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Open educational resources in distance education: Exploring open learning in academic practice


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Presentation from Dr Stylianos Hatzipanagos (Senior Lecturer in Technology Enhanced Learning, King’s College London) on the use of OERs in distance education.

Conducted at the CDE's Research and Innovation in Distance Education and eLearning conference on 19 October 2012.

Published in: Education
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Open educational resources in distance education: Exploring open learning in academic practice

  1. 1. Open Educational Resources in Distance Education: Exploring Open Learning in Academic Practice Dr Stylianos Hatzipanagos, King‟s College LondonThis work is licensed under a Creative Commons Attribution-ShareAlike 2.5 License.
  2. 2. Overview of talkOER and academic practiceKing‟s OER projectPhases of the projectEvaluationWhat we learnt
  3. 3. Stylianos Hatzipanagos King‟s Patricia McKellar UOLIA Steven Warburton UOLIA & Charles Kasule King‟sProject Team
  4. 4. Open Educational Resources are teaching, learning or research materials that are in the public domain or released with an intellectual property license that allows for free use, adaptation, and distribution.UNESCO definition
  5. 5.  Not reinventing the wheel Sharing good practice Capacity building Breaking down barriers to learning Networking between teaching practitioners Cross fertilisation of ideas between disciplines cost‐effective ways of operating / cost‐saving potential Value of OERs Secker & Hatzipanagos 2012
  6. 6.  MIT‟s Open Courseware initiative (2001) Open University‟s OpenLearn in the UK Jorum is the UK national repository for teaching and learning materials (many are OERs)Notable OER initiatives
  7. 7. OERs vs. or in support ofacademic practice Displaced from proprietary „silos‟, i.e. the institutional VLEs. Copyright „free‟, as contributions to collective knowledge. However, most often come against recent improvements in creation of TEL content: ◦ They are frequently didactic in nature. ◦ They are often elliptical shells to fill in with context and meaning. Context and wrap around activities are missing. ◦ Interactive aspects and their learning design are separated from content and are often implicit rather than explicit.
  8. 8.  A CDE teaching and research award project Collaborative: King‟s and University of London International Programmes (Law)OERs in DL:adopting a model of open learning inacademic practice
  9. 9.  Develop and evaluate a set of OERs in academic practice to be used by ODL Tutors in HE including global institutional providers. Investigate appropriate format and environment for sharing the developed OERs. Evaluate the quality and uptake of these OERs. Engage users/tutors with the concept of OERs by exposing them to the concept of open learning. Investigate drivers and barriers in the adoption of OERs.Aims and purpose
  10. 10.  Audit of resources at King‟s/International Programmes Selected content based on suitability as OER Converted material Deposited content - locally and in Jorum Quality control and evaluation Dissemination and publicityWhat we did?
  11. 11.  Phase One: identified existing institutional teaching resources that can be repurposed into OERs Phase Two: repurposed the identified teaching resources and developed them as OERs Phase Three: linked to policies, guidelines and documentation that currently exist in relation to the provision of OER as an online resource for practitioners who want to explore or use OERs.
  12. 12. CORRE framework
  13. 13. Phase Four: evaluated the OERs with anidentified group of ODL tutors from the Lawsprogramme.Attributes of quality that will be evaluated include: Accuracy Reputation of author/institution Standard of technical production Accessibility Fitness for purpose Clear rights declarations Uptake and perceptions of teaching practitioners.Phase Five: devise a set of guidelines for ODLpractitioners in using, repurposing and adoptingOERs in a disciplinary context. Practitioners‟involvement.
  14. 14.  What is your immediate reaction to the resource (in terms of accessibility, layout, intuitiveness, coherence as a package) ◦ Is the resource specific and practical? ◦ Reusability: can the resource be adapted to suit others needs? ◦ Is the resource accessible and structured logically? How might you use this resource in your teaching? ◦ Would you adapt it or use it as it is? ◦ What issues can you foresee if you used this resource? ◦ What advantages for using this resource, as opposed to creating your own material?
  15. 15.  Workshops: most practitioners not familiar with OER: strong academic development aspect of workshops. Reusabilty/repurposing focus of workshops: preference for „useful, specific and practical OERs‟. Survey: “Context often missing”, preference for reusable rather than repurposable. Survey, main potential benefit of OERs: „improved learning‟ and less „saving on academic time to develop appropriate material/content‟.Evaluation
  16. 16. Major weakness of OERs as often transmissive „teaching entities‟:how do we reverse this?Designing OERs to be used by any learner require different designapproaches.MOOCs as a new OER design paradigm?Shift in focus away from the resources themselves towards openeducational practices (OEP).„The vision of OEP includes a move from a resource based learningand outcomes based assessment, to a learning process in whichsocial processes, validation and reflection are at the heart ofeducation, and learners become experts in judging, reflection,innovation within a domain and navigation through domainknowledge‟ (OPAL, 2010, p. 46).OERs: some reflections
  17. 17. Thank you For comments or questions email Stylianos