Open Educational Practice: what's in it for us?


Published on

Gregynog 2013.

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • What we want to do in this sessionLook at what open practice means and examples of some recent developmentsIdentify possible opportunities/issues for information services and how these could be taken forwardHighlight some useful resources[How I got involved – learning resources, Jorum, witnessing UKOER, 2012 explosion of interest around MOOCs, online learning, sector debates with HEW at al, webinars and OER13.]OEP can seem very confusing but as we will see in many ways it is not new, it builds on professional values and skills which many in library and information services and TEL already have and do.
  • Open educational practices or open academic practices.“Open education is about sharing, reducing barriers & increasing access in education.” It includes free & open access to platforms, tools & resources in education (learning materials, course materials, lecture videos, assessment tools, research, study groups, textbooks, etc.).http://www.openeducationweek.orgSo OEP are practices that contribute to open educationThe International Council for Open and Distance Education defines open educational practices, quite simply, as 'practices which support the production, use and reuse of high quality open educational resources (OER)'. However, this implies a narrow view of educational practice which centres on the production of content. A broader definition would encompass all activities that open up access to educational opportunity, in a context where freely available online content and services (whether 'open', 'educational' or not) are taken as the norm. embrace OER, open access, open sourceQuick show of hands:Who would say they personally use some open practice, as an individual or as part of a professional community?Who would say their institution facilitates or encourages open practices by its staff and students?
  • Sometimes exploring the open educational landscape can seem a bit more like thisEvolving over time, mix of wild and tamed, dimly-lit, work-in-progressBut there are pointers to help and adviceIt can help to know how we got here.
  • Skim this if time shortIdeas of open learning and resource sharing are not newOpen and distance learning has been around for at least 150 years:19thc - correspondence courses eg Pitman shorthand, miners in Pennsylvania1890s first interlibrary loans - UC Berkeley – California State Library1926 – idea of the ‘wireless university’ first mooted1969 – Open University1990s – internet - idea of a reusable learning object – technology enabling resources to be put together in a way that meant they could be repurposed & reused1998 - Open Source InitiativeCa 1999 open courseware first developed – Tubingen2002 – MIT Open Courseware
  • OERs – what are they?Many definitions.Where do they come from? Generated by individuals, institutional efforts, projects at local, national and international level.International symbol created for: this case CC – free to share, remix, make commercial use of – with attributionflying bird - freedom, no borders, progress and diffusionpagesof a book - a traditional resource of educationhands - collaboration and collective knowledge involved in OER practices - the main purpose of OER: human education.OER movement has many drivers e.g. political, economic, digital inclusion, reputation, marketing etc.
  • But it’s not so much OER that have dominated the headlines in the UK and America recently – it’s open courses and in particular MOOCs“There are a range of different models for open courses, and they are not all Massive (in a student numbers sense). Structure may be imposed or not, assessment may be included or not, learners can be fully open or registered paying students.” courses:Starting with 2002 – MIT Open Courseware many more open courses and MOOCs have been set up.Anyone studied on a MOOC?Taught on one?Could we be seeing the end of the hype?MOOCs are often equated with OER, but MOOCs don’t necessarily distribute resources as OER.
  • of UKOER Evaluation and Synthesis wiki (evidence and discussion about what UKOER found out)Links to practical resourcesThe terminology can be a bit of nightmare - everyone is using terms differently and interchangeablyImportant to note that you can have different levels of engagement with open practice in different roles
  • Government interest has sparked debate. A survey recently ran – who contributed to it?If necessary explain: to advise the Welsh Government on:- the potential competitive threat posed by global technology-based developments to the higher education sector in Wales;- the potential opportunities afforded by technological development for the Welsh higher education sector at a time of constrained public expenditure;to what extent the Welsh higher education sector is working collectively to bring economies of scale to maximise the opportunities afforded;And to what extent technological development may provide a platform to increase participation in part-time and full-time higher education, again in a period of constrained public spending. See also: Hwb - CollegesWales iTunes U project – Cadarn – institutional developmentsInterest coming from Higher Education WalesImportant to remember: Gwella, Building Capacity Wales and other Jisc projects, many other developments in digital learning and teachingDebate around ‘open’ is interesting not because it will change the world but because it prompts us to question our practice and review how well we are matching available tools to problems.
  • Academic driversJorum has been around for about 10 years but is being invigorated by influx of resources from UKOER and newly simplified interface.Other discovery tools and platforms are available…
  • Evolving research practices eg arising from social media.
  • Some insights picked up from OER13Right to Research – US lobbyNUS HEA study due 2013 - 185 students in 22 focus groupsOER4Adults – EU funded research – ongoingData can be contradictory but what comes out constantly is need for staff and students to develop digital literacies.That includes all of us:Locate and evaluate materials for our needsUse other people’s work responsiblyLicense our own work appropriatelyEnable our students to acquire skills for lifelong learning and employment
  • Strathclyde/CETIS study 2012Where librarians have been involved in OER development their skills have been valued – resource management“most of the objectives of content-focused OERinitiatives are strongly related to library and information science activities and skills”But the role of librarians is not always understood by others involved in OERContributioneg metadata, management and preservation, dissemination and promotion (info lit)New skills? IPR, licensing, e-learning, specific technologies and standards for OERIt may be helpful to think about OER as just one type of learning and teaching resource, and as part of a wider spectrum of activity required to support digital education.
  •  Cathie will address a variety of activities including Cardiff’s contributions to Jorum and also their involvement in CO-PILOT (OER community of practice) Bethan and Alan will look theirexperience of how we've supported staff in producing bilingual OERs and how we've published them on 'Y Porth'. A brief overview of the 3 layers of resources on Y Porth together with examples:1. Open Resources2. Resources available to members of Y ColegCymraeg3. Resources available to students registered on a module. Sahm:What I plan for my ten minutes talk is to highlight some of the challenges faced in the I-ROME project at Aberystwyth and the questions they raise for Open Educational Practices for institutions.
  • Open practices briefing paper – mention if time
  • mention if timeThis infoKit aims to both inform and explain about OERs and the issues surrounding them. It is for senior managers, learning technologists, technical staff and educators with an interest in releasing OERs to the educational community. There are a number of considerations to take into account when dealing with OERs. These range from specific technical issues to barriers and enablers to institutional adoption. This infokit includes information from the three year UK Open Educational Resources Programme (UKOER - 2009 - 2012) and offers links to a wide range of resources,lessons learned and outputs (reports, guidance materials and toolkits) that emerged.
  • mention if time
  • mention if time
  • Open Educational Practice: what's in it for us?

    1. 1. Open Educational Practice:what’s in it for us?• Lis Parcell• Cathie Jackson• Bethan Wyn Jones• Alan Thomas• Sahm NikoiGregynog Colloquium 12 June 2013
    2. 2. Open education: sharing, reducingbarriers, increasing accessOpen educational practices (OEP):“all activities that open up access to educational opportunity,in a context where freely available online content and services[…] are taken as the norm.“
    3. 3.
    4. 4. Opening up education – not new
    5. 5. • “teaching and learning materials that are freely available online foreveryone to use […] Examples of OER include: full courses, coursemodules, syllabi, lectures, homework assignments, quizzes, lab andclassroom activities, pedagogical materials, games, simulations, andmany more resources contained in digital media collections fromaround the world.”• “Resources that are specifically licenced to be used and re-used inan educational context”
    6. 6. courses and MOOCs
    7. 7.
    8. 8. Online Digital Learning Working Group
    9. 9. Learning to share, sharing to learn
    10. 10. 21st century scholarship: many eyes
    11. 11. What about students?“Sharing is a relationship for cyclical advantage, notaltruism, and students will keep resources to themselves inorder to gain competitive advantage.”Lorna Campbell reporting on OER13“…little is known about whatlifelong learners are doing withOER resources”Allison Littlejohn, OER4Adults“While many students made use of OER,it was much more common for them tobe used when they were endorsed orrequired by their teachers.”Toni Pearce, OER13
    12. 12. Role of library and info professionals inOERGema Bueno–de-la-Fuente speaking at OER13
    13. 13. Open practice around Wales• Cathie Jackson, CardiffUniversity• Bethan Wyn Jones andAlan Thomas, BangorUniversity• Sahm Nikoi,Aberystwyth University
    14. 14. So what’s in it for us?Possible questions• Does open practice fit with our roles?• What about staff and students we support?• What open practices can we use/develop?• If we’re to work more openly, what needs tochange?• What can we bring to the current debates onopen educational practice and digitallearning?
    15. 15. Open Educational Practice Briefing
    16. 16. OER infoKitJune 12, 2013 | slide 16
    17. 17. Online Learning topic guide
    18. 18. CETIS
    19. 19. Find out more, stay in touch• Lou McGill’s resources•• More resources from Jisc RSC WalesLunchtime Byte webinars -recordings,presentations and links• Jisc Legal• Contact: Lis Parcell (Jisc RSC Wales HECoordinator)• @lisparcell•• Jisc RSC Wales• Jisc