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.

OER Schools Conference - Miles Berry

On 29 January 2015, Leicester City Council, in partnership with De Montfort University, held a free day conference for schools focusing on finding, using, creating and sharing Open Educational Resources (OER). The event builds on the council’s recently released OER guidance and resources, which can be downloaded from

The conference opened with panel presentations and a Q&A session. Miles Berry looks at how open licensing and OER can support delivery of the new computing curriculum.

  • Login to see the comments

OER Schools Conference - Miles Berry

  1. 1. Open education resources and computing Miles Berry 29 January 2015 @mberry | #oersch15
  2. 2. . History at KS1 The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods [for example … William Caxton and Tim Berners-Lee] DfE, 2013
  3. 3. Caxton and Berners-Lee
  4. 4. Open Educational Resources? CC by-sa J Brew
  5. 5. Open Educational Resources? © CERN
  6. 6. Open Educational Resources? CC by-sa Justin14
  7. 7. . Free beer! Just the other day a leading private school in Cambridge, announced they were making 12 multimedia textbooks available online for all to use. And of course the world’s largest online collection of free education content is already available on Apple’s iTunes U platform. Morgan, 2015
  8. 8. Free speech! terms and conditions apply...
  9. 9. . The wiki curriculum? In an open-source world, why should we accept that a curriculum is a single, static document? A statement of priorities frozen in time; a blunt instrument landing with a thunk on teachers’ desks and updated only centrally and only infrequently?... we need to consider how we can take a wiki, collaborative approach to developing new curriculum materials; using technological platforms to their full advantage in creating something far more sophisticated than anything previously available. Gove, 2012
  10. 10. You are free to: ● copy, publish, distribute and transmit the Information; ● adapt the Information; ● exploit the Information commercially and non-commercially for example, by combining it with other Information, or by including it in your own product or application. You must (where you do any of the above): ● acknowledge the source of the Information in your product or application by including or linking to any attribution statement specified by the Information Provider(s) and, where possible, provide a link to this licence;
  11. 11. . Computing in KS1 use technology purposefully to create, organise, store, manipulate and retrieve digital content use technology respectfully DfE, 2013
  12. 12. . Computing in KS2 understand the opportunities computer networks offer for collaboration use search technologies effectively ... be discerning in evaluating digital content use technology respectfully and responsibly; recognise acceptable/unacceptable behaviour DfE, 2013
  13. 13. . Computing in KS3 create, reuse, revise and repurpose digital artefacts for a given audience, with attention to trustworthiness, design and usability understand a range of ways to use technology respectfully and responsibly; recognise inappropriate conduct, and know how to report concerns DfE, 2013
  14. 14. . Computing in KS4 develop their capability, creativity and knowledge in digital media DfE, 2013
  15. 15. Computing resources
  16. 16. . It’s fine in Leicester! 2. Outputs and Intellectual Property created by community school and voluntary controlled school staff in Leicester City in the course of their employment are owned by Leicester City Council unless specific agreements have been put in place. 3. The council provides permission for educational resources created by community and voluntary aided school employees to be released under open licence. The council encourages schools to share materials under an open licence wherever possible. CC by LCC, 2014
  17. 17. . Fast food? All the preparation is done for you by someone else The instructions for use are simple and laid out in steps It is superficially attractive but turns out to lack flavour It does you little good; it tends to pass through quickly All the real nutrient is removed and substitutes have been added Better Mathematics, 1987
  18. 18. . Slow food! Quality matters Time to enjoy both production and consumption Co-producers, not consumers Each individual’s contribution matters Recognition of family, community, locality, society image: CC by Windell Oskay
  19. 19. Scratch
  20. 20. . Share and remix 4.2 The Scratch Team encourages everyone to foster creativity by freely sharing code, art, music, and other works. However, we also understand the need for individuals and companies to protect their intellectual property rights. You are responsible for making sure you have the necessary rights, licenses, or permission for any user-generated content you submit to Scratch. 4.3 All user-generated content you submit to Scratch is licensed to and through Scratch under the Creative Commons Attribution-ShareAlike 2.0 license. This allows others to view and remix your content. This license also allows the Scratch Team to display, distribute, and reproduce your content on the Scratch website. If you do not want to license your content under this license, then do not share it on Scratch. MIT LLK
  21. 21. (copy)rights and responsibilities Works created by students There is nothing in the Copyright, Designs and Patents Act 1988 which relates specifically to ownership of copyright in works created by students. Therefore, the normal rules of ownership will apply as outlined in sections 9-11 of the Act. A teacher/lecturer should not be able to claim joint ownership on a student’s work unless they have made a substantial contribution to that work (this may occasionally occur with primary school children, where a teacher’s involvement with a pupil’s work would usually be more considerable than the interaction with an A-level student). IPO, 2014
  22. 22. Creating a culture of collaboration
  23. 23. @mberry These slides: Questions?