The document summarizes the development of an online research module at University College Dublin (UCD) that reuses open educational resources (OERs). A collaborative team received funding to create a self-paced, 6-unit module within Brightspace to help stage 3 social science students develop research skills. They identified learning outcomes, gathered existing resources like tutorials and videos, created new content, tested usability, and evaluated the fully implemented module using student and staff feedback. Key challenges included managing technology compatibility, recruiting students for testing, coordinating schedules, and planning for sustainability. The project highlighted the benefits of cross-campus collaboration and developing reusable learning content.
The Digital Badge in the Responsible Conduct of Research, an example of a col...ldore1
The Digital Badge in the Responsible Conduct of Research, an example of a collaborative alternative learning pathway
CONUL Teaching & Learning Committee Annual Seminar 2019
The Digital Badge in the Responsible Conduct of Research, an example of a col...ldore1
The Digital Badge in the Responsible Conduct of Research, an example of a collaborative alternative learning pathway
CONUL Teaching & Learning Committee Annual Seminar 2019
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The University of Limerick runs a PhD Certificate in Generic and Transferable Research Skills and the library teaches 2 modules on the course. This year, we used Open Educational Resources in the online part of the course and this talk reflects on our experiences of this. The library's involvement in this course is led by Ashling Hayes, UL Library's Head of Research Services. Michelle Breen teaches on the module and delivered this presentation at DCU in November 2019.
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Talk by Amy Woodgate at the Open Education session at the Cetis Conference 2014: Building the Digital Institution held at the University of Bolton on the 17th and 18th June 2014.
The First Year Experience - Lisa Curran - RMIT UniversityBlackboard APAC
This presentation will provide a case study and overview of our findings to demonstrate how supporting and building staff capacity in instructional design through the application of Quality Matters standards and the use of Blackboard and digital tools, can enhance the First Year Experience of students in large first year business courses across transnational delivery locations.
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• Present how our courses are set up in Blackboard Learn
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• Demonstrate the use of Blackboard Learn in and out of class
• Explain the use of video
Our journey with the technology is enabling some teachers to flip their classrooms. We will explain how far this has progressed and the potential benefits and pitfalls for teachers of international students.
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Re-using OER's in UCD's Research Acclerator for the Social Sciences Online Module
1. Re-using OERs in UCD’s Research
Accelerator for the Social Sciences
Online Module
Marta Bustillo, Andrew Browne,
Crystal Fulton, Suzanne Guerin, Claire McGuinness
CONUL Annual Teaching & Learning Seminar
November 7th 2019
2. Today’s topics
● From the germ of an idea to a
research proposal to an online
module: Our collaborative journey
● Planning, Designing, Delivering and
Evaluating an online module: Roles
& responsibilities
● Module content, activities and OERs
● Research project management:
Testing and evaluating the module
● What we learned
4. CoSSL Undergraduate Curriculum Award
“Applications are invited from faculty, staff and students to support
curriculum development at Stages 3 and 4 of the Social Sciences and Law
undergraduate programmes.”
“Funding for development of modules that provide substantial innovative
research learning opportunities.”
“Research learning - the principal applicant must be a faculty member
(Lecturer/Assistant Lecturer; Associate Professor; Professor; Full Professor).
This may be an individual or team-based application.”
5. Research Proposal “A six-unit, GPA-neutral, self-paced
online module which will enable
Stage 3 students to develop,
enhance, and reflect on
foundational research skills.”
“The module is a collaboration
between several schools in the
College and UCD Library to share
expertise in specific core
dimensions of research. ”
“Module topics were partly
selected to align with several of
the proposed BSc Social Sciences
Research Learning Outcomes”
7. First Steps
○ Identified interested collaborators in the
Schools of Information & Communication
Studies and Psychology
○ Convened first meeting with research
team, and set up team drive to share and
co-edit documents
○ Brainstormed module units & content (new
& existing digital resources)
○ Discussed pre- and post-evaluation
processes & ethics
○ Listed tasks & created project timeline
(Gantt chart)
○ Set out roles and responsibilities of
Project Assistant, Teaching Assistant &
Research Assistant (within budget)
○ Engaged Research Assistant for phase 1
8. Overview of key aspects
● Online format: Module is accessible 24/7 to Year 3 students studying
abroad or on work placements/ internships - no F2F classes
● Re-use of Library resources: guides and tutorials which support the
College’s Research Learning Outcomes but are underutilised or
unknown
● Self-paced, sequential & interactive: Students work through content in
their own time and at their own pace during the trimester
● To prepare students for in-depth engagement with research, and to
complement Social Science Research Methods modules in Year 4
● Reflective - to develop and enhance students’ metacognitive skills in
relation to learning and research
9. Creating module descriptor and content
● Developing module content –
collaborative (learning
outcomes, units, tools, etc)
● Identifying and Synthesizing
new and existing digital content
to populate units in Brightspace
● Creating sequences of learning
activities to build skills and
knowledge gradually
● Decision on module
assessment activities
1. Developing a research topic
2. Literature searching & evaluation
3. Critical academic literacy
4. Research Ethics part I
5. Research Ethics part II
6. Research Data Management
11. Brightspace VLE and set-up
● Obtained module code via School of
ICS: IS30420 Social Science
Research Accelerator
● Module created on SISWeb, which
creates corresponding Brightspace
module
● First step to create six individual units
to be populated with OERs
● Decision on sequence of learning
activities made by research team
consensus
12. Creating original video content
● Developed original video
testimonials
● Videos filmed with 6 UCD
academic staff members
across CoSSL schools
● Videos created with support
of EdTech in CoSSL
● Challenges: Technical access
& expertise, Encouraging staff
buy in, time
13. E-tutorials
● OERs - Repurposed existing e-
tutorials from School of ICS & UCD
Library e-resources
● Interactive format with quizzes
● Challenges:
○ Created with different versions
of Articulate software over time
○ SCORM, Flash, browser
compliance
○ Sustainability - Keeping content
fresh as module continues
15. Monitoring the delivery of the module
● Usability testing of first two learning units with student
volunteers in Autumn trimester 2019
● Modifications of all learning units based on feedback
● Full roll-out of module with study abroad/ERASMUS
students in Spring trimester 2020
● Formal evaluation using staff and student feedback (see
over)
● Final modifications to module overall
● Hand over to CoSSL for inclusion in BSc programme
16. Evaluation for learning
● Developed an action research framework to capture key lessons
● Ethical approval from UCD Human Research Ethics Committee
● Initial pilot included student consultation, review of routine data
and reflective focus group with team
● Main evaluation examines multiple data sources
○ Review of routine module use data
○ Online survey capturing students’ experiences of the module
○ Repeated focus groups to capture students’ initial
assessment and later reflections (long term impact)
● Integration of data to identify key patterns and implications
18. Challenges
● Technology - Ensuring compatibility of OERs
with Brightspace, especially original e-tutorials
(Articulate vs browsers/devices), video
expertise
● Recruitment for Testing - Busy time of the
year for students; no credit for participation
● Time - Identifying meeting times that suit all
collaborators; synching schedules, setting
realistic deadlines, etc.
● Sustainability - “Future-proofing” module,
particularly with regard to technology,
updating content & retaining/recruiting
personnel
19. ● Student engagement in module development
● Development of learning content to be implemented at
programmatic level
● Contribution to CoSSL’s innovative flagship UG programme
● Learning partnership among library, academic staff, technical
support, and students
● Transferable to other learning contexts
20. Recommendations so far...
● Have a single team vision
● Be flexible
● Plan, plan, & plan some more
● Know your technology
○ Brightspace is new to UCD
○ Video is a new medium for staff, project
○ Liaise with EdTech, IT Services
● Remember, it all takes time
21. Thank you!
Please feel free to contact us at:
University College Dublin
Belfield, Dublin 4
Study email: resaccelproj@gmail.com
Funded by: CoSSL
Editor's Notes
Use Library resources/modules to expand, as much as possible, the outcomes achieved by the students (e.g. search strategy techniques, introduction to discipline-specific databases, literature review sessions, plagiarism quizzes, guide on “research data”, how to visualise your data, etc.)
