Just a very basic intro to OER. We could do a whole session but want to introduce you to the concept.Mention Creative CommonsMake sure to highlight Radar.
Learners: Flexibility, Access, self-directedUsers: quality resources to useCreators: reputational, feedback on materials, collaborationInstitutions: reputation, marketing, e.g. MIT long before MOOCs put course materials online for anyone to use. MOOCS have subsumed some of the arguments around OERS
This course is actually described as blended learning!
The class was based around summarising main content and doing activities to help learning, e.g. doing a quick student evaluation, writing evaluation questions, discussing the different evaluation mechanisms.
OOCs for Minerva
MOOCs, OOCs, OOPs!
for the rest of us
Neil Currant, Liz Lovegrove, George Roberts,
Fiona Smith, Marion Waite
OCSLD, Oxford Brookes University,
Minerva, March 2013
• First Steps into Learning and Teaching in
Higher Education (FSLT12)
Over 200 signed up
• 60 participated throughout the 6
• We reached our constituency
• 14 undertook the assessment and
received a certificate
• Participants were from 24 different
countries including Australia,
Canada, India, South Africa, as well
as many European countries &US
• How people learned
• Differential participation
• Design principles
• Bonk (2013) identifies 22
types of MOOC with 20
Leadership Principles and
12 business models.
• The numbers are
changing and boundaries
• There is stratification
going on at the
innovative end of
Andy Wharhol, 1986
• Or… sell picks and
shovels to the
– MOOCs as platforms
Discourses around higher education are:
“… a field of competition for the
legitimate exercise of symbolic
… an arena of conflict between rival
principles of legitimacy, and
competition for political, economic
and cultural power
(Bourdieu 1993, 121)
Shere Khan bites Baloo from
Walt Disney’s Jungle Book
• A focus on the course and the platform
ignores the experience of the MOOC learner
• MOOCs offer an unlimited number of
possibilities for hybridization because,
whatever else, they offer participants the
opportunity to fashion their own learning
according to their own needs.
• At your table, what has the MOOC
“This opened my eyes as a
• diversity of other participants
• The 'Vet' presence highlighted some of the
difficulties which the ‘newbies’ were
experiencing and also provided a reciprocal
zone of proximal development and triggers for
Three main themes
2. Transformative reflective practice
3. Making sense of community
New participants felt overwhelmed by
technology, multiple channels &
perceived need to multi-task.
Experienced MOOCers were judicious
about planning their route and
orienting their participation.
Transformative reflective practice
Ultimately learners experienced a
transformative shift …
but it required reflection on
practice, community support and
Making sense of community
New learners needed time to
determine their audience and core
and to realize reciprocal
Active MOOC participants are skilled
orienteers. Leveraging local expertise
of experienced MOOC learners and
developing participatory skills in new
learners is a key strategy for those who
organize and facilitate MOOCs.
• We aim to develop a network of expert
• Expert participants may be disciplinary
experts, online experts or other…
• What could you bring to the expert participant
BLENDED LEARNING: THE ROLE OF OER
OPEN EDUCATIONAL RESOURCES
What are OERs?
“learning and teaching materials available for free online
for anyone to use. Examples include full courses, course
modules, lectures, games, teaching materials and
Where would I find them?
iTunes U, Slideshare, Youtube, Repositories: e.g.
Jorum, Brookes Radar.
Licensing: Creative Commons
LEVELS OF ENGAGEMENT
Use existing resources created by others
Adapt / repurpose
Adapt existing resources for your own purpose
Create / produce
Create and share your own resources
for a full list of benefits
Class time focuses on understanding the
Delivery of content happens outside of
class time, e.g. online
Reasons for developing OOCs
• Improving the global learner experience
• Fulfilling the university’s social/global/community
• Enhancing reputation and increasing visibility
• Showcase own expertise
• Sell books
• Increasing reach
– Better serve (retain) existing clients
– Attract new clients
– Earn more revenue
• What would your reasons for be for
developing open online “courses”?
• What would you like to do with
• What support would you like?
• What are the challenges for Brookes?
Oxford Brookes University
• Waite, M., Mackness, J., Roberts, G., & Lovegrove, E. (under review 2013). Liminal
participants & skilled orienteers: A case study of learner participation in a MOOC
for new lecturers. JOLT
• Roberts, G., Mackness, J., Waite, M., & Lovegrove, E. (in submission 2013). x v c:
Hybrid learning in, through and about MOOCs. OER13/JIME
• Roberts, G., Mackness, J., Waite, M., & Lovegrove, E. (2012). What is necessary and
what is contingent in design for a massive open online course? In Open Horizons:
Sharing the Future. Aston University, Birmingham: Higher Education Academy.
Retrieved from http://www.slideshare.net/georgeroberts/what-is-necessary-and-
• Roberts, G., Mackness, J., Waite, M., & Lovegrove, E. (2012). Not just moocin’
about. In ALT-C 2012: A confrontation with reality. Presented at the ALT-
C, Manchester, UK. Retrieved from http://www.slideshare.net/georgeroberts/not-
• Roberts, G. (2012). OpenLine Project Final Report (JISC Project Report). Oxford:
Oxford Brookes University. Retrieved from