from the range of can help build fruitful partnerships approaches available through the use with colleagues and institutions of Open Educational Resources(OER) worldwide in my teaching Strongly Disagree Strongly Strongly 1% Strongly Disagree Disagree Agree Agree 2% Disagree 5% 7% 7% 11% Neutral 25% Neutral 38% Agree 48% Agree 56% Staff survey
  14. 14. International partnerships  OER Africa feedback on U-Now  Address multiple audiences at the same time  Display  Intended level of use and target audience  Brief description  Licence  File size  Technical information and publisher  Downloading instructions  Different approaches to navigation (browse, filter, search)  Encourage editing and repurpose  UKOER~OER Africa / UNESCO partnerships  OER „Shopping list‟ to support African HEIs
  15. 15. 2. Promotion “I don‟t think it would make any difference to our reputation as teachers. The whole culture is research. All the promotions and everything are through research.” “I fought quite hard for the materials to be made more widely available than just within the University for a number of reasons. It adds to the reputation of the Centre, it attracts good tutors; it‟s got lots of knock on effects that are very positive.” Focus groups
  16. 16. 2. Promotion Loss of control Barriers for reuse QA Book sales Learning strategies Target audience Development costs Changing current practice Academic promotion Academic concerns University showcase IPR Commercial Impact Positive Negative Neutral Focus groups
  17. 17. What benefits do you see in publishing and using OER materials? Publishing Using 73% 72% 66% 60% 58% 56% 51% 47% 47% 44% 42% 34% 33% 30% 22% 22% 21% 15% 9% 7% Staff survey
  18. 18. Open Courseware Consortium  Joined OCWC in 2007/8  One of 4 UK members  Mathematical institute, Oxford  Peoples-uni.org  The Open University  The University of Nottingham  Doubled visitors to U-Now  Around 30% referrals to U-Now Q1 2010 comes via OCWC  Submission via RSS
  19. 19. Promotion of staff
  20. 20. 3. Cost efficiencies “ I‟ve used other people‟s materials and some stuff you see is terrible and other things you think oh that‟s a good idea I‟ll do it like that. You pick and choose, mix it up with your own stuff and I find that an incredibly positive process.” “There would be issues over copyright, principally images, graphs, figures, data from papers and textbooks used willy-nilly in lectures because you don‟t have that fear… you are breaching copyright.” Focus groups
  21. 21. 3. Cost efficiencies Loss of control Barriers for reuse QA Book sales Learning strategies Target audience Development costs Changing current practice Academic promotion Academic concerns University showcase IPR Commercial Impact Positive Negative Neutral Focus groups
  22. 22. Reusing OER is a useful way of I would only use OER in my teaching if I developing new courses am able to edit and personalise the materials for use with my students Strongly Strongly Strongly Disagree Disagree Disagree Agree 2% 2% 6% 1% Disagree Strongly 10% Agree 19% Neutral 20% Agree Neutral 49% 42% Agree 49% Staff survey
  23. 23. Re-purposing OER
  24. 24. What types of open resources would you be most willing to publish or use? Publish Use 66% 59% 53% 49 % 46% 46% 43% 42% 38%39% 37%38% 38% 35% 35% 33% 33%32% 30% 30% 29% 27% 28% 23% 15% 9% Staff survey
  25. 25. XPERT  Producer-centric models  Xerte Public E-learning ReposiTory  UK JISC funded under rapid innovation programme  To progress the vision of a distributed architecture of e-learning resources for sharing and re-use  Based on Xerte Online Toolkits  www.nottingham.ac.uk/xerte  www.nottingham.ac.uk/xpert/
  26. 26. XPERT
  27. 27. http://www.nottingham.ac.uk/xpert/
  28. 28. What barriers do you face in publishing and using OER materials? 65% Publishing Using 58% 55% 43% 40% 37% 32% 25% 26% 24% 23% 21% 16% 16% 13% 11% 8% 8% 9% 8% 8% 8% 5% 8% 5% 3% 3% 1% Staff survey
  29. 29. Impact on Nottingham Staff survey: I will submit teaching and Staff survey: I have submitted teaching and learning resources for publication as OER in the learning resources for publication as OER future Unsure 3% Yes Yes 29% Unsure 39% 44% No No 68% 17% Staff survey: I have used OER from other Staff survey: I will use OER from other academics academics in my teaching in my teaching in the future Unsure 3% Yes 27% Yes Unsure 42% 44% No No 70% 14% Staff survey
  30. 30. Next steps  Social responsibility  UKOER~OER Africa framework  Promotion  U-Now website review  School based and subject based RSS feeds  Support growth of local communities  Link to prospectuses / school webpages  Cost efficiencies  „Digital literacy course‟  Appropriate reuse and repurpose of OER  Workshops, seminars, PGCHE  New tools and technologies
  31. 31. Any Questions? http://unow.nottingham.ac.uk/

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