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FutureLearn is a private company wholly owned by the UK Open University. It has partnered with over 20 leading UK universities to form the FutureLearn consortium. Since October 2013 this has offered a range of MOOCs focussed at informal learning on subjects typically taught at university level. FutureLearn has partnered also with three UK institutions with archives of cultural and educational material - the British Council, the British Library, and the British Museum - and with a few non-UK universities, so far the University of Auckland, Monash University and Trinity College Dublin. This paper is a case study of FutureLearn. Unlike many case studies of such MOOC-based and OER initiatives, it is not from a member of the consortium. Indeed the case study will not use any privileged information. In evaluation terms it is carried out from an “external observer” standpoint, not from a “participant-observer” standpoint. The key research question for this case study is to establish the strength and functions of the FutureLearn community - the community of staff at institutions who are engaged, increasingly collaboratively, in creating the FutureLearn courses, supporting the students, and co-developing the FutureLearn software systems and procedures. The reason for this case study is to test one of the fundamental hypotheses of the POERUP project. POERUP, Policies for OER Uptake, is a study project funded by the Lifelong Learning Programme of the European Commission, running from late 2011 until June 2014. Among the core tasks of POERUP are to produce seven in-depth case studies of OER and MOOC communities. In addition to FutureLearn these include OER university (global), Wikiwijs (Netherlands) and ALISON (Ireland). The research methodology involves so far: 1. documentary analysis of the FutureLearn project, involving what it says about itself and what others say about it, and a preliminary set of informal discussions with stakeholders. 2. in-depth interviews, using an interview template, with key staff at FutureLearn partners. There will be a final phase of documentary analysis in the May-June 2014, before the end of the POERUP project. The communities in the POERUP case studies are being analysed using Social Network Analysis, to varying degrees of depth depending on the activity within the communities. Bieke Schreurs the co-author of the presentation is responsible for this aspect of the research (Schreurs et al 2013). The evidence we have gathered in the POERUP project indicates that at least within the European Union the era of large state-funded OER content initiatives is almost over. Our hypothesis is that a development such as FutureLearn is much more the kind of partnership - public and private, ambitious but not unrealistically so, nationally based yet not nationally bounded - that will succeed - and we want to understand and document why this is so in order that others can learn from it.
OCWC POERUP external evaluation of FutureLearn community
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Session "OER in Practice" Katerina Zourou
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FutureLearn is a private company wholly owned by the UK Open University. It has partnered with over 20 leading UK universities to form the FutureLearn consortium. Since October 2013 this has offered a range of MOOCs focussed at informal learning on subjects typically taught at university level. FutureLearn has partnered also with three UK institutions with archives of cultural and educational material - the British Council, the British Library, and the British Museum - and with a few non-UK universities, so far the University of Auckland, Monash University and Trinity College Dublin. This paper is a case study of FutureLearn. Unlike many case studies of such MOOC-based and OER initiatives, it is not from a member of the consortium. Indeed the case study will not use any privileged information. In evaluation terms it is carried out from an “external observer” standpoint, not from a “participant-observer” standpoint. The key research question for this case study is to establish the strength and functions of the FutureLearn community - the community of staff at institutions who are engaged, increasingly collaboratively, in creating the FutureLearn courses, supporting the students, and co-developing the FutureLearn software systems and procedures. The reason for this case study is to test one of the fundamental hypotheses of the POERUP project. POERUP, Policies for OER Uptake, is a study project funded by the Lifelong Learning Programme of the European Commission, running from late 2011 until June 2014. Among the core tasks of POERUP are to produce seven in-depth case studies of OER and MOOC communities. In addition to FutureLearn these include OER university (global), Wikiwijs (Netherlands) and ALISON (Ireland). The research methodology involves so far: 1. documentary analysis of the FutureLearn project, involving what it says about itself and what others say about it, and a preliminary set of informal discussions with stakeholders. 2. in-depth interviews, using an interview template, with key staff at FutureLearn partners. There will be a final phase of documentary analysis in the May-June 2014, before the end of the POERUP project. The communities in the POERUP case studies are being analysed using Social Network Analysis, to varying degrees of depth depending on the activity within the communities. Bieke Schreurs the co-author of the presentation is responsible for this aspect of the research (Schreurs et al 2013). The evidence we have gathered in the POERUP project indicates that at least within the European Union the era of large state-funded OER content initiatives is almost over. Our hypothesis is that a development such as FutureLearn is much more the kind of partnership - public and private, ambitious but not unrealistically so, nationally based yet not nationally bounded - that will succeed - and we want to understand and document why this is so in order that others can learn from it.
OCWC POERUP external evaluation of FutureLearn community
OCWC POERUP external evaluation of FutureLearn community
Paul Bacsich
This presentation describes the approach taken by an externally-funded series of analytic projects in OER, first POERUP and then the successor studies on SharedOER and Adult Education & OER, to “solve” the requirement, first posed by UNESCO in 2012 (D’Antoni, 2013), but later taken up by the Hewlett Foundation (2013), of geographic mapping of OER initiatives, policies and other related entities. There are of course several such “solutions”, all with their strengths and weaknesses, but the POERUP database is larger than most so far, more multi-sector (HE,VET and K-12) and more global in coverage – in part because it could leverage on a series of well-funded EU projects over several years, each unusually (for EU projects) taking a global viewpoint. The presentation will consider the decisions taken by POERUP and its successor studies on technology, databases, mapping and user interface, looking both at the distribution and the collection aspects.
Mapping OER using Semantic Wikis
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Paul Bacsich
This webinar will provide two perspectives on OER policies and seek to answer some of the key questions related to Open Education and OER policies. The questions below will drive the session delivered by the presenters and form the basis of the discussion which follows. Why have a policy? What are the problems in developing a policy? How do you get your teaching staff on board? Did it require extra staff (as with MOOCs in some cases)? What are the main elements of your policy? For example, is there was a minimum/maximum amount of OER that could be used e.g. only 50% could be made up from OER. Have you had feedback from students about the policy? Has there been feedback (good/bad) from students as a result? What have been the key benefits of developing and having a policy? The first presenter is Paul Bacsich from POERUP.
Institutional Open Education and OER Policies - a view from POERUP
Institutional Open Education and OER Policies - a view from POERUP
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POERUP was an EU-funded project which began in November 2011 and produced its final report in October 2014. Its purpose was to develop OER-friendly policy recommendations, based on analysis of existing OER initiatives, countries, policies and case studies. A key part of the work was collecting a wide range of OER and MOOC initiatives from countries round the world. By the end of the project POERUP had created a curated map/database of over 500 open education initiatives, both OER and MOOC. This mapping work had three important aspects: 1. The project began by creating a number of Google Map Tools consisting of ad hoc maps and charts, using Google Map Engine Pro and Google Charts. The initial aim was to gain familiarity with the mapping issues, but the end result was a simple set of procedures whereby many projects can map their results using data from a spreadsheet such as Excel or GoogleDocs, rather than from a sophisticated database. 2. The project then created a Custom Map Tool driven by the sophisticated "noSQL" database MongoDB to allow display of and search for OER initiatives, as part of a wider initiative to document and allow search for open education initiatives, including MOOCs. The core database technology and approach were chosen to be scalable to high performance as well as being open source and Linked Data-ready. The Open API it makes available facilitates future use by different groups working collaboratively on problems of collecting, mapping and analysing open education initiatives, including but not only eMundus, SharedOER, D-TRANSFORM, OER Africa and Hewlett-funded initiatives in this area. Though sophisticated, the database can be loaded from a standard spreadsheet using some simple mark-up conventions. 3. Sero created Semantic Map Tools using Semantic Maps, a module of Semantic MediaWiki, hosted on Referata to support the POERUP wiki. Semantic MediaWiki is a powerful extension of the MediaWiki software. (MediaWiki is used also for WikiEducator and Wikipedia.) The implication of this work is that a wide range of projects looking to analyse "initiatives" of a wide range of types, can now represent them on maps. It is especially easy and powerful to do this if the project makes use of Semantic MediaWiki. Since standard MediaWiki databases can be loaded into Semantic MediaWiki and spreadsheets can be used to create sets of template-driven wiki pages, this means that many of the existing wikis of educational material can rapidly benefit from this approach. Already this work is being applied to wikis of virtual schools, virtual universities and quality and benchmarking projects and agencies. The presentation concludes with some reflections on the POERUP and related work and leaves the audience with some Thoughts.
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This presentation describes the approach taken by an externally-funded series of analytic projects in OER, first POERUP and then the successor studies on SharedOER and Adult Education & OER, to “solve” the requirement, first posed by UNESCO in 2012 (D’Antoni, 2013), but later taken up by the Hewlett Foundation (2013), of geographic mapping of OER initiatives, policies and other related entities. There are of course several such “solutions”, all with their strengths and weaknesses, but the POERUP database is larger than most so far, more multi-sector (HE,VET and K-12) and more global in coverage – in part because it could leverage on a series of well-funded EU projects over several years, each unusually (for EU projects) taking a global viewpoint. The presentation will consider the decisions taken by POERUP and its successor studies on technology, databases, mapping and user interface, looking both at the distribution and the collection aspects.
Mapping OER using Semantic Wikis
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Paul Bacsich
This webinar will provide two perspectives on OER policies and seek to answer some of the key questions related to Open Education and OER policies. The questions below will drive the session delivered by the presenters and form the basis of the discussion which follows. Why have a policy? What are the problems in developing a policy? How do you get your teaching staff on board? Did it require extra staff (as with MOOCs in some cases)? What are the main elements of your policy? For example, is there was a minimum/maximum amount of OER that could be used e.g. only 50% could be made up from OER. Have you had feedback from students about the policy? Has there been feedback (good/bad) from students as a result? What have been the key benefits of developing and having a policy? The first presenter is Paul Bacsich from POERUP.
Institutional Open Education and OER Policies - a view from POERUP
Institutional Open Education and OER Policies - a view from POERUP
Paul Bacsich
POERUP was an EU-funded project which began in November 2011 and produced its final report in October 2014. Its purpose was to develop OER-friendly policy recommendations, based on analysis of existing OER initiatives, countries, policies and case studies. A key part of the work was collecting a wide range of OER and MOOC initiatives from countries round the world. By the end of the project POERUP had created a curated map/database of over 500 open education initiatives, both OER and MOOC. This mapping work had three important aspects: 1. The project began by creating a number of Google Map Tools consisting of ad hoc maps and charts, using Google Map Engine Pro and Google Charts. The initial aim was to gain familiarity with the mapping issues, but the end result was a simple set of procedures whereby many projects can map their results using data from a spreadsheet such as Excel or GoogleDocs, rather than from a sophisticated database. 2. The project then created a Custom Map Tool driven by the sophisticated "noSQL" database MongoDB to allow display of and search for OER initiatives, as part of a wider initiative to document and allow search for open education initiatives, including MOOCs. The core database technology and approach were chosen to be scalable to high performance as well as being open source and Linked Data-ready. The Open API it makes available facilitates future use by different groups working collaboratively on problems of collecting, mapping and analysing open education initiatives, including but not only eMundus, SharedOER, D-TRANSFORM, OER Africa and Hewlett-funded initiatives in this area. Though sophisticated, the database can be loaded from a standard spreadsheet using some simple mark-up conventions. 3. Sero created Semantic Map Tools using Semantic Maps, a module of Semantic MediaWiki, hosted on Referata to support the POERUP wiki. Semantic MediaWiki is a powerful extension of the MediaWiki software. (MediaWiki is used also for WikiEducator and Wikipedia.) The implication of this work is that a wide range of projects looking to analyse "initiatives" of a wide range of types, can now represent them on maps. It is especially easy and powerful to do this if the project makes use of Semantic MediaWiki. Since standard MediaWiki databases can be loaded into Semantic MediaWiki and spreadsheets can be used to create sets of template-driven wiki pages, this means that many of the existing wikis of educational material can rapidly benefit from this approach. Already this work is being applied to wikis of virtual schools, virtual universities and quality and benchmarking projects and agencies. The presentation concludes with some reflections on the POERUP and related work and leaves the audience with some Thoughts.
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Using OER and MOOCs for education and training - leaders
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Paul Bacsich
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ISE - Exploring Inspiring Science Education - Lamprini Kolovou - Linq Confere...
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