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Introductory Session and dialogue on #OER and the work of eCampusontario
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Carleton u feb22_2018final
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- 2. 2 Use of Open Educational Resources in Ontario Post-Secondary Contexts What they are, where they might fit, how to talk about them, and why they matter. Jenni Hayman – jhayman@ecampusontario.ca Peg French – pfrench@ecampusontario.ca This presentation is licensed with a CC BY SA 4.0 International license. Images are public domain unless otherwise indicated.
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- 4. 4 Define Open Educational Resources and Open Educational Practices “Open Educational Resources (OERs) are any type of educational materials that are in the public domain or introduced with an open license. The nature of these open materials means that anyone can legally and freely copy, use, adapt and re-share them. OERs range from textbooks to curricula, syllabi, lecture notes, assignments, tests, projects, audio, video, and animation” (UNESCO, n.d.). Open Education Practices (OEP)“…practices which support the (re)use and production of OER through institutional policies, promote innovative pedagogical models, and respect and empower learners as co-producers on their lifelong learning path” (Ehlers, 2011).
- 5. 5 5 Rs of Open Education by Giulia Forsythe is shared under a CC BY 4.0 International license 5Rs Reuse Revise Remix Redistribute Retain
- 6. 6 Stakeholders of Open – Why do OER Matter? For learners? For educators? Administrators? Colleagues & Team members?
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- 8. 8 Attribution using Creative Commons Licenses TASL – Title, Author, Source, License Creative Commons 10th Birthday Celebration San Francisco" by tvol is licensed under CC BY 2.0 This is an ideal attribution because… Title "Creative Commons 10th Birthday Celebration San Francisco" Author "tvol" - linked to his profile page SourceCreative Commons 10th Birthday Celebration San Francisco" - linked to original Flickr page License "CC BY 2.0" - linked to license deed
- 9. Where and How to find OER eCO Open Textbook Library OER Commons Saylor Courseware Mason OER Meta Finder
- 10. Supporting Open Educators Open Educators (must be aware of the possibilities and motivated to try) Easy-to-Find Quality OER Supportive network of peersSupportive institutions 10
- 11. Major Research Topics in Open… 11 • Use of Open Textbooks (Fischer, Hilton III, Wiley, & Robinson, 2015) • Educator Perspectives (Pitt, 2015) • Learner Perspectives (Bliss, Robinson, Hilton II, & Wiley, 2013) • Open Educational Practices/Open Pedagogy (Cronin, 2017) • Quality of OER (Mtebe & Raisamo, 2014) • OER Policy (Stacey, 2013)
- 13. 13 eCampusOntario Open Community Activities Link to Course Resources Survey open now through March 16
- 15. 15 People of the Open
- 16. 16 The internal tech piecesStats, Status & Strategies
- 17. 17 The bigger, future picture Open Repository Open Textbooks = Open Library Open Modules Smaller assets: games, quiz banks, case studies
- 18. 18 STATisticS: The known numbers* of the Library 5 400+ L E A R N E R S I M PA C T E D $530 000+ S AV I N G S : C U M U L AT I V E & C O M M I T T E D 220+23+? O P E N T E X T B O O K S
- 19. 19 Status Peggy prompts: • Brief history • Platforms • Pressbooks, NOBA, Scalar • Ryerson + Phase 2 • Projects in progress Shhh….! Super secret sneak preview
- 20. 20 Strategies Combination of internal and community projects • Improving the platforms ~ Pressbooks & DSpace AND • Boosting community commitment to using and contributing to the repository
- 21. 21 Internal Strategies 1: Pressbooks • Support enhancements that benefit all users • New themes • Eye on accessibility • Recognition of contributors
- 22. 22 Internal Strategies 2: DSpace Source: COAR (Confederation of Open Access Repositories) | Petr Knoth
- 23. 23 Putting the Tech Pieces Together • Launch of public repository 1.0 • Summer 2018 • Plus ongoing • Enhancements to Pressbooks • Spring 2018 • Plus ongoing
- 24. 2424 How do you want to start connecting? eCampusOntario newsletter open@ecampusontario.ca (if you want to join our Google Group listserv) Cobweb by Geralt on Pixabay licensed CC0
Editor's Notes
- Introductions, name, role, interest in OER Theme: What are you searching for?
- Open is not just about “no-cost” access to materials…it’s no-cost plus permissions. Avoid the word “free” it costs time and money to create these materials, and there are many, many good quality ones. Reuse – the right to use the content in a wide range of ways (e.g., in a class, in a study group, on a website, in a video) Revise – the right to adapt, adjust, modify, or alter the content itself (e.g., translate the content into another language) Remix – the right to combine the original or revised content with other open content to create something new (e.g., incorporate the content into a mashup) Redistribute – the right to share copies of the original content, your revisions, or your remixes with others (e.g., give a copy of the content to a friend) (Wiley, 2014) Retain – the right to make, own, and control copies of the content Wiley, D. (March 4, 2014, March 4). The access compromise and the 5th R [Blog post]. Retrieved from https://opencontent.org/blog/archives/3221
- Learners – The cost of student-purchased textbooks is a common conversation related to use of open educational resources. However, when using open textbooks cost is not the only benefit for learners. Examples: learners will have materials on day one of their course (equitable access), learners can find open resources for their own learning and share them with peers and educators, learners can use open access journals, and OER for research projects, lower cost of resources means that learners may take more courses per term, and may be able to complete their degrees sooner (Fischer, Hilton III, Robinson, and Wiley, 2015). Educators – Use of open educational resources improves educator reputation with learners (instructors are perceived as more caring when they save learners money), educators can build core courses on OER and add more features to them over time, OER can be adapted and modified to suit local contexts and diverse needs, educators do not have to worry about fair dealing use rules and accidental copyright violations with OER, learners can use and remix course content for projects and assessments adhering to academic integrity. OER expands the types of resources the library can use and share with learners and educators. Instructional Designers – All of the above re: educators, open source materials provide flexible opportunities for pedagogic exploration (interactivity, project-based, and problem-based learning models, etc.). Many (not all) digital open resources are already designed with inclusive design principles (accessibility compliance). Multimedia developers – OER are predominantly digital files available in multiple file formats. This makes them easier to use and more flexible than stock music, images, video footage. Reduced concern about copyright [IP] violations (it’s still critical to evaluate open licenses for restrictions). OER can be used in course content, videos, presentations, interactive assessments, etc., can be adapted and remixed wherever needed. Administrators – Use of OER, even building entire degrees where there are no textbook costs (OER degrees, [Z Cred, Z Degree]) may represent value for learners considering study at your institution. The flexibility of OER may represent academic freedom for more of your instructors. Lowering the overall cost of post-secondary education for learners is a great advantage (access, inclusion). Digital OER are generally AODA compliant right away (reduced workload for Disability Accessibility Office staff). Fischer, L., Hilton III, J., Robinson, T. J., & Wiley, D. (2015). A multi-institutional study of the impact of open textbook adoption on the learning outcomes of postsecondary students. Journal of Computing in Higher Education, 27, 159 - 172.
- Link to downloadable PDF CCLicensesExplained https://drive.google.com/open?id=1FGP30q95Vaal2n8oMgn-sL1aQQ089B2o
- First let’s talk about the order of use that makes the most sense for finding and using OER. Adopt - the easiest path to using OER as part of media design or course design, is to adopt, with no changes, an OER that someone else has created. This can sometimes be challenging, particularly at the course level where the OER may not exactly fit the course need. It’s easier at the image, illustration, audio, or video level perhaps. Adapt - the next path to using OER is to adapt them to suit your exact need or the context of the learners. Adapt is only possible if the OER creator has provided you with editable file formats, or if you have the tools to capture and edit. The workload path for adaptation should still focus on using the majority of the OER without changes. Changes cost time and money. Create - this is the least desirable use of OER from a workload point of view (but often considered the most fun). It is also undesirable from the point of view of using what has already been created. This is where the use and design of repositories is critical. There are already millions of OER in the world, it is a waste of time and effort to recreate something that is already there. Searching repositories for the exact right thing may seem like a waste of time and effort, but it is the best place to begin. If you feel like you must create something from scratch, and public money is invested in the creation, than it should be licensed with one of the CC licenses, and made available in editable file formats.
- What research about OER is telling us…
- Open Education Ontario Ranger or Open Rangers as we call them. Volunteer open advocates on Ontario campuses. We meet on a regular basis via webconference and share what’s happening on campuses around open working groups, open projects, and use of open textbooks for example. We have a series of webinars called Bento Box where we talk about a variety of technology-enabled topics, including open education.
- Terry Greene – The Catch, Joanne Kehoe – IDIG, Technology Sandbox including Open Badging, Peg French – Librarianship, Infrastructure Open Education Fellows – Faculty Members Helen DeWaard, Laura Killam, Aaron Langille, James Skidmore, Jessica O’Reilly and Instructional Designer Maureen Glynn
- Check in with Peg French on some of the details of this project!
- Known because so many people using open are not out in the open – there are many more adoptions than formally reported. That’s another role for eCampus to play; we want to shine a spotlight on those adopters, adapters and creators
- The library is further advanced than the larger repository.