This document provides a final report on the "Cascading Social Science Open Educational Resources" project. The project aimed to develop a framework to cascade support for embedding open educational resources in the social sciences curriculum. Key outputs included a project blog, reflexive tasks to introduce partners to OER concepts, and presentations exploring the emerging cascade framework. The project methodology focused on critical reflection among partners and examined how institutional context impacts the use of OERs and academic practices. The report evaluates the project's outcomes in meeting its goals of developing a sustainable framework for OER reuse and repurposing in the social sciences.
How I Built startupgossip.com In A Week (using Yahoo Pipes)Sanjay Parekh
A talk I am giving at BarCamp Atlanta on October 18, 2008. Discussion will revolve around how to leverage Yahoo Pipes to build a site like startupgossip.com in no time flat.
STC09 Social Media and User ExperienceEric Grandeo
This presentation provides an overview of social media, strategy, and how it integrates and supplements the User Experience Design Process. It reviews common tactics, techniques, and strategies to become involved in the conversation.
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.
This project implemented nine school repositories and one university-wide learning repository integrated within the university's virtual learning environment to support sharing and reuse of learning resources. The project aimed to increase deposit and usage of resources through establishing workflows for content creation and resource sharing. Key outcomes included developing a metadata schema and selection criteria for learning objects, as well as increasing strategic focus on repository provision as reflected in university policies and strategies. The project successfully implemented the technical infrastructure but did not develop an interface between the learning repository and institutional repository as originally planned.
SHED explored the practicalities of a ‘student-employer’ matching service which would enhance employability learning and serve practical requirements, such as, employers accessing university resources, students finding opportunities in the workplace and institutions learning more about the marketplace.
This document provides a project plan for evaluating implementations of Making Assessment Count (MAC) processes at 6 universities. The objectives are to evaluate the MAC pilots at the institutions to facilitate embedding and sustainability, and to reinforce the business case for MAC by examining its use in different subject areas and institutional contexts. The anticipated outputs include an evaluation report presenting findings on MAC's applicability across contexts, a self-assessment procedure for institutions to plan MAC approaches, and case studies from each participating university. The overall approach involves monitoring the MAC pilots at each institution and conducting surveys, interviews and focus groups with students and staff to understand the impact on experiences, performance, satisfaction and workloads.
The document analyzes how funded science education projects disseminate outcomes to target audiences and recommendations for more effective dissemination. It finds that projects disseminate materials, guidelines, networks, and more to teachers, policymakers, and other project managers. However, stakeholders report receiving scarce information and barriers like time constraints. Recommendations include involving audiences early, using existing networks, providing incentives, and tailoring dissemination to address barriers.
This document summarizes an open educational resources (OER) project related to art, design, and media higher education. The project aims to review policies around digital learning resources, establish guidelines for open access resources, and make existing learning resources freely available through institutional repositories and JISC Jorum Open.
How I Built startupgossip.com In A Week (using Yahoo Pipes)Sanjay Parekh
A talk I am giving at BarCamp Atlanta on October 18, 2008. Discussion will revolve around how to leverage Yahoo Pipes to build a site like startupgossip.com in no time flat.
STC09 Social Media and User ExperienceEric Grandeo
This presentation provides an overview of social media, strategy, and how it integrates and supplements the User Experience Design Process. It reviews common tactics, techniques, and strategies to become involved in the conversation.
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.
This project implemented nine school repositories and one university-wide learning repository integrated within the university's virtual learning environment to support sharing and reuse of learning resources. The project aimed to increase deposit and usage of resources through establishing workflows for content creation and resource sharing. Key outcomes included developing a metadata schema and selection criteria for learning objects, as well as increasing strategic focus on repository provision as reflected in university policies and strategies. The project successfully implemented the technical infrastructure but did not develop an interface between the learning repository and institutional repository as originally planned.
SHED explored the practicalities of a ‘student-employer’ matching service which would enhance employability learning and serve practical requirements, such as, employers accessing university resources, students finding opportunities in the workplace and institutions learning more about the marketplace.
This document provides a project plan for evaluating implementations of Making Assessment Count (MAC) processes at 6 universities. The objectives are to evaluate the MAC pilots at the institutions to facilitate embedding and sustainability, and to reinforce the business case for MAC by examining its use in different subject areas and institutional contexts. The anticipated outputs include an evaluation report presenting findings on MAC's applicability across contexts, a self-assessment procedure for institutions to plan MAC approaches, and case studies from each participating university. The overall approach involves monitoring the MAC pilots at each institution and conducting surveys, interviews and focus groups with students and staff to understand the impact on experiences, performance, satisfaction and workloads.
The document analyzes how funded science education projects disseminate outcomes to target audiences and recommendations for more effective dissemination. It finds that projects disseminate materials, guidelines, networks, and more to teachers, policymakers, and other project managers. However, stakeholders report receiving scarce information and barriers like time constraints. Recommendations include involving audiences early, using existing networks, providing incentives, and tailoring dissemination to address barriers.
This document summarizes an open educational resources (OER) project related to art, design, and media higher education. The project aims to review policies around digital learning resources, establish guidelines for open access resources, and make existing learning resources freely available through institutional repositories and JISC Jorum Open.
Digital Futures in Teacher Education: Open educational resources DEFToer3
1) The document outlines a project called Digital Futures in Teacher Education that aims to raise the quality of teaching and digital literacy skills by promoting the reuse of open educational resources (OERs) in teacher education.
2) The project involves partnerships between universities and schools to develop OER textbooks and teaching resources for integrating digital literacy and OERs into teacher training courses.
3) Evaluation of integrating OERs will examine the challenges and opportunities for professional development, and the cultural and institutional contexts affecting their creation and reuse.
This document provides an overview and evaluation of the Regional Seminar for Excellence in Teaching (ReSET) Project, which took place from 2011-2014 in Russia, Belarus, and Ukraine. The project aimed to develop expertise in environmental governance and improve teaching quality/methods towards international standards. It introduced participants to interdisciplinary research and more interactive teaching styles. Over three years, the project helped participants build strong interdisciplinary skills and connect with international networks, better preparing them despite structural challenges in the region's education systems.
The document summarizes efforts by UBC Library staff to stay current with emerging technologies used by students through a series of workshops called Tools for Outreach and Teaching (TOTS). TOTS was organized as a participatory learning experience where library staff could explore new tools like wikis, virtual worlds, social networking, and social bookmarking. The informal, experimental approach proved productive and encouraged continued exploration of cutting-edge technologies relevant to students and library services.
Dissemination of the results of Educational Science Projects in EuropeBrussels, Belgium
The document discusses dissemination strategies for STEM education projects in Europe. It describes European Schoolnet's work promoting STEM, including their projects and conferences. It analyzes how funded STEM projects currently disseminate results and recommendations from stakeholders to improve dissemination, such as increasing involvement of target audiences and using existing networks. The main goals are to provide information to various audiences and help mainstream project results into policies.
21st Century University feasibility study Jouni Eho
This feasibility study looked at the disruption taking place in the higher education space and sketched an MVP prototype of a radical new 21UNI concept to be tested in Kotka, Finland
The document describes the methodology for a workshop to assess the usefulness of selected Web 2.0 tools for peer learning among older adults. Participants will be introduced to the concepts of peer learning and online social networks. They will then provide feedback on 7 preselected tools based on their ease of use, relevance for peer learning, and potential application scenarios. The goal is to evaluate the tools from the perspective of end users to inform their potential use on online platforms for older adults.
This document describes a multi-campus collaboration project between Rochester Institute of Technology (RIT) and American University in Kosovo (AUK) to develop an interactive environmental research portal. Students and faculty from media, IT, public policy, and environmental studies programs will work together. The goals are to foster global teaching and learning, increase student engagement across campuses, and raise awareness of environmental issues. Students will conduct research and create media for the portal. Courses at both schools will incorporate project modules. Resources like wikis and shared drives will facilitate collaboration. The presenters hope to expand the partnership to more campuses and improve the portal in the future.
This document provides an overview of lectures and workshops taking place from September 21-24, 2009 as part of the WCU YeungNam University Project. The schedule includes presentations on topics such as mapping political objects across social media, conducting social science research in the digital age, and challenges and opportunities for e-research in the social sciences and humanities. The document also provides background information on the WCU Project and biographical sketches of participating presenters.
Report on the findings from C-SAP (Higher Education Academy Subject
Centre for Sociology, Anthropology and Politics) survey focusing on
patterns of use of online resources in social sciences
Webinar series: Public engagement, education and outreach for carbon capture ...Global CCS Institute
The public engagement, education and outreach for CCS Webinar Series kicked off this September with a stellar opportunity to join three international public engagement experts, as they reflected on the key research findings and lessons learned from over 10 years of social research and project engagement experience.
World-renowned social researcher and IEAGHG Social Research Network Chair Peta Ashworth started the discussion by setting out her key lessons learned, and what future challenges and opportunities she perceives for public engagement with CCS.
An expert panel made up of Sarah Wade, Environmental Regulation and Policy Consultant and Coordinator of the Outreach Working Group for the US Department of Energy Regional Carbon Sequestration Partnership Initiative, and Norm Sacuta, Communication Manager at the Petroleum Technology Research Centre and Director of Communications for the IEAGHG Weyburn-Midale CO2 Monitoring and Storage Project, then discussed these conclusions and their own experiences of engaging the public, before opening the Webinar up to questions from the audience.
This entire Webinar Series has been designed to hear directly from the experts and project practitioners researching and delivering public engagement, education and outreach best practice for CCS.
This first Webinar combined elements of social research with real world application and discussion, showcasing important learnings, and concluding with links to further publications and resources for those wishing to learn more.
This report reviews the Sida-funded project "Education for Sustainable Development in Action (ESDA)" implemented in Ukraine from 2007-2012. The project introduced sustainable development lessons into school curricula in eight Ukrainian regions, reaching its targets of involving teachers and schools. It contributed to enhancing public and state institutional understanding of sustainability issues. Sustainable development was delivered through innovative, interactive teaching that engaged pupils, parents and teachers. While the subject is not mandatory, participating schools are likely to continue it. At the individual level, the project achieved lasting changes in awareness and habits. However, financing and a supportive policy environment are needed for long-term sustainability.
This document provides an overview of best practices for stakeholder engagement and communication regarding carbon capture and storage (CCS) projects, based on research and lessons learned from past CCS projects. It discusses five key steps for an effective stakeholder strategy: identifying stakeholders, understanding stakeholders, crafting appropriate messages, selecting suitable messengers, and integrating communication as a core project activity. Common success factors include considering social context, early engagement, targeted messaging, flexibility, and education. The document also describes education outreach resources available through the Global CCS Institute.
This project explored the use of various Web 2.0 tools to enhance learning for students in an online Masters program in structural molecular biology. Students' opinions were surveyed at the beginning and end of the academic year. Most tools were well received, particularly blogs and instant messengers. However, the results highlighted the importance of pedagogy guiding technology choice and ensuring tools benefit all students. While wikis and the course blog were popular, students preferred real-time communication over older tools and formats varied between student groups. The findings suggest matching tools to pedagogical needs and ensuring accessibility for all students.
This document provides an overview of the C-SAP OER pilot project which aimed to explore open sharing of teaching materials from academic partners in sociology, politics, anthropology, and criminology. The project sought to examine tacit assumptions around resource creation and sharing. Partners contributed approximately 60 credits of materials to repositories like JORUM and MERLOT. The project developed mapping and review tools to help facilitate understanding and reuse of resources by revealing tacit elements normally left unstated. Case studies examined partners' experiences with the process of opening up materials.
This document announces a workshop on social media in Korea to be held on September 22, 2009. The workshop will be facilitated by Nicholas Jankowski and will take place at YeungNam University. Participation is open to advanced undergraduate and graduate students, but is limited to 20 people who must register by email. The workshop will include a short presentation followed by discussion of assigned readings on social media. Participants must submit a preparatory assignment by September 17 that identifies important literature, proposes a research question, and includes a brief biography. The preparatory readings are articles from a 2007 issue of the Journal of Computer-Mediated Communication on social network sites.
This interim report summarizes the activities and progress of the PREDICT project between May 2011 and October 2011. Key activities included analyzing collected data, auditing undergraduate program specifications against the university's curriculum framework, mentoring new program development, and disseminating guidance documents and conference presentations. Opportunities for further student engagement and collecting additional case studies were identified. Risks included potential impacts of the university's new strategic focus, and the upcoming maternity leave of the project director. The report outlined ongoing and planned outputs including publications, guidance documents, and continued data analysis and evaluation activities over the final year of the project.
Accessibility issues in the context of UK Open Educational Resources programmeakgruszczynska
This document discusses three issues related to accessibility in the context of the UK Open Educational Resources (OER) program: 1) The relevance of communities of practice for supporting accessibility, 2) The transition from accessibility novice to expert, and incentives for developing accessible practices. It provides an overview of the UK OER program and analyzes each issue in detail while also exploring their interplay and relevance to the author's professional experience with the program. The author concludes by making recommendations to address these issues.
enhanced publications eHumanities Group proposalNick Jankowski
This proposal seeks funding to develop enhanced digital publications for four scholarly books in the humanities and social sciences. It involves creating websites to complement printed books, containing supplementary materials, visualizations, search functions, and options for author updates. The project also aims to aggregate content across the individual book websites to support queries and relationships between topics. Finally, it will disseminate lessons through conferences and open educational resources for other scholars. The coordinating institution is the KNAW e-Humanities Group. If funded, the project would run from January to June 2010 and involve four affiliated scholars in developing hybrid print-digital versions of their published or forthcoming books.
The document provides a list of school names along with initials in parentheses indicating whether they are primary (blue) or secondary (red) schools. It also states that the list relates to a map of schools involved in the Digital Futures in Teacher Education project.
The document provides a list of school names along with initials in parentheses indicating whether they are primary (blue) or secondary (red) schools. It also states that the list relates to a map of schools involved in the Digital Futures in Teacher Education project.
Digital Futures in Teacher Education: Open educational resources DEFToer3
1) The document outlines a project called Digital Futures in Teacher Education that aims to raise the quality of teaching and digital literacy skills by promoting the reuse of open educational resources (OERs) in teacher education.
2) The project involves partnerships between universities and schools to develop OER textbooks and teaching resources for integrating digital literacy and OERs into teacher training courses.
3) Evaluation of integrating OERs will examine the challenges and opportunities for professional development, and the cultural and institutional contexts affecting their creation and reuse.
This document provides an overview and evaluation of the Regional Seminar for Excellence in Teaching (ReSET) Project, which took place from 2011-2014 in Russia, Belarus, and Ukraine. The project aimed to develop expertise in environmental governance and improve teaching quality/methods towards international standards. It introduced participants to interdisciplinary research and more interactive teaching styles. Over three years, the project helped participants build strong interdisciplinary skills and connect with international networks, better preparing them despite structural challenges in the region's education systems.
The document summarizes efforts by UBC Library staff to stay current with emerging technologies used by students through a series of workshops called Tools for Outreach and Teaching (TOTS). TOTS was organized as a participatory learning experience where library staff could explore new tools like wikis, virtual worlds, social networking, and social bookmarking. The informal, experimental approach proved productive and encouraged continued exploration of cutting-edge technologies relevant to students and library services.
Dissemination of the results of Educational Science Projects in EuropeBrussels, Belgium
The document discusses dissemination strategies for STEM education projects in Europe. It describes European Schoolnet's work promoting STEM, including their projects and conferences. It analyzes how funded STEM projects currently disseminate results and recommendations from stakeholders to improve dissemination, such as increasing involvement of target audiences and using existing networks. The main goals are to provide information to various audiences and help mainstream project results into policies.
21st Century University feasibility study Jouni Eho
This feasibility study looked at the disruption taking place in the higher education space and sketched an MVP prototype of a radical new 21UNI concept to be tested in Kotka, Finland
The document describes the methodology for a workshop to assess the usefulness of selected Web 2.0 tools for peer learning among older adults. Participants will be introduced to the concepts of peer learning and online social networks. They will then provide feedback on 7 preselected tools based on their ease of use, relevance for peer learning, and potential application scenarios. The goal is to evaluate the tools from the perspective of end users to inform their potential use on online platforms for older adults.
This document describes a multi-campus collaboration project between Rochester Institute of Technology (RIT) and American University in Kosovo (AUK) to develop an interactive environmental research portal. Students and faculty from media, IT, public policy, and environmental studies programs will work together. The goals are to foster global teaching and learning, increase student engagement across campuses, and raise awareness of environmental issues. Students will conduct research and create media for the portal. Courses at both schools will incorporate project modules. Resources like wikis and shared drives will facilitate collaboration. The presenters hope to expand the partnership to more campuses and improve the portal in the future.
This document provides an overview of lectures and workshops taking place from September 21-24, 2009 as part of the WCU YeungNam University Project. The schedule includes presentations on topics such as mapping political objects across social media, conducting social science research in the digital age, and challenges and opportunities for e-research in the social sciences and humanities. The document also provides background information on the WCU Project and biographical sketches of participating presenters.
Report on the findings from C-SAP (Higher Education Academy Subject
Centre for Sociology, Anthropology and Politics) survey focusing on
patterns of use of online resources in social sciences
Webinar series: Public engagement, education and outreach for carbon capture ...Global CCS Institute
The public engagement, education and outreach for CCS Webinar Series kicked off this September with a stellar opportunity to join three international public engagement experts, as they reflected on the key research findings and lessons learned from over 10 years of social research and project engagement experience.
World-renowned social researcher and IEAGHG Social Research Network Chair Peta Ashworth started the discussion by setting out her key lessons learned, and what future challenges and opportunities she perceives for public engagement with CCS.
An expert panel made up of Sarah Wade, Environmental Regulation and Policy Consultant and Coordinator of the Outreach Working Group for the US Department of Energy Regional Carbon Sequestration Partnership Initiative, and Norm Sacuta, Communication Manager at the Petroleum Technology Research Centre and Director of Communications for the IEAGHG Weyburn-Midale CO2 Monitoring and Storage Project, then discussed these conclusions and their own experiences of engaging the public, before opening the Webinar up to questions from the audience.
This entire Webinar Series has been designed to hear directly from the experts and project practitioners researching and delivering public engagement, education and outreach best practice for CCS.
This first Webinar combined elements of social research with real world application and discussion, showcasing important learnings, and concluding with links to further publications and resources for those wishing to learn more.
This report reviews the Sida-funded project "Education for Sustainable Development in Action (ESDA)" implemented in Ukraine from 2007-2012. The project introduced sustainable development lessons into school curricula in eight Ukrainian regions, reaching its targets of involving teachers and schools. It contributed to enhancing public and state institutional understanding of sustainability issues. Sustainable development was delivered through innovative, interactive teaching that engaged pupils, parents and teachers. While the subject is not mandatory, participating schools are likely to continue it. At the individual level, the project achieved lasting changes in awareness and habits. However, financing and a supportive policy environment are needed for long-term sustainability.
This document provides an overview of best practices for stakeholder engagement and communication regarding carbon capture and storage (CCS) projects, based on research and lessons learned from past CCS projects. It discusses five key steps for an effective stakeholder strategy: identifying stakeholders, understanding stakeholders, crafting appropriate messages, selecting suitable messengers, and integrating communication as a core project activity. Common success factors include considering social context, early engagement, targeted messaging, flexibility, and education. The document also describes education outreach resources available through the Global CCS Institute.
This project explored the use of various Web 2.0 tools to enhance learning for students in an online Masters program in structural molecular biology. Students' opinions were surveyed at the beginning and end of the academic year. Most tools were well received, particularly blogs and instant messengers. However, the results highlighted the importance of pedagogy guiding technology choice and ensuring tools benefit all students. While wikis and the course blog were popular, students preferred real-time communication over older tools and formats varied between student groups. The findings suggest matching tools to pedagogical needs and ensuring accessibility for all students.
This document provides an overview of the C-SAP OER pilot project which aimed to explore open sharing of teaching materials from academic partners in sociology, politics, anthropology, and criminology. The project sought to examine tacit assumptions around resource creation and sharing. Partners contributed approximately 60 credits of materials to repositories like JORUM and MERLOT. The project developed mapping and review tools to help facilitate understanding and reuse of resources by revealing tacit elements normally left unstated. Case studies examined partners' experiences with the process of opening up materials.
This document announces a workshop on social media in Korea to be held on September 22, 2009. The workshop will be facilitated by Nicholas Jankowski and will take place at YeungNam University. Participation is open to advanced undergraduate and graduate students, but is limited to 20 people who must register by email. The workshop will include a short presentation followed by discussion of assigned readings on social media. Participants must submit a preparatory assignment by September 17 that identifies important literature, proposes a research question, and includes a brief biography. The preparatory readings are articles from a 2007 issue of the Journal of Computer-Mediated Communication on social network sites.
This interim report summarizes the activities and progress of the PREDICT project between May 2011 and October 2011. Key activities included analyzing collected data, auditing undergraduate program specifications against the university's curriculum framework, mentoring new program development, and disseminating guidance documents and conference presentations. Opportunities for further student engagement and collecting additional case studies were identified. Risks included potential impacts of the university's new strategic focus, and the upcoming maternity leave of the project director. The report outlined ongoing and planned outputs including publications, guidance documents, and continued data analysis and evaluation activities over the final year of the project.
Accessibility issues in the context of UK Open Educational Resources programmeakgruszczynska
This document discusses three issues related to accessibility in the context of the UK Open Educational Resources (OER) program: 1) The relevance of communities of practice for supporting accessibility, 2) The transition from accessibility novice to expert, and incentives for developing accessible practices. It provides an overview of the UK OER program and analyzes each issue in detail while also exploring their interplay and relevance to the author's professional experience with the program. The author concludes by making recommendations to address these issues.
enhanced publications eHumanities Group proposalNick Jankowski
This proposal seeks funding to develop enhanced digital publications for four scholarly books in the humanities and social sciences. It involves creating websites to complement printed books, containing supplementary materials, visualizations, search functions, and options for author updates. The project also aims to aggregate content across the individual book websites to support queries and relationships between topics. Finally, it will disseminate lessons through conferences and open educational resources for other scholars. The coordinating institution is the KNAW e-Humanities Group. If funded, the project would run from January to June 2010 and involve four affiliated scholars in developing hybrid print-digital versions of their published or forthcoming books.
Similar to Draft final report for cascade project (20)
The document provides a list of school names along with initials in parentheses indicating whether they are primary (blue) or secondary (red) schools. It also states that the list relates to a map of schools involved in the Digital Futures in Teacher Education project.
The document provides a list of school names along with initials in parentheses indicating whether they are primary (blue) or secondary (red) schools. It also states that the list relates to a map of schools involved in the Digital Futures in Teacher Education project.
Anderson & Sutton: A toolkit for embedding methods teaching within a sociolog...CSAPSubjectCentre
The document describes a project to develop a toolkit for embedding research methods teaching, both qualitative and quantitative, into UK sociology programs. The toolkit involves taking students on a structured fieldtrip to two contrasting urban areas to collect data on health/wellbeing and deprivation. Prior to and after the fieldtrip, students complete classroom and online activities. The goal is to give students hands-on research experience to develop skills for employment while increasing understanding and application of methods. Student feedback indicated the fieldtrip helped make sociological concepts more concrete and aided learning by directly observing neighborhood differences.
Fidelma Ashe: Harnessing political theory to facilitate students' engagementCSAPSubjectCentre
This document discusses an alternative approach to helping students develop employability skills through their studies. It focuses on using political theory concepts to give students a more critical understanding of graduate employment. The project delivered employability sessions through a political thought module using a learning pyramid framework. Student feedback indicated the sessions increased their critical understanding of factors influencing graduate employment compared to traditional skills-focused approaches. Students engaged with topics like the relationship between identity and employment. The project shows critical knowledge can support students in both their studies and graduate employment prospects in politics degrees.
Tung: Case studies of international students in the UKCSAPSubjectCentre
The document summarizes a publication that shares the experiences of 7 international postgraduate students studying social sciences in the UK. The publication aims to understand what it is like for international students to study social sciences in the UK from their perspective. Each case study describes why the student chose to share their experience and discusses their learning, teaching, assessment issues and challenges they faced as an international student. Common themes across the cases included resilience and valuing the whole learning experience as a process rather than just the final grade. The document suggests the publication would be of interest to higher education institutions, current and prospective international students, and students who have completed their studies.
This document discusses using YouTube videos in the classroom. It provides background on the history of using video in education. While videos can be effective, their educational value depends on how well they are tied to instructional objectives. The document then discusses how online videos are different from traditional media due to the massive amounts available for free online. It also notes challenges like dealing with the enormous number of videos, ensuring quality, and handling inappropriate content and advertising. The document goes on to describe a study exploring the use of videos in teaching sociology and issues that arose. It proposes a model for integrating curated video playlists and discusses opportunities for student engagement as well as remaining challenges.
This document discusses open educational resources (OER) and how they can be reused and shared under attribution and share-alike licenses. It mentions a joint blog between Oxford and Cambridge universities about politics that uses OER. It also briefly describes dynamic collections that can automatically generate OER reading lists.
The document discusses emerging technologies and the future of learning. It notes that new technologies are often initially met with opposition but will become indispensable over time. The future of learning is described as being open, social, personalized and augmented with technologies that enhance connections and learning experiences.
The document discusses three UKOER projects led by C-SAP that explored open educational resources (OER) in the social sciences. The first was a pilot project involving 6 academic partners who contributed approximately 60 credits of teaching materials which were deposited in open repositories. It aimed to examine assumptions around sharing resources and encourage longer-term OER release. Outputs included a project toolkit and case studies. The second project aimed to improve discoverability of OER for research methods teaching through a survey and website. The third, Cascade, emphasized the broader contexts of OER creation and reuse and involved three higher education institutions developing tools to reflect on practice and conditions for resource sharing.
Tutors considered several key factors when deciding whether to reuse open educational resources for research methods teaching, including interactivity, media richness, feedback, and academic credibility. Both smaller and larger resources had advantages, with smaller resources supporting more autonomous learning but less credibility, and larger resources requiring more work to introduce but being more credible. While context-free resources may be more reusable, tutors would need to do more work setting them in a subject-specific context. The size and level/context specificity of resources influenced how autonomous learners could be as well as the tutor workload.
The document discusses accessibility issues related to open educational resources (OERs) in the context of the UK OER programme pilot phase. It outlines some key OER-specific accessibility challenges including unknown user contexts, lack of quality control when resources are repurposed, and inability to control accessibility in different environments where resources are used. The document also analyzes how accessibility was approached during the UK OER pilot phase, noting it was often an afterthought due to cost and time constraints. It recommends producing specific OER accessibility guidelines and promoting tools to help create accessible resources.
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
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Draft final report for cascade project
1. Project Identifier:
Version: 1.0
Contact:a.gruszczynska@bham.ac.uk
Date:27 June 2011
The Higher Education Academy (HEA)/JISC Draft Final Report
Project Information
Project Identifier To be completed by HEA/JISC
Project Title Cascading Social Science Open Educational Resources
Project Hashtag #csapoer
Start Date 30 August 2010 End Date 30 August 2011
Lead Institution C-SAP (Higher Education Academy Subject Centre for Sociology,
Anthropology and Politics)
Project Director n/a
Project Manager Anna Gruszczynska (from 1 February 2011), Darren Marsh (until 30
January 2011)
Contact email a.gruszczynska@bham.ac.uk
Partner Institutions Teesside University, University Centre at Blackburn College, Bangor
University, Cardiff University
Project Web URL Csapopencascade.wordpress.com
Programme Name Open Educational Resources Phase 2
Programme Manager Heather Price/ Maggie Stephens
Document Information
Author(s) Anna Gruszczynska
Project Role(s) Project manager
Date 27 June 2011 Filename OER_PhaseTwo_Final_Report
draft cascade 27June2011.v1.2
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URL n/a
Access This report is for general dissemination
Document History
Version Date Comments
1.0 21 June 2011 Draft version
1.1 24 June 2011 Version incorporates comments from project team – Richard
Pountney (project consultant) and Helen Jones (project critical
friend).
1.2 27 June 2011 Version incorporates comments from C-SAP team (Helen
Howard)
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Table of Contents
ACKNOWLEDGEMENTS ................................................................................................................. 5
PROJECT SUMMARY ..................................................................................................................... 5
MAIN BODY OF REPORT ............................................................................................................... 6
PROJECT OUTPUTS AND OUTCOMES ............................................................................................................ 6
HOW DID YOU GO ABOUT ACHIEVING YOUR OUTPUTS / OUTCOMES? ................................................................ 9
Project methodology: overview ....................................................................................................... 9
Project methodology: approach to evaluation ..............................................................................10
CASCADE FRAMEWORK PRIORITY AREAS ..................................................................................................... 11
Cascade framework elements: Student engagement (HE in FE context) .......................................11
Cascade framework: OER release ..................................................................................................12
IMMEDIATE IMPACT IN THE CONTEXT OF CASCADE FRAMEWORK.....................................................................13
FUTURE IMPACT .....................................................................................................................................15
CONCLUSIONS ............................................................................................................................ 16
GENERAL CONCLUSIONS ..........................................................................................................................16
CONCLUSIONS RELEVANT TO THE WIDER COMMUNITY ..................................................................................16
CONCLUSIONS RELEVANT TO THE HEA/JISC ...............................................................................................16
RECOMMENDATIONS ................................................................................................................. 17
GENERAL RECOMMENDATIONS .................................................................................................................17
RECOMMENDATIONS FOR THE WIDER COMMUNITY ......................................................................................17
RECOMMENDATIONS FOR THE HEA/JISC ...................................................................................................17
IMPLICATIONS FOR THE FUTURE ................................................................................................. 17
REFERENCES ............................................................................................................................... 18
APPENDICES ............................................................................................................................... 19
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APPENDIX 1: RESOURCES CREATED BY PARTNERS ....................................................................... 19
UNIVERSITY CENTRE BLACKBURN COLLEGE [UCBC] PARTNER ........................................................................19
WELSH FEDERAL COLLEGE PARTNER (UNIVERSITY OF CARDIFF/BANGOR UNIVERSITY) .......................................19
TEESSIDE UNIVERSITY PARTNER.................................................................................................................19
APPENDIX 2: ANALYTICS FOR CASCADE RESOURCES .................................................................... 20
C-SAP CASCADE RESOURCES ON SLIDESHARE ..............................................................................................20
C-SAP PROJECT BLOG: NUMBER OF VIEWS .................................................................................................20
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Acknowledgements
The “Cascading Social Science Open Educational Resources” was undertaken as part of second phase
of the HEA/JISC-funded UK OER programme. The C-SAP project team would like to thank a number
of individuals and groups who have contributed to the project, including:
- All project partners
- Richard Pountney (project consultant)
- Helen Jones (project critical friend)
- Sahm Nikoi (project evaluator)
- C-SAP team – Helen Howard and Frances Worrall
- Other projects participating in the second phase of the UKOER programme, who contributed
their insights and kindly offered feedback at various programme meetings
Project Summary
This project seeks to cascade support for embedding Open Educational Resources within the social
sciences curriculum, focusing on the relationship between the use of OERs and student engagement.
The project worked with a small cluster of academic staff from three HEIs, including a partner
providing HE provision in an FE institution. We have developed a collaborative method of working
with our partners, with an emphasis on reflection in the process of learning about OERs. Project
partners were also encouraged to expose and challenge some of the tacit assumptions about
academic practice and sharing teaching resources.
Throughout the lifetime of the project, we focused on three priority areas closely linked to project
objectives; which are student engagement, OER release and cascade framework. The collaborative
nature of the project methodology meant that our work within those areas was also informed by
issues that project partners identified as relevant to their own practice, such as challenges specific to
HE in FE or the Welsh-medium context in the curriculum. Overall, our engagement with curriculum
issues has taken the form of examining the impact of the institutional context on academic practices
that shape the curriculum and their relevance for OERs. This approach emerged from conversations
between the project consultant and the project partners, which were based on the following
proposition put forward by the consultant:
The use of OER in T[eaching] and L[earning] practice is part of the continuum of practice
between Initial Idea for Teaching Activity (Course and Module planning) through the
approval process (Validation) to Delivery (teaching, learning and assessment). This
continuum can be also seen to be a cycle in which student feedback (evaluation) can
influence further instances of L[earning], T[eaching] and A[ssessment]. Our capacity as
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teachers to take up OER is affected by various factors including institutional culture,
professional skills, technical skills and knowledge of how to find and use OERs, and an
individual orientation towards change / development of practice.
The project also focused ways in which institutional context affects “readiness” for OERs (see also
OPAL, 2011) and the process of OER creation and (re)use. Within that context, we have explored the
challenges of engaging students with OERs, especially when those resources are positioned outside
of the core curriculum. We believe that our work emphasises the relevance of addressing issues
related to pedagogy and tacit elements of academic practice, and that crucially, those are as
important as issues related to technical development. Therefore, it is imperative to encourage a
broader discussion on issues related to the open education principles and the transformative
potential of OERs for pedagogic and academic practices.
Main Body of Report
Project Outputs and Outcomes
Output / Brief Description and URLs
Outcome Type
Project blog Cascade project blog
Csapopencascade.wordpress.com
The project team has used the blog as a space to inform the wider OER
community of work-in-progress on the cascade project. We also used the blog to
comment on issues of relevance to the larger programme such as open textbooks,
accessibility, challenges specific to the HE in FE institutions etc.
Twitter account Project Twitter account (@csapoer2)
http://twitter.com/#!/csapoer2
The project team has used the Twitter account to interact with the wider OER
community and to publicise information about resources produced in the context
of the project
Reflexive tasks Task 1 - Introducing Open Educational Resources
(leaflets) http://www.slideshare.net/CSAPSubjectCentre/cascadetask1forpartnersintroduci
ngoe-rs
Task 2 - Exploring Open Educational Resources
http://www.slideshare.net/CSAPSubjectCentre/cascadetask2forpartnersexploring
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oe-rs
Task 3 – Developing the cascade framework
http://www.slideshare.net/CSAPSubjectCentre/csapoer2reflexivetask3developing
cascadeframework3-feb2011
Task 4 – Peer review
http://www.slideshare.net/CSAPSubjectCentre/cascade-reflexive-taskpeer-review
The tasks were built around a series of reflexive prompts designed to introduced
partners to OER-related concepts, explore their understanding of open education
as well as aid them with articulating the emerging cascade framework. They
constitute an essential part of project methodology which is based around a
reflexive yet critical approach towards Open Educational Resources, which
encourages exposing and challenging some of the tacit assumptions about
academic practice and sharing teaching resources.
Presentation Draft of cascade framework
http://prezi.com/mkkn3_k6-zgb/cascade/
This presentation formed part of our efforts to articulate the emerging cascade
framework.
Presentation OER cascade
(VoiceThread) http://voicethread.com/?#q.b1815037
In this presentation, the cascade project consultant uses VoiceThread to articulate
the “problem space” for the cascade framework, focusing on issues of pedagogy.
Presentation OERs Across Sectors (FE)
http://www.slideshare.net/CSAPSubjectCentre/oers-across-sectors-csap-oer-
cascade
This presentation was delivered as part of an Elluminate session that took place
on 12 April 2011 and focused on challenges specific to HE in FE in the context of
the cascade project.
Presentation Mapping the curriculum through shared representations of intentions to teach
http://www.ucel.ac.uk/oer11/abstracts/1162.html
This presentation was delivered by the cascade project consultant, Richard
Pountney as part of the OER2011 conference (11-13 May 2011, Manchester) and
focused on the development of a curriculum mapping toolkit over two phases of
C-SAP OER projects. The presentation focused on the potential of the toolkit for
integrating OERs within curriculum design and review as part of the cascade
framework.
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Mindmap Mindmap of the cascade framework
http://www.mindmeister.com/78727474/cascade-framework-draft
This mindmap was created to help the project team visualise the emerging
cascade framework and identify priority areas.
Leaflet OER fact sheet
http://www.slideshare.net/CSAPSubjectCentre/oerfactsheet15-oct2010
The fact sheet provides an overview of the aims and objectives of the OER
programme (both pilot and second phase), introduces some of the OER key
initiatives such as MIT OpenCourseware, Jorum and MERLOT repositories. It also
focuses on key points and benefits of OERs as well as issues realetd to IPR,
copyright and Creative Commons licensing.
- Open Educational Resources Pilot Programme (April 2009-April 2010)
- Open Educational Resources phase 2 (August 2010-August 2011)
- OER key initiatives
- Evaluation and synthesis report
Leaflet Resources on open textbooks
http://www.slideshare.net/CSAPSubjectCentre/csapoer2cascaderesourcesonope
ntextbooks31-jan2011
The leaflet covers major US-based open textbooks initiatives, including the Open
Access Textbooks Project, Community College Consortium for Open Educational
Resources and College Open Textbooks. It also signposts relevant resources on
finding, authoring and sharing open textbooks.
Leaflet Open Educational Resources: Cascading Knowledge
http://www.slideshare.net/CSAPSubjectCentre/open-educational-resources-
booklet
The leaflet is aimed at a general social sciences audience and provides
information about the involvement of C-SAP in the UK OER programme.
Discussion Accessibility issues in the context of C-SAP cascade project
paper http://www.slideshare.net/CSAPSubjectCentre/accessibility-issues-in-the-
context-of-csapoer2-project
This working paper makes the case for developing OER-specific accessibility
guidance and focuses on incentives for embedding accessible practice. It also
discusses the relevance of communities of practice framework for supporting
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accessibility in the context of OER programme.
Wiki Cascade project wiki
At the moment, the wiki is a closed, password protected working space for the
partners to share ideas, offer their responses to the reflexive tasks and share early
versions of the resources being developed. The wiki will be opened up at the end
of August and will function as a resource reflecting the process of developing the
cascade framework.
Project Methodology for developing a cascade framework
methodology
The cascade project methodology is based around a critical engagement with
OERs, embedded within the social sciences framework of knowledge production.
It encourages a critical exploration of tacit elements of OER creation, with an
emphasis on issues related to pedagogy.
See also Appendix 2 (page 20) for information about user statistics.
How did you go about achieving your outputs / outcomes?
The aim of our project is to develop a sustainable cascade framework for release, reuse and
repurposing of OERs within the context of the social sciences curriculum, with an emphasis on
exploring pedagogy-related issues. Overall, our engagement with curriculum issues has taken the
form of examining the impact of institutional context on academic practices which shape the
curriculum and their relevance for OERs. We have also focused on the relevance of the disciplinary
context (in particular, the specificity of social sciences and the process of knowledge production) for
OERs.
Project methodology: overview
In terms of methodology, the project is working with a small cluster of academic staff from three
HEIs, including an HE in FE institution. Building on our experiences from the OER pilot project, we
have developed a collaborative method of working with our partners, with an emphasis on reflection
in the process of learning about OERs. Through a series of reflexive tasks (see page 6 for links to
relevant documents), project partners are encouraged to expose and challenge some of the tacit
assumptions about academic practice and sharing teaching resources. This approach is combined
with face-to-face meetings. Partner meetings1 took place in October 2010, January 2011 and June
1
Relevant blog posts about partner meetings can be found on the project blog
http://csapopencascade.wordpress.com/category/project-meetings/
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2011. Project partners also had a chance to participate in an additional workshop in May devoted to
technical issues such as the use of VoiceThread and depositing Blackboard-based content into
educational repositories. Furthermore, the project team (project manager, consultant and critical
friend) are providing on-going support as and when requested by the partners.
Project methodology: approach to evaluation
Our reflexive approach towards the project methodology also extends to evaluation. We have
arranged for an external evaluator to undertake summative evaluation of the project and specified
within the brief that the evaluator should explore partners’ understanding of the
collaborative/reflexive approach towards developing a cascade framework. At the same time,
formative evaluation has been on-going throughout the lifetime of the project and so partners had
the opportunity to engage in informal evaluation through reflexive tasks designed by the project
team and offer feedback on their emerging understanding of the cascade framework. Furthermore,
through partners’ responses to the reflexive prompts within the tasks, as well as follow-up phone
conversations, the project team had a chance to gain an insight into partners’ contributions to the
project and their progress. This is where the contributions of the project consultant (Richard
Pountney) were particularly valuable in terms of drawing out the tacit elements of partners’
pedagogic practices in the context of OER production.
There is also an element of student evaluation, where possible, partners have incorporated OERs
into their teaching and offered their students a chance to provide feedback through surveys and
focus groups; student were also involved in user testing of the resources being developed in the
context of the project.
In addition to the formal evaluation, the project critical friend has undertaken an internal evaluation
focusing on issues around project methodology. While only two of the partners took part, those
conversations offer a useful insight into partners’ perceptions of project methodology, as reflected
in the quotes below:
There are times that I would sooner focus on getting the resources into the correct format
for JORUM rather than take the time to complete tasks but they have been useful and my
response at the end of the project will probably see the tasks much more positively.
When the project first began it all seemed quite daunting and uncertain. As the project has
progressed we have grown in confidence and we have really benefitted at a local level and
even at the level of being able to spend time working together (…) Overall the project‘s
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methodological approach has been very positive experience and there is a sense that
partners do not want the project to end as that will return them to the ‘real world’.2
The above quotes reflect some of the issues involved in adopting a more reflexive approach to OER
creation/release as well as some potential problems with the transferability of the cascade
framework outside of the context of OER programme. The C-SAP cascade framework seems to be
challenging what our partners consider to be part of their “normal” academic practice and pushing
them beyond their comfort zones. There are some positive elements to being challenged in that way
– hence possibly the comment about unwillingness to return to the “real world”. At the same time,
the approach we have chosen could be seen as potentially too time-consuming and at odds with the
needs of busy lecturers who might only be interested in gaining technical competence in creating
OERs. While not mentioned here explicitly, the institutional diversity of our academic partners might
have made it more difficult at times to engage in reflexive activities and identify commonalities in
that context. At the same time, both partners quoted above seem to recognise the long-term
potential of the C-SAP cascade approach and the perhaps less tangible awards of being able to spend
some time on reflexive activities and focus on the “why” rather than “how-to” of OERs. Those issues
will be further explored in any future conference and research papers emerging from the project.
Cascade framework priority areas
Throughout the lifetime of the project, we focused on three priority areas closely linked to project
objectives: student engagement, OER release and the cascade framework. The collaborative nature
of our project methodology meant that our work within those areas was also informed by issues that
project partners identified as relevant to their own practice, such as challenges specific to HE in FE or
the Welsh-medium context in the curriculum. Accordingly, those issues are reflected in the OERs
that the partners are planning to release (for more information, see Appendix 1, page 19) as well as
the project blog.3 In addition, our engagement with issues related to the social sciences curriculum
has focused mostly on exploring ways in which institutional context affects “readiness” for OERs and
the process of OER creation and (re)use. Accordingly, in the context of the project, we have also
explored the challenges of engaging students with OERs, especially when those resources are
positioned outside of the core curriculum.
Cascade framework elements: Student engagement (HE in FE context)
Institutional context has strongly influenced issues around student engagement, as demonstrated by
the experiences of our FE partners from University Centre at Blackburn College [UCBC], who at the
2
Both quotes are located on password-protected project wiki which is due to be released in August,
see section devoted to project outputs.
3
See posts tagged under “cascade framework”
http://csapopencascade.wordpress.com/category/cascade-framework/
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outset of the project hoped to explore the pedagogic potential open education and the concept of
students as creative co-producers of knowledge (Neary and Winn, 2009; Winn, 2011). This radical
vision clashed with students’ general unwillingness to engage with OERs even at the level of use, let
alone re-use and creation. This was illustrated very vividly through the findings from an informal
focus group aimed at introducing students to OERs, which included an overview of OER repositories
as well as ideas around open education such as edupunk etc. While initially the students seemed to
appreciate the concept of using OERs, their interest was short-lived:
virtually all members of the group had not really interacted with the materials in any way
whatsoever. So, I asked them why this was the case, and the various (though quite standard)
responses related to the ‘context’ (or perceived rationale) to actually embark upon such
activities. The group (even the few students who had made at least some attempt to access
the OERs) identified as part of their feedback, that, as undergraduates, their preference is to
focus upon specific and directed research, self-directed activities that can ‘clearly’ (and
positively) influence the grades attained in assignments (and exams).4
Thus the main issue was that students struggled to see the relevance of OERs and perceived them as
extracurricular and external to their learning. Overall, this is an important finding in terms of
positioning OERs within the curriculum, at the same time the quote points to challenges involved in
realising the full potential of OERs for learning and teaching.
Cascade framework: OER release
The partners’ institutional context featured strongly when it came to identifying priority issues for
the project and so one issue that became quite prominent was that of Welsh-medium context within
the social sciences curriculum. Our partners located within the Welsh Federal College
(http://www.colegcymraeg.org/) are creating and repurposing OERs in the context Y Porth learning
gateway (http://www.porth.ac.uk/en/), which has been developed to allow universities across Wales
to share Welsh medium resources nationally and deliver cross-institutional university modules using
innovative e-learning technologies. There are complexities in terms of three levels of access to Y
Porth, which hosts resources that are freely and openly available to anyone regardless of their
institutional affiliation; resources available to any student or member of staff across the federation
of Welsh colleges and finally resources that can be accessed only by students and staff on a
particular module. Another significant challenge that the project team encountered was that the
environment of Y Porth is only provided in Welsh. At the same time, our colleagues argued that
overall, Welsh-speaking academics should in general be quite receptive to the ideas of OERs due to a
4
Quote is located on project wiki.
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cultural context within which sharing is essential to sustain teaching in social sciences through the
medium of Welsh.
The specificity of social sciences disciplines came up as yet another issue of relevance with regard to
OER release; this aspect of OER creation has been particularly pronounced in the context of work
being undertaken by our Teesside University partners. As mentioned throughout the report, the C-
SAP cascade framework draws on insights from social sciences where knowledge is contested and
contestable, this is reflected in the following comment from one of the Teesside University partners
posted on the project wiki:
When we are thinking about what works best as an OER, we are invariably asking questions
about our discipline and how we think about teaching and learning. (…) students might bring
to the study of criminology representations about victimisation, offending, and the major
criminal justice agencies which respond to offending, as found in the media (…)I have a very
clear idea of what works in that face to face situation, and that has been honed each year by
the responses of students. There are often debates within criminology about how best to
teach, conceptualise and explain the subject. (…) This raises wide ranging questions about
learning and teaching in criminology, and how we might acknowledge these questions in
OER design.5
This comment emphasises the relevance of the approach undertaken by the C-SAP project that
attempts to articulate the tacit understandings of academic and pedagogic practices within social
sciences disciplines. At the same time, the above quote also points to the importance of considering
the disciplinary context in which OERs are produced and (re)used.
Immediate Impact in the context of cascade framework
While we have experienced a number of challenges when it comes to realising the full potential of
project methodology (and by implication, OERs), we can already report on a number of positive
changes related to our participation in the UKOER programme. One such substantial change has
been in terms of the uptake of Web2.0 tools for managing the project and disseminating work-in-
progress.
Web2.0 tools constitute another important element of our methodology and so we have maintained
a Wordpress-based project blog (csapopencascade.worpress.com) to document work-in-progress
and reflect on issues of broader significance to the OER programme. All of the relevant online
resources have been bookmarked on our delicious account
5
Quote is located on project wiki.
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(http://www.delicious.com/csapoerphase2) and we also have created a dedicated netvibes account
(http://www.netvibes.com/csapoer2) to manage information coming through blogs created by
projects within the UKOER programme as well as wider OER community. Any resources produced in
the context of the project have been uploaded to our Slideshare account
(http://www.slideshare.net/CSAPSubjectCentre ) under a Non-Commercial-Attribution-Share-Alike
Creative Commons license. We have used tools such as prezi and mindmeister in order to capture
the process of developing the cascade framework.
In particular, Twitter is one of the tools that the project team have embraced quite early on in the
project and have found it to be an extremely useful project management tool. We are using a
dedicated Twitter account (@csapoer2)6 both as a tool for getting access to vetted, high-quality
resources coming through the broader OER network as well as a method of communicating work-in-
progress and signposting to resources produced in the context of the project. We have also
successfully used Twitter during project meetings to demonstrate its potential for offering space to
explore issues around tacit practice and to reflect on the processes involved in opening up teaching
resources:
The project meeting yesterday saw a renewed commitment to Twitter on the part of our
academic partners. While we continued our conversation about pedagogy and critical
approaches towards OERs, we simultaneously tweeted some of the questions that arose
(using the #csapoer hashtag for the meeting) and this way went from sitting in a small room
with six people to interacting with a much broader audience who retweeted our comments,
responded to some of the questions and kept the conversation going (Gruszczynska, 2011).
Both Twitter and our project blog have given us a chance to increase involvement with the wider
OER network (UK wide and beyond) and the quotes below demonstrate some of the conversations
that took place as a result:
Great post, interesting initiative. OER in different languages, and within different cultural
contexts, is a very interesting question to explore. (…) I am very happy to hear that there are
plans to localize OER into Welsh, very exciting! (Haklev, 2011).
Your point on research is spot on – (…) OER I can imagine are similar – during teaching I
always found resources not quite what I wanted so continued the never ending search ! I’d
6
As of June 20th, the statistics are as follows: 66 followers, 105 following, 59 Tweets
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appreciate it if you could let me know when and where the wiki will be available – it will
definitely be worth a read ! (Habib, 2011).
Overall, our engagement with Web2.0 tools is closely related to our attempts at modelling best
practice with regard to copyright and open education, especially given that one of our project
objectives is sharing and developing deeper and wider expertise in the significance of social science
open educational content.
Future Impact
In terms of future impact, partners have plans to cascade the knowledge gained in the context of the
project in their respective institutions and are organising dissemination events due to take place in
September 2011(with all expenditure due to occur in August). We see those events as an essential
element of “cascade in action” where partners adapt elements of the cascade framework to suit
their needs and reflect their institutional context. The event organised by University Centre
Blackburn College partners will involve colleagues from local colleges and focus on challenges of
open education in the context of HE in FE, while the event organised by the Welsh academic
partners will focus on locating OERs within an already existing culture of sharing teaching resources
informally. The Teesside partners plan to emphasise issues related to the disciplinary context for
embedding OERS within the social sciences curriculum.
Importantly, we are embedding OER-related issues into other areas of work undertaken by C-SAP,
such as our early careers workshops aimed at PhD students and post-doctoral researchers within the
social sciences. At a recent workshop, which took place on 9-10th June we included a session on
OERs and copyright. Following positive feedback from the attendees, the session on open education
will now be included in forthcoming early careers workshops. We are also ensuring that the booklet
“OERs in social sciences: cascading knowledge” is added to delegate packs for all C-SAP events. OER
dissemination will also be embedded within C-SAP events planned for later this year, including an e-
learning event due to take place in October. We are aware of our obligation to maintain the
resources for three years past the end of project, at the same time, C-SAP will be wrapping up its
activity in December 2011, given the restructuring of the Higher Education Academy. At the
moment, we are finalising plans for maintaining the resources after the closure of the centre and will
be able to provide more information in time for the final project report. Similarly, we are currently
developing a policy for tracking usage of resources produced in the context of the cascade project
past December 2011.
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Conclusions
General conclusions
Overall, we believe it is important to encourage a broader discussion on issues related to the open
education principles and the transformative potential of OERs for pedagogic and academic practices.
The suggested reflexive yet critical approach towards OERs should also engage with the question
considering under what conditions individuals will take risks with their pedagogy. This is of particular
importance especially in view of the forthcoming challenges in the higher education sector and the
climate of heightened student expectations.
Conclusions relevant to the wider community
We believe that our work has identified some problems related to the current academic practice of
viewing OERs as supplemental. The implications of this practice are two-fold – first of all, it informs
student attitudes towards OERs and results in their rather low uptake; secondly, viewing OERs as
supplemental means that issues around assessment, accreditation or embedding OERs within the
core curriculum fail to be adequately addressed. Both students and academics might be missing out
on a chance to enhance their digital literacy skills and engage with more innovative teaching and
learning practices. Certain assumptions about using online resources remain unchallenged, such as
for instance the belief that it is unnecessary to address issues around copyright if an online resource
is used or shared within an educational context.
Conclusions relevant to the HEA/JISC
Our work has demonstrated that there is a need to address the institutional as well as disciplinary
context in which OERs are produced and re-used. Importantly, we believe that there should be more
of an emphasis on addressing issues specific to the HE in FE sector. At the same time, we have
attempted to highlight not just the challenges experienced by our colleagues in FE institutions such
as for instance very high teaching workloads, low priority given to research activities etc. but also
potential contributions that they could make to the sector in general, given the high priority of
teaching and providing support to the students. On a related note, our colleagues have suggested
that within HE in FE institutions OERs could function as a valid alternative to publishing in a situation
where producing peer-reviewed research is often not a feasible option because of a huge teaching
workload.
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Recommendations
General recommendations
Overall, we would also like to emphasise the relevance of discussing issues around pedagogy and
recommend a continued engagement with examining tacit aspects of academic practice and their
relationship to OER (re)use.
Recommendations for the wider community
Given the experiences of some of our project partners, we would welcome the development of
guidelines and/or toolkits aimed at making the case for OERs with senior management and high-
level stakeholders. While similar toolkits have been developed in the context of the US-based Open
CourseWare consortium project (OpenCourseWare Consortium, n.d.), it would be useful to have
access to guidelines that recognise the specificity of the UK HE/HE in FE sector.
Recommendations for the HEA/JISC
Finally, based on our experiences, we would recommend that any future JISC/HEA projects are
actively encouraged to take up Web2.0 applications as project management tools; in particular, we
would recommend the use of Twitter for dissemination purposes as well as creating and sustaining
research networks and the use of blogs to communicate work-in-progress.
Implications for the future
We believe that our work emphasises the relevance of addressing issues related to pedagogy and
tacit elements of academic practice, and that crucially, those are as important as issues related to
technical development. Furthermore, our work emphasises the need to explore student attitudes
towards OERs and so it might be beneficial to undertake further work which focusing around student
understandings of OERs and factors that could influence a more active engagement of students with
those resources. On a related note, further work on the implications of embedding OERs within the
curriculum should address issues around accreditation/assessment.
As mentioned earlier in the report, the project team strove to become part of an OER network
especially through the uptake of Web2.0 tools and we hope to maintain those connections. We also
hope that through some of the connections created in the context of the project we might be able to
identify a community of users that will continue to be engaged with the cascade framework. One
such community could be the network of current and past SCORE fellows, especially as the cascade
project manager is due to undertake a SCORE fellowship from October 2011 which will build on her
experiences of being involved in the UKOER programme. Similarly, we hope that current cascade
partners will continue their engagement with the OER agenda, even if on a smaller scale, for
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instance, UCBC partners are planning to introduce the “Creativity for edupunks” resource to
members of staff at their institution in the new academic year.
In terms of sustainability of project outputs, we will be able to answer those questions in more detail
once the C-SAP has established a policy for long-term maintenance of its resources after the closure
of the subject centre. At the time of writing this report, the policy was not yet available, however we
are aware of our contractual obligation to maintain the resources for three years following the end
of the project.
Long-term project contact – Anna Gruszczynska a.gruszczynska@bham.ac.uk (until 21 December
2011); ania.gruszczynska@gmail.com (from 22 December 2011)
References
Gruszczynska, A. (2011). A Tweet a day makes the project go a long way. Available from:
http://csapopencascade.wordpress.com/2011/06/03/a-tweet-a-day-makes-the-project-go-
a-long-way/ [Accessed 11 June 2011].
Habib, M. (2011) [Comment to blogpost: You’ve been prompted: OER reflections]. C-SAP open
cascade. Available from: http://csapopencascade.wordpress.com/2010/12/14/youve-been-
prompted-oer-reflections/#comment-57 [Accessed 21 June 2011].
Haklev, S. (2011) [Comment to blogpost: Parlez-vous OERs?]. C-SAP open cascade. Available from:
http://csapopencascade.wordpress.com/2011/03/03/parlez-vous-oer-open-educational-
resources-in-multilingual-contexts/?replytocom=28#comment-28 [Accessed 20 June 2011].
Neary, M., & Winn, J. (2009). The student as producer: reinventing the student experience in higher
education. In L. Bell, H. Stevenson & M. Neary (Eds.), The future of higher education: policy,
pedagogy and the student experience (pp. 192-210). London: Continuum.
Open Educational Quality Initiative (OPAL). (2011). OEP Guide. Guidelines for Open Educational
Practices in Organizations (Vs. 2011). Available: http://d20ea7mklpzlrr.cloudfront.net/wp-
content/uploads/2011/03/OPAL-OEP-guidelines.pdf [Accessed 11 June 2011].
OpenCourseWare Consortium. (n.d.) Toolkit: Making the case. Available from:
http://www.ocwconsortium.org/en/community/toolkit [Accessed 11 June 2011].
Winn, J. (2011). Pedagogy, Technology and Student as Producer. Available from:
http://joss.blogs.lincoln.ac.uk/2011/01/28/pedagogy-technology-and-student-as-producer/
[Accessed 20 June 2011].
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Appendices
Appendix 1: Resources created by partners
University Centre Blackburn College [UCBC] partner
Phil Johnson and Craig Hammond
“Creativity for Edupunks” is a resource aimed at HE in FE staff that will comprise of eleven
approximately 3-hour long activity-based sessions, covering issues related to identifying, locating,
releasing and putting OERs into curriculum, understanding the concept of “openness” as well as
pedagogical issues around student engagement and in particular innovative assessment. More
broadly, the resource will also encourage reflection on the space of research in the working lives of
teaching professionals.
This is a pbwiki-based resource.
Welsh Federal College partner (University of Cardiff/Bangor University)
Delyth Morris and Dafydd Trystan
• 10-credit SPSS module in Welsh to become part of the MA in Language Policy and Planning
(Repurposed from OpenLearn module “Getting started with SPSS” )
• 20-credit Research Methods module (Repurposed from resources produced for C-SAP
project “Welsh Medium Research Methods Resources for the Social Sciences”)
Both resources are to be released as a Blackboard cartridge.
Teesside University partner
John Craig and Mike Teague
The courses below are 20 credit modules to be repurposed from a Foundation degree and BA top-up
in governance and public management:
• Understanding public management
• Doing policy
• Governance and social change
Resources will be released as a combination of module hand-outs (Word/pdf documents) and
presentations (PowerPoint), to be confirmed.
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Appendix 2: Analytics for cascade resources
C-SAP cascade resources on slideshare
Title Link Views
OERs across sectors http://www.slideshare.net/CSAPSubjectCentre/oers-across- 134
sectors-csap-oer-cascade
Cascade reflexive task- http://www.slideshare.net/CSAPSubjectCentre/cascade- 117
peer review reflexive-taskpeer-review
Introducing Open http://www.slideshare.net/CSAPSubjectCentre/cascadetask1for 175
Educational Resources partnersintroducingoe-rs
Developing the cascade http://www.slideshare.net/CSAPSubjectCentre/csapoer2reflexi 184
framework vetask3developingcascadeframework3-feb2011
Exploring Open http://www.slideshare.net/CSAPSubjectCentre/cascadetask2for 253
Educational Resources partnersexploringoe-rs
OER fact sheet http://www.slideshare.net/CSAPSubjectCentre/oerfactsheet15- 188
oct2010
OER booklet http://www.slideshare.net/CSAPSubjectCentre/open- 139
educational-resources-booklet
Accessibility issues in http://www.slideshare.net/CSAPSubjectCentre/accessibility- 169
the context of C-SAP issues-in-the-context-of-csapoer2-project
cascade project
Resources on open http://www.slideshare.net/CSAPSubjectCentre/csapoer2cascad 301
textbooks eresourcesonopentextbooks31-jan2011
C-SAP project blog: Number of views
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Total
2010 26 68 117 89 300
2011 78 130 208 102 152 117 787
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