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NIACE amber thomas 20120120


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NIACE amber thomas 20120120

  1. 1. Benefits of content sharing and re-use Amber Thomas JISC Programme Manager Friday 20 th January 2012 NIACE Event on OER
  2. 2. Friday 20 th January 2012 NIACE Event on OER UK OER Programme Content and Practice Content Use Directions
  3. 3. OER Programme <ul><li>Funded by HEFCE, aimed at Higher Education in England </li></ul><ul><li>Run jointly by JISC and HE Academy </li></ul><ul><li>This is the third year: Oct 2011 – Oct 2012. </li></ul><ul><li>Working also with the OU SCORE Project </li></ul>
  4. 4. Support: OER Infokit
  5. 5. Diversity of Approaches <ul><li>“ The range of different models/approaches to OER present challenges for the educational community as no one simple model exists and each stakeholder group has different motivations for engaging - either in developing, releasing or using OERs in learning and teaching activities. These complexities make it difficult to come up with quick one-stop definitions, guides or summaries. The lack of a common vocabulary means that people are still asking fundamental questions about use, re-use and re-purposing of learning resources and about the nature of the concept 'open' itself” </li></ul>Sneak Preview of Open Practice Across Sectors Report
  6. 6. OER Programme Evolution UKOER phase 1 UKOER phase 2 UKOER phase 3 E&S report OER infokit OER use case studies OER use report Student use of OER lit. review E&S report OER infokit E&S report OER infokit Open Practice Study OER and Online Learning Technical studies Case studies of activity How can institutions, individuals, consortia best release OER? What do creators want to do with it? Is it sustainable? How can we best encourage discovery and use of OER? How can we extend and grow existing approaches to OER? What do users want to do with it? Is this sustainable? How can we use OER and related practices to meet identified strategic and cultural needs? How can technology support these practices and use cases? What does everyone want to do with it? Is this sustainable?
  7. 7. Open Content and Open Practice
  8. 8. Sharing: Process and Product
  9. 9. Sharing: Process and Product
  10. 10. Content: Types of Reuse The Value of Reuse Report by Marion Manton and Dave White, Oxford Univ
  11. 11. Content: Visible Use <ul><li>  </li></ul>The Value of Reuse Report by Marion Manton and Dave White , Oxford Univ
  12. 12. Content: Use Cases What do you do with a newspaper?
  13. 13. Content: Majority Use Cases <ul><li>Neilsen </li></ul><ul><li>See also Pareto principle: </li></ul>Reading/watching/listening sharing/favouriting/rating/commenting sharing resources
  14. 14. Content: Connecting People
  15. 15. Content: Lifelong Learning <ul><li>“ For retired people like me podcasts of lectures (recorded raw, not dressed up as some have them, complete with distracting background music) are a boon. Lifelong learning! Saves us from having to watch “countdown” of an afternoon.” </li></ul><ul><li>   </li></ul>
  16. 16. Directions: OER and OEP Across Sectors <ul><li>Hot off the press: </li></ul><ul><li>“ Considering practice across sectors highlights differences and unique aspects but also identifies similarities and opportunities for sharing and learning across sectors. Opening cross-sector dialogue has been identified as being of major value for staff involved in UKOER projects. Many UKOER projects included partners from other sectors. Educational sectors involved in the programme were predominantly HE and HE in FE, although some included schools. The Adult and Community sector and Independent learning have also been flagged as important to include in educational sector considerations.” </li></ul><ul><li> </li></ul>
  17. 17. Directions: Developments to watch <ul><li>OER Africa </li></ul><ul><li>OERU </li></ul><ul><li>P2P </li></ul><ul><li>MITx </li></ul><ul><li>OpenLearn </li></ul><ul><li>MOOCS </li></ul><ul><li>Open Badges: </li></ul>
  18. 18. Friday 20 th January 2012 NIACE Event on OER OER Programme Content and Practice Content Use Directions
  19. 19. <ul><li>Amber Thomas </li></ul><ul><li>Programme Manager </li></ul><ul><li>Digital Infrastructure Team </li></ul><ul><li>Twitter: @ambrouk </li></ul><ul><li>Skype: amber_thomas </li></ul><ul><li>Full Contact Details: </li></ul><ul><li> </li></ul><ul><li>My blog posts: </li></ul>Thank You

Editor's Notes

  • Introduction I have worked supporting the sharing of learning materials online for over 12 years : NGfL – FE and HE content officer Ferl manager working with NLN materials and ACLearn Wm-share Repositories Jorum OER I’ve seen themes come and go.
  • UK OER Programme
  • UK OER Programme The OER Infokit is a great place to start. It includes content for managers and for experts.
  • UK OER Programme This complexity of what we have been exploring in the UK OER Programme
  • UK OER Programme Over the last 3 years we have been exploring OER. In this talk I want to pick through some of the key issues around practice and content, and sharing and use.
  • Practice and Content From UK OER Programme evaluation and synthesis team blog
  • Practice and Content There has been a shifting focus even within the OER field.
  • Practice and Content Strongest focus has been on creating resources and putting them on the web But as time has moved on there is more interest in: The process of sharing The types of use The way that an abundance of content might influence teaching practice Written through all this are issues of digital literacy, both of teachers and of learners. Podcast/Press Release: Digital literacy is key to unlocking the value of online resources says the HEA and JISC
  • Content Use Research literature tends to focus on “ratified” Very little focus on “independent” use, especially learner use. We’re trying to redress this: Literature review of learners use of learning resources Digital visitors and residents research
  • Content Use So what do we know about people using other people’s resources? It’s hard to know – iceberg Visible use is a particular type of use: where the OER is incorporated into a third party material and relicensed out and called “OER”. But this is just the tip of the iceberg. Increased interest in usage data to derive intelligence about how educational content is used For example projects like the Learning Registry
  • Content Use But wait ... what do we mean by “use” anyway? Whether you can “use” something depends on what it is and what you want to do with it. use case: picture of a newspaper in the winter you put it on your windscreen In the olden days you wrapped fish and chips in it But mainly, the main use case is you pick it up and read it There are interactive bits too – who does the crossword? And bits you might annotate – like the tv guide or a job ad. You might even rip a bit out, like the article in the local paper about road closures. You know what to do with it  
  • Content Use Sometimes it gets complicated especially in the world of learning technology research. We’ve been looking at the tip of the iceberg, where licensing matters and where editability matters. But I’ve had an OER Turn “ We don’t want to kill open practice dead by focusing too strictly on definitions of openness any more than we want to kill open content by diluting the promise to users seeking editable re-licensable content. “ We’d do well to remember the Pareto principle: I would argue at least 80% of use is reading/watching/listening Perhaps it would map onto the Neilsen 90-9-1 rule like this. In that 80%/99% we see the world that most people see, the world that is used as read-only. Wikipedia Youtube iTunes It’s not to say you can’t edit Wikipedia or create your own content but I’m talking about the majority  
  • Content Use So what does openness mean for the 80/90%? A lot! Content available sharing knowledge and information that was previously unavailable. #Win!
  • Content It opens up content that wasn’t otherwise available. Of course that is a good thing. Even without adaptation, availability of content is a good thing. After all, most teachers would just link to existing content without adaptation anyway. Wouldn’t they? These are questions we are asking
  • Directions To look at the benefits of sharing and use we have to think about: all four quadrants learners society
  • Directions Lots of directions this could take, and is taking.