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![“extra learning
opportunities, for
reinforcement and
preparation”
“extra learning
opportunities, for
reinforcement and
preparation”
“if I can pick up three
visualisations for one I’ve
created it means
potentially I’m reaching the
students in a deeper way”
“if I can pick up three
visualisations for one I’ve
created it means
potentially I’m reaching the
students in a deeper way”
“no copyright issues,
there’s no worries”
“no copyright issues,
there’s no worries”
“to make sure that I was
creating something that
looked equivalent or better”
“to make sure that I was
creating something that
looked equivalent or better”
“put materials to be
shared and distributed
[…] in a way that then
allows feedback to come”
“put materials to be
shared and distributed
[…] in a way that then
allows feedback to come”
“found a module on
genetics of obesity”
“found a module on
genetics of obesity”
Perceived benefits](https://image.slidesharecdn.com/learningtoreuseoermoocjoannawild-160225164052/75/Learning-to-reuse-OER-Benefits-and-journey-3-2048.jpg)
![• To improve learner experience, not save time
…Majority of materials (c80%) still their own
“…adding richness to your
course. […] I would never
imagine it’d save time, it’s
just that you carry on just
getting it better and better.”
“…adding richness to your
course. […] I would never
imagine it’d save time, it’s
just that you carry on just
getting it better and better.”
Key points about benefits
And if I want to build a
course based mainly on
reused material?
And if I want to build a
course based mainly on
reused material?](https://image.slidesharecdn.com/learningtoreuseoermoocjoannawild-160225164052/75/Learning-to-reuse-OER-Benefits-and-journey-4-2048.jpg)
Uploaded byJoanna Wild
Learning to reuse OER: Benefits and journey
This document discusses open educational resources (OER) and their reuse. It presents an OER engagement model that outlines different levels of OER use, from basic awareness to strategic integration and advocacy. Lower levels include finding existing OER to supplement teaching, while higher levels involve designing courses around reused content and sharing one's own resources openly. Barriers to reuse include discoverability, quality, and licensing issues. Enablers include institutional support and acceptance by students. The document emphasizes using open licenses like CC BY to maximize sharing and reuse of educational materials.
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Similar to Learning to reuse OER: Benefits and journey
Learning to reuse OER: Benefits and journey
- 1. OER! OER? more CC BY!!! Learning to Re(use) Open Educational Resources, P2PU 25 February 2016 Joanna Wild Creative Digital Solutions Photo credit: Ladder by geezaweezer CC BY Adapted by Joanna Wild ©2012 licensed CC By
- 2. OER & I RESEARCH@ University of Oxford (2010-2013) • OER Impact Study (JISC-funded) • OER Engagement Study (HEA-funded) The REUSE side of the coin The REUSE side of the coin PRACTICE @ Creative Digital Solutions
- 3. “extra learning opportunities, for reinforcementand preparation” “extra learning opportunities, for reinforcement and preparation” “if I can pick up three visualisations for one I’ve created it means potentially I’m reaching the students in a deeper way” “if I can pick up three visualisations for one I’ve created it means potentially I’m reaching the students in a deeper way” “no copyright issues, there’s no worries” “no copyright issues, there’s no worries” “to make sure that I was creating something that looked equivalent or better” “to make sure that I was creating something that looked equivalent or better” “put materials to be shared and distributed […] in a way that then allows feedback to come” “put materials to be shared and distributed […] in a way that then allows feedback to come” “found a module on genetics of obesity” “found a module on genetics of obesity” Perceived benefits
- 4. • To improvelearner experience, not save time …Majority of materials (c80%) still their own “…adding richness to your course. […] I would never imagine it’d save time, it’s just that you carry on just getting it better and better.” “…adding richness to your course. […] I would never imagine it’d save time, it’s just that you carry on just getting it better and better.” Key points about benefits And if I want to build a course based mainly on reused material? And if I want to build a course based mainly on reused material?
- 5. … then carefulcontextualisation, pedagogical wrapping, and signposting are crucial https://www.khanacademy.org/partner-content/tate
- 6.
- 7. Many Self OER •Shares and reuses ER locally or within existing communities of practice • Uses digital resources found on the web to enhance teaching and learning • Directs students to online resources as supplementary material UnderpinningUnderpinning
- 8. Many Self Social OER OEP Step 1:UnderstandingStep 1: Understanding UnderpinningUnderpinning “I knew about the CC licence but I kind of put it at the back of my mind… I thought it wasn’t that important” “I knew about the CC licence but I kind of put it at the back of my mind… I thought it wasn’t that important” • Reassurance that using OER is acceptable, and even, good practice “One of my concerns about OER in general is the thought that people might see it lazy or poor practice. So it was very useful to go to this session and to received information that it’s not poor practice” “One of my concerns about OER in general is the thought that people might see it lazy or poor practice. So it was very useful to go to this session and to received information that it’s not poor practice”
- 9. Many Few Self Social OER OEP • Searches forOER to fill gaps/supplement learning • Reuses OER produced or recommended locally UnderpinningUnderpinning Step 1: UnderstandingStep 1: Understanding PiecemealPiecemeal
- 10. Many Few Self Social OER OEP UnderpinningUnderpinning Step 1: UnderstandingStep1: Understanding PiecemealPiecemeal “There is definitely a comfort zone of: ‘My institution has already validated these things so I am not going to get in trouble for using these’” “There is definitely a comfort zone of: ‘My institution has already validated these things so I am not going to get in trouble for using these’”
- 11. Few Self • Is involvedin designing a online course Step 2: NeedStep 2: Need UnderpinningUnderpinning Step 1: UnderstandingStep 1: Understanding PiecemealPiecemeal “It all seemed a bit of a blind panic at the beginning: ‘how I am going to write all of this?’
- 12. Few Self Step 2: NeedStep2: Need UnderpinningUnderpinning Step 1: UnderstandingStep 1: Understanding PiecemealPiecemeal Perceived benefit: productivity “So when they introduced us to OER, then I thought: ‘oh that's great!’”
- 13. PiecemealPiecemeal Many Few Self Social OER OEP • Integrates OERinto core teaching • Tweaks OER • Reuses OER produced externally StrategicStrategic UnderpinningUnderpinning Step 1: UnderstandingStep 1: Understanding Step 2: NeedStep 2: Need PiecemealPiecemeal +
- 14. PiecemealPiecemeal Many Few Self Social OER OEP Logistical barriers: • Discoverability •Quantity and quality of OER • Licences StrategicStrategic UnderpinningUnderpinning Step 1: UnderstandingStep 1: Understanding Step 2: NeedStep 2: Need PiecemealPiecemeal + “It’s difficult to find the kind of resources I need… I gave up”
- 15. PiecemealPiecemeal Many Few Self Social OEP StrategicStrategic UnderpinningUnderpinning Step 1:UnderstandingStep 1: Understanding Step 2: NeedStep 2: Need PiecemealPiecemeal Enabling factors (strategic): • Support in searching, selecting and correct attribution “If you involve the library, you’re likely to get a list of 6 or 8 resources which you might look at and decide that may be 3 or 4 are suitable” +
- 16. Many Few Self Social OER OEP • Appraises theeffects of using OER on students’ learning experience and own practice Step 3: ReflectionStep 3: Reflection UnderpinningUnderpinning Step 1: UnderstandingStep 1: Understanding PiecemealPiecemeal Step 2: NeedStep 2: Need StrategicStrategic “We’ll wait and see how the new module goes on a course.”
- 17. Many Few Self Social OER OEP Step 3: ReflectionStep3: Reflection UnderpinningUnderpinning Step 1: UnderstandingStep 1: Understanding PiecemealPiecemeal Step 2: NeedStep 2: Need StrategicStrategic • Shares own resources openly “Until you get to this point it’s: ‘I found something, it is helpful for me’. And you have to be really engaged with it before you think: ‘this is good for everybody!’” “Until you get to this point it’s: ‘I found something, it is helpful for me’. And you have to be really engaged with it before you think: ‘this is good for everybody!’”
- 18. Many Few Self OER OEP • OERis embedded into teachers’ every- day practice • Advocates and encourages others to use OER EmbeddedEmbedded Step 3: ReflectionStep 3: Reflection UnderpinningUnderpinning Step 1: UnderstandingStep 1: Understanding PiecemealPiecemeal Step 2: NeedStep 2: Need StrategicStrategic “The more confident you feel with it, the more you use it .” Enabling factors: • Acceptance by students
- 19. If you share,share CC BY • ND, SA, NC add unnecessary complexity – e.g. CC BY NC (Non commercial use) can actually prevent use within the public and non-profit sector as well, as the definition of non-commercial is ambiguous
- 20. Credits and References •The content of this presentation is unless otherwise specified • Drawings credit: Fridolin Wild, cc by: slidesha.re/UecTWE • Photo credit: Ladder by geezaweezer CC BY, Adapted by Joanna Wild ©2012 licensed CC BY • Joanna Wild: The OER Engagement Study: http://bit.ly/UEcbPi & presentation http://www.slideshare.net/askawild/from-expert-to-novice- oer-user-the-oer-engagement-ladder • Liz Masterman & Joanna Wild: OER Impact Study: Research Report: http://bit.ly/Lajesu
- 21. Thank you Joanna Wild CreativeDigital Solutions http://creativedigitalsolutions.org/ Twitter: @CDigitalS or @askawild
Editor's Notes
- #4 Enabling resources to be used in full confidence of the copyright terms attached to them: Addressing learners’ specific needs through providing opportunities for supplementary learning outside the classroom and alternative presentation of content to address students’ interests and preferences: videos for visual enhancements Saving lecturers effort, through enabling them to offer their students learning materials where they lack the skills, the means or the time to create these themselves Benchmarking their own practice in terms of content, approach and general quality when designing new programmes or modules Enabling them to teach topics that lie outside their current expertise Stimulating networking and collaboration among lecturers, based on a ‘give and take’ (or, more accurately, ‘take and give’) principle: appropriating resources authored by others in order to fill a gap in one’s own repertoire and, conversely, identifying a specific gap in the resources available to support a particular subject domain; contributing materials to fill that gap; and obtaining feedback on the quality of those materials:
- #5 In other words this is about ‘natural embedding’ by staff developers, learning technologists so people whose roles naturally lend themselves to promoting OER There can be specific workshops on OER but a better approach is to embed it into other trainings where relevant.
- #7 The main outcome of the study – the OER Engagement Ladder (DESCRIPTIVE NOT PRESCRIPTIVE) It models progression stages in lecturers’ engagement with OER reuse). The four stages: ‘none’, ‘piecemeal’, ‘strategic’ and ‘embedded’ describe lecturers’ behaviours in using OER. The three steps: ‘understanding’, ‘need’ and ‘reflection’ each represent a change in lecturers’ awareness with regards to OER, which, in turns, triggers a change in behaviour and takes a person from one stage to another. FOUR STAGEs describe lecturers’ bahaviours in using OER THREE steps – each represents a change in lecturers’ awaness with regads to OER
- #10 This level is mainly an exploration into what kind of OERs are out there in a teacher’s own discipline, but the ways in which teachers go about searching and reusing educational materials remain largely unchanged i.e. OER is used alongside other ‘free stuff on the web’ usually to ‘fill in gaps’ in their own teaching materials or as supplementary resources to which they can direct their students: Searches for OER: usually know of 2-3 repositories and other techniques. Searching for OER is not a regular activity What gets reused in first place is OER produced locally or recommended locally
- #12 An important breakthrough in a teacher’s engagement with OER is likely to come when he or she is involved in a process of creating a new course, or, even better, redesigning an old one from an on-campus to a blended or online delivery. What teachers often realise at that point is that creating everything from scratch is either far beyond their capacity or they have to reconsider the types of materials they have used so far. So it’s a good opportunity for module support services to bring OER to teachers’ attention as one of the relevant elements in designing/redesigning a course.
- #14 At this level there is a shift in a teacher’s approach to searching for and reusing OER from piecemeal to a more strategic one. Searching becomes more targeted and it often moves outside a comfort zone of the institutional repository. OER are still used as supplementary materials but some get also integrated into core teaching and learning. Reusing OER produced externally was usually seen higher up on a ladder than reusing materials produced locally. But in some disciplines it might be easier to get hold of materials externally, because there are more of them than locally. Therefore, reusing OER produced outside one’s own institution may also come at the ‘low’ rung of the ladder. Teachers would usually start taking advantage of the CC licence by making small adaptations (tweaks) to the resources that they find and plan to use in their teaching. OERs that get tweaked are usually created in simple tools such as Word or PowerPoint and the adaptations are focused around things like: changing format of a document or context of a resource, updating references or statistics, replacing images. Integrating OER into core teaching is sign of growing confidence in using OERs. Attributing – suggestion that correct attribution of the creator is a sign of greater familiarity with the CC-licence concept.
- #15 there is usually a long way to go between a point when a teacher becomes aware of OER and open licensing and a point when they fully understand the meaning of different types of cc-licence and implications it has on how a resource can be used.
- #17 A crucial moment that can impinge on teachers’ engagement with OER is when they’ve collected feedback on students’ learning experience in a particular session or module which made use of OER. The more convinced a teacher is of positive effects that reusing OER has had on their practice, the more likely they are to take this engagement forward or even start sharing OER themselves.
- #19 At this level OER is fully embedded into a person’s teaching and learning practice and, as a result, it gets incorporated into students learning more widely and with confidence. There has also been a major shift in a teacher’s perception of who should benefit, from the initial focus on self-benefit and the benefit to one’s own students, to the benefit to the entire community, which manifests itself in a teacher’s: a) advocacy of OER and open practice. b) sharing their own resources under open licences, and Modifying and sharing back: little evidence at present – 3 reasons: a) teachers don’t adapt b) Not easy technically, especially if one wanted to put the modified resource back where the original came from c) nervousness about the reaction of the author of the original resource
- #20 When choosing a CC BY-NC licence you might think that you only prevent use within the for-profit sector. This is not entirely true: you may actually prevent use within the public and non-profit sectors as well (see Friesen 2013, p. 83). For example, CC BY-NC prohibits someone from using a figure or table from your paper on any website (even a scholarly blog) that carries advertisements. Since the definition of non-commercial is ambiguous, the CC BY-NC licence can therefore lead to confusion.