Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Presentation for OER2010 conference, Cambridge


Published on

This is a backup powerpoint presentation for the OER 2010 event at Clare College, Cambridge, where Darren Marsh, Anna Gruszczynska and Richard Pountney will be presenting a paper "Evaluating the Practice of Opening up Resources for Learning and Teaching in the Social Sciences" (for abstract, see here

Published in: Business, Technology
  • Be the first to comment

Presentation for OER2010 conference, Cambridge

  1. 1. Evaluating the practice of opening up resources for learning and teaching in social sciences <br />Darren Marsh, C-SAP<br />Anna Gruszczynska, C-SAP<br />
  2. 2. Social sciences perspective on OERs<br />Motivations<br />Challenges<br />Critique<br />Communities of practice model<br />Collaborative methodology<br />
  3. 3. Materials submitted: 6 partners, 4 subjects, 360 credits<br />
  4. 4. Series of development activities<br />“Before” and “after” narratives<br />Encouraging reflection<br />Mapping the modules<br />Providing the context<br />An iterative process<br />Shared working space: pbworkswiki<br />
  5. 5. Teaching materials<br />Tacit understandings<br />Localised<br />Context-bound<br />Located on institutional VLEs<br />The need to tease out the teaching rationale<br />
  6. 6. Some propositions for pedagogical frameworks<br />What is a pedagogical framework? The point is not to construct one ideal pedagogical framework; but neither are all possible frameworks equally satisfactory.<br />Goodyear, P & Jones, C (2004) Pedagogical frameworks for DNER (Distributed National Electronic Resource)<br />
  7. 7. Some propositions about the framework for the use and re-use of open educational resources: Part 1<br />a. courses are designed as 'sets' of modules (i.e. they have been modularised)<br />b. modules (in line with HE convention and practice) are aligned with learning outcomes, and a form of assessment<br />c. the contextualisation of modules involves intent that is often implicit / tacit / invisible - and constructing them to be shared requires this intent to be re-examined by a) the originator b) future user(s)<br />
  8. 8. Some propositions about the framework for the use and re-use of open educational resources: Part 2<br />d. the re-use of modules that require strong context might afford (cultural) reproduction rather than a (re)design for learning <br />e. stripping away contextual info in modules in order that they might be re-used is problematic in that insufficient structure may remain for others to use<br />
  9. 9. Dimensions of transformation:<br />translation <br />ownership <br />re-use<br />recontextualisation<br />
  10. 10. Producing materials which are:<br />Shareable<br />Customisable<br />Accessible<br />Pedagogically robust<br />Open (CC licensing)<br />
  11. 11. Case studies<br />Partners’ reflections on the process: before, during, after<br />Focused around one module but reflect across the scope of the project<br />
  12. 12. Project toolkit<br />Map<br />Diagnose<br />Generate (work in progress!)<br />
  13. 13. Questions? Comments?<br />