Are we ready for OER?


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Keynote from HEA/SEDA event, July 20, 2012.
What educational developers in HE should be doing about OERs in HE. Do you agree?

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  • First part of the quote: It was in] the 1790’s in the University of Jena [that Johann Gottlieb] Fichte became one of the first German professors who began officially lecturing without a set text.
  • TED example: 7.20 – 8.38 Zimbardo: exam q and seminar q Also covers Milgram and Prison expt
  • Are we ready for OER?

    1. 1. Keynote presentation from HEA/SEDA Conference on OER, 20 July, 2012Are we ready for OER?Peter Hartley National Teaching Fellow Professor of Education Development University of Bradford Visiting Professor, Edge Hill University 1
    2. 2. Please do this survey 2
    3. 3. A few words of introduction. Myself – see this weblink  Career as teaching academic, then moved into educational development.  National Teaching Fellowship and development projects.  Involvement with OER as ‘user’, ‘developer’, and through projects at Bradford. 3
    4. 4. This session Please use this presentation as a resource. All links checked 17/7/12. (I did not talk through all the slides) Please contact me:  profpeterbrad on Twitter  Or email – see title slide 4
    5. 5. My brief today … … “address Staff Development and its relationship to Open Educational Resources within institutions, touching upon what you see as the challenges and opportunities for the future.” 5
    6. 6. We have new ways …Do not have a source to credit for this picture – can anyone help? 6
    7. 7. And new problems 7
    8. 8. Reflecting on change in UK HE It was 40 years ago today … Then Now Students were ‘top 3%’ Binary divide CNAA validated Polytechnics Professional teaching support ? Research/scholarship in LT? Teaching roles in Faculties? No ‘e’ National student voice? Degree structures course-based Degree classification system
    9. 9. Then and Now compared … Then Now (and potential) Students were ‘top 3%’  40%/50% targets; WP Binary divide  League tables for all Univs CNAA validation for Polys only  QAA: Audit, NQF, Prog Specs Professional teaching support?  HEA and UKPSF Research/scholarship in LT?  Growing evidence/outlets Teaching roles in Faculties?  NTFS, Univ Fellowships No ‘e’  Email, MS Office, VLE, Web 2 National student voice?  NSS-National Student Survey Degree structures course-based  Modules, CATS, Semesters Degree classification system  PDP, Burgess report & HEAR
    10. 10. Enormous change across HEBUT … Have the ‘standard’ course design, teaching, and assessment processes changed in any significant way? Can I (or should I be able to) survive as lecturer/tutor with the same skills from 40 years ago? Are we taking sufficient advantage of new flexibilities and new technology? 10
    11. 11. And how old is ‘the lecture’?  Fichte became one of the first German professors who began officially lecturing without a set text. . . . Fichte and other Romantics began lecturing on their own work without any pretense that they were glossing a text or recapitulating a tradition. . . . Departure from an actual or even virtual textbook as a basis for lecturing constituted the ultimate break with the sermon [or medieval lecture].  From Clark (2006) as quoted in: 11
    12. 12. Examples ofsignificant change? 12
    13. 13. 13
    14. 14. Shape of things to come? 14
    15. 15. More shape? 15
    16. 16. And more … 16
    17. 17. A diagram to contemplate … 17
    18. 18. In case I forget …My brief today … … “address Staff Development and its relationship to Open Educational Resources within institutions, touching upon what you see as the challenges and opportunities for the future.” 18
    19. 19. 5 propositions re OER1. OER is a continuum and we should take advantage of the full spectrum.2. OER threatens the self-concept of many academic teaching staff.3. OER provides new opportunities for curriculum design.4. OER can offer new teaching roles.5. SED must fully embrace OER or it will not happen. 19
    20. 20. 1. OER as a continuum 20
    21. 21. Searching for a definition “materials used to support education that may be freely accessed, reused, modified and shared by anyone.”  Stephen Downes at 21
    22. 22. Searching for a definition “materials used to support education that may be freely accessed, reused, modified and shared by anyone.”  Stephen Downes at Do you agree?  The human clicker – cover left eye is ‘yes’ and right eye is ‘no’. 22
    23. 23. Example 1“informing clinical understanding of chronic conditions affecting the skeleton using archaeological and historical exemplars” JISC funded project (PI: Dr. Andy Wilson) commencing Nov 1 2011 for the use of 3D laser scanning to digitise important pathological type specimens in Bradford and London 3D textured model of an individual with leprosy
    24. 24. Digitised diseases:implications for OER  Quality of images which can be manipulated onscreen.  Can be made available anywhere on different devices.  Opportunities for use in teaching and assessment, e.g. identification and problem-solving/diagnosis. 24
    25. 25. Example 2Making Groupwork Work:Supporting student groupworkthrough multimedia and web … Freely available at this website University of Bradford University of Leeds
    26. 26. Key features of the resource Flexible for both staff and students Encourage students to inquire into group process Must not offer ‘one best way’ Must have potential for further expansion and development
    27. 27. Key design points Web delivery structured around ‘episodes’ ‘believable’ video clips different perspectives for analysis/discussion flexibility for staff and students ability to add further links/resources
    28. 28. Group work Timeline: Example EpisodesThe first meeting Do we need a leader? Rob isn’t committed How do we get started? How do we behave on presentation day?
    29. 29. Structure of the final product Overview The ‘descriptive’ screen  Video of the group in action  Background info and discussion points The ‘analysis’ screen  Alternative or additional video  Analysis of interaction  Hints and tips  Links to further resources
    30. 30. Recent activity Success at ALT-C09: 2 awards  JORUM Learning and Teaching Competition  ALT/Epigeum Use of Video Continuing development:  Peter Hartley & Mark Dawson, University of Bradford  Carol Elston & Julia Braham, University of Leeds  Looking at mobile devices
    31. 31. Making Groupwork Work:Examples of use from Bradford Effective Groupwork Workshops – LDU.  sessions open to all students (using clips). Communication in an Information Age.  Using Screen 1 first week, then Screen 2 the following week, then reflection. Psychology at Level 1.  Introduced problems of group work leading to group project supported by reflection.
    32. 32. Example 3: Inclusive teaching 34
    33. 33. Example 4: C-Link What we all have in common? We all ask students to ‘present and represent’ their understanding of particular topics and/or issues This means they have to manipulate and relate concepts We should be showing them different ways of doing this And we all do it ourselves
    34. 34. And so? Mind maps and concept maps are two interesting and useful ways of representing ideas and concepts (especially concept maps – Novak, 2009) We now have the software to do it (and to share them) more easily Can now link information searches into concept mapping (C-Link into Cmap)
    35. 35. Info Search into Cmap: C-Link A new search approach to identify links and paths between concepts Currently set up for Wikipedia but can be (and will be) set up for other uses To explore and use C-Link:  Go to  To go straight into the tool: 
    36. 36. Example mapgenerated by C-Link 38
    37. 37. Example 5: will weall go to MIT (or Harvard)? MIT: Courseware available for some time. Now offering course plus assessment. And now to edX. 39
    38. 38. The original MITx aims:  … it will offer the online teaching of MIT courses to people around the world and the opportunity for able learners to gain certification of mastery of MIT material. Second, it will make freely available to educational institutions everywhere the open-source software infrastructure on which MITx is based.  Quoted from - faq-1219.html 40
    39. 39. Example 6: Dynamic Learning Maps See the: Website, blog and demo.Dynamic Learning Maps mapsfor the Web generation Project funded by Simon Cotterill
    40. 40. About: Dynamic Learning maps Personal Learning Personalised, sharing , reflective notes and evidencing outcomesCurriculum MapsOverview , Priorlearning, Current Linking& Future learning Learning Resources Curriculum & Interactive ‘Web 2.0 External Resources Sharing , rating and reviews Harvesting multiple sources (‘Mashups’ ) Facilitating communities of interest
    41. 41. Achieved: Navigable Curriculum Maps Integrates with Portfolio (Leap2A)Extend maps & connect topics Share, rate, discuss
    42. 42. Maps as a Metaphor For the student: For other stakeholders • Teachers (incl. Where have I been? occasional teachers) • Curriculum Managers Reflection • Administrators • External regulators Where am I now? What should the students already Contextualisation know? Synthesis / Metacognition Where am I going? Where is topic X taught in the curriculum ? Preparation Planning Where is my specialty covered in t Curriculum choices Career choices curriculum ?uk
    43. 43. Developments in DLM Current embedding study:  Working with Bangor, Bradford and Cumbria 45
    44. 44. Example 7:G4 PBL you can try yourself: Website
    45. 45. Example 8:e-Reflect Making Assessment Count  Simple e-based technologies (specifically blogs and online questionnaires) are being used to develop an integrated process which will collate feedback, guide student reflections and facilitate their use of feedback to improve performance and inform their ensuing aspirations. e-Reflect to integrate with VLE  Benefits realisation project  Online workshops to follow 47
    46. 46. Example 9: DIY tools forlearning objects XERTE GLOMaker 48
    47. 47. Example 10: The PASS project workshopWebsite
    48. 48. Back to definition Low HighAccessReuseModifyShare 50
    49. 49. The OER space 51
    50. 50. 2. OER as threat 52
    51. 51. Much traditional or conventionalUniversity teaching is based on: Limited access to ‘stuff’ Focus on print/text materials Lecturer seen as ‘guru’/expert Lecturers see themselves as ‘responsible for my module’ (consider the psychological and emotional implications of ‘ownership’) Lecturer is ‘author’
    52. 52. And so … Lecture is seen as the main vehicle for introducing and ‘overviewing’ each topic or section of the module. Workshops and seminars follow lecture. Students depend on ‘good notes’.
    53. 53. And so … Lectures are ‘personally crafted’ Lecturing is an expression of identity and ‘owned’ (and the preparation may take up significant amounts of time).
    54. 54. Management anxiety “you cannot publish those learning materials you have developed onto the web – we cannot give our materials and copyright away” 56
    55. 55. 3. OER aS opportunity forCurriculum DeLiverY 57
    56. 56. HE as wasOld teaching IssuesLibrary texts How rich was your library?Film and Did you have the licences and the support?video/off-air‘Buy this booklist’ How many students did (could afford)?
    57. 57. A personal example:How to teach Zimbardo?An old way IssuesLecture Any preparation?leads toreading Can everyone get hold of it?which takes youintoseminar Does everyone participate?discussion
    58. 58. Unlimited resources?Old teaching And now?Library texts Library textsFilm and YouTubevideo/ 0ff-air BoB National (promoted as ‘low-cost’)Booklists Web searches (note C-Link from earlier) Wikipedia iTunesU Collections, e.g. TED Specific University websites Resource banks: JORUM, Merlot etc. & social bookmarking Open access journals
    59. 59. Examples of OER for Zimbardo’s prison experimentOld And with OER?teachingFew Library Library texts: books and journal articles – still limitedtextsFilm too costly; YouTube: original experiment with footage of participants, both now and then;limited off-air commentaries; replications and simulationsBooklist Google videos: clips and documentaries; SlideShare: Yr 12 Psych example. BOB – allows download and edits Web searches (use C-Link?): 75,000 results; you can quickly find both the Prison website and Zimbardo’s website, and the challenging BBC Prison Study Wikipedia: dedicated page (where first year students will go first!) iTunesU: e.g. OU Critical Social Psychology course – inc transcripts Web Collections, e.g. TED has Zimbardo profile with links plus 2008 talk inc photos from Abu Ghraib (how people become monsters) plus links plus blog; Specific University websites: MIT OpenCourseWare; OU OpenLearn;
    60. 60. New flexibilities … one possibilityAn old way A new possibilityLecture Everyone has my podcast intro and then watches TED Students (in groups?) choose one key questionleads to points atreading resourceswhich takes you which (individually or collectively) take you intointoseminar discussion online posting or discussion, which then leads into class session (may be mix of lecture and seminar activity) which generates the next questions …
    61. 61. Alternative models? Flipping the classroom 63
    62. 62. Technology to match courseneedsContrasting technologies on 2 postgraduate certificates:Technologies Higher Education Circularused … Practice EconomyEnvironment Moodle NingDelivery Elluminate ElluminateTutorial Skype SkypeBookmarking Diigo DiigoKey texts LibraryThing LibraryThingUpdating TwitterDocument share Google DocsContact Will Stewart, CED, Bradford 64
    63. 63. 4. NEW Roles forteaching STAFF 65
    64. 64. New roles? Lecturer as ‘Disc Jockey’ Lecturer as ‘investigator of the most helpful OER’ (so students don’t keep them to themselves)  See the Diverse project at Lincoln Also note the resources facilities in Dynamic Learning Maps. Lecturer as ‘curriculum designer’ 66
    65. 65. 5. Role for SED 67
    66. 66. Opportunities forSED units/teams OER into the PGCert.  e.g. the Bradford projects. ‘Produce’ to fill the gaps. Develop a ‘licence and access’ policy Use OER in all sessions and events ‘nudge’ the institution  If OER is so ‘dangerous’ then why edX? ‘hassle’ the professional organisations. 68
    67. 67. Need to worry about licences 69
    68. 68. What could/should we havedone in this session? Could have:  Did:  SurveyMonkey in  ‘Back-channel’ advance key questions  Stuff to take away  Use Collaborate and re-use (slides  Started a blog or a wiki and examples) or other social device  Used a conference ‘ (un)keynote’?  Google Doc to assemble ideas 70
    69. 69. Bradford projects 71
    70. 70. Important trends re OER Taking advantage of improved graphics and visual quality (e.g. new iPad) Expansion of materials available.  NB Note developments in JORUM Repurposing wider range of materials to add educational value. Focus on involving staff and increasing usage. 72
    71. 71. And final contemplation … 73
    72. 72. And a final thought … OER is not primarily about ‘stuff’ – it is more of a frame of mind. 74
    73. 73. Thank you for yourinterest and participationPeter HartleyProfessor of Education DevelopmentUniversity of 75
    74. 74. PSPlease do this survey 76