Learning the Hard Way: Lessons in Designing OER in, for and through Partnership
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This document discusses opening educational practices in Scotland through developing open educational resources in partnership. It provides an overview of the Opening Educational Practices in Scotland project, which aims to enhance Scotland's capacity for open education by facilitating partnerships to develop online educational materials. The document then discusses the development process, including exploring partners' needs, designing courses collaboratively, producing content, and issues around roles and responsibilities. It provides a case study of developing an open online course with a health charity and discusses emerging lessons learned.
![Opening Educational Practices in Scotland
Learning the hard way: lessons in
designing open educational
resources in, for and through
partnership [1326]
Ronald Macintyre and Anna Page (OEPS),
6 September 2016 for ALTC](https://image.slidesharecdn.com/oepsaltc2016final-160905161236/85/learning-the-hard-way-lessons-in-designing-oer-in-for-and-through-partnership-1-320.jpg)
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Learning the Hard Way: Lessons in Designing OER in, for and through Partnership
- 1. Opening Educational Practices in Scotland Learning the hard way: lessons in designing open educational resources in, for and through partnership [1326] Ronald Macintyre and Anna Page (OEPS), 6 September 2016 for ALTC
- 2. Opening Educational Practices in Scotland About us The Opening Educational Practices in Scotland project facilitates best practice in Scottish open education. We aim to enhance Scotland’s reputation and capacity for developing publicly available and licenced online materials, supported by high quality pedagogy and learning technology. “”
- 3. Opening Educational Practices in Scotland What do we mean by OEP? We think of Open Educational Practices as those educational practices that are concerned with and promote equity and openness. Our understanding of ‘open’ builds on the freedoms associated with “the 5 Rs” of OER, promoting a broader sense of open, emphasising social justice, and developing practices that open up opportunities for those distanced from education. “”
- 4. 4 Opening Educational Practices in Scotland Development of new content and new practices Working in partnership – typical scenario • External organisations new to open learning may have some material to share • They may already use traditional methods of teaching/training • Seek to get wider exposure and uptake of their material – OER is one way of doing this • Keen to harness collaborative working through supportive networks but not sure how to start • OEPS works with partners to explore what openness and the power of their existing networks might do which they might not have been able to do before • Aim to embed open practices within networks or organisations
- 5. 5 Opening Educational Practices in Scotland Development of new content and new practices Working in partnership – partnership as a design process* • Explore the Partner’s needs and what they know about the learners • Learning through doing – participatory design • Draw out their expertise, they draw on our education expertise • Help them identify uncertainties, build expertise and revise their content • Build their confidence in course creation • Challenge our thinking – for example is existing OER relevant for their context? * Cannell, P., Macintyre, R. and Hewitt, L. (2015) ‘Widening access and OER: developing new practice’, Widening Participation and Lifelong Learning, 17(1), pp. 64-72.
- 6. 6 Opening Educational Practices in Scotland Development of new content and new practices Emerging issues • EXISTING MATERIALS: Materials may exist online already but not in a format best suited for online learning • TIME FOR DISCUSSION: • Learning Design discussions to work out the audience and reasons for creating an online version take time • A series of discussions might be needed for partners to understand about OER, open licenses, possible course structures and assessment options, including badging • SCHEDULE: A sample production schedule is a crucial tool in early meetings as it helps inform discussion, expectations, roles, responsibilities and future planning leading to an actual production schedule
- 7. 7 Opening Educational Practices in Scotland Development of new content and new practices Good practice • Encouraging a partner to compile an asset register helps them re-evaluate the content they want to share • Involve partner in production • OEPS is documenting the production process to share openly for others to try out and revise for their context • Case studies about partner created OERs shared on OEPS hub
- 8. 8 Opening Educational Practices in Scotland Development of new content and new practices Practice based knowledge Practice based knowledge Technical capability Technical capability OEPS team Partner Academic knowledge Academic knowledge Collaboration via adapted course team methodology Collaboration via adapted course team methodology Skills in educational design Skills in educational design Intellectual property Intellectual property Quality processes for production Quality processes for production LearnersLearners NetworksNetworks Contributions
- 9. 9 Opening Educational Practices in Scotland Development of new content and new practices Quiz co- authoring Quiz co- authoring Video editing (use external contractor) Video editing (use external contractor) OEPS team Partner Advice and guidance Advice and guidance Current roles and responsibilitiesCurrent roles and responsibilities Quiz co- authoring Quiz co- authoring Video filming (external contractor) Video filming (external contractor) Content tagging, rendering Content tagging, rendering Authoring, identify assets Authoring, identify assets Quiz testingQuiz testing Critical reading Critical reading Critical reading Critical reading Quiz building and testing Quiz building and testing Draft Course reviewing Draft Course reviewing Badge set upBadge set up Badge designBadge design
- 10. 10 Opening Educational Practices in Scotland Case Study – a UK national health charity Face to face workshops for health care workers Face to face workshops for health care workers Workbooks and activities Workbooks and activities Video and Audio assets Video and Audio assets Shared Workbooks as open PDFs online Shared Workbooks as open PDFs online Scale and Reach limitedScale and Reach limited F2F Learner feedback positive F2F Learner feedback positive RetainRetain
- 11. 11 Opening Educational Practices in Scotland Case Study – a UK national health charity Create open online course based on Workshop materials, including video & audio assets Create open online course based on Workshop materials, including video & audio assets Quiz 1Quiz 1 Quiz 2Quiz 2 Quiz 3Quiz 3 Quiz 4Quiz 4 Quiz 5Quiz 5 Self-reflection log Self-reflection log Course badgeCourse badge Later maybe formal accreditationLater maybe formal accreditation Some kind of informal accreditation Some kind of informal accreditation Reuse, Revise and RemixReuse, Revise and Remix
- 12. 12 Opening Educational Practices in Scotland Case Study – a UK national health charity Learning Design workshops – identified audience, aims, tools for delivery Learning Design workshops – identified audience, aims, tools for delivery Partner compiled Asset list to keep track of assets and copyright permissions Partner compiled Asset list to keep track of assets and copyright permissions Video introductions to each section filmed Video introductions to each section filmed Quiz 1Quiz 1 Quiz 2Quiz 2 Quiz 3Quiz 3 Quiz 4Quiz 4 Quiz 5Quiz 5 Video re-filmed to with new re-use permissions Video re-filmed to with new re-use permissions Some images re-drawn for online animation Some images re-drawn for online animation Questions in workbooks re-written for online quizzes Questions in workbooks re-written for online quizzes Workbook content revised slightly Workbook content revised slightly Activities reviewed Activities reviewed Reuse, Revise and RemixReuse, Revise and Remix
- 13. 13 Opening Educational Practices in Scotland Case Study – a UK national health charity Release new open course on an open platform Release new open course on an open platform Partner compiled Asset list to keep track of assets and copyright permissions Partner compiled Asset list to keep track of assets and copyright permissions Hold open online events focussing on the course themes Hold open online events focussing on the course themes Encourage learners to share and discuss via social media Encourage learners to share and discuss via social media RedistributeRedistribute RetainRetain Scale and Reach wideScale and Reach wide CC licence allowing others to reuse and remix for their context CC licence allowing others to reuse and remix for their context Promote the course to network of contacts Promote the course to network of contacts Invite and analyse feedback, share findings on OEPS hub Invite and analyse feedback, share findings on OEPS hub Learners show badge online Learners show badge online
- 14. 14 Opening Educational Practices in Scotland Development of new content and new practices Production issues with OU and external partner model • Roles and responsibilities need to be agreed in the early production stages to avoid misunderstandings and delays • Authoring – who is writing it and what impact on their time? • Assessment – who writes quiz questions? • If badged, who is designing the badge? • Who sets up and tests the materials? • Internal OU production methods are geared to OU materials for students or OpenLearn, for example video production • Some OU systems not ‘open’ to external users – a direct authoring tool for OpenLearn Works/Create is coming, but is several months away
- 15. 15 Opening Educational Practices in Scotland Development of new content and new practices Quiz co- authoring Quiz co- authoring University Partner Advice and guidance (on OEPS hub) Advice and guidance (on OEPS hub) Future roles and responsibilitiesFuture roles and responsibilities Video filming & editing (external contractor) Video filming & editing (external contractor) Authoring, identify assets Authoring, identify assets Quiz building and testing Quiz building and testing Critical reading Critical reading Draft Course reviewing Draft Course reviewing Badge design and set up Badge design and set up Content upload Content upload What services might be offered? What services might be offered?
- 16. 16 Opening Educational Practices in Scotland OEPS open courses so far Created collaboratively with partners • Understanding Parkinson’s http://www.open.edu/openlearnworks/UnderstandingParkinsons Case study at http://www.oeps.ac.uk/create-your-own/building-oer-partnership- understanding-parkinsons Evaluation early findings https://oepscotland.org/2016/07/14/preliminary-findings- evaluation-pilot-cohort-studying-understanding-parkinsons/ • My Seaweed looks weird http://www.open.edu/openlearnworks/SAMS_SeaweedWeird Created collaboratively by the OEPS team with open review • Becoming an open educator http://www.open.edu/openlearnworks/becoming-open-educator
- 17. 17 Opening Educational Practices in Scotland References Cannell, P., Macintyre, R. and Hewitt, L. (2015) ‘Widening access and OER: developing new practice’, Widening Participation and Lifelong Learning, 17(1), pp. 64-72. Grant, R. M. (2010) Contemporary Strategy Analysis, 7th edn, Oxford, Blackwell Publishing. Kemmis, S. (2010). Research for praxis: Knowing doing Pedagogy, Culture and Society, 18, 1, 9-27. Lane, A. (2012) Collaborative Development of Open Educational Resources for Open and Distance Learning, HE Academy, http://www.heacademy.ac.uk/assets/documents/oer/OER_CS_Andy_Lane _Collaborative_development_of_OER_for_distance%20learning.pdf last accessed 16th of August 2013 Macintyre R. (2015) Designing Open Learning Journeys http://www.oeps.ac.uk/create-your-own/designing-open-learning-journeys [accessed March 2016]
- 18. Opening Educational Practices in Scotland Contact Us: Email: OEPScotland@gmail.com Social media: @OEPScotland www.oepscotland.org www.oeps.ac.uk
Editor's Notes
- The project encompasses a number of activities over a three year period (2014-2017): Analysis of current open educational practices Events programme across Scotland to raise awareness of OEP Development of an online hub to encourage and share best practice in open education Development of a small number of high quality OERs of particular benefit to Scotland Badging of informal learning Learning design for widening participation Research and evaluation building a strong evidence base Evaluation of various economic models of openness
- This partnership approach is important to OEPS – we’re using it both with HE and organisations outside the academy. The range of organisations who are interested in and starting to engage in open educational practices goes beyond the traditional formal learning routes of FE and HE. Partner might have published workbooks to accompany f2f workshops Cannot just assume “built it and they will come” – work with them to identify users, needs, behaviours and methods which would work best for their context
- OEPS has treated partnership as a design process – build on an understanding of the partner’s needs and what they know about their learners. Both the partner and OEPS learn through the doing as we participate in designing an open course, it has not just been a ‘transmit our expertise’ exercise as we have learned an enormous amount in the process from their questions and while using and updating existing OU systems Partners may not want to expose the initial discussions about their plans to explore ‘open’ – they may want to understand the options and possible routes to sharing materials before committing to share assets openly – it is brave to do open How ‘open’ – public scrutiny at course development stage or later at community review stage? - Even after committing to share assets, partners may want to work only with OEPS team to develop the assets for online use rather than expose the development of their online courses or resources to public scrutiny as they are built, even if there are advantages with public scrutiny OEPS works with them to identify where uncertainties exist and where expertise is needed to complement and strengthen what the partner is proposing to share openly In future, after developing one course and gaining confidence, partner might be more willing to develop course in the open from the start
- For example a series of PDFs of workbooks which are used in a f2f workshop may not transfer into an guided online learning experience particularly well Sometimes a series of LD discussions are needed to familiarise the partner with open learning concepts and practices – this needs to be built into the timescale for the project with the partner A production schedule can help expose all the steps that might need to be taken depending on what the OER is likely to include
- Compiling the asset register reminds the partner to seek copyright information about the assets they wish to use and to confirm that they can share them openly. For example some video they might previously have used in f2f sessions might not have the relevant permission from participants for sharing on the open web so may need to be re-filmed or placed online behind a password. Taking care of the actual production on behalf of a partner can risk preventing them from learning how to do it themselves, so keeping the partner involved in every step and decision is importantIt is very tempting to take complete control as it might seem quicker but the whole purpose is to embed unfamiliar practices by learning together – empowering them to do it for themselves another time - Partner with subject expertise redrafts their existing material with OEPS team providing guidance on appropriate pedagogy- Ideal if the partner has someone to do the content upload otherwise OEPS arranges this activity We’re in the process of documenting the production processes we’ve been adopting so far with partners and noting when issues arise which might not have come about in an internal OU context. This will be shared online.
- OEPS working with partners is illustrated by this diagram showing what each partner contributes. Collaborative partnership – bringing together expertise to create an open course Valuing all contributions and using an adapted course team methodology to create a good quality open online course
- Roles and responsibilities – what each partner did in the course production process for the first collaboratively built courses
- Previously delivered face to face workshops for health care workers about the condition to improve understanding and care Workshop resources included a series of workbooks and activities about the condition, also video and audio assets The resources are pedagogically robust and received positive feedback from learners in the f2f workshops Charity shared the workbooks as open PDFs online Want more people (family of sufferers, other health professionals) to benefit from the resources but cannot deliver the workshops at scale
- Partner wanted the option for those studying the open course online to be able to gain some kind of informal accreditation for working through the materials (the face to face course has a certificate) Learners can compile a reflection log as they work through the course A series of quizzes are designed to reinforce learning and lead towards gaining the course digital badge Later there are plans to seek formal accreditation for learners who complete the badge and submit a reflection log – so the quizzes have to be fair and robust to be officially recognised by accreditation bodies
- OEPS has guided the charity through the learning design workshop process to help them identify the audience for the online course and most appropriate tools for delivery OEPS has made use of the Open University’s long standing guided learning expertise to revise the materials for online learning Video footage has been re-shot, sometimes with the same subjects, as the original footage didn’t always carry the correct permissions for sharing openly online, introduction videos for each section also filmed Some images and tables have been re-designed for online animation to make them more engaging, though with accessibility issues kept in mind
- We are currently working with them to evaluate the course and have published early findings recently on the OEPS blog.
- Getting things done in time depends partly on who is leading/driving the work – is OEPS driving it or is the partner driving it? Who is authoring the content, what is their motivation and is it done on the fringes of their time or have they been specifically contracted to author the course? Internal processes for video production resulted in long delays and frustration – in future we advise contracting external video production expertise if using OU platform for hosting the course Direct authoring – OU platform OpenLearn Works is Moodle and supports OU structured content. Moodle is open for anyone to edit, but OU SC is OU staff only. Other platforms may be easier for the partner to use instead, though may not have all the features of OU open platform.
- Future roles and responsibilities after OEPS project – what each partner would do in the course production process OEPS project comes to an end in July 2017. It leaves learning and principles about how to work in partnership to build open courses which could be adopted by any university offering their expertise to potential partners. What service to offer? In our experience the design aspect is key to getting it right. Depending on balance of work we might also offer production support or even do the production for the partner. Existing OU system of production for formal learning is not flexible enough or cost effective for one off bespoke short courses with partners, though its OpenLearn course production system for short courses is evolving and improving on this model.