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V3 Of Casey Ec Sig 27 5 08


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V3 Of Casey Ec Sig 27 5 08

  1. 1. Going Open CETIS EC SIG 27/5/08 Distributed under a Creative Commons License - Attribution 2.5 UK: Scotland Authors John Casey, Jackie Proven, David Dripps
  2. 2. <ul><li>Institutional? Individual? Free? Why? Who Pays? Benefits? Ownership? Quality? Value? Long-term? </li></ul><ul><li>What is the role of content in learning and teaching anyway? </li></ul><ul><li>What goes on at present (uncharted)? </li></ul><ul><li>How do teachers find, assess and reuse resources (uncharted)? </li></ul><ul><li>If Open is a move away from traditional teaching models – then what is 'traditional'? </li></ul>What is it about sharing...?
  3. 3. <ul><li>A JISC-sponsored national online repository </li></ul><ul><li>learning resources for UK (HE/FE) </li></ul><ul><li>managed jointly by EDINA and Mimas, the two JISC national academic data centres </li></ul><ul><li>Part of JISC’s key strategic aims : </li></ul><ul><li>infrastructure for L&T materials; </li></ul><ul><li>support and promotion of the effective use of ICT for L&T </li></ul><ul><li>international internet environment that provides universal access to suitable content on a sustainable, affordable basis. </li></ul>About Jorum
  4. 4. <ul><li>A Conservative Start </li></ul><ul><li>Interoperability </li></ul><ul><li>Supply side led </li></ul><ul><li>A keep-safe for outputs from JISC-funded project activity, </li></ul><ul><li>The new licensing regimes for ‘open’ sharing were in their infancy </li></ul><ul><li>there was also a degree of risk aversion with regard to IPR in the sector – resulted in a complicated licence regime. </li></ul>Jorum Past
  5. 5. <ul><li>User Focus </li></ul><ul><li>Engage with the ‘open access’ agenda to foster the creation and re-use of learning materials and ensure long-term of access </li></ul><ul><li>The reduction of current transaction costs </li></ul><ul><li>A more explicit acceptance and management of risks. </li></ul><ul><li>To be a user-centered service to support sharing and reuse in the long-term, </li></ul><ul><li>To be a quick, easy to use, reliable, and which provides access to useful functions and tools </li></ul>Jorum Future
  6. 6. <ul><li>Three licensing regimes – they will all be user-to-user licences: </li></ul><ul><li>JorumOpen – for content whose creators and owners who are willing and are able to share their content on a worldwide basis under the terms of a Creative Commons (CC) licence (and similar). </li></ul><ul><li>Jorum Education UK – for content whose creators and owners prefer to and are able to share their resources with the UK education sector (with initial focus on the UK HE, FE, and research sectors), under a licence based on the CC BY-NC licence. </li></ul><ul><li>JorumPlus – for content having more restricted terms and conditions In the first instance this will include materials deposited into Jorum under the previous HEFCE licence. </li></ul>Jorum LIcences
  7. 7. <ul><li>Brand Reputation and Reach (e.g. MIT,Rice) </li></ul><ul><li>Part of a process change in Teaching (Individual to Team) </li></ul><ul><li>Efficiency - find, reuse, adapt materials </li></ul><ul><li>Quality - concentrate on teaching not content creation </li></ul><ul><li>Reduction in transactions costs (finding, rights, risk, managing, sustainable ) </li></ul>Why Open?
  8. 8. <ul><li>Our stuff is worth a lot </li></ul><ul><li>Really? </li></ul><ul><li>Where do you think the value is? </li></ul><ul><li>Some Educational Fundamentals... </li></ul><ul><li>3 step model of HE teaching (Ramsden) </li></ul><ul><ul><li>Content delivery </li></ul></ul><ul><ul><li>Organising Student Activity </li></ul></ul><ul><ul><li>Reflective Practitioner </li></ul></ul><ul><li>Content as the raw material in teaching & learning </li></ul><ul><li>Where’s the value now? </li></ul><ul><li>Value is in the process - not the things or stuff… . </li></ul>Objections - The Value Argument
  9. 9. <ul><li>Sharing to Support Process Change </li></ul><ul><li>Changing the Teaching Model (to team) </li></ul><ul><li>Context - Flexible Delivery (time, space, pace, content) </li></ul><ul><li>New teaching Skills </li></ul><ul><li>New Design Skills </li></ul><ul><li>New Socio/Tech/Info/Media Skills (for teachers…& students!) </li></ul><ul><li>Moving e-learning on from its current position... </li></ul>Implications
  10. 10. <ul><li>E-Learning/Flexible learning best understood as part of a changing model of teaching: </li></ul><ul><ul><li>From individual to team teaching </li></ul></ul><ul><ul><li>From ‘my course’ to ‘our course’ </li></ul></ul><ul><ul><li>From ‘my stuff’ to ‘our stuff’ </li></ul></ul><ul><ul><li>Greater reuse and sharing of materials </li></ul></ul><ul><ul><li>More time spent in the design phase to improve quality and efficiency </li></ul></ul><ul><ul><li>Contested visions? </li></ul></ul><ul><ul><li>Concentration on technology – because it's easier? </li></ul></ul>E-learning as Process Change #1
  11. 11. E-learning as Process Change #2 Future Practice (sustainable) Current Practice (subsistence) Really About Process Change - think of IPR as an enabler
  12. 12. <ul><li>IPR Acts as a ‘lightening conductor’ to bring to the surface many difficult issues: </li></ul><ul><ul><li>ownership </li></ul></ul><ul><ul><li>power </li></ul></ul><ul><ul><li>control </li></ul></ul><ul><ul><li>Status </li></ul></ul><ul><li>Only a problem if you let it </li></ul><ul><li>Goes to the heart of things! </li></ul>But IPR is THE PROBLEM! Image by Christopher Hollis
  13. 13. <ul><li>Confusion, lack of awareness, poor practice, contradictory policy and risk aversion currently dominate thinking about this subject at all levels – particularly amongst senior management </li></ul><ul><li>There is a need for clarity and leadership in this area </li></ul>The Current IPR Landscape in Education
  14. 14. <ul><li>A a traditional model of teaching is projected onto e-learning </li></ul><ul><ul><li>individual, relatively isolated from peers, low levels of sharing and reuse, a lack of involvement from senior management, pre-digital attitudes to publishing. Greatly exaggerated value of content. </li></ul></ul>The Political Economy of E-Learning
  15. 15. <ul><li>Main obstacles are philosophical, pedagogical, political, and organisational - the technical issues are comparatively minor </li></ul><ul><li>Concentration on technical issues is a ‘displacement activity’ </li></ul><ul><li>Tradition, dominant groups and vested interests delay and obstruct new knowledge (Kuhn, 1996) </li></ul>Discussing Open Can Have Useful Side-Effects...
  16. 16. References, Guides & Provenances <ul><li>van der Klink, M., & Jochems, W. (2004) Management and organisation of integrated e-learning in Integrated E-Learning: implications for pedagogy, technology and organisation, Jochems, W., van Merriënboer, J., and Koper, R., Routledge & Falmer, London, </li></ul><ul><li>Pollock, N. & Cornford, J. 2000. Theory and Practice of the Virtual University: report on UK universities use of new technologies. In ARIADNE issue 24 . http: //www . ariadne . ac . uk/issue24/virtual-universities/ </li></ul><ul><li>Twigg, C (2005) Keynote Summary: Improving Learning and Reducing Costs - New Models for Online Learning in the ALT-C 2005 conference, ALT-C, UK. </li></ul><ul><li>Twigg, C. (2002) Improving Quality & Reducing Costs , The Observatory on Borderless Higher Education. </li></ul><ul><li>Goodyear, P., et al (2001) Effective Networked Learning in Higher Education: Notes and Guidelines, by The Centre for Studies in Advanced Learning Technology Lancaster University Commissioned by JISC and available at http: //csalt . lancs .ac. uk/jisc/guidelines . htm </li></ul><ul><li>Friesen, N. (2004) Three Objections to Learning Objects and E-Learning Standards. In McGreal, R. (Ed.) Online Education Using Learning Objects . London: Routledge. Pp. 59-70. Draft version online at: http://www. learningspaces . org/n/papers/objections .html </li></ul>
  17. 17. <ul><li>Ramsden, P. 1991. Learning to Teach in Higher Education , Routledge, London </li></ul><ul><li>Laurillard, D. (2002) Rethinking University Teaching. London: Routledge. </li></ul><ul><li>Casey, J., Wilson, P., 2006, A Practical Guide to Providing Flexible Learning in Further and Higher Education, Quality Assurance Agency for Higher Education Scotland Committee, Glasgow, 2006 (in print - due to be published Spring 2006) </li></ul><ul><li>Kuhn, T. 1996 The Structure of Scientific Revolutions , University of Chicago Press. </li></ul><ul><li>Casey, J. (2004) Intellectual Property Rights (IPR) in networked e-learning: a beginners guide for content developers. JISC Legal Information. Available at http://www. jisclegal htm [Accessed 14.04.06] </li></ul><ul><li>  </li></ul><ul><li>Casey, J. and MacAlpine, M. (2002) Writing and Using Re-useable Educational Materials: a beginners guide, CETIS Educational Content Special Interest group {Online} www. cetis .ac. uk/educational-content </li></ul>References, Guides & Provenances
  18. 18. <ul><li>Pictures </li></ul><ul><ul><li>Ostrich: </li></ul></ul><ul><li>Ostrich Photo: </li></ul><ul><li> </li></ul><ul><li>By Stavros Markopoulos </li></ul><ul><li> </li></ul><ul><li>Rights to to use - Under an Attribution-Noncommercial-No Derivative Works 2.0 Generic Licence More at </li></ul><ul><ul><li>Donkey: </li></ul></ul><ul><li> </li></ul><ul><li>By moose.boy / Moose G. </li></ul><ul><li> </li></ul><ul><li>Rights to to use - Under an Attribution 2.0 Generic Licence </li></ul><ul><li>Licence terms at </li></ul>References, Guides & Provenances
  19. 19. <ul><li>Map of Samoa from the University of Texas at Austin collection of maps – free to use and adapt </li></ul><ul><li>Lightening Image by Christopher Hollis under a CC ‘BY’ licence </li></ul><ul><li>http://common </li></ul><ul><li>s. wikimedia . org/wiki/Image : Lightning_strike_in_Tampa_Florida_ (modified).jpg </li></ul><ul><li>Clip Art from Microsoft Word </li></ul><ul><li>All other images by the TrustDR Project </li></ul>References, Guides & Provenances