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Learning to reuse OER: Benefits and journey

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What are the benefits of reusing OER, what is the journey teachers take in their engagement with OER and why use the most open of all the CC licenses (CC BY)?

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Learning to reuse OER: Benefits and journey

  1. 1. OER! OER? more CC BY !!! Learning to Re(use) Open Educational Resources, P2PU 25 February 2016 Joanna Wild Creative Digital Solutions Photo credit: Ladder by geezaweezer CC BY Adapted by Joanna Wild ©2012 licensed CC By
  2. 2. OER & I RESEARCH @ University of Oxford (2010-2013) • OER Impact Study (JISC-funded) • OER Engagement Study (HEA-funded) The REUSE side of the coin The REUSE side of the coin PRACTICE @ Creative Digital Solutions
  3. 3. “extra learning opportunities, for reinforcement and preparation” “extra learning opportunities, for reinforcement and preparation” “if I can pick up three visualisations for one I’ve created it means potentially I’m reaching the students in a deeper way” “if I can pick up three visualisations for one I’ve created it means potentially I’m reaching the students in a deeper way” “no copyright issues, there’s no worries” “no copyright issues, there’s no worries” “to make sure that I was creating something that looked equivalent or better” “to make sure that I was creating something that looked equivalent or better” “put materials to be shared and distributed […] in a way that then allows feedback to come” “put materials to be shared and distributed […] in a way that then allows feedback to come” “found a module on genetics of obesity” “found a module on genetics of obesity” Perceived benefits
  4. 4. • To improve learner experience, not save time …Majority of materials (c80%) still their own “…adding richness to your course. […] I would never imagine it’d save time, it’s just that you carry on just getting it better and better.” “…adding richness to your course. […] I would never imagine it’d save time, it’s just that you carry on just getting it better and better.” Key points about benefits And if I want to build a course based mainly on reused material? And if I want to build a course based mainly on reused material?
  5. 5. … then careful contextualisation, pedagogical wrapping, and signposting are crucial https://www.khanacademy.org/partner-content/tate
  6. 6. OER Engagement Model
  7. 7. Many Self OER • Shares and reuses ER locally or within existing communities of practice • Uses digital resources found on the web to enhance teaching and learning • Directs students to online resources as supplementary material UnderpinningUnderpinning
  8. 8. Many Self Social OER OEP Step 1: UnderstandingStep 1: Understanding UnderpinningUnderpinning “I knew about the CC licence but I kind of put it at the back of my mind… I thought it wasn’t that important” “I knew about the CC licence but I kind of put it at the back of my mind… I thought it wasn’t that important” • Reassurance that using OER is acceptable, and even, good practice “One of my concerns about OER in general is the thought that people might see it lazy or poor practice. So it was very useful to go to this session and to received information that it’s not poor practice” “One of my concerns about OER in general is the thought that people might see it lazy or poor practice. So it was very useful to go to this session and to received information that it’s not poor practice”
  9. 9. Many Few Self Social OER OEP • Searches for OER to fill gaps/supplement learning • Reuses OER produced or recommended locally UnderpinningUnderpinning Step 1: UnderstandingStep 1: Understanding PiecemealPiecemeal
  10. 10. Many Few Self Social OER OEP UnderpinningUnderpinning Step 1: UnderstandingStep 1: Understanding PiecemealPiecemeal “There is definitely a comfort zone of: ‘My institution has already validated these things so I am not going to get in trouble for using these’” “There is definitely a comfort zone of: ‘My institution has already validated these things so I am not going to get in trouble for using these’”
  11. 11. Few Self • Is involved in designing a online course Step 2: NeedStep 2: Need UnderpinningUnderpinning Step 1: UnderstandingStep 1: Understanding PiecemealPiecemeal “It all seemed a bit of a blind panic at the beginning: ‘how I am going to write all of this?’
  12. 12. Few Self Step 2: NeedStep 2: Need UnderpinningUnderpinning Step 1: UnderstandingStep 1: Understanding PiecemealPiecemeal Perceived benefit: productivity “So when they introduced us to OER, then I thought: ‘oh that's great!’”
  13. 13. PiecemealPiecemeal Many Few Self Social OER OEP • Integrates OER into core teaching • Tweaks OER • Reuses OER produced externally StrategicStrategic UnderpinningUnderpinning Step 1: UnderstandingStep 1: Understanding Step 2: NeedStep 2: Need PiecemealPiecemeal +
  14. 14. PiecemealPiecemeal Many Few Self Social OER OEP Logistical barriers: • Discoverability • Quantity and quality of OER • Licences StrategicStrategic UnderpinningUnderpinning Step 1: UnderstandingStep 1: Understanding Step 2: NeedStep 2: Need PiecemealPiecemeal + “It’s difficult to find the kind of resources I need… I gave up”
  15. 15. PiecemealPiecemeal Many Few Self Social OEP StrategicStrategic UnderpinningUnderpinning Step 1: UnderstandingStep 1: Understanding Step 2: NeedStep 2: Need PiecemealPiecemeal Enabling factors (strategic): • Support in searching, selecting and correct attribution “If you involve the library, you’re likely to get a list of 6 or 8 resources which you might look at and decide that may be 3 or 4 are suitable” +
  16. 16. Many Few Self Social OER OEP • Appraises the effects of using OER on students’ learning experience and own practice Step 3: ReflectionStep 3: Reflection UnderpinningUnderpinning Step 1: UnderstandingStep 1: Understanding PiecemealPiecemeal Step 2: NeedStep 2: Need StrategicStrategic “We’ll wait and see how the new module goes on a course.”
  17. 17. Many Few Self Social OER OEP Step 3: ReflectionStep 3: Reflection UnderpinningUnderpinning Step 1: UnderstandingStep 1: Understanding PiecemealPiecemeal Step 2: NeedStep 2: Need StrategicStrategic • Shares own resources openly “Until you get to this point it’s: ‘I found something, it is helpful for me’. And you have to be really engaged with it before you think: ‘this is good for everybody!’” “Until you get to this point it’s: ‘I found something, it is helpful for me’. And you have to be really engaged with it before you think: ‘this is good for everybody!’”
  18. 18. Many Few Self OER OEP • OER is embedded into teachers’ every- day practice • Advocates and encourages others to use OER EmbeddedEmbedded Step 3: ReflectionStep 3: Reflection UnderpinningUnderpinning Step 1: UnderstandingStep 1: Understanding PiecemealPiecemeal Step 2: NeedStep 2: Need StrategicStrategic “The more confident you feel with it, the more you use it .” Enabling factors: • Acceptance by students
  19. 19. If you share, share CC BY • ND, SA, NC add unnecessary complexity – e.g. CC BY NC (Non commercial use) can actually prevent use within the public and non-profit sector as well, as the definition of non-commercial is ambiguous
  20. 20. Credits and References • The content of this presentation is unless otherwise specified • Drawings credit: Fridolin Wild, cc by: slidesha.re/UecTWE • Photo credit: Ladder by geezaweezer CC BY, Adapted by Joanna Wild ©2012 licensed CC BY • Joanna Wild: The OER Engagement Study: http://bit.ly/UEcbPi & presentation http://www.slideshare.net/askawild/from-expert-to-novice- oer-user-the-oer-engagement-ladder • Liz Masterman & Joanna Wild: OER Impact Study: Research Report: http://bit.ly/Lajesu
  21. 21. Thank you Joanna Wild Creative Digital Solutions http://creativedigitalsolutions.org/ Twitter: @CDigitalS or @askawild

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