Open educational resources sharing content and knowledge differently is a dri...EduSkills OECD
Why have ICT and the internet – which profoundly changed production and distribution in so many sectors and improved productivity – not had the same impact on education so far?
• Open Educational Resources (OER) can be seen as a social innovation (not a technological one) with the potential of reforming (not revolutionising) education if they are linking to what we know about learning and to what teachers need
Open educational resources sharing content and knowledge differently is a dri...EduSkills OECD
Why have ICT and the internet – which profoundly changed production and distribution in so many sectors and improved productivity – not had the same impact on education so far?
• Open Educational Resources (OER) can be seen as a social innovation (not a technological one) with the potential of reforming (not revolutionising) education if they are linking to what we know about learning and to what teachers need
UCT, Fort Hare or UNISA: Which university is OER ready?ROER4D
UCT, Fort Hare or UNISA: Which university is OER ready? Presentation at UCT Teaching and Learning Conference 2015/16
Glenda Cox & Henry Trotter
30 March 2016
he project ‘From campus students to professional learners: Flexible learning paths in Responsible Innovation' is one of the projects funded by the Ministry of OC&W in order to promote online education.This presentation gives and update on the progress.
MSc PHEC & Alumni Workshop - TEL and Open EducationSally Parsley
Presentation for a teaching session on Technology Enhanced Learning and Open Education for global eye care with students and recent alumni of the Masters in Public Health Eye Care at the London School of Hygiene & Tropical Medicine.
Presentation at SCORE event 'Making Open the easiest option' at Leeds, 13 May 2010 - speakers Megan Quenin-Baxter Thomson and Suzanne Hardy, Newcastle and OOER project
California Community College Faculty Motivation and Reflection on Open Textbo...Una Daly
Interviews were conducted with twelve faculty members at community colleges in California who adopted open textbooks in their teaching practice for one academic term or longer. The interviews queried faculty on motivation to undertake the adoption, pedagogical considerations, student savings and feedback, and support from other campus stakeholders.
Faculty were asked how their teaching and student learning was affected as a result of adopting an open textbook in their course. Specifically they were asked if they were collaborating more with other faculty members and whether they were now using a wider range of instructional materials in their courses. With regards to student learning, they were asked if they believed that student learning had improved or whether student retention had improved as a result of the adoption of an open and free textbook. Any unanticipated outcomes that had resulted from the adoption either in their own practice or with students was also queried.
In addition to the faculty and students, other stakeholders on campus are often involved in the decision and process to adopt an open textbook. College initiatives or pilot programs to increase access and equity were sometimes the instigators for making the change and other times it was strictly a faculty decision. Library, instructional design, and bookstore staff were other stakeholders who played roles in the adoption process.
Attend this presentation to better understand the motivations of college faculty who adopt open textbooks and how it affected their teaching practice. Hear about the challenges they encountered and any unexpected outcomes. Learn what students had to say about using open textbooks in the classroom and how it affected their learning and ability to be successful.
Jisc RSC Eastern eFair July 2013 'A leg to stand on... (Jisc Techdis, inclusi...JISC RSC Eastern
Recently published guidance for disabled students itemises a range of technology based "reasonable adjustments" they should expect to find in any post 16 learning provider.These expectations are based on advice and guidance that has been available to the sector for more than 6 years so learning providers claiming they didn't know wouldn't have a leg to stand on.
An introduction to Open Educational Resources delivered to coursework masters students at the University of Cape Town March 29, 2012. Covers open education resources, Creative Commons licensing, issues for educators engaging in open education, curation, metadata, and new forms of open education such as massive open online courses.
Using the work of the OER Research Hub at the Open University, different types of OER users are identified. The different strategies for reaching these audiences are considered
openSE – open educational framework for computer science Software EngineeringAndreas Meiszner
The openSE project brings together higher education institutions, open source projects and enterprises from different countries, from Europe and beyond, to collaboratively build up a common learning ecosystem.
The openSE framework is an open approach to computer science Software Engineering and aims at the continuous provision of up to date and relevant learning materials and opportunities that match students' interests and employers' demand; providing firms with better educated employees and allow learners to acquire an enhanced set of skills than traditional educational provision does. The openSE framework will be open to any type of learner: students of partnering universities, learners from the enterprise field, or 'free learners' outside of any type of formal educational context.
A presentation by Dr. Sanjaya Mishra ,Education Specialist, eLearning, COL,Canada and Principal Investigator, ROER4D Project at the Workshop on OER for Development supported by IDRC, Canada
NetGeners.Net: The ne(x)t generation learner - Skills you need in lifelong le...Andreas Meiszner
Introduction to the NetGeners.Net pilot course.
The full title of this pilot course is “NetGeners.Net: The ne(x)t generation learner - Skills you need in lifelong learning knowledge and information societies”.
A pilot course in the light of free and open education!
This course is free: free to attend without any charge, free of cost for books or other materials, free for anyone independently of prior education; and free in terms of your personal time commitment that you decide to dedicate to it (Though we would like you to spend on a minimum 2 hours per week). The only thing you will need is a PC and internet access.
Participants of this course can expect tutoring (support), but will not receive any official degree awarding certificate or credit points from the course team.
This course starts at the 17th of March, though later participation is possible. If you are interested in the course than sign up now for free to secure individual mentorship and support!
We also invite you to provide us with some initial feedback on what you think could be improved, to report bugs (means to tell us what still doesn’t work as it should), to suggest further learning projects, or to submit already existing ones to our course category.
Further information is available at:
NetGeners.Net website
To refresh our courses one first needs to pause and take stock
Our digital ecologies are changing because the way we are wanting to teach and examine is changing. Moving forward, we see L&T using new and more engaging forms of technology, designed to help our students not just learn disciplinary skills, but to find new ways of engaging with their peers. Improvement is a deliberate act that involves planning and execution. We need to find the new tools and techniques to help us with our teaching. We will look at some possible affordances you can enjoy when you are ready to pause and take stock.
UCT, Fort Hare or UNISA: Which university is OER ready?ROER4D
UCT, Fort Hare or UNISA: Which university is OER ready? Presentation at UCT Teaching and Learning Conference 2015/16
Glenda Cox & Henry Trotter
30 March 2016
he project ‘From campus students to professional learners: Flexible learning paths in Responsible Innovation' is one of the projects funded by the Ministry of OC&W in order to promote online education.This presentation gives and update on the progress.
MSc PHEC & Alumni Workshop - TEL and Open EducationSally Parsley
Presentation for a teaching session on Technology Enhanced Learning and Open Education for global eye care with students and recent alumni of the Masters in Public Health Eye Care at the London School of Hygiene & Tropical Medicine.
Presentation at SCORE event 'Making Open the easiest option' at Leeds, 13 May 2010 - speakers Megan Quenin-Baxter Thomson and Suzanne Hardy, Newcastle and OOER project
California Community College Faculty Motivation and Reflection on Open Textbo...Una Daly
Interviews were conducted with twelve faculty members at community colleges in California who adopted open textbooks in their teaching practice for one academic term or longer. The interviews queried faculty on motivation to undertake the adoption, pedagogical considerations, student savings and feedback, and support from other campus stakeholders.
Faculty were asked how their teaching and student learning was affected as a result of adopting an open textbook in their course. Specifically they were asked if they were collaborating more with other faculty members and whether they were now using a wider range of instructional materials in their courses. With regards to student learning, they were asked if they believed that student learning had improved or whether student retention had improved as a result of the adoption of an open and free textbook. Any unanticipated outcomes that had resulted from the adoption either in their own practice or with students was also queried.
In addition to the faculty and students, other stakeholders on campus are often involved in the decision and process to adopt an open textbook. College initiatives or pilot programs to increase access and equity were sometimes the instigators for making the change and other times it was strictly a faculty decision. Library, instructional design, and bookstore staff were other stakeholders who played roles in the adoption process.
Attend this presentation to better understand the motivations of college faculty who adopt open textbooks and how it affected their teaching practice. Hear about the challenges they encountered and any unexpected outcomes. Learn what students had to say about using open textbooks in the classroom and how it affected their learning and ability to be successful.
Jisc RSC Eastern eFair July 2013 'A leg to stand on... (Jisc Techdis, inclusi...JISC RSC Eastern
Recently published guidance for disabled students itemises a range of technology based "reasonable adjustments" they should expect to find in any post 16 learning provider.These expectations are based on advice and guidance that has been available to the sector for more than 6 years so learning providers claiming they didn't know wouldn't have a leg to stand on.
An introduction to Open Educational Resources delivered to coursework masters students at the University of Cape Town March 29, 2012. Covers open education resources, Creative Commons licensing, issues for educators engaging in open education, curation, metadata, and new forms of open education such as massive open online courses.
Using the work of the OER Research Hub at the Open University, different types of OER users are identified. The different strategies for reaching these audiences are considered
openSE – open educational framework for computer science Software EngineeringAndreas Meiszner
The openSE project brings together higher education institutions, open source projects and enterprises from different countries, from Europe and beyond, to collaboratively build up a common learning ecosystem.
The openSE framework is an open approach to computer science Software Engineering and aims at the continuous provision of up to date and relevant learning materials and opportunities that match students' interests and employers' demand; providing firms with better educated employees and allow learners to acquire an enhanced set of skills than traditional educational provision does. The openSE framework will be open to any type of learner: students of partnering universities, learners from the enterprise field, or 'free learners' outside of any type of formal educational context.
A presentation by Dr. Sanjaya Mishra ,Education Specialist, eLearning, COL,Canada and Principal Investigator, ROER4D Project at the Workshop on OER for Development supported by IDRC, Canada
NetGeners.Net: The ne(x)t generation learner - Skills you need in lifelong le...Andreas Meiszner
Introduction to the NetGeners.Net pilot course.
The full title of this pilot course is “NetGeners.Net: The ne(x)t generation learner - Skills you need in lifelong learning knowledge and information societies”.
A pilot course in the light of free and open education!
This course is free: free to attend without any charge, free of cost for books or other materials, free for anyone independently of prior education; and free in terms of your personal time commitment that you decide to dedicate to it (Though we would like you to spend on a minimum 2 hours per week). The only thing you will need is a PC and internet access.
Participants of this course can expect tutoring (support), but will not receive any official degree awarding certificate or credit points from the course team.
This course starts at the 17th of March, though later participation is possible. If you are interested in the course than sign up now for free to secure individual mentorship and support!
We also invite you to provide us with some initial feedback on what you think could be improved, to report bugs (means to tell us what still doesn’t work as it should), to suggest further learning projects, or to submit already existing ones to our course category.
Further information is available at:
NetGeners.Net website
To refresh our courses one first needs to pause and take stock
Our digital ecologies are changing because the way we are wanting to teach and examine is changing. Moving forward, we see L&T using new and more engaging forms of technology, designed to help our students not just learn disciplinary skills, but to find new ways of engaging with their peers. Improvement is a deliberate act that involves planning and execution. We need to find the new tools and techniques to help us with our teaching. We will look at some possible affordances you can enjoy when you are ready to pause and take stock.
Overview on the feature of "Idea Space" (beta version) - a new online space to collaborate and network on open educational ideas and innovation.
A list of templates makes it easier to work together towards open textbooks, educational research, collaborative course creation etc.
This presentation was delivered as part of the Scotland’s Colleges/College Development Network Dangerous Ideas event. The focus is open education and sharing of open educational content. The presentation was delivered by webinar in June 2012.
OER in non-English speaking countries: сhallenges and opportunities for suppo...African Virtual University
Svetlana Knyazeva holds PhD in Information and Library Science and is an Advisor for Communication and Information at the UNESCO Moscow Office. Since 2009 she has been coordinating a project on Open Educational Resources in non-English-speaking countries implemented jointly by the UNESCO Moscow Office and the UNESCO Institute for Information Technologies in Education.
The main objective of Svetlana’s OLnet Fellowship research was the facilitation of early stages of OER movement in the Commonwealth of Independent States (CIS) and ensuring sustainability of a project launched by the Moscow-based UNESCO Institute for Information Technologies in Education (UNESCO IITE).
Open learning in higher education an institutional approachBrian Murphy
The vaue of open learning can be a conflict within higher education instituions. This presentation is the result of an instituional review and research on the open education movement in higher education, given greater impetus by the advent of the MOOC. The journey of exploring MOOCs resulted, ironically, in an enhanced apreciation of OERs and revised strategic thinking of their impact for teaching and research, especially when viewed as a vehicle of co-creation between staff and students. Once value is attached, the principle becimes embedded and accepted rarher than an additional burden of academic endeavour; and the door is opened to the business case for systems, investment and development as well as academic development, support, reward and recognition.
Presentation during Open Access Week celebrations at Wits University, Johannesburg, South Africa
Goal of the presentation: Address broader aspects of openness in higher education
Sustaining OER innovation through collaboration and partnership Simon Thomson (Leeds Metropolitan University) and Andy Beggan (University of Nottingham) Facilitated by Peter Bullen.
Sloan-C Merlot 12: OER and Accessibility Higher Education Status and IssuesUna Daly
Gerry Hanley, Merlot; Una Daly, Open Courseware Consortium; and Mark Riccobono, National Federation for the Blind present on the importance of designing in accessibility for OER producers and consumers.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. In this Presentation
• Overview of Open Education Practices
• Introduction to the Open Education
Licensing (OEL) project
• The research (survey) outcomes
• The OEL Toolkit Demo
• Key Legal Issues
4. Paris ‘OER declaration’
UNESCO 2012 Paris OER declaration:
Teaching, learning and research materials in any
medium, digital or otherwise, that reside in the public
domain or have been released under an open licence
that permits no-cost access, use, adaptation and
redistribution by others with no or limited restrictions
5.
6. The evolution of ‘open’ in higher ed.
• Distance education (anywhere, anytime, no
pre-requisites for entry and alternative
pathways for exit)
• Universities establish Open Access
repositories of scholarly resources
• Open Educational Resources (OER)
• 2012 Year of the MOOC
8. Copyright in Australia
• Current Australian law less flexible than other
jurisdictions
• Purpose-based Fair Dealing / statutory
educational licences
• ALRC report on Copyright & the Digital Economy /
Productivity Commission – recommend Fair Use
• Exposure Draft 2016 – may simplify educational
licences
• Online education will still need Open Licences!
9. Expansion of MOOCs
• Aust MOOCs / other ‘open’ course offerings
steadily increasing
• 7 Aust unis OERu partners
• Business models differ
• Experimenting with payment for add-ons
(credit/online tutoring)
• Commitment to Open Licensing for re-use?
10. ’Open’ at Australian universities
Open MOOCs
(P2Pu, OERu)
edX
Coursera
Blackboard
Coursesites
Open2Study (OUA)
Other (iTunes U, Edcast,
Class2Go, Canvas,
Future Learn,
OpenLearning etc)
No MOOCs
MOOC platforms used by Australian universities 2014
Open MOOCs (P2Pu, OERu)
edX
Coursera
Blackboard Coursesites
Open2Study (OUA)
Other (iTunes U, Edcast, Class2Go,
Canvas, Future Learn, OpenLearning
etc)
11. Open licensing at Australian
universities
No MOOC offered
All rights reserved
Open licence (Creative
Commons)
University MOOC Offerings in Australia by licensing 2014
No MOOC offered
All rights reserved
Open licence (Creative Commons)
12. Open Education Licensing
project
• Joint Swinburne / University of Tasmania
• 2 yr research & development
• Funding from Australian Government Office
for Learning and Teaching
Examining OEP in Australian unis
Developing practical info / licensing tools
13. Project Plan
• June 2015 – Surveyed 389 staff from 38 Aust
universities – 33.9% response rate
• Asked managers / teachers / info experts
– Role of OEP in their institution
– Current / planned ‘open’ activities
– Platforms / licences used
– Policy/strategic reasons
– IP issues
• 2016 – used responses to develop OEL Toolkit
17. Types of learning and teaching
resources created by others that are
used or adapted
88% of participants use material found openly available on the internet
65% use scholarly publications.
Other popular responses included:
• resources created collaboratively in their organisation
• resources created by colleagues in their institution
• government produced resources
• resources created in another institution
• commercially produced resources
18. Platforms used by Australian universities to
deliver open educational services
19. Why are Australian Universities participating in
OER initiatives?
• Enhancing global profile of institution’ (with 59% of
participants saying it was very important)
• Attracting more/new students.
• Innovating design of learning resources
• Exploring new pedagogical practices
• Marketing opportunities
20. Intellectual Property (IP) issues considered by
Universities when deciding whether to participant
in open education initiatives?
Primary concerns identified were:
• complexity of copyright and licensing (generally) (88%)
• Copyright ownership of material on the internet (83%)
• Understanding of open licences (75.5%)
• Risk of infringing someone else's copyright’ (71%)
21. Perceptions of copyright ownership
at Universities
A majority of participants (48%) think their
institution is the primary holder of copyright
regarding to any teaching materials they develop
while some rights are granted to them.
30% believe their institution is the sole copyright
holder with no rights granted to them.
22. Overall findings
• Concern about complexity of licensing
• ‘Open’ doesn’t always allow re-use
• If copyright too difficult, resources not
developed or disseminated
• Lack of knowledge around licensing
• Policies still being developed
35. Support for this project has been provided by the Australia Government
Office for Learning and Teaching. The views in this presentation do not
necessarily reflect the views of the Australian Government Office for
Learning and Teaching.
36. Please attribute the “OEL Project Team” with a link to
oel.edu.au
Except where otherwise noted, this work is licensed under
https://creativecommons.org/licenses/by/4.0/
University of Tasmania and Swinburne University of Technology logos are
registered property of those universities. Third party marks and brands are
the property of their respective holders.
Four significant groups of participants, based on their role within their institution were library/information management professionals, educational/instructional designers, and copyright officers and teachers/lecturers.
The rest of the sample were represented by senior executives, administration/management staff, technology professionals, and others which included a variety of managerial, compliance, and eLearning advisory roles.
To the question of the importance of OEP as a part of their institution’s activities, most participants agreed that OEPs were either somewhat important (50% of responses) or very important (13%), with 26% saying those were not important while 11% were unsure.
In regards to whether their institution has a current policy or strategic plan which includes in some way OERs or OEPs, a majority participants (43%) replied negatively; while 38% of participants said yes and another 29% were unsure. In the optional open-end response, over 30 responses were given: 11 participants wished to clarify that while their institution did not have a policy specifically in regards to OERs, the use of open resources was encouraged and implied, as well as mentioned within some other policy/strategic plan (most commonly within blended learning or teaching and learning plan or as part of the copyright strategy.
In the open ended question a few commented that their existing OER policy is primarily focused on sharing of research, or on MOOCs.
Most participants said yes (70%) to the question of whether their institution currently offer any open courses or open educational resources (such as MOOCs, OER repositories, free lecture podcasts or downloads), while 20% said no and another 10% were uncertain.
Those who answered yes to the question of whether their institution currently offered any open courses or open educational resources were further asked if their institution does offer open resources, what type of resources were available.
Participants could make multiple selections from the list of possible resources as well as write in their own options. The most common option (with 59% responses) was “MOOC/s and/or other forms of online courses available to anyone”. The next common response (33.33%) was “openly available online videos/podcasts (eg. audio/video recordings of lectures)”, where the third place was shared by “openly accessible repository of Educational Resources” and “online course modules, learning activities or lecture notes available to anyone” (both at 22.5%). A small group (7.5%) mentioned “textbooks available online for free use by anyone (i.e. Open Textbooks)” while for the rest the question was either ‘not applicable’ (15%) or they had other types of resources in their institutions which were not named here (11%). As for the latter group, resources included those created for such platforms as iTunesU, iBooks and YouTube.
It is interesting that while many participants provided in the comments a link to their institution’s open directory, they also noted that these resources were not truly ‘open’ because of their current “all rights reserved” licensing.
To the question of what types of resources are likely to be offered by their institutions in the future, most participants (47%) named MOOCs and other such courseware, while such answers as ‘openly available videos and podcasts’ and ‘online course modules and other course material like lecture notes’ were the second most popular (with 30% responses each). Other types of resources included ‘openly accessible repository of Educational Resources’ (29%), and ‘textbooks available online for free use by anyone (i.e. Open Textbooks)’ (12%)
To the question ‘what type of learning and teaching resources created by others do you use or adapt in your own teaching, (where participants could make multiple selections of answers) majority (88%) use material openly available on the internet while 65% use scholarly publications. Other popular responses included: ‘resources created collaboratively in your organisation’ (62%), ‘resources created by colleagues in your institution’ (57%), ‘government produced resources’ (55%), ‘resources created in another institution’ (47%), and ‘commercially produced resources’ (43%).
Most participants (69%) said their most common way of using teaching and learning resources created by others in their teaching is by adding hyperlinks to their material or by embedding the resource directly into the relevant webpage (60%). 53% do make changes to the copies materials while 51.% copy without changing. Further 39% combine multiple resources and 19% make annotations.
Ranked from the most common to the least common, the following platforms are used by Australian universities to deliver open educational services or products.
‘Other’ given options were Open edX, Wikiversity, Canvas Network, Wordpress, Equella and iBooks.
Among the top five most important factors for participating in OER were ‘enhancing global profile of institution’ with 59% saying it was very important), ‘attracting more/new students’ (54%), ‘innovative design of learning resources’ (53%), ‘exploring new pedagogical practices’ (52%) and ‘marketing opportunities’ (50.5%). Academic egos, the fear of behind ‘left behind’ (when compared to other universities), the easing of first-year student transition into the university and finding new opportunities to upskill/train staff were also named as important factors.
The least important factors were found to be: ‘developing of commercial partnerships’ (23.5%) deemed it not important) and ‘competition from other providers’ (21%).
QUOTES:
* It’s tended to be more of a means to an end, and around marketing creating a channel to get people to engage with the university. But certainly, working in a library, there’s a fairly strong emphasis on making information as widely available, as freely available, as possible.
* …there’s risks as well with other people taking – this is when they put – other institutions taking a free ride off the resources. And there’s also – you’d have to think carefully about what you put out under the open licences. I guess we still want people to do our courses.
* I think, there’s more value in us releasing this and increasing the profile … than worrying about intellectual property.
In regards to the Intellectual Property (IP) issues considered by their institution when deciding whether to participant in open education initiatives, most participants mentioned such issues as ‘complexity of copyright and licensing’ (88%), ‘copyright ownership of material on the internet’ (83%), ‘understanding of open licences’ (75.5%) and ‘risk of infringing someone else's copyright’ (71%) as their institution’s primary concerns considered.
Other popular responses included ‘the potential for misuse of intellectual property’ (59%), ‘ability to licence external material’ (58%), ‘interaction with Part VA/VB of Australian Copyright Act 1968’ (52%) and ‘licensing terms applied by online distribution platform/provider’ (52%). A small group of participants (9%) did not think their institutions considered any IP issues.
QUOTES:
I think the issue is that people like the idea, but openness is actually – it’s a quite a complicated – it’s not that straightforward. And people like to say open, and what they mean by that – everyone has a slightly different definition. And obviously there’s a spectrum of how you can talk about openness. But in my mind, if you’ve got an object that’s online that’s inaccessible, then it’s not particularly open even if it’s free.
QUOTE:
So if you don’t’ feel absolutely confident with the licensing and how it’s stated, you’re just not going to do it. I just think you’d think, what’s the risk for me here and what’s the benefit?
BEALE
At the point when we were engaged to build the Toolkit, the project team had finished their surveys.
The project team had identified many high quality resources that would be useful for people wishing to engage with OER.
Our brief was to provide a means for guiding users to the most relevant resources for their case.
We decided that a decision tree would be the best way to emulate the types of conversations between teaching staff and copyright experts.
----
TONY
We went through an iterative design and development process
We released versions of the Toolkit to invited groups of users to give us feedback along the way.
You can see here in the screen shots the key stages of the development:
The first is our flowchart, which represents the decision tree. It is a series of questions and answers along the many and various pathways a user could take.
The second is an interactive wireframe that roughly simulated the basic functionality and layout of the web application.
And the third is the web application implemented with styles and more advanced functionality.
BEALE
Website:
Home
Resources (case studies and continuum) etc
Lead into tony viewing toolkit
Into Scenario:
Teaching staff member at an Australian university
This person found an image online and wishes to use it in their online teaching
This teacher intends to ask their students to download and modify the image, then share it publically
The teacher wants to know whether there are any issues with this
TONY: [demonstration]
You can pause me at any time to ask questions
Can access the Toolkit from the oel.edu.au
The disclaimer basically says we’re giving guidance, not advice.
Then you’re presented with helpful tips that most people ignore on the first time
- The key tip is that a run through the Toolkit applies to one resource, otherwise too complex.
Now we’re on the first question: given the scenario, we’ll click use.
Teaching practices, not personal reasons, so No.
We know that this person is using it for their employment, so this Yes.
Employer: This is a particularly useful question. We got lots of positive comments about how relevant the guidance was from this question.
So now I’ll open this up to you. Which Unis?
Show Guidance Preview
Link to the Copyright officer
We haven’t defined the answer to this question in the scenario: Yes or No? (different paths). Let’s select Yes.
[go with the flow]
Guidance: All the guidance snippets are presented now, and categorised
The teacher can expand whichever snippets are most relevant by reading the short titles.
Media > Modifying
PDF, take to copyright officer
[following the demonstration]
Today is a soft launch of the Toolkit.
It’s nearing completion.
In the following activities, you might like to refer to this Toolkit on your phone, tablet or laptop
Just keep in mind there is still work to be done.
The responsive interface so that it would be available on mobiles and tablets was only implemented last week.
Accessibility
Cross-browser (only tested on Chrome on Windows)
Minor enhancements
Question of sustainability:
5 year commitment to support (what this means)
Technical sustainability – at the moment it’s point dependent in that updates have to go through Tony. But… admin system is coming.
What the admin system will allow – a small group of project members to directly maintain (create/delete) content – questions and answers and guidance, plus produce some reports.
Where the admin system is at: conceptual stage