The document summarizes the C-SAP Open Educational Resources project which funded 14 subject projects to develop and release open educational content. It discusses the rationale for open educational resources including encouraging sharing between institutions and universal sharing of materials. It describes the subject strands funded, challenges of sharing educational content, and a proposed toolkit and mapping process to contextualize modules and expose implicit pedagogical design for reuse.
Computers and Learning Research Group: Research methods in open education: I...Robert Farrow
This session will present an overview of the Global OER Graduate Network research methods handbook. The handbook is being developed by members of the network who are researchers in open education, and will serve as a useful starting point for anyone wishing to do research in education with a focus on OER, MOOCs or OEP.
To contextualise this approach, an accessible and brief description of the types of methods typically used in research into education and educational technology will be provided. Some of the contrasting philosophical, epistemological and ontological commitments of different research paradigms will be used to differentiate alternative methodologies. Theoretical perspectives will be outlined but not fully explored.
State-of-the-art approaches will be explored and their relevance for open education explained. The presentation will use examples of current doctoral research to highlight the use of different methods, and will convey insights into using different methods as shared by the researchers. This includes reflections on using different methods, and advice for conducting similar work.
Finally, the presentation will offer up for discussion a provisional model of open scholarship including open practices (agile project management; directly influencing practice; radical transparency; sharing research instruments; social media presence; networks); open science (open access; open data; open licensing); digital innovation (HCI; data science; open source technologies); and normative elements (challenging dominant narratives; promoting social justice; and reducing barriers to educational access).
Slides presented at Open Education 2016. The Open Research Agenda is an international consultation exercise on research priorities in open education which combines online surveys and focus group interactions. This presentation summarises thematic analysis of the data set and indicates future directions for research in the field of open education.
Computers and Learning Research Group: Research methods in open education: I...Robert Farrow
This session will present an overview of the Global OER Graduate Network research methods handbook. The handbook is being developed by members of the network who are researchers in open education, and will serve as a useful starting point for anyone wishing to do research in education with a focus on OER, MOOCs or OEP.
To contextualise this approach, an accessible and brief description of the types of methods typically used in research into education and educational technology will be provided. Some of the contrasting philosophical, epistemological and ontological commitments of different research paradigms will be used to differentiate alternative methodologies. Theoretical perspectives will be outlined but not fully explored.
State-of-the-art approaches will be explored and their relevance for open education explained. The presentation will use examples of current doctoral research to highlight the use of different methods, and will convey insights into using different methods as shared by the researchers. This includes reflections on using different methods, and advice for conducting similar work.
Finally, the presentation will offer up for discussion a provisional model of open scholarship including open practices (agile project management; directly influencing practice; radical transparency; sharing research instruments; social media presence; networks); open science (open access; open data; open licensing); digital innovation (HCI; data science; open source technologies); and normative elements (challenging dominant narratives; promoting social justice; and reducing barriers to educational access).
Slides presented at Open Education 2016. The Open Research Agenda is an international consultation exercise on research priorities in open education which combines online surveys and focus group interactions. This presentation summarises thematic analysis of the data set and indicates future directions for research in the field of open education.
A presentation to accompany the launch of a guide to conceptual frameworks for researchers; especially those working in an open education context. Download the Guide from https://go-gn.net/gogn_outputs/conceptual-frameworks/
Teaching Medieval History: The E-Learning LandscapeJamie Wood
Co-presentation with Dr Antonella Luizzo Scorpo (History, University of Lincoln) from the Teaching History in Higher Education: the 14th annual Higher Education Academy Teaching and Learning Conference 2012
Making MOOCs and changing open educational practicesROER4D
Making MOOCs and changing open educational practices
Laura Czerniewicz, Andrew Deacon, Sukaina Walji, Michael Glover
9 March 2017
Presentation at Open Education Global Conference 2017
Presentation by Dr Elspeth McCartney for the Higher Education Academy (HEA) symposium on teacher education at BERA Annual Conference in London, September 2014.
The project, one of 4 funded by the HEA, involved supporting student teacher engagement with published research. The full project report describing the work can be found at http://bit.ly/1mqhzHS
This presentation by Sara Bragg (University of Brighton) was part of the Higher Education Academy (HEA) symposium at BERA Annual Conference in London, September 2014.
The project, funded by the HEA, offered groups of student teachers to reflect on the increased use of technology in schools to track students and the use of technology by students outside schools.
To find out more, read the project report at http://bit.ly/ZCqNq8
Scoping: The GO-GN Guide to Conceptual Frameworks Robert Farrow
Slides from a webinar on the forthcoming GO-GN Guide to Conceptual Frameworks. This presentation discusses the rationale for a Handbook to guide doctoral students and reviews some literature on theories, theoretical frameworks, conceptual frameworks, models, and other constructs. This webinar is part of the scoping process for a forthcoming publication.
The aim of the Open School project is to strengthen the openness of universities to its students. In an Open School, students do not take a passive role as service consumers; they are active, and empowered members of their university. Hence, the open school reflects a new mindset in higher education enabled by the usage of latest crowdsourcing technologies. The web-based IDEANET platform is an adequate system to support universities in launching an Open School project. Three case studies conducted at German higher education institutions demonstrate the feasibility of the concept in practice. The case studies show that students are willing to contribute with their ideas to different issues, ranging from new entrepreneurial business models, improvements of study conditions or creation of new teaching, and research methods. Including grading systems and possibilities for students to realize their ideas in practice are promising, and effective reward mechanisms to steer student participation. In some circumstances, however, the use of grades as a reward can give rise to conflicts among students, and hence needs to be carefully designed.
Webinar slides - What makes a successful e-learning project?Brightwave Group
As part of a series of webinars hosted by e.Learning Age to celebrate the winners of the E-Learning Awards 2012, Brightwave and Clyde Valley Learning Development Group share the success of their recent project that has become the largest peer-managed shared service learning project in the UK, delivering over £9 million in savings.
A presentation to accompany the launch of a guide to conceptual frameworks for researchers; especially those working in an open education context. Download the Guide from https://go-gn.net/gogn_outputs/conceptual-frameworks/
Teaching Medieval History: The E-Learning LandscapeJamie Wood
Co-presentation with Dr Antonella Luizzo Scorpo (History, University of Lincoln) from the Teaching History in Higher Education: the 14th annual Higher Education Academy Teaching and Learning Conference 2012
Making MOOCs and changing open educational practicesROER4D
Making MOOCs and changing open educational practices
Laura Czerniewicz, Andrew Deacon, Sukaina Walji, Michael Glover
9 March 2017
Presentation at Open Education Global Conference 2017
Presentation by Dr Elspeth McCartney for the Higher Education Academy (HEA) symposium on teacher education at BERA Annual Conference in London, September 2014.
The project, one of 4 funded by the HEA, involved supporting student teacher engagement with published research. The full project report describing the work can be found at http://bit.ly/1mqhzHS
This presentation by Sara Bragg (University of Brighton) was part of the Higher Education Academy (HEA) symposium at BERA Annual Conference in London, September 2014.
The project, funded by the HEA, offered groups of student teachers to reflect on the increased use of technology in schools to track students and the use of technology by students outside schools.
To find out more, read the project report at http://bit.ly/ZCqNq8
Scoping: The GO-GN Guide to Conceptual Frameworks Robert Farrow
Slides from a webinar on the forthcoming GO-GN Guide to Conceptual Frameworks. This presentation discusses the rationale for a Handbook to guide doctoral students and reviews some literature on theories, theoretical frameworks, conceptual frameworks, models, and other constructs. This webinar is part of the scoping process for a forthcoming publication.
The aim of the Open School project is to strengthen the openness of universities to its students. In an Open School, students do not take a passive role as service consumers; they are active, and empowered members of their university. Hence, the open school reflects a new mindset in higher education enabled by the usage of latest crowdsourcing technologies. The web-based IDEANET platform is an adequate system to support universities in launching an Open School project. Three case studies conducted at German higher education institutions demonstrate the feasibility of the concept in practice. The case studies show that students are willing to contribute with their ideas to different issues, ranging from new entrepreneurial business models, improvements of study conditions or creation of new teaching, and research methods. Including grading systems and possibilities for students to realize their ideas in practice are promising, and effective reward mechanisms to steer student participation. In some circumstances, however, the use of grades as a reward can give rise to conflicts among students, and hence needs to be carefully designed.
Webinar slides - What makes a successful e-learning project?Brightwave Group
As part of a series of webinars hosted by e.Learning Age to celebrate the winners of the E-Learning Awards 2012, Brightwave and Clyde Valley Learning Development Group share the success of their recent project that has become the largest peer-managed shared service learning project in the UK, delivering over £9 million in savings.
e-learning project development class project designed to assist rural Alaskan students in navigating the systems involved in attending the University of Alaska Anchorage.
c-store project: an e-commerce learning by doing experienceHenri ISAAC
This presentation deals with a learning experience project we run at Université Paris-Dauphine for more than 5 years to teach e-commerce to Marketing students. It's a collaborative experience with consultants, companies and students. A great experience that won the 2014 Pedagogical Award from FNEGE.
Instructional designers are often called upon to act as project leads and project managers on e-learning projects, yet they rarely receive formal project management training. There are unique project management issues related to e-learning and unique ways of adapting project management techniques and tools to address those issues. In this 2012 webinar I delivered at an eLearning Guild Online Forum, I discuss a variety of best practices related to managing stakeholders; managing process dependencies, collaborations, and handoffs; and managing quality issues related to interactivity, media, and contextualization.
Growth hacking-in-ecommerce. Zalando & ASOS casesHenri ISAAC
This presentation deals with the growth issue in e-commerce. It describes two different strategies implemented by two leading european fashion e-commerce company Zalando and Asos. Business model analysis, but also, internationalization, financial perspective included
Meeting E-xpectations: managing an e-learning project with a goal to create, ...UCD Library
Presentation given by James Molloy, Liaison Librarian at University College Dublin Library, to the IFLA Information Literacy Section Satellite Meeting held on August 15, 2014 in Limerick, Ireland.
ETUG Spring Workshop 2014 - Getting the Mix Right: Implementing Open Educatio...BCcampus
Implementing open education practices is a multidimensional challenge for educators. In this session the presenters share data and findings from their research into the practical challenges of open education practices implementation in higher education. Using the analogy of mixing different audio tracks to produce a harmonious acoustic blend, they discuss the blend of elements that need to be considered and balanced in promoting open educational practices. The presentation is followed by small group discussions to further explore solutions to challenges raised.
Presentation for OER2010 conference, CambridgeCSAPOER
This is a backup powerpoint presentation for the OER 2010 event at Clare College, Cambridge, where Darren Marsh, Anna Gruszczynska and Richard Pountney will be presenting a paper "Evaluating the Practice of Opening up Resources for Learning and Teaching in the Social Sciences" (for abstract, see here http://www.ucel.ac.uk/oer10/abstracts/1036.html).
A crash course on open educational resources which covers the 4 'R's of Openness, access based on ALMS analysis, sustainability models and copyright. It further discusses the current state of OER in Asia. The last part provides a case study for reuse of OER in ODL courses.
This document outlines outputs and findings of the C-SAP "Cascading Social Science Open Educational Resources" project undertaken as part of second phase of UK OER programme.
Sociology and anthropology briefings (C-SAP collections project)CSAPSubjectCentre
This literature review was written as part of the C-SAP (Higher Education Academy's Centre for Sociology, Anthropology and Politics) project "Discovering Collections of Social Science Open Educational Resources". The project ran from August 2010 - August 2011 as part of Phase 2 of the HEFCE-funded Open Educational Resources (OER) programme. The programme focused in particular on issues related to the discovery and use of OER by academics and was managed jointly by the Higher Education Academy [HEA] and Joint Information Systems Committee [JISC].
User testing and focus group report at Manchester University (C-SAP collectio...CSAPSubjectCentre
Focus group and user testing of the front-end website http://methods.hud.ac.uk/ at the University of Manchester on 27th July 2011. Part of the OER Phase 2 C-SAP Collections Project
Expert workshop report, Birmingham, February 2011 (C-SAP collections project)CSAPSubjectCentre
An expert workshop and user testing of OER repositories held in Birmingham on 24th February 2011 to investigate the discovery and use of digital and OERs in research methods’ teaching. The workshop was attended by Alan Bryman, Dave Harris, Sean Moley, Kate Orton-Johnson, Sara Ryan and Antje Lindenmeyer
Social research methods and open educational resources: a literature review (...CSAPSubjectCentre
A literature review written by Kate Orton-Johnson and Ian Fairweather as part of the C-SAP (Higher Education Academy's Centre for Sociology, Anthropology and Politics) project "Discovering Collections of Social Science Open Educational Resources".
Focus group with staff at Teesside University (C-SAP cascade project)CSAPSubjectCentre
The focus group was undertaken in the context of the C-SAP (Higher Education Academy Subject Centre for Sociology, Anthropology and Politics) project “Cascading Social Science Open Educational Resources”.
The focus group was conducted by Michael Teague and John Craig from Teesside University who were involved in the project as academic partners. More information about the project can be found at http://cascadeoer2.pbworks.com
Focus group with staff at Teesside University (C-SAP cascade project)
C-SAP e-learning forum: Overview of Open Educational Resources project
1. C-SAP OPEN EDUCATIONAL RESOURCES PROJECT E-learning Forum 8 th July 2010 Darren Marsh and Anna Gruszczynska, C-SAP
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15. Materials submitted: 6 partners, 4 subjects, 360 credits Partner name/ institution Modules released Credit weighting No. of discrete items (usually includes module handbook, lecture slides, assessment material etc.) Pam Lowe, Aston University [Sociology] Comparative sociology 10 10 Embodiment 10 10 Gender and society 10 11 Race and ethnicity 10 10 Sociology of health and illness 10 9 Sociology of reproduction 10 11 Angels Trias i Valls, Regent’s College (materials were produced during a previous role at Lampeter University) [Anthropology] Anthropological ideas 20 1 Exploring religions and cultures 20 27 Visual anthropology 20 25 Cathy Gormley-Heenan, University of Ulster [Politics] Government of UK and Ireland 20 13 Public policy 20 12 State crime 20 12 Jon Parker, Keele University [Politics] Mass media in America 15 17 Why politics matters 15 11 Politics of sustainability 15 24 British politics since 1945 15 13 Dave Harris, MARJON (Plymouth) [Sociology] Sociology of leisure 30 10 Introduction to research methods 30 11 Helen Jones, Manchester Metropolitan University [Criminology] International e-communication exchange 15 9 Learning and employability 15 7 Gender, crime and justice 15 15 Crime and violence 15 12
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Editor's Notes
Background – HEFCE OER initiative paper Sep 2008 3 strands to the pilot – institutional, individual and subject level Subject pilots will develop ‘appropriate consortia’ involving department, institutions, professional bodies, identifying materials around ‘commonly used core curricula’. Question to pose: what is an open educational resource?
A wide interpretation of resource … HEFCE doc states – ‘quality control part of institutional responsibility, informal benchmarking by peers encouraged.” As a pilot we anticipate a range of materials from the above list, perhaps others – will be guided by subject benchmarks etc but not a core curricula as such, loosely based around level 1 programmes.
Obvious queries – productivity, recruitment and marketing, assumption that common resources can be deployed across common curricula (an especial challenge for social sciences?) In HEFCE doc also states – “The proposal is not related to the e-university model in any way, from which the lessons have been learnt.” Interesting that M Oliver in keynote for C-SAP Jan 09 conference talks about repeated nature of educational technology cycles, that lessons are generally not heeded and re-inventions of technology continue at pace with re-thinking the nature of the university. HEFCE doc states blueprint – by 2013 the sector will be sharing materials openly and freely, based around subject consortia, with more effective transitions between formal and informal learning. Institutions will recognise the added value in terms of selection of materials, and will support clear policies around IPR. Academic staff will be confident in discovering, re-using and sharing materials. Learners will demand consistent high quality learning materials, and expect to see examples before applying to a course.
Range of subject focused projects Aims, goals, intentions – measures of success
Context from Good Intentions doc: Terminology, nature of sharing, business cases, problematic issues ie quality
Subject differences (but M Oliver caution about this in ELiSS), Kemp and Jones paper M Oliver tacit practice, Jan conf Professional identities (p16), (working with profess assoc – stakeholders) What else identified as important in Good Intentions: p. 5 quality, ease of re-use, dichotomy over ‘polished’ resources and increased complexity or specificity for re-use.
Other technologies / tools Intention to create a pedagogy toolkit for re-use But problems – mapping curricula, informed collective development of resources, the ‘lived curriculum’ (m oliver), differeent assessment practices etc
Overview of rationale, partners, organisation. Notion of 60 credits contribution. With other activity. Existing content, not new content. JORUMOpen – overview if possible
But – M Oliver again, Andy lane, what is the benefit of ‘stuff in repositories?’ Subject benchmarks, professional identities etc vs. core curricula – much freedom in social science, identified in rationale, but a challenge for the project. Rationale for pedagogic intention, re-use and dis-aggregation (awkward terms, part of problem with learning tech discourse) A need for learning design, structure, meaningful purpose, notion of the polished repertoire
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