LouNo .3 raises questions about old ways – existing practice
What can we learn from UKOER?
Image source: 1, Timmy @ flickr CC-Attribution-Non-Commercial-Share Alike2.0 What can we learn from UKOER? Allison Littlejohn Lou McGill David Kernohan except background images and logos ( )
The first three years UKOER phase 1 E&S report How can institutions, individuals, consortia best release OER? OER infokit What do creators want to do with it? Is it sustainable? UKOER phase 2 How can we best encourage discovery and use of OER? E&S report OER infokit How can we extend and grow existing approaches to OER use case studies OER? OER use report What do users want to do with it? Student use of OER lit. review Is this sustainable? UKOER phase 3, JISC Digitisation & Content…E&S report How can we use OER and related practices to meet identified strategicOER infokit and cultural needs? How can technology support these practices andStakeholder Engagement use cases?Into The Wild ebookHEFCE OER review What does everyone want to do with it? Is this sustainable? Support: CETIS technical support, OER IPR support, E&S wiki Resources: Jorum Social Media: #ukoer , @ukoer , blogging. Or search “ukoer”
Evaluation & Synthesis Professor Allison Littlejohn, Dr Isobel Falconer, Helen Beetham, Lou McGillLed by Glasgow Caledonian University, Caledonian Academy
Capturing outcomes• How can we capture emerging lessons and developments around Open Educational Resources and Open Educational Practice?• How do we measure Impact?• What kinds of things do we want to find out about? Please type in your thoughts into the text chat box….
Unique focus on practice & culture change• Individuals (Academics, Support Staff, Students)• Educational Institutions (HE, FE, Schools)• Communities of practice (Subject, Professional)• Other sectors (Public, Private, Charities)• Looking at technical, legal, quality, curriculum, process, sustainability aspects through this lens Image: Gold Evening Sandals– cc-by-nc-sa http://bit.ly/oerevalsynth by Staffordshire University
Evaluation & Synthesis framework• Iterative across all phases – informing and reflecting key evaluation questions of projects – supporting project reporting – evaluation framework for the programme (big picture) – supporting synthesis of lessons learned Image Spongopyle osculosa Dreyerhttp://bit.ly/UKOERframework – cc-by-nc-sa by Prof Simon Haslett)
Endorsing the E & S approach “The use of a Synthesis and Evaluation team as an explicit component of the UKOER Programme, since its inception, has been advantageous in three respects. Firstly, evaluation became a visible and important concept from the outset of a project funding period. Secondly, the use of systems such as „evaluation buddies‟ precipitated a sharing of thinking and practices amongst clusters of similar projects. Thirdly, having such evaluation consistently throughout all three phases of the Programme, ensured that a large body of evidence has been compiled relating to OER / OEP activities on a national scale. This model of a „Synthesis and Evaluation team‟ is certainly one that should be applied to future project funding schemes and programmes.” CORE-SET Project
Evaluation buddies• Peer review – evaluation questions, content, interfaces, and other practical outputs from the• projectsideas, experiences, Sharing expertise, resources• Neutral sounding board• Support mechanism – enhancing UKOER community developmentAnna Gruszczynska, DEFT Project blog post –Buddying up with Orbit http://bit.ly/EvalBuddies
UKOER community Images: twitter activity visualisations by Martin Hawksey
The great tag debateShould we still use#UKOERLorna Campbell, CETIS, blog post - the-great- Image: Ni Superalloy– cc-by-nc-saukoer-tag-debate/ by DoITPoMS, University of Cambridge;(A C Yeh)
Community approaches What benefits are there to taking community approaches to release or to supporting use/re- use? Community might be subject discipline network or community, professional, institutional community (some common purpose, goals, approaches) Please type in your thoughts into the text chat box….
Activity framework analysis• Tools• Subject• Object• Outcome• Rules• Community• Roles Engeström, Y. (1987) Learning by expanding, Helsinki: Orienta-konsultit. Available from http://lchc.ucsd.edu/mca/Paper/Engestrom/expanding/toc.htm [accessed 23/12/11]
UKOER – Benefits of community approaches• Existing communities – shared practices• Trust is a key factor in changing professional practice• Common goals and aims• Existing tools and technologies – known and trusted – not needing new skills• Hosting platforms often have social community building elements incorporated• Quality – rules and expectations already established
Tensions around bounded communities• Changing roles – familiar and changing practice• Rules – changing or adapting• Tools/Platforms – reflect community needs not wider unknown users• OER – reflect community needs Image: Ready mix mortar silo– cc-by-nc by HEA Engineering Subject Centre
Tensions around bounded communitiesCommunities – may seem closed and inaccessible by those outside – may result in resistance to change – may conserve traditional practice and roles – may want to release content only within that community – may result in OER that is pedagogically or technically inaccessible outside that community – May not trust or re-use resources from outside the community
Forthcoming chapter “while communities may encourage first steps into open practices, they sometimes seem antithetical to the basic philosophy of open release of resources. We found a contradiction between the aim of the UKOER programme to openly release OER and limited practices within some communities, resulting in release of OER within bounded communities. These contradictions present major barriers to successful OER release.” Falconer, I., Littlejohn, A, and McGill, L.Forthcoming chapter in : Reusing Open Resources,Edited by Allison Littlejohn and Chris Pegler , Routledge , 2013
DiscussionHave you experienced anyof these tensions?How might we benefit fromthe strengths of communityapproaches but mitigate therisksPlease type in your thoughtsinto the text chat box…. Image: Bradford’s Assay Kit – cc-by-sa by HALS OER (Dr Viv Rolfe)
Some UKOER3 Key Lessons• OEP was embraced by a wide range of stakeholders• Institutions have developed new & adapted existing strategies, processes and infrastructure to support OEP• Open courses and OER both offer an opportunity to transform existing practice and pedagogy• Partnerships and collaborative approaches can support engagement but may impact on openness and accessibility• Not all OER are open, accessible or adaptable for wider use both technically or pedagogically• There is a significant appetite outside the sector to http://bit.ly/UKOER3Summary approaches – much effort & support investigate open
Some UKOER3 key lessons• Third party materials still present a significant barrier to release and use• OER release in a variety of formats and across multiple platforms improves discoverability and accessibility and allows presentation at different levels of granularity• High dependence on open feeds and metadata - this also requires appropriate licensing to ensure discovery and use• Capturing and managing Paradata (activity data about a learning resource) complements existing metadata by providing an additional layer of contextual information and additional information about user activity can help to Technology for Open Educationalhttp://bit.ly/UKOER3Summary Resources - Into The Wild CETIS
Reflections & the future• How do we support community approaches and ensure openness, accessibility and adaptability• How do we maintain the UKOER community• How can we sustain culture change within educational institutions given current financial challenges• How do we take forward the first steps from those stakeholders outside the sector – particularly commercial publishers…
OER & OEP Terminology Guide http://bit.ly/OERterminology