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Open Educational Resources & Open Knowledge


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Collaborate Live Session for the PGCAP Online Learning Environments course being run at the University of Edinburgh 2016.

Week 3 of the #pgcapOLE was guest tutored by Stuart Nicol and Stephanie (Charlie) Farley from the Open Educational Resources service (Education Design and Engagement, IS).

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Open Educational Resources & Open Knowledge

  1. 1. Welcome to Week 3 (OERs) of the PGCAP:Online Learning Environments Please run through the following before we begin:
  2. 2. Welcome Can you hear the presenter talking? if you hear the presenter if you cannot hear the presenter Audio Check
  3. 3. Welcome Always use the hand raise button to queue up your question. When called upon to ask your question type a question in the “Text Chat Area” or, if you have a microphone, click on “Talk” then speak your question. Asking Questions **Start recording session
  4. 4. Welcome Introductions Stuart Nicol Stephanie (Charlie) Farley Open Educational Resources Education, Design and Engagement, IS Agenda: • Introduction – Stuart Nicol • Practical Activity discussion – Charlie • OER as Assessment – Stuart Nicol
  5. 5. A practical OER activity: Create a digital artefact by reusing existing openly licensed resources, and then to consider making the artefact an OER by sharing it under an open licence of your choosing. This is something we cover in our OER workshops so some of you may already be familiar with the activity, and so be able to go further with exploring where to find and then share your resources.
  6. 6. Aim: Create an ‘infographic’, or short video presentation from open resources Focusing on: • Where to source openly licensed resources • How to attribute Creative Commons licensed materials • Signpost where and how to share and licence your work
  7. 7. Step 1: What are the three most important things that make an effective online learning environment? By AIGA [Public domain], via Wikimedia Write down three short phrases or words that describe the things you have chosen. Note: the purpose is to find things we can illustrate visually.
  8. 8. Step 2: Search for 3 suitable images that visually support your message What is a suitable image? How would you identify an image that is/not suitable?
  9. 9. Search for images CC Search provides a useful ‘meta-search’ over a number of media platforms:
  10. 10. Step 3: Create an infographic from the template supplied, or a short presentation in Media Hopper. Remember to provide image attribution.
  11. 11. It’s a good idea to keep track of attribution information as you go (and keep it if possible). Think of this as an “asset register.” Keep track of resources resources you use Attributing Creative Commons Materials by ccAustralia & CCI ARC, licensed under CC BY 2.5
  12. 12. Make sure you get the attribution right The Creative Commons Wiki provides detailed information on how to correctly attribute resources in a number of contexts: Good: "Creative Commons 10th Birthday Celebration San Francisco" by tvol is licensed under CC BY 4.0 Average: Photo by tvol / CC BY Incorrect: Photo: Creative Commons
  13. 13. Where should I share my OER? There are several options for sharing your OER depending on subject area and target audience. Media Hopper is good choice for audio or video.
  14. 14. OER for assessment: a student perspective • MSc DE (Digital Futures for Learning): the course is ‘co-created’ by participants • Assessment built around developing an Open Educational Resource (OER) • Purpose of the assignment: “to facilitate learning for the whole group” • Requires “a pedagogical approach which is both carefully structured and very free in terms of content”
  15. 15. Components of assessment • 30% Position paper (basis of content for OER) • 40% OER (30% peer-assessed & tutor moderated / 10% self-assessed) • 30% Analysis paper
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