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Collaborative Remixing and Reuse of Open Educational Resources - CHI 2013 Paper Presentation
- 1. Building Open Bridges Collaborative Remixing and Reuse of Open Educational Resources across Organisations Tim Coughlan Horizon Digital Economy Research University of Nottingham, UK tim.coughlan@nottingham.ac.uk @t1mc Rebecca Pitt & Patrick McAndrew Institute of Educational Technology The Open University, UK patrick.mcandrew@open.ac.uk, r.e.pitt@open.ac.uk @BeckPitt , @openpad
- 2. Overview • Open Educational Resources (OER) • What practices emerge in using OER across educational organisations? • The Bridge to Success Initiative – Motivations and Benefits – Observed Practices • Discussion Points – Perceptions of Open Collaboration – Issues Raised
- 4. Open Educational Resources Open Educational Resources are teaching, learning or research materials that are in the public domain or released with an intellectual property license that allows for free use, adaptation, and distribution (UNESCO)
- 5. • Demand for education rapidly increasing worldwide • Costs rising in many countries • Lifelong learning expected • So OER has the potential for huge impact – Lowering costs – Establishing or raising standards (Atkins et al. 2007) Open Educational Resources
- 6. • Online courses, multimedia, interactive demonstrations, e-textbooks, lecture videos • Large-scale sharing of materials – MIT Open CourseWare since 2002 – Open University OpenLearn – Apple iTunesU Open Educational Resources
- 7. Open Educational Practices • The use of OER is poorly understood or supported beyond simple sharing. • Practices need to be developed to fulfil potential. (Conole, 2011) • Reuse is too often conceived as construction with OER as Lego bricks. • Openness should support more fine-grained modification and creativity - remixing content to be appropriate for particular audiences. (Wiley, 2009)
- 8. A Case Study: Bridge to Success
- 9. Bridge to Success • Aim: Improve support for transition to, and completion of US college education • Proven introductory online courses for higher education in the UK are shared as OER • Remixed for a US audience • Encourage and support reuse
- 10. Organisations Involved • USA – Large College – Public University – Private Research University • UK – Original Authoring University • Others involved along the way
- 11. Understanding Bridge to Success • Research embedded into the initiative to: – Identify best practices – Evaluate the impact of the OER • Interviews with project team pre, mid and post remixing • Reviewed communications, documentation, meeting notes • Visits to organisations who are reusing the materials • Interviews and surveys with educators and learners
- 13. Common Issues Faced • Shared issues faced as educators across cultures • Math(s) is key in college completion and advanced study. But students in all countries struggle to reach competency “something that is independent of any particular culture is…human behaviour and human attitudes towards mathematics” “There are similarities between the situation in the US and the UK, in that we’ve got a lot of people who are frightened of maths, think they can’t do it…but the approach to teaching maths in the two countries is quite different”
- 14. Empowerment • Ability to develop and use resources to fit, without large initial buy-in from the organisation • OER as a mechanism for provoking changes to practice within the organisation “We were teaching from textbooks, we don’t have our own materials”… (until now) “I’m really hoping that it does change some policy”
- 15. Learning from Each Other • Through remixing and reuse – Adapted course development from across the organisations – Opening up of internal systems and training each other “the whole philosophy for Open is that you can share solutions, you can share strategies, and I am seeing that happen” “initially we were so intent on just making sure that we had a solution… But we’ve learnt so much along the way that…has really made this a very rich, rewarding experience” • Serendipitously “I’ve spoken to two teachers today, who have blind students in their classrooms…studying science. Now that is key to a project that I’m working on”
- 16. Remixing the OER
- 17. Courses and Effort 1 Content Expert (US) 1 Editor (US) UK-based ProductionTeam 10+ Content Experts 2 Editors US / UK ProductionTeam 3 Months 9 Months
- 18. Envisaging the Audience • Extensive work to identify and elaborate on the envisaged audience. • Do not expect a tutor to be available, it is a bonus if they are. • Maintaining consistency is essential, so changes create overheads. the “important angle… (to view the process from) …is as the student who is seeing it for the first time, and that is critical in maintaining the instructional integrity,…consistency both in tone and in the actual instructional processes” “you know the fact that it’s difficult to ‘get’ maths online, and you know …(creating the right materials) takes time to do”
- 19. Collaboration in Remixing • Individuals had difficulty in distinguishing cultural difference from other’s beliefs in best practice • Team decision making approaches emerge “It was a right, if two people object, their names are on this project… it’s not going to be suitable”
- 20. Changes Made in Remixing
- 21. Changes Made in Remixing
- 22. Changes in Size and Unit Structure Before: 54,000 words After: 45,000 words - 9,000
- 23. Changes in Size and Unit Structure Before: 82,000 words After: 92,000 words + 10,000
- 24. Changes in Size and Unit Structure Before: 82,000 words After: 92,000 words + 20,000
- 25. Adaptive Remixing • Efficiently make the resource suitable to the envisaged audience • Judgments made as to whether contextual differences were problematic • If in doubt about content, just remove it
- 26. Creative Remixing • Taking existing work and building on it • Creating and integrating multimedia & interactive content • More time consuming than expected • Concerns for ‘exuberance’ in integrating external resources – potentially detrimental to quality and out of the team’s control.
- 27. Reusing the OER
- 28. Reuse • 16+ US-based organisations have used the materials in less than a year – Colleges – Distance learning organisations – Charity initiatives for the long-term unemployed and ‘at risk’ parents drop-in centre • 8000+ unique visitors • 1100+ registered users • Evidence of positive impact across contexts
- 29. Contextualisation • Organisations found diverse ways to utilise the OER in their context – Provide to newly enrolled students to fill the gap before the begin classes – Identify struggling students through data and present this as an alternative approach to improve skills • Support needed for sharing these innovative practices and evaluating success
- 30. Wrapping • Not changing the resource itself • Educators often combine various resources in teaching • Different styles of use and support needs • Success where combined with initiatives for improving access and skills with technology • Support needed for individual ‘wrapping’ of parts of OER with directions for learners
- 32. Expectations of Open Collaboration • Numerous individuals • Voluntary effort • Largely independent work • Spontaneous actions (e.g.Yamauchi et al. 2000)
- 34. Evolution of Open Collaboration • Around 45% of those involved in Open Source software projects are paid by companies to be (Crowston et al. 2012) • Open Hardware projects are generally undertaken by small groups, and well planned in advance, because of the nature of the product (Mellis and Buechley, 2012)
- 35. So… • Openness is increasingly intertwined with other organisational models and practices • Open collaboration varies from our original expectations across domains and cultures
- 36. OpennessAcross Organisations • Openness legitimises new ways of working in and across educational organisations • New practices of taking ownership emerge – Individuals and organisations put their name on it – OER becomes ‘our’ resource as individuals work on it – OER can empower: Changing a lot with little cost • Maintaining some control in the open – Consistency and continuity of materials seen as essential in remixing – Use of external resources and large or loose collaborations seen as problematic
- 37. Tensions in Conceptions of the Audience • Collaborative remixing involved developing a strong, shared perception of the intended audience • But openness leads to valuable reuse emerging in circumstances distinct from these original expectations. • Contextualisation and wrapping occur in response, but systems and practices are immature.
- 38. Open Collaboration… but not as we know it • OER is an example of the evolving nature of practices around openness – In domains with different cultures and outcomes – As it interacts with organisational processes and demands • Creative and adaptive remixing, contextualisation and wrapping require further support – Balancing ownership and control with openness – Maintaining continuity and consistency – Varied use contexts lead to creativity in reuse
- 39. Thanks! The Bridge to Success initiative was funded by Educause. Further research was supported by RCUK, via Horizon Digital Economy Research Tim Coughlan Horizon Digital Economy Research University of Nottingham, UK tim.coughlan@nottingham.ac.uk @t1mc Rebecca Pitt & Patrick McAndrew Institute of Educational Technology The Open University, UK patrick.mcandrew@open.ac.uk, r.e.pitt@open.ac.uk @BeckPitt , @openpad Creative Commons images courtesy of bdesham and mag3737
Editor's Notes
- How the concept is evolving in educationDescribe what we learnt from studying a large case study of cross-organisational open collaboration – B2SThis will explore the motivations and benefits expectedAnd then define the practices that emergedRaise some discussion points around general perceptions of open collaboration and the issues faced in OER
- But I’m not going to talk so much about what they are as what educators do with them.
- Rather than just understanding the resources, need to understand the practices that can be effective and support them.
- …
- Why get involved, what will come of it for all parties?
- Particularly math(s) if we can’t agree whether there is an s at the end, UK and US can certainly agree that a huge number of people’s education is damaged by struggling to develop basic skills. In UK and US, students cannot graduate from many programs without some maths, and obviously its an important life skill and important for advanced study.
- Two courses: A learning skills development course called Learning to Learn (originally Learning to Change in the UK). Lot of focus on how learning fits into and benefits people’s lives, techniques for studying etc.A maths course called Succeed with Math (originally Starting with Maths) aiming to build competencies in the major areas of mathematicsFrom a research point of view, it was interesting that the remixing of the courses was conducted in quite different ways
- Structure was unchanged,All units shrunk in terms of word count. In total a loss of about 9000 words to 45000
- Here we see something quite different. Two units were heavily expanded and split into four. In total an increase of 10000 words to 92000 words.But this doesn’t really explain everything. The focus of much of the creative work was on the original units 2 and 3, these actually expand by about 20000 words. The rest actually shrinks. This is because the team realised after a few months that they could not spend as long on the rest of the course, the type of remixing work they had undertaken was more time consuming than expected. So they had to rein things in a lot.
- Here we see something quite different. Two units were heavily expanded and split into four. In total an increase of 10000 words to 92000 words.But this doesn’t really explain everything. The focus of much of the creative work was on the original units 2 and 3, these actually expand by about 20000 words. The rest actually shrinks. This is because the team realised after a few months that they could not spend as long on the rest of the course, the type of remixing work they had undertaken was more time consuming than expected. So they had to rein things in a lot.
- Seen in Learning to Learn and latter half of Succeed with Math
- Seen in first half of the maths course.
- Now move on to the second objective of the project, which was to encourage and monitor reuse of the remixed OER.
- Generally positive reception and some good Qualitative and Quantitative evidence that it has an impact on learning, but that is for another talk.
- Our classic understanding of open collaboration in HCI comes largely from OSS projects like linuxand CBPP such as wikipedia
- And these are some of the characteristics we expect to see(independent in comparison to work inside an organisations)
- However, theopen concept is being carried in to a wider range of domains and evolvingFrom hardware to architecture, museum collections, and what we focus on here, education
- Even looking at OSS, there are elements that don’t fit the classic understanding of open collaboration…So things are changing there
- Hugely important to remixing