SlideShare a Scribd company logo
1 of 17
Li Yuan
Examining the sustainability
issues in UKOER projects-
developing a sustainable OER
ecosystem in HE
JISC CETIS, Institute Educational
Cybernetics, University of Bolton
UK OER programme
 A multi-million pound Open Educational
Resources (OERs) initiative (the UKOER) in the
UK HE, FE.
 Phase 1: April 2009 – April 2010, 29 pilot
projects in three different strands: institutional,
subject centre and individual.
 Phase 2: August 2010- August 2011, 23
projects in three activity areas: the release of
OER; the use of OER; the discovery of OER
OER programme required all funded projects:
“...to embed the practice of open
educational resources release
beyond the funded life of the
project”.
 Seven institutions were funded to develop existing
teaching and learning resources into OERs
 All funded projects have identified some issues
related to OER sustainability
 Different approaches have been proposed to
address the ongoing issue of sustainability
UK OER projects – institutional strand:
 The time and effort required to move to
sustainable OERs
 Building awareness of academics towards OERs
 Staff development
 Incentives for sector wide sharing
 Evidence of effectiveness in the use of OERs
 Easy use tools for dissemination and deposit
 OERs should be widely recognised as good for
UKHE
Issues related to sustainable OERs have
been identified by the projects:
Issues related to sustainable OERs have
been identified by the projects:
 Policy and practice to encourage and offer
reward to “open” behaviour
 Support and advice on copyright
 Recognition of the multiple purposes of OERs
and the value of raw learning resources
 Policy for potential risk management
 Guidance for new OER users and producers
 Creating and modifying policies to promote
the release and reuse of OERs
- Embed OERs into teaching and learning practice
- integrate OERs into professional rewards and recognition schemes
 Developing guidance and support
mechanisms for long term OER release
- Centralised model of OER release
- Distributed model
 Creating communities of practice
- Support academics to share practice and content with others
Principles for developing sustainable OERs
Principles for developing sustainable OERs
 Developing new business models to make
effective use of OERs
- OERs as the basis of developing new courses
- New partnerships
 Removing technological barriers to make
OER release and reuse easier
- use existing technology and platforms
- Develop specific tool for producing and disseminating OERs
 Encouraging wider participation and
provision of staff training on OERs
-Incorporate OERs into LTHE PG curriculum
- Staff training
A ecological approach to OERs
 Capture the comprehensive views and
interactions between stakeholders around
OERs
 Indicate where changes should happen in
order to develop sustainable OER practice
 Identify paths, connections and support
activities to the establishment of sustainable
OER ecosystem
A sustainable ecosystem
requires that the elements of the system are
continually engaged in a set of relationships
with every other element constituting the
environment in which they exist.
OER Foundation, 2009
Developing a Sustainable OER ecosystem
Developing a Sustainable OER ecosystem
Developing a Sustainable OER ecosystem
• Can only be
achieved by all of
these elements
continually engaging
with the others within
and outside their
systems
• enable them to
realise the tangible
benefits of
supporting learning
in all educational
settings.
InstitutionsInstitutions
UKOERs
Subjects
centres
Subjects
centres
IndividualsIndividuals
UKOER Programme
Government Funding (HEFCE , JISC, HEA)
UKOER Programme
Government Funding (HEFCE , JISC, HEA)
Developing a sustainable OER ecosystem
Create,
Use,
reuse,
remix…
Strategies and policy,
New business model
Learning support
Accreditation …
Community
of practice,
sharing,…
Supporting formal and informal education
Summary
Sustainability is a key issue for those external
funded OER projects
 Explore different models to address
sustainability of OERs
Embed processes into the academic practices
to continue releasing OERs
 Shift from institution-based to community-
based approaches
 Develop stainable OER ecosystems to
promote open sharing in education
References
JISC (2009), Open educational resources programme,
http://www.jisc.ac.uk/oer
L; Beetham, H; Falconer, I and Littlejohn, A (2010) UKOER Pilot
Programme Synthesis And Evaluation Report,
http://www.caledonianacademy.net/spaces/oer/index.php?
n=Main.PilotProgrammeSynthesisAndEvaluationReport
Pegler, G. (2010) How can we achieve sustainability in OER?
http://www8.open.ac.uk/score/print/oer-and-sustainability-leeds-
manifesto-draft
Contacts:
JISC CETIS
Institute for Educational Cybernetics
University of Bolton
Deane Road, Bolton, BL3 5AB
Tel: +44(0)1204 903851
Fax: +44(0)1204 399074
email: l.yuan@bolton.ac.uk
http://jisc.cetis.ac.uk/
Thank you very much!

More Related Content

What's hot

Digital Open Textbooks for Development
Digital Open Textbooks for DevelopmentDigital Open Textbooks for Development
Digital Open Textbooks for DevelopmentGlenda Cox
 
Opal case study 02 the support centre for open educational resources score uk
Opal case study 02 the support centre for open educational resources score ukOpal case study 02 the support centre for open educational resources score uk
Opal case study 02 the support centre for open educational resources score ukOPAL2010
 
Mainstreaming OER - policies, strategies and initiatives
Mainstreaming OER - policies, strategies and initiativesMainstreaming OER - policies, strategies and initiatives
Mainstreaming OER - policies, strategies and initiativesGiles Pepler
 
Ocwc2014 policies-bacsich final and refs
Ocwc2014 policies-bacsich final and refsOcwc2014 policies-bacsich final and refs
Ocwc2014 policies-bacsich final and refsPaul Bacsich
 
Presentation of the ISLE Network @ the SPDECE 2012 Symposium
Presentation of the ISLE Network @ the SPDECE 2012 SymposiumPresentation of the ISLE Network @ the SPDECE 2012 Symposium
Presentation of the ISLE Network @ the SPDECE 2012 SymposiumVassilis Protonotarios
 
2014 ISCN Working Group 3: Key Findings
2014 ISCN Working Group 3: Key Findings2014 ISCN Working Group 3: Key Findings
2014 ISCN Working Group 3: Key FindingsISCN_Secretariat
 
OER teaching and learning materials at UCT
OER teaching and learning materials at UCTOER teaching and learning materials at UCT
OER teaching and learning materials at UCTCherylHodgkinsonWilliams
 
OER Paris Declaration
OER Paris DeclarationOER Paris Declaration
OER Paris DeclarationCEMCA
 
Chris and dave gregynog 2011 introduction
Chris and dave gregynog 2011 introductionChris and dave gregynog 2011 introduction
Chris and dave gregynog 2011 introductiongregynog
 
Open Educational Practice – opportunities for the HE sector
Open Educational Practice – opportunities for the HE sectorOpen Educational Practice – opportunities for the HE sector
Open Educational Practice – opportunities for the HE sectorOEPScotland
 
Policies for OER Uptake - presentation to EDEN Synergy workshop
Policies for OER Uptake - presentation to EDEN Synergy workshopPolicies for OER Uptake - presentation to EDEN Synergy workshop
Policies for OER Uptake - presentation to EDEN Synergy workshopPaul Bacsich
 
OCWC2014 Presentation on POERUP
OCWC2014 Presentation on POERUPOCWC2014 Presentation on POERUP
OCWC2014 Presentation on POERUPPaul Bacsich
 
OCWC POERUP external evaluation of FutureLearn community
OCWC POERUP external evaluation of FutureLearn communityOCWC POERUP external evaluation of FutureLearn community
OCWC POERUP external evaluation of FutureLearn communityPaul Bacsich
 
Getting switched on-removing to re-use and sharing
Getting switched on-removing to re-use and sharingGetting switched on-removing to re-use and sharing
Getting switched on-removing to re-use and sharingAndyBeggan
 

What's hot (19)

Icde eden eodlw2020
Icde eden eodlw2020Icde eden eodlw2020
Icde eden eodlw2020
 
Digital Open Textbooks for Development
Digital Open Textbooks for DevelopmentDigital Open Textbooks for Development
Digital Open Textbooks for Development
 
Opal case study 02 the support centre for open educational resources score uk
Opal case study 02 the support centre for open educational resources score ukOpal case study 02 the support centre for open educational resources score uk
Opal case study 02 the support centre for open educational resources score uk
 
Oer14 diy-final
Oer14 diy-finalOer14 diy-final
Oer14 diy-final
 
Mainstreaming OER - policies, strategies and initiatives
Mainstreaming OER - policies, strategies and initiativesMainstreaming OER - policies, strategies and initiatives
Mainstreaming OER - policies, strategies and initiatives
 
Ocwc2014 policies-bacsich final and refs
Ocwc2014 policies-bacsich final and refsOcwc2014 policies-bacsich final and refs
Ocwc2014 policies-bacsich final and refs
 
Presentation of the ISLE Network @ the SPDECE 2012 Symposium
Presentation of the ISLE Network @ the SPDECE 2012 SymposiumPresentation of the ISLE Network @ the SPDECE 2012 Symposium
Presentation of the ISLE Network @ the SPDECE 2012 Symposium
 
Abertay
AbertayAbertay
Abertay
 
2014 ISCN Working Group 3: Key Findings
2014 ISCN Working Group 3: Key Findings2014 ISCN Working Group 3: Key Findings
2014 ISCN Working Group 3: Key Findings
 
OER teaching and learning materials at UCT
OER teaching and learning materials at UCTOER teaching and learning materials at UCT
OER teaching and learning materials at UCT
 
OER Paris Declaration
OER Paris DeclarationOER Paris Declaration
OER Paris Declaration
 
CS II.3 - J. Greenlaw
CS II.3 - J. GreenlawCS II.3 - J. Greenlaw
CS II.3 - J. Greenlaw
 
Chris and dave gregynog 2011 introduction
Chris and dave gregynog 2011 introductionChris and dave gregynog 2011 introduction
Chris and dave gregynog 2011 introduction
 
Open Educational Practice – opportunities for the HE sector
Open Educational Practice – opportunities for the HE sectorOpen Educational Practice – opportunities for the HE sector
Open Educational Practice – opportunities for the HE sector
 
Policies for OER Uptake - presentation to EDEN Synergy workshop
Policies for OER Uptake - presentation to EDEN Synergy workshopPolicies for OER Uptake - presentation to EDEN Synergy workshop
Policies for OER Uptake - presentation to EDEN Synergy workshop
 
OCWC2014 Presentation on POERUP
OCWC2014 Presentation on POERUPOCWC2014 Presentation on POERUP
OCWC2014 Presentation on POERUP
 
OCWC POERUP external evaluation of FutureLearn community
OCWC POERUP external evaluation of FutureLearn communityOCWC POERUP external evaluation of FutureLearn community
OCWC POERUP external evaluation of FutureLearn community
 
Getting switched on-removing to re-use and sharing
Getting switched on-removing to re-use and sharingGetting switched on-removing to re-use and sharing
Getting switched on-removing to re-use and sharing
 
Cemca talk 250213_final_sh
Cemca talk 250213_final_shCemca talk 250213_final_sh
Cemca talk 250213_final_sh
 

Similar to Developing a sustainable OER ecosystem in HE

Open Educational Practices (OEP) Regional Agenda
Open Educational Practices (OEP) Regional AgendaOpen Educational Practices (OEP) Regional Agenda
Open Educational Practices (OEP) Regional AgendaAndré Avorio
 
OER uptake in adult education institutions
OER uptake in adult education institutionsOER uptake in adult education institutions
OER uptake in adult education institutionsFabio Nascimbeni
 
Open Education as Innovation
Open Education as InnovationOpen Education as Innovation
Open Education as InnovationRobert Farrow
 
Innovating Open Education: Critical Pathways and Communities of Practice
Innovating Open Education: Critical Pathways and Communities of PracticeInnovating Open Education: Critical Pathways and Communities of Practice
Innovating Open Education: Critical Pathways and Communities of PracticeRobert Farrow
 
ENCORE+: The Open Educational Resources (OER) Innovation Ecosystem
ENCORE+: The Open Educational Resources (OER) Innovation EcosystemENCORE+: The Open Educational Resources (OER) Innovation Ecosystem
ENCORE+: The Open Educational Resources (OER) Innovation EcosystemRobert Farrow
 
How to Guide Innovation in a Changing Education Ecosystem?
How to Guide Innovation in a Changing Education Ecosystem?How to Guide Innovation in a Changing Education Ecosystem?
How to Guide Innovation in a Changing Education Ecosystem?Andreas Meiszner
 
Open educational practice dimensions
Open educational practice dimensionsOpen educational practice dimensions
Open educational practice dimensionsgrainne
 
International projects
International projectsInternational projects
International projectsmiride
 
International projects
International projectsInternational projects
International projectsmiride
 
Policy imperatives driving open educational resources (in universities in the...
Policy imperatives driving open educational resources (in universities in the...Policy imperatives driving open educational resources (in universities in the...
Policy imperatives driving open educational resources (in universities in the...Paul Bacsich
 
ENCORE+ Innovation and Business Models Circle 2
ENCORE+ Innovation and Business Models Circle 2ENCORE+ Innovation and Business Models Circle 2
ENCORE+ Innovation and Business Models Circle 2Robert Farrow
 
Opal case study 46 educa next austria
Opal case study 46 educa next austriaOpal case study 46 educa next austria
Opal case study 46 educa next austriaOPAL2010
 
Developing a map of the school innovation in Europe
Developing a map of the school innovation in EuropeDeveloping a map of the school innovation in Europe
Developing a map of the school innovation in EuropeSofoklis Sotiriou
 
Sustainability Teaching - Match Made in Aalto
Sustainability Teaching - Match Made in AaltoSustainability Teaching - Match Made in Aalto
Sustainability Teaching - Match Made in AaltoTekniikan akateemiset TEK
 
Guidelines to implement OER in adult education
Guidelines to implement OER in adult educationGuidelines to implement OER in adult education
Guidelines to implement OER in adult educationFabio Nascimbeni
 
Prog mtg 2010 tesep project
Prog mtg 2010 tesep projectProg mtg 2010 tesep project
Prog mtg 2010 tesep projectcurricsupport
 
KI/DU erasmus+ stlm 11 nov2019
KI/DU erasmus+ stlm 11 nov2019KI/DU erasmus+ stlm 11 nov2019
KI/DU erasmus+ stlm 11 nov2019Ebba Ossiannilsson
 
A Model for the Transformation of the Mauritian Classroom based on the Living...
A Model for the Transformation of the Mauritian Classroom based on the Living...A Model for the Transformation of the Mauritian Classroom based on the Living...
A Model for the Transformation of the Mauritian Classroom based on the Living...M I Santally
 

Similar to Developing a sustainable OER ecosystem in HE (20)

Open Educational Practices (OEP) Regional Agenda
Open Educational Practices (OEP) Regional AgendaOpen Educational Practices (OEP) Regional Agenda
Open Educational Practices (OEP) Regional Agenda
 
OER uptake in adult education institutions
OER uptake in adult education institutionsOER uptake in adult education institutions
OER uptake in adult education institutions
 
Open Education as Innovation
Open Education as InnovationOpen Education as Innovation
Open Education as Innovation
 
Innovating Open Education: Critical Pathways and Communities of Practice
Innovating Open Education: Critical Pathways and Communities of PracticeInnovating Open Education: Critical Pathways and Communities of Practice
Innovating Open Education: Critical Pathways and Communities of Practice
 
ENCORE+: The Open Educational Resources (OER) Innovation Ecosystem
ENCORE+: The Open Educational Resources (OER) Innovation EcosystemENCORE+: The Open Educational Resources (OER) Innovation Ecosystem
ENCORE+: The Open Educational Resources (OER) Innovation Ecosystem
 
How to Guide Innovation in a Changing Education Ecosystem?
How to Guide Innovation in a Changing Education Ecosystem?How to Guide Innovation in a Changing Education Ecosystem?
How to Guide Innovation in a Changing Education Ecosystem?
 
Open educational practice dimensions
Open educational practice dimensionsOpen educational practice dimensions
Open educational practice dimensions
 
International projects
International projectsInternational projects
International projects
 
International projects
International projectsInternational projects
International projects
 
Tim Bullough & Anthony Sinclair: Working with your discipline's HEA Subject C...
Tim Bullough & Anthony Sinclair: Working with your discipline's HEA Subject C...Tim Bullough & Anthony Sinclair: Working with your discipline's HEA Subject C...
Tim Bullough & Anthony Sinclair: Working with your discipline's HEA Subject C...
 
Policy imperatives driving open educational resources (in universities in the...
Policy imperatives driving open educational resources (in universities in the...Policy imperatives driving open educational resources (in universities in the...
Policy imperatives driving open educational resources (in universities in the...
 
ENCORE+ Innovation and Business Models Circle 2
ENCORE+ Innovation and Business Models Circle 2ENCORE+ Innovation and Business Models Circle 2
ENCORE+ Innovation and Business Models Circle 2
 
Opal case study 46 educa next austria
Opal case study 46 educa next austriaOpal case study 46 educa next austria
Opal case study 46 educa next austria
 
Cascade support
Cascade support Cascade support
Cascade support
 
Developing a map of the school innovation in Europe
Developing a map of the school innovation in EuropeDeveloping a map of the school innovation in Europe
Developing a map of the school innovation in Europe
 
Sustainability Teaching - Match Made in Aalto
Sustainability Teaching - Match Made in AaltoSustainability Teaching - Match Made in Aalto
Sustainability Teaching - Match Made in Aalto
 
Guidelines to implement OER in adult education
Guidelines to implement OER in adult educationGuidelines to implement OER in adult education
Guidelines to implement OER in adult education
 
Prog mtg 2010 tesep project
Prog mtg 2010 tesep projectProg mtg 2010 tesep project
Prog mtg 2010 tesep project
 
KI/DU erasmus+ stlm 11 nov2019
KI/DU erasmus+ stlm 11 nov2019KI/DU erasmus+ stlm 11 nov2019
KI/DU erasmus+ stlm 11 nov2019
 
A Model for the Transformation of the Mauritian Classroom based on the Living...
A Model for the Transformation of the Mauritian Classroom based on the Living...A Model for the Transformation of the Mauritian Classroom based on the Living...
A Model for the Transformation of the Mauritian Classroom based on the Living...
 

Recently uploaded

會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽中 央社
 
The Ball Poem- John Berryman_20240518_001617_0000.pptx
The Ball Poem- John Berryman_20240518_001617_0000.pptxThe Ball Poem- John Berryman_20240518_001617_0000.pptx
The Ball Poem- John Berryman_20240518_001617_0000.pptxNehaChandwani11
 
Danh sách HSG Bộ môn cấp trường - Cấp THPT.pdf
Danh sách HSG Bộ môn cấp trường - Cấp THPT.pdfDanh sách HSG Bộ môn cấp trường - Cấp THPT.pdf
Danh sách HSG Bộ môn cấp trường - Cấp THPT.pdfQucHHunhnh
 
Incoming and Outgoing Shipments in 2 STEPS Using Odoo 17
Incoming and Outgoing Shipments in 2 STEPS Using Odoo 17Incoming and Outgoing Shipments in 2 STEPS Using Odoo 17
Incoming and Outgoing Shipments in 2 STEPS Using Odoo 17Celine George
 
Pragya Champions Chalice 2024 Prelims & Finals Q/A set, General Quiz
Pragya Champions Chalice 2024 Prelims & Finals Q/A set, General QuizPragya Champions Chalice 2024 Prelims & Finals Q/A set, General Quiz
Pragya Champions Chalice 2024 Prelims & Finals Q/A set, General QuizPragya - UEM Kolkata Quiz Club
 
The basics of sentences session 4pptx.pptx
The basics of sentences session 4pptx.pptxThe basics of sentences session 4pptx.pptx
The basics of sentences session 4pptx.pptxheathfieldcps1
 
philosophy and it's principles based on the life
philosophy and it's principles based on the lifephilosophy and it's principles based on the life
philosophy and it's principles based on the lifeNitinDeodare
 
Dementia (Alzheimer & vasular dementia).
Dementia (Alzheimer & vasular dementia).Dementia (Alzheimer & vasular dementia).
Dementia (Alzheimer & vasular dementia).Mohamed Rizk Khodair
 
ppt your views.ppt your views of your college in your eyes
ppt your views.ppt your views of your college in your eyesppt your views.ppt your views of your college in your eyes
ppt your views.ppt your views of your college in your eyesashishpaul799
 
How to Manage Notification Preferences in the Odoo 17
How to Manage Notification Preferences in the Odoo 17How to Manage Notification Preferences in the Odoo 17
How to Manage Notification Preferences in the Odoo 17Celine George
 
ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH FORM 50 CÂU TRẮC NGHI...
ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH FORM 50 CÂU TRẮC NGHI...ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH FORM 50 CÂU TRẮC NGHI...
ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH FORM 50 CÂU TRẮC NGHI...Nguyen Thanh Tu Collection
 
Envelope of Discrepancy in Orthodontics: Enhancing Precision in Treatment
 Envelope of Discrepancy in Orthodontics: Enhancing Precision in Treatment Envelope of Discrepancy in Orthodontics: Enhancing Precision in Treatment
Envelope of Discrepancy in Orthodontics: Enhancing Precision in Treatmentsaipooja36
 
Exploring Gemini AI and Integration with MuleSoft | MuleSoft Mysore Meetup #45
Exploring Gemini AI and Integration with MuleSoft | MuleSoft Mysore Meetup #45Exploring Gemini AI and Integration with MuleSoft | MuleSoft Mysore Meetup #45
Exploring Gemini AI and Integration with MuleSoft | MuleSoft Mysore Meetup #45MysoreMuleSoftMeetup
 
Financial Accounting IFRS, 3rd Edition-dikompresi.pdf
Financial Accounting IFRS, 3rd Edition-dikompresi.pdfFinancial Accounting IFRS, 3rd Edition-dikompresi.pdf
Financial Accounting IFRS, 3rd Edition-dikompresi.pdfMinawBelay
 
factors influencing drug absorption-final-2.pptx
factors influencing drug absorption-final-2.pptxfactors influencing drug absorption-final-2.pptx
factors influencing drug absorption-final-2.pptxSanjay Shekar
 
Essential Safety precautions during monsoon season
Essential Safety precautions during monsoon seasonEssential Safety precautions during monsoon season
Essential Safety precautions during monsoon seasonMayur Khatri
 
MichaelStarkes_UncutGemsProjectSummary.pdf
MichaelStarkes_UncutGemsProjectSummary.pdfMichaelStarkes_UncutGemsProjectSummary.pdf
MichaelStarkes_UncutGemsProjectSummary.pdfmstarkes24
 

Recently uploaded (20)

會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
 
The Ball Poem- John Berryman_20240518_001617_0000.pptx
The Ball Poem- John Berryman_20240518_001617_0000.pptxThe Ball Poem- John Berryman_20240518_001617_0000.pptx
The Ball Poem- John Berryman_20240518_001617_0000.pptx
 
Danh sách HSG Bộ môn cấp trường - Cấp THPT.pdf
Danh sách HSG Bộ môn cấp trường - Cấp THPT.pdfDanh sách HSG Bộ môn cấp trường - Cấp THPT.pdf
Danh sách HSG Bộ môn cấp trường - Cấp THPT.pdf
 
“O BEIJO” EM ARTE .
“O BEIJO” EM ARTE                       .“O BEIJO” EM ARTE                       .
“O BEIJO” EM ARTE .
 
Incoming and Outgoing Shipments in 2 STEPS Using Odoo 17
Incoming and Outgoing Shipments in 2 STEPS Using Odoo 17Incoming and Outgoing Shipments in 2 STEPS Using Odoo 17
Incoming and Outgoing Shipments in 2 STEPS Using Odoo 17
 
Pragya Champions Chalice 2024 Prelims & Finals Q/A set, General Quiz
Pragya Champions Chalice 2024 Prelims & Finals Q/A set, General QuizPragya Champions Chalice 2024 Prelims & Finals Q/A set, General Quiz
Pragya Champions Chalice 2024 Prelims & Finals Q/A set, General Quiz
 
The basics of sentences session 4pptx.pptx
The basics of sentences session 4pptx.pptxThe basics of sentences session 4pptx.pptx
The basics of sentences session 4pptx.pptx
 
philosophy and it's principles based on the life
philosophy and it's principles based on the lifephilosophy and it's principles based on the life
philosophy and it's principles based on the life
 
Dementia (Alzheimer & vasular dementia).
Dementia (Alzheimer & vasular dementia).Dementia (Alzheimer & vasular dementia).
Dementia (Alzheimer & vasular dementia).
 
Operations Management - Book1.p - Dr. Abdulfatah A. Salem
Operations Management - Book1.p  - Dr. Abdulfatah A. SalemOperations Management - Book1.p  - Dr. Abdulfatah A. Salem
Operations Management - Book1.p - Dr. Abdulfatah A. Salem
 
ppt your views.ppt your views of your college in your eyes
ppt your views.ppt your views of your college in your eyesppt your views.ppt your views of your college in your eyes
ppt your views.ppt your views of your college in your eyes
 
How to Manage Notification Preferences in the Odoo 17
How to Manage Notification Preferences in the Odoo 17How to Manage Notification Preferences in the Odoo 17
How to Manage Notification Preferences in the Odoo 17
 
ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH FORM 50 CÂU TRẮC NGHI...
ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH FORM 50 CÂU TRẮC NGHI...ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH FORM 50 CÂU TRẮC NGHI...
ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH FORM 50 CÂU TRẮC NGHI...
 
Envelope of Discrepancy in Orthodontics: Enhancing Precision in Treatment
 Envelope of Discrepancy in Orthodontics: Enhancing Precision in Treatment Envelope of Discrepancy in Orthodontics: Enhancing Precision in Treatment
Envelope of Discrepancy in Orthodontics: Enhancing Precision in Treatment
 
Exploring Gemini AI and Integration with MuleSoft | MuleSoft Mysore Meetup #45
Exploring Gemini AI and Integration with MuleSoft | MuleSoft Mysore Meetup #45Exploring Gemini AI and Integration with MuleSoft | MuleSoft Mysore Meetup #45
Exploring Gemini AI and Integration with MuleSoft | MuleSoft Mysore Meetup #45
 
Financial Accounting IFRS, 3rd Edition-dikompresi.pdf
Financial Accounting IFRS, 3rd Edition-dikompresi.pdfFinancial Accounting IFRS, 3rd Edition-dikompresi.pdf
Financial Accounting IFRS, 3rd Edition-dikompresi.pdf
 
factors influencing drug absorption-final-2.pptx
factors influencing drug absorption-final-2.pptxfactors influencing drug absorption-final-2.pptx
factors influencing drug absorption-final-2.pptx
 
Essential Safety precautions during monsoon season
Essential Safety precautions during monsoon seasonEssential Safety precautions during monsoon season
Essential Safety precautions during monsoon season
 
MichaelStarkes_UncutGemsProjectSummary.pdf
MichaelStarkes_UncutGemsProjectSummary.pdfMichaelStarkes_UncutGemsProjectSummary.pdf
MichaelStarkes_UncutGemsProjectSummary.pdf
 
Post Exam Fun(da) Intra UEM General Quiz - Finals.pdf
Post Exam Fun(da) Intra UEM General Quiz - Finals.pdfPost Exam Fun(da) Intra UEM General Quiz - Finals.pdf
Post Exam Fun(da) Intra UEM General Quiz - Finals.pdf
 

Developing a sustainable OER ecosystem in HE

  • 1. Li Yuan Examining the sustainability issues in UKOER projects- developing a sustainable OER ecosystem in HE JISC CETIS, Institute Educational Cybernetics, University of Bolton
  • 2. UK OER programme  A multi-million pound Open Educational Resources (OERs) initiative (the UKOER) in the UK HE, FE.  Phase 1: April 2009 – April 2010, 29 pilot projects in three different strands: institutional, subject centre and individual.  Phase 2: August 2010- August 2011, 23 projects in three activity areas: the release of OER; the use of OER; the discovery of OER
  • 3. OER programme required all funded projects: “...to embed the practice of open educational resources release beyond the funded life of the project”.
  • 4.  Seven institutions were funded to develop existing teaching and learning resources into OERs  All funded projects have identified some issues related to OER sustainability  Different approaches have been proposed to address the ongoing issue of sustainability UK OER projects – institutional strand:
  • 5.  The time and effort required to move to sustainable OERs  Building awareness of academics towards OERs  Staff development  Incentives for sector wide sharing  Evidence of effectiveness in the use of OERs  Easy use tools for dissemination and deposit  OERs should be widely recognised as good for UKHE Issues related to sustainable OERs have been identified by the projects:
  • 6. Issues related to sustainable OERs have been identified by the projects:  Policy and practice to encourage and offer reward to “open” behaviour  Support and advice on copyright  Recognition of the multiple purposes of OERs and the value of raw learning resources  Policy for potential risk management  Guidance for new OER users and producers
  • 7.  Creating and modifying policies to promote the release and reuse of OERs - Embed OERs into teaching and learning practice - integrate OERs into professional rewards and recognition schemes  Developing guidance and support mechanisms for long term OER release - Centralised model of OER release - Distributed model  Creating communities of practice - Support academics to share practice and content with others Principles for developing sustainable OERs
  • 8. Principles for developing sustainable OERs  Developing new business models to make effective use of OERs - OERs as the basis of developing new courses - New partnerships  Removing technological barriers to make OER release and reuse easier - use existing technology and platforms - Develop specific tool for producing and disseminating OERs  Encouraging wider participation and provision of staff training on OERs -Incorporate OERs into LTHE PG curriculum - Staff training
  • 9. A ecological approach to OERs  Capture the comprehensive views and interactions between stakeholders around OERs  Indicate where changes should happen in order to develop sustainable OER practice  Identify paths, connections and support activities to the establishment of sustainable OER ecosystem
  • 10. A sustainable ecosystem requires that the elements of the system are continually engaged in a set of relationships with every other element constituting the environment in which they exist. OER Foundation, 2009
  • 11. Developing a Sustainable OER ecosystem
  • 12. Developing a Sustainable OER ecosystem
  • 13. Developing a Sustainable OER ecosystem • Can only be achieved by all of these elements continually engaging with the others within and outside their systems • enable them to realise the tangible benefits of supporting learning in all educational settings.
  • 14. InstitutionsInstitutions UKOERs Subjects centres Subjects centres IndividualsIndividuals UKOER Programme Government Funding (HEFCE , JISC, HEA) UKOER Programme Government Funding (HEFCE , JISC, HEA) Developing a sustainable OER ecosystem Create, Use, reuse, remix… Strategies and policy, New business model Learning support Accreditation … Community of practice, sharing,… Supporting formal and informal education
  • 15. Summary Sustainability is a key issue for those external funded OER projects  Explore different models to address sustainability of OERs Embed processes into the academic practices to continue releasing OERs  Shift from institution-based to community- based approaches  Develop stainable OER ecosystems to promote open sharing in education
  • 16. References JISC (2009), Open educational resources programme, http://www.jisc.ac.uk/oer L; Beetham, H; Falconer, I and Littlejohn, A (2010) UKOER Pilot Programme Synthesis And Evaluation Report, http://www.caledonianacademy.net/spaces/oer/index.php? n=Main.PilotProgrammeSynthesisAndEvaluationReport Pegler, G. (2010) How can we achieve sustainability in OER? http://www8.open.ac.uk/score/print/oer-and-sustainability-leeds- manifesto-draft
  • 17. Contacts: JISC CETIS Institute for Educational Cybernetics University of Bolton Deane Road, Bolton, BL3 5AB Tel: +44(0)1204 903851 Fax: +44(0)1204 399074 email: l.yuan@bolton.ac.uk http://jisc.cetis.ac.uk/ Thank you very much!

Editor's Notes

  1. Good afternoon, everyone, today I would like to talk about some sustainability issues in UKOER projects and how we think we would develop a sustainable OER ecosystem in HE
  2. In 2009, a multi-million pound Open Educational Resources (OERs) initiative launched in UK higher and further education institutions to make a wide range of on-line learning resources freely available and re-used by both educators and learners worldwide. The programme was planned two phases and is jointly managed by JISC and the Higher Education Academy. In the first, pilot phase of the programme from April 2009 to April 2010 which funded 29 pilot projects in three different strands: institutional, subject centre and individual. The second phase of the programme - UKOER2 from August 2010 to August 2011, 23 projects were funded in three activity areas: the release of OER; the use of OER; the discovery of OER. As with other OER programmes and projects, one of the most important challenges facing the UKOER programme is how to ensure project sustainability once funding is ended. In order to achieve sustainable OER policy and practice in institutions and ensure universities could continue sharing materials at a similar pace beyond the funding period, the UKOER programme encourages projects to explore the various issues that might arise in relation to the release, access and reuse of teaching learning materials from universities. In this paper, we focus on institution-based approaches and how those institutional projects address long term sustainability with continued releasing of new OERs beyond the funding period.
  3. The sustainability of OER projects, was one of the top concerns of the UKOER programme, and it is expected that all funded projects would seek to develop sustainable practices so that universities are able to continue sharing materials at a similar pace beyond the funding period. Institutions are required: “...to embed the practice of open educational resources release beyond the funded life of the project”. Therefore the obligation is not just to develop and use new OERs but to develop an approach that ensures that new OERs will continue to be developed and released for open and shared usage.
  4. Seven institutions were funded to develop existing teaching and learning resources into OERs that would be the equivalent of one undergraduate course. All of the projects identified some issues related to OER sustainability and proposed different approaches to address them.
  5. During the OER pilot OER programme, a range of issues related to sustainable OER practice within institutions which support or prevent ongoing release and reuse OERs have been identified: The time and effort required to move to sustainable OERs Building awareness of academic towards OERs Staff development Incentives for sector wide sharing Evidence of effectiveness in the use of OERs Easy use tools for dissemination and deposit OERs should be widely recognised as good for UKHE
  6. Policy and practice to encourage and offer reward to “Open” behaviour Support and advice on copy right Recognition of the multiple purposes of OERs and the value of raw learning resources Policy for potential risk management Guidance for OER news users and producers
  7. In the UKOER programme, projects have adopted diverse approaches and models to support producing and reusing OERs across institutions beyond the funding period. a number of important principles for sustainability appear to be emerging from the projects: Creating and modifying policies to promote the release and reuse of OERs One institution (see the Unicycle project) developed a policy which embedded OERs into teaching and learning practice. This requires staff to use OERs in their courses and release OERs when developing and delivering new courses. Some institutions (For example the BERLiN project) have developed policies to integrate OER practice into their professional reward and recognition schemes. Developing guidance and support mechanisms for long term OER release While some projects (for example the Open Spires project) have adopted a centralised model of OER release by establishing a central OER support unit within an institution to provide technical and other supports for procuring and releasing OERs, others (such as the Unicycle project) have adopted a distributed model in which no additional staff were recruited and the responsibilities for producing OERs were assigned to representatives from different faculties. Many projects (for example the OTTER project) found that the most sustainable approach is to embed the OER development process into practice by empowering academics to release their own educational resources, rather than take on the financial burden of building a centralised team to make materials public. Creating communities of practice One of the approaches adopted by some projects, therefore, was to develop communities of practice among academics to support the sharing of practice and content with others through OERs
  8. Developing new business models to make effective use of OERs some institutions (see BERLiN project) have started to explore the benefits of OERs to higher education and use OERs as the basis of developing new courses and new partnerships nationally and internationally. Some institutions involved in the UKOER project have also developed international partnerships to generate feedback on the wider usefulness of OERs. For example, partnerships in the OER Africa programme (for example the BERLiN project) have helped to improve the quality of OER provision and support more effective reuse locally. Removing technological barriers to make OER release and reuse easier Most projects have used technology and platforms that their institutions already use or that academics are familiar with (CETIS, 2010). Some projects also developed specific tools to empower non-technical teaching staff to create highly interactive and accessible multimedia learning materials. One example of this is Nottingham‘s open source e-learning development tool Xerte Online Toolkits (BERLiN project, 2010)Leeds Metropolitan University’s Unicycle project also developed an OER submission widget which allows an academic to drag and drop a resource onto the widget on their desktop, enter essential metadata and the item gets sent to their institutional repository (Unicycle, 2010). Encouraging wider participation and provision of staff training on OERs For example some institutions incorporated the development of OERs into their Postgraduate Certificate in Learning and Teaching in HE curriculum so that OERs become a part of their professional development requirements. Staff training also helped academics identify OER related IPR issues and promoted awareness of copyright (Unicycle, 2010).
  9. The OER Foundation (2009) argues that a sustainable ecosystem requires that the elements of the system are continually engaged in a set of relationships with every other element constituting the environment in which they exist.
  10. The ecological metaphor offers an alternative way to analyse and examine the development of OER initiatives and the “elements”, “relationships” and “interactions” required for sustainable OER ecosystems. It provides the necessary elements and environment required for individuals and institutions interacting within a particular educational system to identify paths, connections and supporting activities to the establishment of a sustainable OER ecosystem.
  11. In an ecological view, OER ecosystems can be studied at many levels including the macro or global education level, the meso or national educational system level and the micro or institution level.
  12. The main entities in all of these levels include individuals (educators and learners), institutions (organisations and communities) and funding agencies and governments. A sustainable OER ecosystem can only be achieved by all of these elements continually engaging with the others within and outside their systems, enabling them all to realise the tangible benefits of supporting learning in all educational settings including formal and informal.
  13. The ecology approach provides a useful framework for analysing and examining the development of sustainable OERs in the UK context. Figure 1 illustrates how government agencies and funding bodies, institutions, subject cnetres and individuals are engaging in the production and reuse of OERs within the particular educational system and articulates the key interactions, dependencies, and influences in order to address social, organizational, cultural and technical issues to achieve sustainable. In the future it seems clear that higher education institutions will need to improve efficiencies through OERs, e.g. reduction in cost and improvements in quality. Educators and learners will need to participate in communities of practice where OER development and reuse becomes a normal consequence of educational activities. A content infrastructure needs to be established through developing OERs that support informal and formal education and catalyse innovations in higher education. This meso – level OER ecosystem will rely for success on the sustainability of OER projects at the micro level (institutions, subject centres and individuals) and, if successful, will eventually foster the global sustainable OER ecosystem at macro level. As higher education systems in most countries are largely publicly-funded, OER sustainability in this sector would benefit significantly by using national funding models both as an incentive and as a steering device that will enable institutions, communities and individuals to explore how best to achieve self-sustainable OER ecosystems.
  14. Sustainability is clearly a key issue for OERs, especially, those external funded projects. The UKOER pilot programme has provided an opportunity for institutions to in order to continue releasing OERs beyond the lifetime of the funded project. During the pilot programme, different approaches and models have been adopted by the funded project to address the issues related to sustainable OERs. There is little doubt that OERs will move into the mainstream of higher education and that the need for sustainability of OERs will require institutions to respond to this strategic challenge. In the long term however, there is a need to develop sustainable OER ecosystems where institutions can address their own business needs around OERs. At the same time, they must begin to in order to cultivate communities of practice where OER development and reuse becomes an integral part of everyday educational activities. in responding to the challenges and changes for individuals and institutions interacting within a particular educational system.
  15. Sustainability is clearly a key issue for OERs, especially, those external funded projects. The UKOER pilot programme has provided an opportunity for institutions to in order to continue releasing OERs beyond the lifetime of the funded project. During the pilot programme, different approaches and models have been adopted by the funded project to address the issues related to sustainable OERs. There is little doubt that OERs will move into the mainstream of higher education and that the need for sustainability of OERs will require institutions to respond to this strategic challenge. In the long term however, there is a need to develop sustainable OER ecosystems where institutions can address their own business needs around OERs. At the same time, they must begin to in order to cultivate communities of practice where OER development and reuse becomes an integral part of everyday educational activities. in responding to the challenges and changes for individuals and institutions interacting within a particular educational system.