Re-using OERs in UCD’s Research
Accelerator for the Social Sciences
Online Module
Marta Bustillo, Andrew Browne,
Crystal Fulton, Suzanne Guerin, Claire McGuinness
CONUL Annual Teaching & Learning Seminar
November 7th 2019

Today’s topics
● From the germ of an idea to a
research proposal to an online
module: Our collaborative journey
● Planning, Designing, Delivering and
Evaluating an online module: Roles
& responsibilities
● Module content, activities and OERs
● Research project management:
Testing and evaluating the module
● What we learned

A Research Proposal and a
Teaching Module

CoSSL Undergraduate Curriculum Award
“Applications are invited from faculty, staff and students to support
curriculum development at Stages 3 and 4 of the Social Sciences and Law
undergraduate programmes.”
“Funding for development of modules that provide substantial innovative
research learning opportunities.”
“Research learning - the principal applicant must be a faculty member
(Lecturer/Assistant Lecturer; Associate Professor; Professor; Full Professor).
This may be an individual or team-based application.”

Research Proposal “A six-unit, GPA-neutral, self-paced
online module which will enable
Stage 3 students to develop,
enhance, and reflect on
foundational research skills.”
“The module is a collaboration
between several schools in the
College and UCD Library to share
expertise in specific core
dimensions of research. ”
“Module topics were partly
selected to align with several of
the proposed BSc Social Sciences
Research Learning Outcomes”

Designing the Module

First Steps
○ Identified interested collaborators in the
Schools of Information & Communication
Studies and Psychology
○ Convened first meeting with research
team, and set up team drive to share and
co-edit documents
○ Brainstormed module units & content (new
& existing digital resources)
○ Discussed pre- and post-evaluation
processes & ethics
○ Listed tasks & created project timeline
(Gantt chart)
○ Set out roles and responsibilities of
Project Assistant, Teaching Assistant &
Research Assistant (within budget)
○ Engaged Research Assistant for phase 1

Overview of key aspects
● Online format: Module is accessible 24/7 to Year 3 students studying
abroad or on work placements/ internships - no F2F classes
● Re-use of Library resources: guides and tutorials which support the
College’s Research Learning Outcomes but are underutilised or
unknown
● Self-paced, sequential & interactive: Students work through content in
their own time and at their own pace during the trimester
● To prepare students for in-depth engagement with research, and to
complement Social Science Research Methods modules in Year 4
● Reflective - to develop and enhance students’ metacognitive skills in
relation to learning and research

Creating module descriptor and content
● Developing module content –
collaborative (learning
outcomes, units, tools, etc)
● Identifying and Synthesizing
new and existing digital content
to populate units in Brightspace
● Creating sequences of learning
activities to build skills and
knowledge gradually
● Decision on module
assessment activities
1. Developing a research topic
2. Literature searching & evaluation
3. Critical academic literacy
4. Research Ethics part I
5. Research Ethics part II
6. Research Data Management

Pulling It All Together

Brightspace VLE and set-up
● Obtained module code via School of
ICS: IS30420 Social Science
Research Accelerator
● Module created on SISWeb, which
creates corresponding Brightspace
module
● First step to create six individual units
to be populated with OERs
● Decision on sequence of learning
activities made by research team
consensus

Creating original video content
● Developed original video
testimonials
● Videos filmed with 6 UCD
academic staff members
across CoSSL schools
● Videos created with support
of EdTech in CoSSL
● Challenges: Technical access
& expertise, Encouraging staff
buy in, time

E-tutorials
● OERs - Repurposed existing e-
tutorials from School of ICS & UCD
Library e-resources
● Interactive format with quizzes
● Challenges:
○ Created with different versions
of Articulate software over time
○ SCORM, Flash, browser
compliance
○ Sustainability - Keeping content
fresh as module continues

Testing and Evaluating

Monitoring the delivery of the module
● Usability testing of first two learning units with student
volunteers in Autumn trimester 2019
● Modifications of all learning units based on feedback
● Full roll-out of module with study abroad/ERASMUS
students in Spring trimester 2020
● Formal evaluation using staff and student feedback (see
over)
● Final modifications to module overall
● Hand over to CoSSL for inclusion in BSc programme

Evaluation for learning
● Developed an action research framework to capture key lessons
● Ethical approval from UCD Human Research Ethics Committee
● Initial pilot included student consultation, review of routine data
and reflective focus group with team
● Main evaluation examines multiple data sources
○ Review of routine module use data
○ Online survey capturing students’ experiences of the module
○ Repeated focus groups to capture students’ initial
assessment and later reflections (long term impact)
● Integration of data to identify key patterns and implications

What we learned

Challenges
● Technology - Ensuring compatibility of OERs
with Brightspace, especially original e-tutorials
(Articulate vs browsers/devices), video
expertise
● Recruitment for Testing - Busy time of the
year for students; no credit for participation
● Time - Identifying meeting times that suit all
collaborators; synching schedules, setting
realistic deadlines, etc.
● Sustainability - “Future-proofing” module,
particularly with regard to technology,
updating content & retaining/recruiting
personnel

● Student engagement in module development
● Development of learning content to be implemented at
programmatic level
● Contribution to CoSSL’s innovative flagship UG programme
● Learning partnership among library, academic staff, technical
support, and students
● Transferable to other learning contexts

Recommendations so far...
● Have a single team vision
● Be flexible
● Plan, plan, & plan some more
● Know your technology
○ Brightspace is new to UCD
○ Video is a new medium for staff, project
○ Liaise with EdTech, IT Services
● Remember, it all takes time

Thank you!
Please feel free to contact us at:
University College Dublin
Belfield, Dublin 4
Study email: resaccelproj@gmail.com
Funded by: CoSSL