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Managing and disseminating Open Educational Resources
The document discusses Open Educational Resources (OERs), defining them broadly as educational materials available for free sharing and use under open licenses. It highlights key contributors, their motivations for releasing OERs, and the importance of accessibility and quality control in their creation and dissemination. The role of various institutions and online platforms in facilitating OERs is also explored, alongside technical approaches for their implementation.
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Managing and disseminating Open Educational Resources
- 1. Managing and disseminating OpenEducational Resources Phil Barker, Heriot-Watt University JISC CETIS Learning Technology Adviser phil.barker@hw.ac.uk http://www.icbl.hw.ac.uk/~philb/ http://blogs.cetis.ac.uk/philb/
- 2. Overview What? What are OERs? Who? How? Who is releasing OERs? How do they do release them? Why? Why do they do want to release them?
- 3. What are OERs? Open: Easyto define (if dogmatic) Educational Resources: Harder to pin down (because pragmatic)
- 4. Dogmatic definition ofOPEN “open educational resources should be freely shared through open licences which facilitate use, revision, translation, improvement and sharing by anyone” Capetown declaration on open education http://www.capetowndeclaration.org
- 5. More dogmatic definitionof OPEN “open educational resources should be freely shared through open licences which facilitate use, revision, translation, improvement and sharing by anyone” Capetown declaration on open education http://www.capetowndeclaration.org So not ND
- 6. Even more dogmaticdefinition “open educational resources should be freely shared through open licences which facilitate use, revision, translation, improvement and sharing by anyone” Capetown declaration on open education http://www.capetowndeclaration.org So not NC?
- 7. Define “Educational Resource” (courseware, learning objects, teaching resources, educational materials) Dogmatic definitions don’t work here
- 8. Santa’s Chair ©Daniel R Blume, CC-BY-SA http://www.flickr.com/photos/drb62/1099880155/
- 9. Arts and industrieschair © Darren and Brad, CC-BY-SA http://www.flickr.com/photos/ brad-darren/2329466605/
- 10. Bench © dcJohnCC-BY-SA http://www.flickr.com/photos/dcjohn/2946647/
- 11. from Two BarStools © Rennet Stowe CC-BY http://www.flickr.com/photos/tomsaint/2897079476
- 12. Tree Stump 2© Ashish Joy CC-BY http://www.flickr.com/photos/myguitarzz/155124684/
- 13. Educational Resources Somethinguseful for teaching and learning? Something designed with pedagogic intent? Could be anything.
- 14. Educational Resources Whole courses Lecturenotes Presentation slides Lecture handouts Lecture recordings Assignments Tests or Exams Reading lists Images Videos Simulations Text books Students’ work screenshot taken from MIT OCW site © MIT. CC-BY-NC-SA http://ocw.mit.edu/courses/electrical-engineering-and-computer-science/
- 15. Who is involvedin OER release?
- 16. Taken from MITOCW site © MIT. CC-BY-NC-SA http://ocw.mit.edu/courses/electrical-engineering-and-computer-science/
- 17. • MIT OCWwas launched in ???? • MIT OCW has ??? Courses Taken from MIT OCW site © MIT. CC-BY-NC-SA http://ocw.mit.edu/courses/electrical-engineering-and-computer-science/
- 18. • MIT OCWwas launched in 2001 • MIT OCW has 2000 Courses Taken from MIT OCW site © MIT. CC-BY-NC-SA http://ocw.mit.edu/courses/electrical-engineering-and-computer-science/
- 19. Taken from BerkeleyWebcast site © Berkeley university. http://webcast.berkeley.edu/
- 20. Taken from StanfordEngineering everywhere site © Stanford University. CC-BY http://see.stanford.edu/see/courseinfo.aspx?coll=86cc8662-f6e4-43c3-a1be-b30d1d179743
- 21. Taken from TuftsOCW site © Tufts University. CC-BY-NC-SA http://ocw.tufts.edu/
- 22. Taken from JohnsHopkins OCW site © Johns Hopkins University. http://ocw.jhsph.edu/
- 23. New Jersey Instituteof Technology OCW site © NJIT. http://ocw.njit.edu/
- 24. UMass, Boston OCWsite © University of Massachusetts. http://ocw.umb.edu/
- 25. University of MichiganOCW site © University of Michigan. http://ocw.umich.edu/
- 26. Notre Dame OCWsite © university of notre dame. CC:BY-NC-SA http://ocw.umich.edu/
- 27. UC Irvine OCWsite © University of California, Irvine. http://ocw.uci.edu/
- 28. Utah OCW site© University Utah http://my.courses.utah.edu/course/category.php?id=3
- 29. USQ Australia OCWsite © University of S Queensland. CC By-NC-SA http://ocw.usq.edu.au/
- 30. UCT Open Contentsite © University of Cape Town. http://opencontent.uct.ac.za/
- 31. Carlos III OCWsite © Universidad Carlos III. CC BY-NC-SA http://ocw.uc3m.es/
- 32. OUNL OCW site© Open Univeriteit (NL). CC BY-NC-SA http://www.ou.nl/eCache/DEF/2/19/943.html
- 33. Farabi OCW site© International University of Iran. http://farabi.ac.ir/ocw/
- 34. Open University IsraelOCW site © OU Israel. http://farabi.ac.ir/ocw/
- 35. Hokkaido University OCWsite © Hokkaido University. http://ocw.hokudai.ac.jp/
- 36. Korea OCW ©Korea University. CC BY-NC-ND http://ocw.korea.edu/ocw
- 37. University of NottinghamOCW © University of Nottingham. http://unow.nottingham.ac.uk/
- 38. OpenLearn site ©Open University. CC BY-NC-SA http://www.open.ac.uk/openlearn/
- 39. OpenSpires site ©University of Oxford. http://openspires.nsms.ox.ac.uk/
- 40. Open Exeter Repository© University of Exeter. https://open.exeter.ac.uk/repository
- 41. http://repository.leedsmet.ac.uk/main/index _oer.php LeedsMet Repository © Leeds Metropolitan University. http://repository.leedsmet.ac.uk/main/index_oer.php
- 42. Curve resource Centre© University of Coventry. http://curve.coventry.ac.uk/open/access/
- 43. University of LeicesterRepository © University of leicester. http://www2.le.ac.uk/projects/oer
- 44. So much for“big OER”, what about individuals?
- 45. Khan Academy ©Salman Khan. http://www.youtube.com/khanacademy#p/p
- 46. Multimedia Training Videos© University of Westminster. http://www.multimediatrainingvideos.com/
- 47. brOME © Mvan Hoor / Bradford University. http://mvanhoor.co.uk/wordpressoer/?page_id=141
- 48. http://forensicchemistry.lincoln.ac.uk/ ChemFM © University of Lincoln. CC BY-NC-SA http://forensicchemistry.lincoln.ac.uk/
- 49. Core Material ©University of Liverpool. CC BY-NC-SA http://core.materials.ac.uk/
- 50. HumBox © Universityof Southampton. http://www.humbox.ac.uk/
- 51. OER/OCW Initiatives HEFCE:UKOER Aim: institutions to set up sustainable mechanisms for making a significant amount of existing learning resources freely and openly available. Extent: Phase 1, 2009-10 ~£5.7M; Phase 2, 2010-11 £5M. Phase 3, 2011-12 ~£5M
- 52. Why are theyreleasing OERs?
- 53. Why release OERs? Internally or Externally Sharing • To Academics • To Students • To Others • Potential students • Life long learners • Policy makers • The casually interested
- 54. Why release OERs? Internally or Externally Sharing • To Academics But• why share? To Students • To Others • Potential students • Life long learners • Policy makers • The casually interested
- 55. Why release OERs The objects of the University shall be to advance learning and knowledge by teaching and research particularly in Science, in Technology, and to enable students to obtain the advantages of liberal university education. Heriot-Watt University charter Loughborough University charter
- 56. OERs are goodMarketing Search engine optimization • OERs are “potentially compelling content, not like research papers” (anon., to protect the guilty) Course “tasters” • A reasonable estimate of recruitment influenced by OpenLearn is the approximately 10,500 students since launch who have made use of OpenLearn before they register for a course at The OU in the same online session. http://newsletter.alt.ac.uk/4ii7jyi4jnx
- 57. OERs facilitate partnerships Partnershipswith local business Partnerships with 3rd sector Partnerships with other (overseas) institutions • Advertises presence • Answers the questions “what have you got?” “what can we use?” • Provides access without stretching the VLE
- 58. OERs Might • Leadto better content • Analogy with OSS • Share development effort • Many eyes see bugs more quickly • Lead to better / more flexible practice • Open educational practice • Peer-to-peer learning • Massively open online courses • Provide new approaches to resource management • Use of social sharing sites, YouTube, iTunesU, SlideShare • Reduce the authentication/authorisation burden
- 59. How are OERsReleased? Summary of what we’ve covered so far: • Licensing is important • All sorts of content types and formats • Complex objects / related resources are normal • All sorts of users • Learners as well as academics • Exposure is important • On the web not in the repository
- 60. How are OERsReleased? First catch your rabbit... • Collect or capture what is in use • Collect slides, record lectures • Filter for IPR issues • Typically institution will own copyright and other IPR • Frequently 3rd party resources that have been licensed-in* will be and issue (* best case scenario) • Quality control • Include authors, title, consistent branding etc.
- 61. Hosting & DisseminatingOERs “Projects should deposit their content in ... least one ... openly accessible system or application with the ability to produce RSS and / or Atom feeds; for example an open institutional repository, an international or subject area open repository, an institutional website or blog, or a Web 2.0 service.” UKOER programme Technical Requirements http://blogs.cetis.ac.uk/lmc/2010/12/03/oer-2-technical-requirements/ See also “Then and Now” a summary of technical approaches of JISC programmes from 2002-2010 http://blogs.cetis.ac.uk/lmc/2010/04/16/then-and-now/
- 62.
- 63. What projects did. MIT: • Many types of resource • Targeted at learners • Bespoke web CMS • Arranged by courses. http://ocw.mit.edu/
- 64. What projects did. Oxford: • Podcast audio and video recordings of lectures (expanding now) • Drupal CMS • Arrange by series, dept, people. • Disseminate to iTunesU http://podcasts.ox.ac.uk/
- 65. What projects did. Nottingham: • Wide range of course materials • EQUELLA repository platform • Arrange by faculty, tags, search. • Links in to other services http://unow.nottingham.ac.uk/
- 66. What projects did. HumBox: • Wide range of course materials • Audience: academics & students • ePrints+edShare repository platform • Social profiles • Clone & adapt http://humbox.ac.uk/
- 67. What projects did •CETIS’s UKOER technical synthesis and summary http://wiki.cetis.ac.uk/UKOER_synthesis • One Standard to Rule Them All?: Descriptive Choices for Open Education http://www.slideshare.net/RJohnRobertson/one-standard-to-rule- them-all-descriptive-choices-for-open-education
Editor's Notes
- #9 Defining an educational resource is like trying to define a chair
- #10 Defining an educational resource is like trying to define a chairYou could try to define what a chair is defining its essential features
- #11 Defining an educational resource is like trying to define a chairYou could try to define what a chair is defining its essential featuresBut you’ll soon find some example that doesn’t have one feature
- #12 Defining an educational resource is like trying to define a chairYou could try to define what a chair is defining its essential featuresBut you’ll soon find some example that doesn’t have one featureOr another. So maybe just say that you’ll recognise one when you see one because it is meant to be sat on
- #13 Defining an educational resource is like trying to define a chairYou could try to define what a chair is defining its essential featuresBut you’ll soon find some example that doesn’t have one featureOr another. So maybe just say that you’ll recognise one when you see one because it is meant to be sat onBut not everything that can be sat on is a chair (even though you might find it useful if you need to sit down).
- #17 MIT were the first. Most people of heard of MIT OCW; many (perhaps) think of OCW as being synonymous with MIT OCW.
- #18 Think about this and write the answers down
- #19 Trying to show that (i) MIT OCW is older than you might think and (ii) more extensive. If you looked at it a short while after it was first set up it might be worth looking again
- #20 Berkeley have a slightly different approach
- #21 Stanford focus on Engineering
- #22 Other Universities joined in
- #23 Other Universities joined in
- #24 Other Universities joined in
- #25 Other Universities joined in, possibly more of them than you might think
- #26 Other Universities joined in, possibly more of them than you might think
- #27 Other places joined in, possibly more of them than you might think
- #28 Other Universities joined in, possibly more of them than you might think
- #29 Other Universities joined in, possibly more of them than you might think
- #30 Other Universities joined in, possibly more of them than you might think, and not just in the US
- #31 Other Universities joined in, possibly more of them than you might think, and not just in the US
- #32 Other Universities joined in, possibly more of them than you might think, and not just in the US
- #33 Other Universities joined in, possibly more of them than you might think, and not just in the US
- #34 Other Universities joined in, possibly more of them than you might think, and not just in the US
- #35 Other Universities joined in, possibly more of them than you might think, and not just in the US
- #36 Other Universities joined in, possibly more of them than you might think, and not just in the US
- #37 Literally 100s of other Universities joined in, possibly more of them than you might think, and not just in the US
- #38 Literally 100s of other Universities joined in, possibly more of them than you might think, until the UK (well England, mostly) got involved the OU had an obvious affinity with Open Education, Oxford had it’s own strengths to showcase, but other, more typical, Universities also committed to provide OERs.
- #39 Literally 100s of other Universities joined in, possibly more of them than you might think, until the UK (well England, mostly) got involved the OU had an obvious affinity with Open Education
- #40 Literally 100s of other Universities joined in, possibly more of them than you might think, until the UK (well England, mostly) got involved the OU had an obvious affinity with Open Education, Oxford had it’s own strgenths to showcase.
- #41 Literally 100s of other Universities joined in, possibly more of them than you might think, until the UK (well England, mostly) got involved the OU had an obvious affinity with Open Education, Oxford had it’s own strengths to showcase, but other, more typical, Universities also committed to provide OERs.
- #42 Literally 100s of other Universities joined in, possibly more of them than you might think, until the UK (well England, mostly) got involved the OU had an obvious affinity with Open Education, Oxford had it’s own strengths to showcase, but other, more typical, Universities also committed to provide OERs.
- #43 Literally 100s of other Universities joined in, possibly more of them than you might think, until the UK (well England, mostly) got involved the OU had an obvious affinity with Open Education, Oxford had it’s own strengths to showcase, but other, more typical, Universities also committed to provide OERs.
- #44 Literally 100s of other Universities joined in, possibly more of them than you might think, until the UK (well England, mostly) got involved the OU had an obvious affinity with Open Education, Oxford had it’s own strengths to showcase, but other, more typical, Universities also committed to provide OERs.
- #46 See http://www.khanacademy.org/about (esp. “how did you get started?”)
- #47 See http://www.slideshare.net/cetismdrsig/making-your-content-visibleSee also http://www.russellstannard.com/
- #48 An example from Law at Bradford
- #49 An example from Chemistry at Lincoln
- #50 Core Materials: material scientists sharing resources
- #51 HumBox: humanity lecturers sharing resources