Open practices TELP-SIG webinar


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Within education, the increasing discourse around Open Educational Resources (OER) is one of the most visible manifestations of new approaches to sharing and knowledge construction that have flourished alongside the development of web2.0. Over the past three years the UK JISC and HEA have funded a major programme of OER release, the UKOER programme. The associated evaluation and synthesis project has highlighted the cultural issues and changing practices surrounding OER.

A strand of projects in the UKOER programme has focused on professional development – both development of HE teachers in OER practice, and release of OERs to support the professional development of HE teachers. Further projects have worked with outside organisations (such as professional bodies or the NHS) to develop OER for professional practice. Their experience has highlighted differences and unique aspects but also similarities and opportunities for sharing and learning across sectors.

The range of different models/approaches to OER present challenges as each stakeholder group has different motivations for engaging. The lack of a common vocabulary means that people are still asking fundamental questions about use, re-use and re-purposing of learning resources and about the nature of the concept 'open' itself - is existing practice becoming more open or does it require people to change their practice?

In this webinar, Lou McGill and Isobel Falconer, from the UKOER evaluation and synthesis team, will introduce emerging issues in open practices across sectors and invite participants to explore these within their own contexts.

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  • indicate with emoticons:Tick – yes stronglyRabbit – moving forward rapidlyTortoise – trying it out slowlyCross – not yetExpand in the chat box too.Would you use a different emoticon for different roles/activities?As a teacher or learner, a manager, as a member of a subject discipline community, or as an employeeIt is likely that the answers might be different for different roleswe’ll be investigating this during the session and considering how these different roles or working in different sectors can impact on how open we might be
  • Poll each question with a tick or cross. Talk a bit about degrees of opennessTalk to the title of the slideRe the last question – point out that not all services are actually open – egfacebook
  • Each top element of the framework, breaks down into more specific areas of investigationWithin these are specific questions that projects might be addressingImpt to note that the framework is developed from previous phases and new focus areas for projects.
  • During phase 2 we examined teacher/ learner practices to determine if we observed changes in practice and pedagogy…This list shows only a selection of practices for different stakeholders.
  • Definition from synthesis and evaluation wiki
  • Open practices TELP-SIG webinar

    1. 1. OPEN PRACTICESTEPL SIG Webinar 21st February 2012Isobel Falconer, Lou McGill, Allison Littlejohn, Helen Beetham
    2. 2. Are you an open practitioner?
    3. 3. Are these new practices or existingpractices in an open context? I share my educational resources with colleagues I share my teaching and knowledge practices with colleagues I use open educational resources I share my educational resources outside my institution/organisation I share my teaching and knowledge practices outside my institution/organisation I use the web to support my learning
    4. 4. JISC/HE Academy UKOER Programme Aims to make a wide range of pre-existing digital learning resources freely available and easily discoverable by educators and learners  Sustainable change in culture  Sustainable change in practices3 phases of activity so far
    5. 5. Practice change – eg’s of open practiceTeachers Searching for and using OERs in their own teaching Making their own resources openly availableLearners (formal and informal) Finding and managing resources to support learning (digital literacies) Creating content as part of learning activitiesCommunities Open collaborative activities (may or may not involve OERs) Sharing, exchange, contributing to community repositoriesInstitutions/organisations Content management practices – moving from closed to open systems Using OERs for marketing/showcasing Moocs (Massive Open Online Courses)More examples in Open Practices Across Sectors Briefing paper and McGill, Beetham, Falconer, Littlejohn, UKOER2 Final Report, 2011
    6. 6. Model by Helen Beetham in our Open Educational Practice Briefing Paper ( ‘in development’)
    7. 7. Why engage in open practices? Building individuals‟ or institutions‟ or community‟s‟ reputation Improving efficiency, cost and quality of production Opening access to knowledge Enhancing pedagogy through the creation and reuse of OERs Building technological momentum (and being funded to do so), evidenced in the JISC call
    8. 8. Task: think about motivations withinyour sectorMotivations – what are the benefits for... National agencies Educational Institutions Commercial institutions Other sectors – 3rd sector, health sector Registered students Global Learners Teachers/Academics
    9. 9.
    10. 10. Further informationOER Synthesis & Evaluation Wiki:
    11. 11. Open practices Open practices include a broad range of activities which have an open philosophy, intention or approach; this includes practices of both learners and teachers: Open practices can include both informal and formal learning and teaching. Open practices can take place in individual (learner or teacher) or social (group, collective, institutional) contexts. Formal open practice is usually situated in the wider educational context and is influenced by the cultures and traditional practices of institutions in different sectors. Informal and formal open practice takes place within wider societal contexts which are evolving rapidly. Open practices are enabled by a highly connected socially networked environment.
    12. 12. Collaborative practice "Collaborative practice has emerged as important during this funding phase. Cross disciplinary approaches are beginning to have an impact at an institutional level and reveal a new benefit of open content - that it is easily shared and co-constructed across existing boundaries. Engaging with partners outside the academic sector has been challenging but has encouraged new partnerships, trust and levels of understanding. Several projects comment that working across boundaries to develop project outcomes (business/community/academy, staff/consultants, students/teachers) has been one of the most radical aspect of their experience and has the potential to change practice more widely.“UKOER phase 2 synthesis report - Practice Change
    13. 13. Tensions around rulesclosed resources open resources tension strict limited The tension between adherence adherence to IPR to IPR • limited adherence to IPR rules when resources are not openly available & • strict application of IPR rules when resources are open Means that individuals may find application of IPR rules a major inhibitor
    14. 14. Tensions around rulestraditional open resourcesresources Tension between: tension Traditional quality procedures assess resources in the pedagogic context within quality which they will be used. quality assessed assessed within Openly released resources lack control of out of pedagogic pedagogic context, and cannot carry context context quality assurance into a more open environment eg. Humbox: Dickens, Borthwick, Richardson, Lavender, Mossley, Gawthrope, et al, 2010
    15. 15. Tensions around toolsstatic resources dynamic resources tension ‘social’ tested ( eg (eg Web2.0) repository) The tension between hosting hosting hosting solutions for ‘dynamic’ and ‘static’ resources
    16. 16. Tensions around roles existing roles new roles tension The tension between existingemerging established roles and practices & new rolespractice practice requiring novel practices may make OER release unfeasible without significant organisational restructuring. Example is ‘students as producers of content’..
    17. 17. Tensions around roles institution individual tensionextends attracts A further tension focuses around whoreputation students & gains recognition - the individual or the funding institution This tension reflects the need to balance collective responsibility for quality, branding, and commercialisation with incentives to release
    18. 18. Tensions around communitiestightly knit loosely boundcommunities networks tensionuntested trusted The tension between trust within tightlyrelationships relationships knit, established communities and relatively low levels of trust across loosely bound networks poses issues for OER release.