This document summarizes a presentation on open and sustainable ways to share teaching resources. It discusses definitions of open educational resources (OER) and communities of practice. Current methods of sharing are explored, such as repositories and sites used. Case studies from the University of Northampton and University of Leeds describe their OER programs. Barriers to sharing include finding high quality resources, and the role of communities of practice in supporting librarians globally in sharing materials is examined.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 1Michael Paskevicius
Slides from our first meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 1Michael Paskevicius
Slides from our first meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 2Michael Paskevicius
Slides from our second meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
Emerging Practices in Open Online Learning EnvironmentsGeorge Veletsianos
In this talk, I describe a number of emerging practices associated with online learning, networked scholarship, and MOOCs. I bring together results from 3 upcoming studies to describe how online learning is an emerging practice, how the field is becoming more interdisciplinary, how learning analytics are becoming more pervasive, and how various experiences and practices (e.g., notetaking and the scheduling of online learning to fit adult life's realities) evade learning analytics methods.
Presentation by Community College Consortium for Open Educational Resources at the American Association of Community Colleges Workforce Development Institute 2013 in San Diego
Explores the idea that the openness approach has broken through to mainstream practice, but that the battle around the direction open education will take is just beginning.
NISO Two-Part Webinar: E-books for Education
Part 1: Electronic Textbooks: Plug in and Learn
About the Webinar
The most rapid developments in the world of e-books have taken place in the popular market for fiction and non-fiction monographs. However, with the development of new standards such as EPUB 3 that support multimedia and the improvements in reading devices, the penetration of electronic versions of trade books has advanced quite rapidly. The market for digital textbooks, however, has grown at a more modest rate for a variety of reasons. The electronic textbook maretplace is still working through some very complex technological and business model issues.
This two-part webinar series will explore the nascent world of electronic textbooks and how publishers, students, and librarians are dealing with these new products.
In Part 1, we will explore the notion of just what an electronic textbook is. Are e-textbooks an interactive "courseware" website, an application for mobile devices and tablets, or self-contained digital files? Or is there a place for all of these and if so, how do they fit together and combine with a course syllabus?
Agenda
Introduction
Todd Carpenter, Executive Director, NISO
Advocating for Change: Open Textbooks and Affordability
Nicole Allen, Director of Open Education, Scholarly Publishing & Academic Resources Coalition (SPARC)
Open your books and turn to page 10: Getting students to use their e-textbooks
Reggie Cobb, Biology Instructor, Nash Community College
A Proof of Concept Initiative: The Internet2/EDUCAUSE Etextbook Pilots
Monica Metz-Wiseman, Coordinator of Electronic Collections, University of South Florida Libraries
This presentation is delivered regularly with faculty at our institution to discuss the possibilities of open education and open educational resources. I keep this presentation up to date, so please feel free to use it to share open practices and open pedagogy!
Last updated May 2014
The Future of OCW discussed in a presentation at the Asia OCW Meeting in Taipei. Youngsup Kim, board member of the OCWC and Igor Lesko, membership services coordinator co-present
MOOCs for universities and learners: an analysis of motivating factorsSu White
presentation summarising extensive research into MOOCs undertaken at the University of Southampton in centre for innovation in technologies and education
Plenary sessions: the power of digital for change - Jisc Digifest 2016Jisc
With Dr Paul Feldman, chief executive, Jisc, Professor David Maguire, chair, Jisc, Professor Andrew Harrison, professor of practice at University of Wales Trinity St David and director, Spaces That Work Ltd, Professor Donna Lanclos, associate professor for anthropological research, UNC Charlotte
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 2Michael Paskevicius
Slides from our second meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
Emerging Practices in Open Online Learning EnvironmentsGeorge Veletsianos
In this talk, I describe a number of emerging practices associated with online learning, networked scholarship, and MOOCs. I bring together results from 3 upcoming studies to describe how online learning is an emerging practice, how the field is becoming more interdisciplinary, how learning analytics are becoming more pervasive, and how various experiences and practices (e.g., notetaking and the scheduling of online learning to fit adult life's realities) evade learning analytics methods.
Presentation by Community College Consortium for Open Educational Resources at the American Association of Community Colleges Workforce Development Institute 2013 in San Diego
Explores the idea that the openness approach has broken through to mainstream practice, but that the battle around the direction open education will take is just beginning.
NISO Two-Part Webinar: E-books for Education
Part 1: Electronic Textbooks: Plug in and Learn
About the Webinar
The most rapid developments in the world of e-books have taken place in the popular market for fiction and non-fiction monographs. However, with the development of new standards such as EPUB 3 that support multimedia and the improvements in reading devices, the penetration of electronic versions of trade books has advanced quite rapidly. The market for digital textbooks, however, has grown at a more modest rate for a variety of reasons. The electronic textbook maretplace is still working through some very complex technological and business model issues.
This two-part webinar series will explore the nascent world of electronic textbooks and how publishers, students, and librarians are dealing with these new products.
In Part 1, we will explore the notion of just what an electronic textbook is. Are e-textbooks an interactive "courseware" website, an application for mobile devices and tablets, or self-contained digital files? Or is there a place for all of these and if so, how do they fit together and combine with a course syllabus?
Agenda
Introduction
Todd Carpenter, Executive Director, NISO
Advocating for Change: Open Textbooks and Affordability
Nicole Allen, Director of Open Education, Scholarly Publishing & Academic Resources Coalition (SPARC)
Open your books and turn to page 10: Getting students to use their e-textbooks
Reggie Cobb, Biology Instructor, Nash Community College
A Proof of Concept Initiative: The Internet2/EDUCAUSE Etextbook Pilots
Monica Metz-Wiseman, Coordinator of Electronic Collections, University of South Florida Libraries
This presentation is delivered regularly with faculty at our institution to discuss the possibilities of open education and open educational resources. I keep this presentation up to date, so please feel free to use it to share open practices and open pedagogy!
Last updated May 2014
The Future of OCW discussed in a presentation at the Asia OCW Meeting in Taipei. Youngsup Kim, board member of the OCWC and Igor Lesko, membership services coordinator co-present
MOOCs for universities and learners: an analysis of motivating factorsSu White
presentation summarising extensive research into MOOCs undertaken at the University of Southampton in centre for innovation in technologies and education
Plenary sessions: the power of digital for change - Jisc Digifest 2016Jisc
With Dr Paul Feldman, chief executive, Jisc, Professor David Maguire, chair, Jisc, Professor Andrew Harrison, professor of practice at University of Wales Trinity St David and director, Spaces That Work Ltd, Professor Donna Lanclos, associate professor for anthropological research, UNC Charlotte
Community based Information Network for Disaster Risk ReductionAkhmad Nasir
Presented at the 5th Ministerial Conference ASIAN ON DISASTER RISK REDUCTION Yogyakarta, Indonesia ~ October 22-25, 2012. This presentation consist of 4 sections. First, I will explain Combine's experience in disaster issues, in Aceh, Mentawai, Bantul, and Merapi. Secondly, I will share the findings and lessons from our activities in the field. Third, I will propose a recommendation for disaster risk reduction's program, through information management and communications strategy. Fourth, I will describe some of the potential that exists in Indonesia, to be developed into a program together.
Related links:
1. http://merapi.combine.or.id : JALIN Merapi website
2. http://tikusdarat.net : Information-Communication Emergency Situation Team (TIKUS DARAT)
Saritsa Foundation celebrated International Disaster Reduction Day by organizing workshops for community groups at International Day UDAIPUR, RAJASTHAN from 1 October to 13 October 2012. The focus of this year's for Disaster Reductions Celebration has been to sensitize equalization of opportunities to women and girls to be resilient and identify the importance of safety culture. Saritsa Foundation advocates and practices People centered, People led and People owned Disaster risk reduction methodology to reach to the “Door Steps” of people as a Mobile University. Girls , women and women with disability have been nucleus of building capacity for disasters since its birth on 5 June 2000.
The workshops were organized to translate ethos and guidelines of Hyogo framework for action and to further objectives of UNISDR into reality at grass root level: Building understanding and awareness, use knowledge, innovation, and build culture of safety and resilience at all levels. Saritsa Foundation has imparted knowledge and practical training to 20,3500 people including 8,900 persons with disabilities where women and girls have touched about 40 percent of the participants. It has paid specific attention to marginalized women in women homes, tribal women and women sex workers and their gill children.
Keeping in view its mission, Saritsa Foundation identified 5 groups of people and conducted workshops to raise awareness, impart education, practical training with mock drills as well as to use local resource to save lives in disasters.
Women have to play different and diversified role in personal and social life. if we can take advantage of their personal, family and social role, we have a great opportunity to prepare our women who are playing role as mother, wife, sister, daughter, nurse etc in daily life as risks manager. if every family can minimize or avoid it's risk, the community can also minimize or tackle the risk in better way. At the same time, in any disaster or economic recession the women and children have to fall in the most vulnerable situation. in this presentation, i have tried to show that if we can plan to prepare our women to become as risks manager we will be able to face the risks, can minimize the impact of risks output and take the opportunities to develop ourselves.
Transforming Learning Environments for Anytime, Anywhere Learning for AllDon Olcott
Collaborative work with Microsoft Worldwide Education to examine a broader construct of Adaptive Learning Communities and power of digital innovations.
The Future Is Now -- 21st Century Teaching And LearningAngela Maiers
Angela Maiers helps educators realize the importance of knowing and teaching "the why" in literacy curriculum, in both fiction and non-fiction. Observing everyday readers is one key to implementing a more "real world" approach. The Future is already here -- it's NOW. Let's prepare our students for it!
21st Learning - Transforming a Board or District. This 3 hour workshop was delivered to the Newfoundland and Labrador Directors of Education (NLADE) on December 8, 2011. The presentation looks at the dynamic process of transforming a Board as a 21st Century Learning and Teaching School Board.
Presentation delivered by Nancy Graham, chair of CoPILOT, as part of the 'Ooer-OERs! Using free, shared information literacy resources' event held at the University of Bradford, 24th June 2015, organised by the Yorkshire and Humberside division of the Academic and Research Libraries Group.
These introductory slides are from the CoPILOT in Scotland event, sponsored by the CILIP Information Literacy Group, held at GCU on 12th February 2014.
Sharing information literacy resources as OERsJane Secker
Presentation given at ALISS Summer Conference in July 2013 on the CoPILOT sub-group which provides a community of practice for librarians to share their information literacy resources
Sharing information literacy teaching materials openly: Experiences of the Co...ALISS
Presentation given by Nancy Graham Subject Advisor (Medicine), Library Services, Academic Services, University of Birmingham and Dr Jane Secker, Copyright and Digital Literacy Advisor, Centre for Learning Technology, Information Management and Technology, London School of Economics and Political Science at the ALISS 2013 summer conference
From Theory to Practice: Can Openness Improve the Quality of OER Research? OER Hub
This presentation was co-authored with fellow OER Research Hub researchers Bea de los Arcos and Rob Farrow. It was presented at CALRG14 at IET, The Open University (UK) on 10 June 2014.
An updated and revised version of these slides will be presented at OpenEd14 in Washington DC in November 2014.
From Theory to Practice: Can Opennesss Improve the Quality of OER Research? Beck Pitt
This presentation was co-authored with fellow OER Research Hub researchers Bea de los Arcos and Rob Farrow. It was presented at CALRG14 at IET, The Open University (UK) on 10 June 2014.
An updated and revised version of these slides will be presented at OpenEd14 in Washington DC in November 2014.
Libraries Lead the Way: Open Courses, Open Educational Resoursces, Open PoliciesUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) on Wed, Oct 2, noon Pacific American Library Collection(3:00 pm EST) for a free, open webinar on how libraries are leading the way with Open Courses, Open Educational Resources, and Open Policies. Three leaders who support students, faculty, and colleges through open educational policy and practice will be featured.
Dr. Patricia Profeta, Dean of Learning Resources at Indian River State College will share how she and other Florida State College librarians have developed open courses on information literacy and internet search to prepare students for college-level research. These courses have been published in Florida’s Orange Grove repository with a Creative Commons license.
Donna Okubo, Senior Manager of Community Outreach and Advocacy, at Public Library of Science (PLoS) will share their amazing collection of open science resources and journals that you can use in the classroom at your college. PLoS has implemented a new publishing model to support scholarly authorship and allow public access to the peer-reviewed results.
Nicole Allen, OER Program Director at, Scholarly Publishing and Academic Resources Coalition (SPARC) of the Academic and Research Library (ARL) will share SPARC’s plan to broadens its advocacy from open research to include all open educational resources (OER). Working with college libraries to extend their copyright expertise to include open policies is a critical component.
Expanding the School of Open: Affiliate ShowcaseJane Park
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Description: The School of Open is a community of volunteers focused on providing free education opportunities on the meaning, application, and impact of “openness” in the digital age and its benefit to creative endeavors, education, research, and science. Creative Commons affiliates will present their School of Open projects and courses, including the School of Open Kenya Initiative, School of Open in German, Copyright for Educators, Open data for GLAMs, and more. We will hold a panel discussion on lessons learned and how to scale the initiative globally in online, offline, and multilingual settings. What do affiliates want to achieve through the School of Open? What are affiliate priorities around “open” education and awareness building?
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From local to global: sharing information literacy teaching as open educational resources
1. From local to global: open and
sustainable ways to sharing our
teaching resources
Dr Jane Secker and
Nancy Graham
Library Instruction West – Portland State University, 23-25 July 2014
https://www.flickr.com/photos/toasty/1540997910
3. From sharing to truly open
Questions to consider
▫ What might be the barriers to sharing?
▫ How can we share IL resources: locally or globally?
▫ How might a community of practice assist?
https://www.flickr.com/photos/opensourceway/6555466069
4. Some definitions
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 2012
Communities of practice are groups of people who
share a concern or a passion for something they
do and learn how to do it better as they interact
regularly. Etienne Wenger
5. How are you sharing your
teaching materials
currently?
Which sites do you use? Are they
open? What sorts of materials?
Who are you sharing with ? http://www.flickr.com/photos/ben_grey/4582294721/
How are you sharing your
teaching materials currently?
Which sites do you use?
Are they open? Are they OERs?
What type of resources?
Who are you sharing with?
6. Project CoPILOT 2012:
to promote internationally the sharing
of over 50 UK OERs on digital and
information literacy
7.
8. • 35 members from 14 countries worldwide
• 19 links posted to English, Spanish, German and
French IL resources
• 53 discussion posts on 8 different topics
• Report, case study and post-project survey
• Strategy for sharing IL OERS produced
Project CoPILOT: outcomes
https://www.flickr.com/photos/smjb/6961415585
9. The OER international strategy
1. Prepare your resources to be OER and clearly licenced
2. Host your resources somewhere accessible
3. Choose generic resources to appeal to more than one
sector
4. Use well established lists/websites and other
communication channels
5. Have a clear plan of attack and TEST EVERYTHING
6. Have one of the project team take on the moderator
role
7. Encourage participation and contributions
8. Measure impact, survey your participants
• Read our strategy
https://www.flickr.com/photos/joeshlabotnik/2045440508
10. Librarians and OERs: research findings
• Survey run in late 2013 by Dr Beck Pitt from the
OER Research Hub
• Backed up findings from an earlier survey by
Secker and Graham
• Over 300 librarian respondents
• Headline statistics…
http://oerresearchhub.org/2014/02/07/survey-result
https://www.flickr.com/photos/neilconway/5625707813
11. Top three challenges for using OER
• Knowing where to find resources
• Finding resources of sufficiently high quality
• Finding suitable resources in my subject area
Other considerations:
• Not having enough time to look
• Technology problems
• Finding up to date resources
https://www.flickr.com/photos/84388958@N03/7729300102
12. Top three reasons for librarians
selecting OERs
• The resource being created or uploaded by a
reputable/trusted institution or person
• The resource being relevant to interests or needs
• The resource having a Creative Commons license
Other considerations:
• Evidence of popularity
• Currency
• Having previously used similar resource successfully
• Lots of detail of how to use the resource, learning objectives etc.
• Easy to download
Image: Microsoft clip art
13. Top three purposes for using OER by
librarians
• To help find available content for learning,
teaching or training
• To get new ideas and inspiration
• To enhance respondent's professional
development
Other considerations:
• To stay up to date in a topic area
• Broaden resources available to my users/supplement
existing resources
• To broaden my teaching methods
https://www.flickr.com/photos/shutterhacks/4474421855
14. Librarians and OERs in the UK
• Growing interest following Jisc funding for OER
projects in UK universities (2009-2011)
• Several projects involved librarians advising on
copyright, establishing repositories
• Co-PILOT Group funded by CILIP Information
Literacy Group since 2010
▫ Aims to support librarians share their own
teaching materials and understand OERs
▫ Run training, mailing list, website
▫ Aims to develop a community of practice
https://www.flickr.com/photos/aigle_dore/4334550052
15. Case Study 1: University of Northampton
• Skills Hub: information, digital, academic
literacies
• Winner of Credo Online Information Literacy
Award 2014
• Bite sized resources – many videos
• All OERs and licensed under CC-BY-NC-SA
• Aimed at their own staff to encourage them to
embed IL into the curriculum (online and f2f)
• Can be used by others
16. OERs elsewhere: LILAC delegates
told us…..
• In Finland: seminar in sharing best practices -
doubts about collecting material in one place as
don't keep up to date. Sharing ideas is useful
• New Zealand - online hub for IL. Academics
want a collection of IL resources to pick and
choose. But should it be open access or just one
institution?
• Czech Republic - IL group share resources and
tips using website. Need to update materials
regularly - time consuming
17. Case Study 2: University of Leeds
• Skills @ Leeds provides support for students in
information, digital and academic literacies
• Range of resources: PDFs, online tutorials etc.
• Also resources aimed at Uni of Leeds staff to
embed IL in teaching online
• Staff resources licenced under CC-BY-NC and
student resources are CC-BY-NC ND
• Won Credo Online IL Award in 2013
20. Group activity
• Working in a group, read and discuss your
scenario and search Jorum to see what
resources you find.
• How might you use these materials?
• How would you evaluate the resources?
• Any issues or comments?
http://jorum.ac.uk
22. Final discussion
• How can librarians best share their teaching
materials?
• What role if there for a ‘community of
practice’ and online communities?
• How do we join up the emerging communities
to include librarians from around the world in
discussions and sharing of resources?
https://www.flickr.com/photos/criminalintent/3834911120
23. UK Community of Practice for
Information Literacy Online
Teaching (CoPILOT)
Current Chair: Ella Mitchell
Find out more!
• Mailing list IL-OERS@jiscmail.ac.uk
• Twitter: @CoPILOT2013
• Website:
http://www.cilip.org.uk/information-literacy-group/about/c
24. Thanks for your participation!
Dr Jane Secker Nancy Graham
j.secker@lse.ac.uk
@jsecker
COPILOT Committee
http://www.cilip.org.uk/information-literacy-group/about/copilot
Part of the CILIP IL Group
http://www.cilip.org.uk/information-literacy-group/
nancy.graham@roehampton.ac.uk
@msnancygraham
25. Further Reading
CILIP Information Literacy Group (2014) Available at:
http://www.cilip.org.uk/about/special-interest-groups/information-literacy-
group
LSE (2012) Project CoPILOT. Available
at:http://delilaopen.wordpress.com/project-co-pilot/
Pitt, Beck (2014) Survey Results: Librarians and OER (Part I) Available at:
http://methylatedorange.wordpress.com/2014/02/07/survey-results-
librarians-and-oer-part-i/
Russell, P. et al. 2013. Creating, sharing and reusing learning objects to
enhanceinformation literacy. Journal of Information Literacy, 7(2), pp. 60-
79. http://dx.doi.org/10.11645/7.2.1744
UNESCO (2012) Open Educational Resources. Available at:
http://www.unesco.org/new/en/communication-and-information/access-to-
knowledge/open-educational-resources/
Wenger, E. (1998) Communities of practice: learning, meaning, and identity.
Cambridge University Press: Cambridge.
https://www.flickr.com/photos/neilconway/5625707813
Editor's Notes
This workshop is led by two librarians from the UK who discuss the practicalities of building an international community of practice for sharing information literacy resources. The speakers are the leaders of Project CoPILOT (Community of Practice for Information Literacy Online Teaching), which was a joint initiative between the University of Birmingham, London School of Economics and the Information Literacy Section of UNESCO. The project focused on how to promote the sharing of IL resources internationally as open educational resources (OERs).
Project CoPILOT used existing OERs developed as part of the earlier DELILA (Developing Educators Learning and Information Literacies for Accreditation) project, and explored how to make best to use a platform hosted by UNESCO (WSIS Knowledge Communities), to share OERs and forge international links with practitioners. The project also developed a strategy for international collaboration which will be shared during the workshop.
The presenters will reflect on the success of this project and related work in the UK to share library instruction teaching materials. In the UK a Committee was established in 2013 which has run a number of face to face events for librarians. They have also explored the use of wikis, mailing lists and various websites such as Jorum in the UK, MERLOT, Primo and ANTS in North America, and the IFLA / UNESCO website Infolit Global (www.infolitglobal.info/en/).
The workshop will highlight findings from an international survey (Graham & Secker, 2012), which collected data on librarians current practices for sharing teaching materials and searching for OERs. Over 100 librarians responded, with the findings clearly demonstrating a need for training and greater awareness of OER. The findings echoed similar UK research (Bueno de la Fuente & Robertson, 2012 and Appleyard, 2012), building further evidence to support the need for an international community of practice.
During the presentation we will explore:
Results of CoPILOT activity - the growing body of evidence to support librarians sharing their own resources including data from surveys and feedback from face to face events
The emergent community – how can librarians from different countries discuss ideas around sharing and share resources in a practical way?
How can existing organisations such as IFLA and UNESCO help promote the sharing of IL OERs?
The session will include small group discussions on the issues such as key features of a successful community of practice, what we mean by ‘open’ when we share teaching materials and how to extend the emerging community to include practitioners from around the world in discussions and sharing of resources.
References
Boon, S., Bueno de la Fuente, G. & Robertson, J. (2012) The roles of librarians and information professionals in Open Educational Resources (OER) initiatives. Bolton; CETIS. Available at: http://publications.cetis.ac.uk/wp-content/uploads/2012/08/OER-Libraries-Survey-Report.pdf
DELILA (Developing Educators Learning and Information Literacies for Accreditation) Project home page. Retrieved 1st November 2013 from http://delilaopen.wordpress.com/
Secker, J and Graham, N. (2012). Information Literacy Open Educational Resources: sharing best practice in the global context. UNESCO World Open Educational Resources Congress, 20-22 June. Retrieved 1st February, 2013 from http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/themes/graham_secker.pdf
Information literacy and OERs: history
DELILA Project and COPILOT Project
The CO-PILOT Committee
The UK’s Information Literacy Group (Nancy is Chair)
LILAC (Jane a Co-founder)
Journal of Information Literacy (Jane is Editor)
Librarians have been sharing resources for many years – we are good at collaboration!
Open is topical and relevant to librarians’ role
Open Access, Open Education, Open Education Resources, MOOCs
Definition of OERs?
Also to look at the role of online communities
We were really lucky in meeting all our objectives in just over a month.
Over 30 members from over 10 different countries
Lots of discussions and resources posted
We even had Amazon vouchers to give away as part of the budget.
As JISC/HEA specified outputs we now have a report, case study and strategy.
We also ran a post-project survey for participants on how they found using the WSIS platform and we’ve shared this with UNESCO
So what do we already know about librarians and open educational resources? Research completed at the end of last year
Here are some examples of work that is going on in the UK to develop information literacy OERs
Explain what Jorum is – highlight that is has a digital and information literacy collection
Already lots of repositories/communities out there, working successfully to one degree or another.
Also at LILAC we found out about work going on in Finland, New Zealand and the Czech Republic for librarians to share their teaching materials. Many were concerned about:
Where to put their resources
Sharing them locally vs globally
Keeping resources up to date if they are deposited vs linked to