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Framework for creating OERs


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A framework for transforming teaching materials into OERs presented by Alejandro Armellini, 9 February 2011

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Framework for creating OERs

  1. 1. A framework for transforming teaching materials into OERs<br />Alejandro Armellini<br />
  2. 2. Open Educational Resources (OERs)<br />Digitised materials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research.’ (OECD) <br />Educational materials and resources offered freely and openly for anyone to use and under some licences to re-mix, improve and redistribute.’ (Wikipedia) <br />
  3. 3. OTTER<br />Open, Transferable and Technology-enabled Educational Resources<br /><br />Phase 1, institutional OER project, 2009-10<br />
  4. 4. OER development around the world<br />
  5. 5.
  6. 6. OTTER academic partners<br />
  7. 7. OTTER achievements<br /><ul><li>438 credits’ worth of OERs on OTTER’s repository and JorumOpen
  8. 8. Leicester on the global OER map
  9. 9. Research evidence on student use of OERs
  10. 10. Raised institutional awareness of OERs
  11. 11. Put-up and take-down policy
  12. 12. OER toolkit
  13. 13. The CORRE framework</li></li></ul><li>CONTENT<br />REUSE &REPURPOSE<br />EVIDENCE<br />OPENNESS<br />Gathering<br /><ul><li>Collect existing</li></ul> materials<br /><ul><li>Credit weighting
  14. 14. Memorandum of understanding</li></ul>Internal Validation<br />OER project team<br />Academic partners<br />Students<br />Tracking<br />Downloads<br />Adaptations<br />User feedback<br />Emerging user community<br />Rights clearance<br /><ul><li>Copyright
  15. 15. IPR
  16. 16. Licensing </li></ul>Transformation<br /><ul><li>Decoupling
  17. 17. Scaffolding
  18. 18. Meshing
  19. 19. Sequencing
  20. 20. Editing</li></ul>Screening<br /><ul><li>Learning and teaching context
  21. 21. Media and format
  22. 22. Structure & layout
  23. 23. Language
  24. 24. Learning design</li></ul>External Validation <br /><ul><li>Students
  25. 25. Librarians
  26. 26. Educators</li></ul>Formatting<br /><ul><li>Conversion
  27. 27. Standardisation
  28. 28. Metadata
  29. 29. Pedagogical wrap</li></ul> around<br />Upload to repository<br />Institutional (Plone)<br />JorumOpen<br />Others<br />CORRE: <br />A framework for transforming teaching materials into OERs<br />‘Non-public’ teaching and learning material<br />Open teaching and learning material<br />Open Educational Resources (OERs)<br />
  30. 30. Taking our materials through CORRE<br />
  31. 31. Pros<br />Visibility<br />Quality: if my stuff is open, I’ll think twice<br />Esteem: others may use my material<br />Value to courses, learners and self-learners<br />Time: what I need may exist<br />
  32. 32. Cons<br />Quality assurance<br />Licensing and abuse<br />Enforcement hardly possible<br />Insecurity & trust, both ways<br />The status quo, including publishers<br />The family silver<br />Pareto: the 80-20 principle<br />
  33. 33. Research findings (1): staff<br />Supportive but sceptical about value and impact<br />Willing to make use of and contribute, but not full force<br />Reward and recognition, especially non-financial<br />Lack of awareness of CC<br />Team effort<br />
  34. 34. Research findings (2): students<br />Supportive and enthusiastic<br />Highly satisfied with OTTER OERs<br />Concerned about trustworthiness of external OERs<br />Preferred access via VLE as hub<br />1/3 unwilling to turn their own stuff (e.g. lecture notes) into OERs<br />
  35. 35. Research findings (3): librarians<br />Concerns: 3rd party copyright, currency, quality, funding, management support, institutional policies and metadata requirements<br />See themselves as managers of OER repositories, developers of generic OERs, indexers, cataloguers and promoters<br />
  36. 36. Key messages<br />Institutional policy on who owns what<br />CORRE as a robust framework<br />Clearance of 3rd party materials<br />Designing for openness & culture shift<br />Put-up & take-down policy<br />Supply vs demand-driven approaches<br />Sustainability<br />Visibility<br />
  37. 37. OERs<br />
  38. 38. High<br />OER-enhanced curriculum delivery<br />Curriculum design<br />Low<br />High<br />OER design<br />
  39. 39. OTTER lives on<br />OSTRICH ( – a cascade project with Bath and Derby Universities<br />TIGER – a ‘new release’ project with De Montfort and Northampton Universities<br />