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‘Is open and online reconfiguring learner journeys?’


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Presentation at the 3rd International Enhancement in Higher Education Conference 2017

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‘Is open and online reconfiguring learner journeys?’

  1. 1. Is open and online reconfiguring learner journeys?
  2. 2. About the OEPS project • Aims: • To enhance Scotland’s reputation and capacity for developing publicly available and openly licenced online materials, supported by high quality pedagogy and learning technology • To develop and disseminate good practice in the use of openly licenced online materials in ways that contribute to equity and social justice
  3. 3. What do we mean by OER? • Our understanding of Open Educational Resources is grounded in established notions of openly licensed content. We have a specific focus on freedoms afforded by openly licensing content (allowing “The 5 Rs”: retain, reuse, revise, remix, redistribute) and the degree to which design, development and distribution accounts for equity and openness.
  4. 4. What do we mean by OEP? • Open Educational Practices are usually understood as approaches to teaching and facilitation using technology to support learning in the context of high quality OER. • The OEPS project has found it helpful to extend notions of Open Educational Practice to the include social practices that mediate between providers, partners and learners. • We have explored the value of co-design with partners and learners.
  5. 5. OEPS • Three year project ends 31 July 2017 • OEPS has worked with more than 60 partners to identify and share good practice. • Working with some of these partners to develop exemplar free, openly licensed courses
  6. 6. A changing landscape • MIT Open Courseware 2001 – since then huge increase in the availability of free and openly licenced online learning materials • At same time shift from PC/laptop to smart digital devices • Google and YouTube part of everyday life • It is now possible to assume that almost all of those who become students in higher education have some experience of the digital world and access to some kind of digital device. This familiarity, however, doesn’t necessarily mean that students arrive in higher education with appropriate skills or confidence for learning.
  7. 7. Changing experience • Organisations that support transitions now believe that digital skills are essential • Almost all students, young and mature, arrive in HE with some digital skills – some may have new forms of credential (open badges) • Some organisations in the informal learning sector are moving towards/ making use of open resources
  8. 8. New perceptions • New students in HE may have a whole range of views about learning conditioned by prior experience that often includes online and may include open. • The digital native characterisation is often not helpful when thinking about skills for learning in HE
  9. 9. Question • Is there a disconnect between pedagogy, practice, student needs and student experience? • And if there is what does this imply for supporting widening participation transitions
  10. 10. Follow up • Findings from the OEPS project can be found at and Recent papers relevant to this presentation include: • Cannell, P. (2016) ‘Lifelong learning and partnerships: rethinking the boundaries of the university in the digital age’, Widening Participation and Lifelong Learning, 18(1), 61–73. • Cannell, P. and Macintyre, R. (2017) ‘Free open online resources in workplace and community settings – a case study in overcoming barriers’, Widening Participation and Lifelong Learning, 19(1), 111-122.