From OER to OEP – enabling open educational practices via platform development and open course building exemplars. From Labspace to OpenLearn Create. Evolution of OU experimental OER platform to an open course platform for everyone.
Supporting Open Education Policymaking by Higher Education Institutions in Th...Robert Schuwer
In 2013 nine workshops were conducted at HEIs in The Netherlands to support policy making on Open Education. In this presentation more details about these workshops and the results are presented. It was given at the Open Courseware Consortium Global Meeting 2014, 24 April, Ljubljana, Slovenia.
More information can be found in the paper: http://bit.ly/1iWoPa5
The Critical Role of Librarians In OER AdoptionUna Daly
Please join CCCOER on Tuesday, February 26, 10:00 am (Pacific time) to hear about the critical work that librarians do to support OER adoption at community colleges. This webinar will feature three projects where librarians are leading the way in searching, curating, and creating OER to expand student access and improve teaching practices.
card catalog cc-by-nc-sa reeding lessons
Paradise Valley Community College, AZ –Sheila Afnan-Manns and Kande Mickelson, faculty librarians will share how they worked with students in International Business to find and create OER to support course learning outcomes.
Houston Community College District, TX – Angela Secrest, director of library services, will share her libguides that support faculty in the process of finding and adopting high quality OER.
Open Course Library(OCL), WA – Shireen Deboo, OCL and Seattle Community Colleges district librarian will share her work with faculty to find, create, and curate open content for inclusion in the Washington State Community and Technical College’s Open Course Library.
A Curated Conversation on MOOCs in the Uk held at the altMOOCsig at UCL on 27th June 2014. Contributions from various British academics including Diana Laurillard, Shirley Ellis, Frances Bell, Jenny Mackness Amy Woodgate as well as Curtis Bonk & some colleagues from the USA. Event organised by Mira Vogel. Slides still being edited & updated, last update July 24. Should be completed by 27 July 2014
Presentation on massive open online courses, created for Global Learn 2016, Limerick, Ireland
It shows the administrative side of MOOCs, including their conceptualisation, planning, design, development, delivery and evaluation.
The critical role of teachers in optimizing technologies for open learningalanwylie
Keynote presentation by Diana Laurillard, London Knowledge Lab, Institute of Education, for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Supporting Open Education Policymaking by Higher Education Institutions in Th...Robert Schuwer
In 2013 nine workshops were conducted at HEIs in The Netherlands to support policy making on Open Education. In this presentation more details about these workshops and the results are presented. It was given at the Open Courseware Consortium Global Meeting 2014, 24 April, Ljubljana, Slovenia.
More information can be found in the paper: http://bit.ly/1iWoPa5
The Critical Role of Librarians In OER AdoptionUna Daly
Please join CCCOER on Tuesday, February 26, 10:00 am (Pacific time) to hear about the critical work that librarians do to support OER adoption at community colleges. This webinar will feature three projects where librarians are leading the way in searching, curating, and creating OER to expand student access and improve teaching practices.
card catalog cc-by-nc-sa reeding lessons
Paradise Valley Community College, AZ –Sheila Afnan-Manns and Kande Mickelson, faculty librarians will share how they worked with students in International Business to find and create OER to support course learning outcomes.
Houston Community College District, TX – Angela Secrest, director of library services, will share her libguides that support faculty in the process of finding and adopting high quality OER.
Open Course Library(OCL), WA – Shireen Deboo, OCL and Seattle Community Colleges district librarian will share her work with faculty to find, create, and curate open content for inclusion in the Washington State Community and Technical College’s Open Course Library.
A Curated Conversation on MOOCs in the Uk held at the altMOOCsig at UCL on 27th June 2014. Contributions from various British academics including Diana Laurillard, Shirley Ellis, Frances Bell, Jenny Mackness Amy Woodgate as well as Curtis Bonk & some colleagues from the USA. Event organised by Mira Vogel. Slides still being edited & updated, last update July 24. Should be completed by 27 July 2014
Presentation on massive open online courses, created for Global Learn 2016, Limerick, Ireland
It shows the administrative side of MOOCs, including their conceptualisation, planning, design, development, delivery and evaluation.
The critical role of teachers in optimizing technologies for open learningalanwylie
Keynote presentation by Diana Laurillard, London Knowledge Lab, Institute of Education, for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Emerging, innovative practices of Teacher Professional development - How are ...Riina Vuorikari
Our study is descriptive and the 30 examples were chosen not because they are the best of all available ones, but because they exemplify well these new emergent features at a general level. Framework underpinning the analysis by Darling-Hammond et al., 2017. JRC will publish a report with 1-page descriptions of all 30 examples and first analysis of the main features (by end 2018)
Bb on Tour 2016 | Keynote - Brisbane | Learning 2020Blackboard APAC
Professor Suzi Vaughan, Deputy Vice-Chancellor (Learning and Teaching), Queensland University of Technology presented recently at the Bb Education on Tour event at QUT in Brisbane, on Thursday 3rd March 2016.
Talk by Amy Woodgate at the Open Education session at the Cetis Conference 2014: Building the Digital Institution held at the University of Bolton on the 17th and 18th June 2014.
Makerspaces for Education & Training: Future implications Riina Vuorikari
Exploring three unique aspects of makerspaces (Interdisciplinarity; Authentic real-world problems; Flexible learning arrangements) and how they could be best taken advantage in education and training in the future. Input to the Creative Campus online workshop of the Creative FLIP Learning Labs program. Report: https://europa.eu/!xG98yQ
OER in Technical Vocational Education and Training (TVET)Robert Schuwer
Presentation @ 2nd OER World Congress Ljubljana 19 September 2017.
Some results from the draft report. Final report will be available end of November 2017.
The aim of the Open School project is to strengthen the openness of universities to its students. In an Open School, students do not take a passive role as service consumers; they are active, and empowered members of their university. Hence, the open school reflects a new mindset in higher education enabled by the usage of latest crowdsourcing technologies. The web-based IDEANET platform is an adequate system to support universities in launching an Open School project. Three case studies conducted at German higher education institutions demonstrate the feasibility of the concept in practice. The case studies show that students are willing to contribute with their ideas to different issues, ranging from new entrepreneurial business models, improvements of study conditions or creation of new teaching, and research methods. Including grading systems and possibilities for students to realize their ideas in practice are promising, and effective reward mechanisms to steer student participation. In some circumstances, however, the use of grades as a reward can give rise to conflicts among students, and hence needs to be carefully designed.
A workshop at the National Open University Nigeria in Lagos on 10 and 11 September 2014. These slides were used to show the participants how to transform existing closed learning materials into OER. Based on a roadmap http://robertschuwer.nl/download/PublishingOpenEducationalResources.pdf
Emerging, innovative practices of Teacher Professional development - How are ...Riina Vuorikari
Our study is descriptive and the 30 examples were chosen not because they are the best of all available ones, but because they exemplify well these new emergent features at a general level. Framework underpinning the analysis by Darling-Hammond et al., 2017. JRC will publish a report with 1-page descriptions of all 30 examples and first analysis of the main features (by end 2018)
Bb on Tour 2016 | Keynote - Brisbane | Learning 2020Blackboard APAC
Professor Suzi Vaughan, Deputy Vice-Chancellor (Learning and Teaching), Queensland University of Technology presented recently at the Bb Education on Tour event at QUT in Brisbane, on Thursday 3rd March 2016.
Talk by Amy Woodgate at the Open Education session at the Cetis Conference 2014: Building the Digital Institution held at the University of Bolton on the 17th and 18th June 2014.
Makerspaces for Education & Training: Future implications Riina Vuorikari
Exploring three unique aspects of makerspaces (Interdisciplinarity; Authentic real-world problems; Flexible learning arrangements) and how they could be best taken advantage in education and training in the future. Input to the Creative Campus online workshop of the Creative FLIP Learning Labs program. Report: https://europa.eu/!xG98yQ
OER in Technical Vocational Education and Training (TVET)Robert Schuwer
Presentation @ 2nd OER World Congress Ljubljana 19 September 2017.
Some results from the draft report. Final report will be available end of November 2017.
The aim of the Open School project is to strengthen the openness of universities to its students. In an Open School, students do not take a passive role as service consumers; they are active, and empowered members of their university. Hence, the open school reflects a new mindset in higher education enabled by the usage of latest crowdsourcing technologies. The web-based IDEANET platform is an adequate system to support universities in launching an Open School project. Three case studies conducted at German higher education institutions demonstrate the feasibility of the concept in practice. The case studies show that students are willing to contribute with their ideas to different issues, ranging from new entrepreneurial business models, improvements of study conditions or creation of new teaching, and research methods. Including grading systems and possibilities for students to realize their ideas in practice are promising, and effective reward mechanisms to steer student participation. In some circumstances, however, the use of grades as a reward can give rise to conflicts among students, and hence needs to be carefully designed.
A workshop at the National Open University Nigeria in Lagos on 10 and 11 September 2014. These slides were used to show the participants how to transform existing closed learning materials into OER. Based on a roadmap http://robertschuwer.nl/download/PublishingOpenEducationalResources.pdf
OEPS presentation at OpenEd15 - Designing and using open pedagogies for the 5...OEPScotland
Designing and using open pedagogies for the 5Rs: the Opening Educational Practices in Scotland experience
OEPScotland presentation given by Anna Page at OpenEd15 in Vancouver, 18 November 2015
Teaching Librarians Online About How to Teach OnlineArden Kirkland
A poster presented by Arden Kirkland, Amanda Calabrese, and Mary-Carol Lindbloom at the 2017 national conference of the Association of College and Research Libraries.
Open Educational Practice – opportunities for the HE sectorOEPScotland
Presentation for the ELESIG meeting held at the University of Abertay on 25 April 2017 looking at some of the issues that open practice raises for the higher education sector
These notes and accompanying Powerpoint slide deck were created for use with university and college staff universities as part of the Opening Educational Practices in Scotland (OEPS) project which ran from 2014 – 2017. The workshop design was developed by Pete Cannell. It was based on feedback from project partners some of whom had attended the OEPS Thinking About Open Workshop.
Getting started with open learning workshop notesOEPScotland
These notes are designed to accompany the Getting Started With Open Learning ppt slides. The workshop is aimed at groups of potential learners and at those who advise and support them. The workshop design was used successfully in workplaces and community settings and aims to get participants thinking differently about online learning and the options for peer support and collaborative study.
Using and developing oer workshop notesOEPScotland
These notes accompany a Powerpoint slide deck on Using and developing OER that was created for use with university and college staff universities as part of the Opening Educational Practices in Scotland (OEPS) project which ran from 2014 – 2017. The workshop design was developed by Pete Cannell. It was based on feedback from project partners some of whom had attended the OEPS Thinking About Open Workshop.
These notes and accompanying Powerpoint slide deck were created for the Learning Design workshops run with third sector organisations, unions, universities and colleges from 2014 to 2017 as part of the Opening Educational Practices in Scotland (OEPS) project; the initial workshop design was developed by Ronald Macintyre and Pete Cannell and refined through successive iterations on the basis of feedback from workshop participants.
The workshop was constructed to enable organisations to think through the issues involved in creating a new openly licensed course. It can also be adapted to help with the process of designing new practice-based initiatives.
These notes and accompanying Powerpoint slide deck were created for the Learning Design workshops run with third sector organisations, unions, universities and colleges from 2014 to 2017 as part of the Opening Educational Practices in Scotland (OEPS) project; the initial workshop design was developed by Ronald Macintyre and Pete Cannell and refined through successive iterations on the basis of feedback from workshop participants.
The workshop was constructed to enable organisations to think through the issues involved in creating a new openly licensed course.
Exploring barriers to participation CALRG (June 2017)OEPScotland
Conference presentation to the 38th Annual CALRG conference on 14th June 2017.
Looks at the barriers to participation in open, online learning.
Draws on action research by the Opening Educational Practices in Scotland project working with HE, third sector, unions and other informal educators.
Opening practice on participatory course productionOEPScotland
OEPS presentation at OE Global 2017 in Cape Town, 10 March.
How can open educational practices be used to enable more learners to benefit from specialist knowledge online in accessible, engaging ways? Opening Educational Practices in Scotland Project (OEPS) is collaborating with external partners to develop course creation skills they need to deliver their first free, open online courses.
Opening Practice on Participatory Course Production - OEPS OE Global17OEPScotland
Presentation given at OE Global Conference 2017 on 10 March in Cape Town by Anna Page for the Opening Educational Practices in Scotland Project. How can open educational practices be used to enable more learners to benefit from specialist knowledge online in accessible, engaging ways? Opening Educational Practices Project (OEPS) is collaborating with external partners to develop course creation skills they need to deliver their first free, open online courses.
This slide deck is part of the reusable pack of "Thinking About Open" workshop content that was developed by Beck Pitt and Bea de los Arcos as part of the Opening Educational Practices in Scotland (OEPS) project.
You can find instructions and suggestions on how to use the slide deck here: http://www.slideshare.net/OEPScotland/thinking-about-open-workshop-instructions
"Thinking About Open is a half-day workshop exploring what openness and open educational practices are. The workshop aims to help instigate discussion at your organisation on how openness could make a difference to your own practices whilst acting as a springboard for further discussion on the practicalities of open practice. The workshop utilises a range of case studies and examples of openness to help facilitate discussion.
This workshop is aimed at anyone with an interest in finding out more about openness and how it can make a difference to their own practice." (Reference: https://oepscotland.org/events/workshops/)
Infographic: Awareness of OER and OEP in Colleges in ScotlandOEPScotland
The Open Educational Practices in Scotland (OEPS) Project conducted a survey to find out about the level of awareness of open educational resources (OER) and open educational practices (OEP) among college staff in Scotland. In total 236 valid responses were collected in a seven-week period from February 1st, 2016 to March 20th, 2016. This infographic highlights some of the findings. If you are interested in reading the full interim report, please visit http://www.slideshare.net/OEPScotland/awareness-of-open-educational-resources-oer-and-open-educational-practice-oep-in-scottish-colleges-survey-results
Infographic: Awareness of OER and OEP in HE institutions ScotlandOEPScotland
The Open Educational Practices in Scotland (OEPS) Project conducted a survey to find out about the level of awareness of open educational resources (OER) and open educational practices (OEP) among HE institutions in Scotland. In total 235 valid responses were collected in a five-week period from 19th October 2015 to 23rd November 2015. This infographic highlights some of the findings. If you are interested in reading the full interim report, please visit http://www.slideshare.net/OEPScotland/awareness-of-oer-and-oep-in-scottish-higher-education-institutions-survey-results
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
OEPS at OER17 - from OER to OEP
1. Opening Educational Practices in Scotland
From OER to OEP – enabling open
educational practices via platform
development and open course
building exemplars
Anna Page (OEPS)
5 April 2017 for OER17
2. Opening Educational Practices in Scotland
About us
The Opening Educational Practices in Scotland
project facilitates best practice in Scottish open
education. We aim to enhance Scotland’s
reputation and capacity for developing publicly
available and licenced online materials, supported
by high quality pedagogy and learning
technology.
“”
3. Opening Educational Practices in Scotland
From Labspace to
OpenLearn Create
Evolution of OU experimental OER platform
to an open course platform for everyone
4. 4
Opening Educational Practices in Scotland
OU Labspace
http://www.olnet.org/content/openlearn-labspace
http://alexlittle.net/blog/2008/07/30/revise-this
5. 5
Opening Educational Practices in Scotland
OU Labspace projects
A number of OU partnership and research projects started to publish on
Labspace
7. 7
Opening Educational Practices in Scotland
Limitations of OLW design
• Home page design restrictive and not mobile responsive
• Large proportion of home page taken up with twitter feed
• Featured projects on home page difficult to edit
• Top navigation didn’t help course creators or learners easily find what they
needed
• Search and Browse functions limited (no taxonomies)
• Guidance for course creation incomplete and confusing (step by step written
in 2015, still incomplete)
• Course pages view standard Moodle, enrol button not obvious to learners
• Not possible for course creators to create or manage their own project
category
• No access to authoring in OU structured content (using Oxygen) for non-OU
users, though could upload own XML files
• Only had course star ratings, no review facility until 2016
8. 8
Opening Educational Practices in Scotland
OpenLearn Create
• Existing OER platform hosted
by the OU – sister platform to
OpenLearn
• Free public space for people to run
their own open learning projects or
share OER – both
OU projects and external and
partnership projects
• Redesigned and developed for
improved navigation and usability
• Further redesign and functionality
improvement work ongoing
• Can host collections of courses
• www.open.edu/openlearncreate
10. Opening Educational Practices in Scotland
The create a course form has
been updated to include subject
and skill taxonomies, as well as
provider, level, licence chooser,
study hours, teaching language
and course collection (default is
OER).
The course enrol button can be
hidden if it is an OER which
doesn’t require enrolment
14. Opening Educational Practices in Scotland
Google custom search of the
site content.
Also a Google custom
search for other OER sites so
that course creators can find
other OER they might reuse
or remix into their course.
19. Opening Educational Practices in Scotland
New form for creating
a collection allows
users to set up their
own collection
20. 20
Opening Educational Practices in Scotland
Ongoing developments
• Make the site Mobile responsive
• Plan to use direct authoring tool which the OU is developing, not
available yet
• Course pages still being redesigned
• Moodle Stats and data dashboard being designed and developed
• Article functionality – create a standalone article in Moodle which
the system recognises as an article not a course
• Guide/handbook functionality – option for the creator to identify
that the OER being created is a guide or handbook rather than a
course
23. 23
Opening Educational Practices in Scotland
Reasons for engaging with OER
• Purpose – may have material to share – their expertise and
knowledge of learner context
• Existing and potential audience – wider exposure and
uptake of their material
• Interested in using collaborative supportive networks but
need advice
• Want guidance on level and tone to suit their audience
24. 24
Opening Educational Practices in Scotland
Working in partnership to change cultures
• Explore the Partner’s needs and what they know about the
learners
• Explain the different types of open courses/OER
• Learning through doing – participatory design
• Draw out their expertise, they draw on our education expertise
• Help them identify uncertainties, build expertise and revise their
content
• Build their confidence in course creation
• Challenge our thinking – for example is existing OER relevant for
their context?
25. 25
Opening Educational Practices in Scotland
Development of new content and new practices
Practice based
knowledge
Practice based
knowledge
Technical
capability
Technical
capability
OEPS team Partner
Academic
knowledge
Academic
knowledge
Collaboration via adapted
course team methodology
Collaboration via adapted
course team methodology
Skills in
educational
design
Skills in
educational
design
Intellectual
property
Intellectual
property
Quality
processes for
production
Quality
processes for
production
LearnersLearners
NetworksNetworks
Contributions
26. 26
Opening Educational Practices in Scotland
Single-authored (one organisation)
Understanding Parkinson’s
OEPS guided Parkinson’s UK through the process
of creating an open course. This included assisting with
adapting materials face-to-face materials and writing quizzes.
By 1 March 2017: 527 enrolments and 144 badges issued
http://www.open.edu/openlearncreate/UnderstandingParkinsons
Now Parkinson’s are:
•Running their own survey of learner feedback
•Actively promoting the course to their known audience and online via social
media
•Monitoring learner progress
•Writing two new Parkinson’s courses with some advice from OEPS but taking
the lead on authoring and production based on their experiences of creating
the first course
•Building their own quizzes for the new courses
27. 27
Opening Educational Practices in Scotland
Multi-authored
Introduction to Dyslexia and Inclusive Practice (Mar 2017)
• Shared online documents for content authoring and reviewing
• Quiz questions suggested and refined collaboratively between
partners
• Dyslexia Scotland are already writing two more courses as this is
the first of a set of 3 linked courses
http://www.open.edu/openlearncreate/becoming-open-educator
http://www.open.edu/openlearncreate/how-to-make-course
http://www.open.edu/openlearncreate/dyslexia-inclusive-practice
OEPS – Becoming an open educator (Sept 2016)
How to make an open online course (Nov 2016)
28. 28
Opening Educational Practices in Scotland
Development of new content and new practices
Quiz co-
authoring
Quiz co-
authoring
Video editing
(use external
contractor)
Video editing
(use external
contractor)
OEPS team Partner
Advice and
guidance
Advice and
guidance
Current roles and responsibilitiesCurrent roles and responsibilities
Quiz co-
authoring
Quiz co-
authoring
Video filming
(external
contractor)
Video filming
(external
contractor)
Content
tagging,
rendering
Content
tagging,
rendering
Authoring,
identify assets
Authoring,
identify assets
Quiz testingQuiz testing
Critical
reading
Critical
reading
Critical
reading
Critical
reading
Quiz building
and testing
Quiz building
and testing
Draft Course
reviewing
Draft Course
reviewing
Badge set upBadge set up Badge designBadge design
29. 29
Opening Educational Practices in Scotland
Development of new content and new practices
Quiz co-
authoring
Quiz co-
authoring
University Partner
Advice and
guidance (on
OEPS hub)
Advice and
guidance (on
OEPS hub)
Future roles and responsibilitiesFuture roles and responsibilities
Video filming
& editing
(external
contractor)
Video filming
& editing
(external
contractor)
Authoring,
identify assets
Authoring,
identify assets
Quiz building
and testing
Quiz building
and testing
Critical
reading
Critical
reading
Draft Course
reviewing
Draft Course
reviewing
Badge design
and set up
Badge design
and set up
Content
upload
Content
upload
What services
might be offered?
What services
might be offered?
30. 30
Opening Educational Practices in Scotland
Open production checklist
Allow time for discussion to understand about OER, purpose of online course,
potential audience, open licenses, possible course structures and assessment
options, including badging
Allow time to adapt existing materials as they might not be suitable for online
learning – follow good practice guidelines for online learning
Agree roles and responsibilities for course management, authoring, asset
compiling and creating, quiz writing and building, badge design, set up of course
materials online, testing quiz, set up of badge, making course live
Use a sample schedule early in discussions to inform discussion, expectations, roles,
responsibilities and future planning leading to an actual production schedule
Compile an asset register as the course is written to keep track of all assets, their
Title, Author, Source and Licence (TASL)
Involve partner in every element of the process – enable them to take ownership
Use ‘How to make an open online course’ and
‘Becoming an open educator’ as good practice guidance
31. 31
Opening Educational Practices in Scotland
What are the implications for
Widening Participation?
If partners use OER to fill structural holes in individual
learning journeys, what are the implications for formal
learning providers with a remit for widening participation in
Higher Education?
Does this exclude formal providers from widening
participation?
Do formal providers partner with external organisations to
enhance the formal curriculum and fill these holes?
32. 32
Opening Educational Practices in Scotland
References
D’Antoni, S. (2013) ‘Open Educational Resources: Access to knowledge – A Personal Reflection’ in
McGreal, R., Kinuthia, W. and Marshall, S. (eds) (2013) Open Educational Resources: Innovation,
Research and Practice. Vancouver: The Commonwealth of Learning and Athabasca University
https://oerknowledgecloud.org/sites/oerknowledgecloud.org/files/pub_PS_OER-
IRP_web.pdf#page-153
Welsh Government (2014) “Open & online: Wales higher education and emerging modes of
learning”, Report of the Online Digital Learning Working Group
http://gove.wales/docs/dcells/publications/140402-online-digital-learning-working-group-
en.pdf
Becoming an open educator http://www.open.edu/openlearncreate/course/view.php?id=2274
(Opening Educational Practices in Scotland Project team, lead author Beck Pitt, 2016), CC BY
4.0
How to make an open online course http://www.open.edu/openlearncreate/course/view.php?
id=2221 (Free Learning team at The Open University, 2016), CC BY SA NC 4.0
OEPS hub of educational practices www.oeps.ac.uk (Opening Educational Practices in Scotland
Project)
33. Opening Educational Practices in Scotland
Contact Us: Email:
OEPScotland@gmail.com
Social media:
@OEPScotland
www.oepscotland.org
www.oeps.ac.uk
Editor's Notes
The project encompasses a number of activities over a three year period (2014-2017):
Analysis of current open educational practices
Events programme across Scotland to raise awareness of OEP
Development of an online hub to encourage and share best practice in open education
Development of a small number of high quality OERs of particular benefit to Scotland
Badging of informal learning
Learning design for widening participation
Research and evaluation building a strong evidence base
Evaluation of various economic models of openness
One of the things the OEPS project has enabled is the further development of an existing OER platform where several OEPS courses are hosted.
Labspace was set up when OpenLearn was created, in October 2006.
Space for OU staff to experiment with creating OER.
Entirely Moodle
OL = Drupal / Moodle combination
Remixing and reversioning tools were gradually developed
http://alexlittle.net/blog/2008/07/30/revise-this
http://michaelpaskevicius.com/2009/04/remixing-oer-content-with-the-open-universitys-labspace/
It was possible to download the material in various formats including:
Moodle backup, Plain Zip, Content Package, Common Cartridge 1.0, Print this Unit, OU XML Package, Unit Content XML
2014 OU Labspace became OLW, with a new design, some functionality was withdrawn and all existing OER migrated over to new site.
For example, the facility for a direct copy of whole courses from OL to Labspace was discontinued as Labspace was filling up with duplicate courses which people abandoned or struggled to edit because they were created using OU XML and they didn’t have the Oxygen skills to edit the content.
Course / project owners were informed of the change, many did not visit their earlier experiments after the changeover.
TESSA project started using OLW
OEPS project started requirements gathering to improve the platform for all users
In 2016 we did an audit of all the content on OLW, contacted owners where they could be identified and deleted some of the abandoned courses ahead of the redesign launch.
OpenLearn Create design set up to serve both the needs of course creators and of learners studying the courses hosted on the platform
On OLW the top navigation included a link to Get started. The Get started page was standard Moodle layout with a variety of links to various information, but not well organised or written to show the extent of what could be done with the platform.
Get started has been completely redesigned to show a step by step procedure to creating and editing a course.
Each of these headings expands to reveal guidance, good practice and issues to consider (e.g. licencing).
Create a course form revisions
The browse page layout was rudimentary and there was no browse by subject because there were no taxonomies
The search function used a standard OU search, which wasn’t effective, a Google custom OLW site search was adopted in 2015
The Free courses page replaces the old browse page and uses the new taxonomies
The filter system on the Free courses page uses the new taxonomies
This makes it much easier to find a course on a particular subject or skill
The existing Google custom search was joined by another Google custom search of OER sites. We had already used a similar search on the OEPS hub site.
Project spaces on OLW tended to be a course acting as a home page for the courses in the project (you cannot have a course within a course), because the standard category page for grouping courses together wasn’t editable by anyone other than site managers and could not have a banner image.
Collections associated with OEPS
This is the OEPS collection on OLC
It is now possible for any course creator to set up a collection of courses
There is simple guidance on creating a collection
The existing add category form has been amended to accommodate users creating their own collection – previously this could only be done by platform managers. General users cannot create a category in anything other than the Collections category in the system, while OLC managers have access to all the categories (including the taxonomies).
OLC also supports open badges, the first badged open courses were launched in 2014 – they are OEPS badges
Subsequently other projects using the platform have adopted badges too, including the Social Partnerships Network courses and the DIY Learn modules.
OEPS continues to help partners create courses with or without badges.
Over 60 organisations and groups have engaged with OEPS since the project started in 2014
Advice on reusing and remixing resources, coproduction of courses, exploring open practice, sharing knowledge on evidence of good practice, advice on supported portal redesign for open learning, co-presenting a conference
Some impact case studies will follow shortly
15 partnerships are currently live
External organisations new to open learning may have some material to share
They may already use traditional methods of teaching/training
Seek to get wider exposure and uptake of their material – OER is one way of doing this
Keen to harness collaborative working through supportive networks but not sure how to start
OEPS works with partners to explore what openness and the power of their existing networks might do which they might not have been able to do before
Aim to embed open practices within networks or organisations
This partnership approach is important to OEPS – we’re using it both with HE and organisations outside the academy. The range of organisations who are interested in and starting to engage in open educational practices goes beyond the traditional formal learning routes of FE and HE.
Partner might have published workbooks to accompany f2f workshops
Cannot just assume “built it and they will come” – work with them to identify users, needs, behaviours and methods which would work best for their context
OEPS has treated partnership as a design process – build on an understanding of the partner’s needs and what they know about their learners.
Both the partner and OEPS learn through the doing as we participate in designing an open course, it has not just been a ‘transmit our expertise’ exercise as we have learned an enormous amount in the process from their questions and while using and updating existing OU systems
Partners may not want to expose the initial discussions about their plans to explore ‘open’ – they may want to understand the options and possible routes to sharing materials before committing to share assets openly – it is brave to do open
How ‘open’ – public scrutiny at course development stage or later at community review stage? - Even after committing to share assets, partners may want to work only with OEPS team to develop the assets for online use rather than expose the development of their online courses or resources to public scrutiny as they are built, even if there are advantages with public scrutiny
OEPS works with them to identify where uncertainties exist and where expertise is needed to complement and strengthen what the partner is proposing to share openly
In future, after developing one course and gaining confidence, partner might be more willing to develop course in the open from the start
During discussions with partners, OEPS explains about the different types of online courses and resources
OER which don’t require enrolment
MOOCs (start/end dates)
BOCs (perpetually open or series of cohorts)
Supported or unsupported (teacher/tutor or standalone)
Assessment for informal learning? Methods (quiz, reflective learning) Rewards (badge, statement of participation/certificate)
OEPS working with partners is illustrated by this diagram showing what each partner contributes.
Collaborative partnership – bringing together expertise to create an open course
Valuing all contributions and using an adapted course team methodology to create a good quality open online course
Course in 5 sections with ungraded practice quizzes at the end of first 4 sections and a graded end of course quiz at the end of section 5.
To receive badge users need to look through all materials and complete the quizzes, passing the last quiz.
Course being used by Health and Social care workers though can also be used by general users interested in knowing more about Parkinson’s and how it is treated and managed
Published April 2016
By 1 March 2017: 527 enrolments and 144 badges issued
Cultural change at Parkinson’s UK as they use their new OER creation knowledge to build further courses
Subtle differences with how authoring and quiz question writing was handled but similar principles
BAOE:
Published September 2016
By 1 March 2017: 66 enrolments and12 badges issued
Honourable mention 2017 @OEConsortium awards
How to make an open online course:
Published November 2016
By 1 March 2017: 21 enrolments, 3 badges issued
Dyslexia: Published on 27 March 2017
Roles and responsibilities – what each partner did in the course production process for the first collaboratively built courses
Future roles and responsibilities after OEPS project – what each partner would do in the course production process
OEPS project comes to an end in July 2017. It leaves learning and principles about how to work in partnership to build open courses which could be adopted by any university offering their expertise to potential partners.
What service to offer?
In our experience the design aspect is key to getting it right.
Depending on balance of work we might also offer production support or even do the production for the partner.
Existing OU system of production for formal learning is not flexible enough or cost effective for one off bespoke short courses with partners, though its OpenLearn course production system for short courses is evolving and improving on this model.
For example a series of PDFs of workbooks which are used in a f2f workshop may not transfer into an guided online learning experience particularly well
Sometimes a series of LD discussions are needed to familiarise the partner with open learning concepts and practices – this needs to be built into the timescale for the project with the partner
A production schedule can help expose all the steps that might need to be taken depending on what the OER is likely to include
SCHEDULE: A sample production schedule is a crucial tool in early meetings as it helps inform discussion, expectations, roles, responsibilities and future planning leading to an actual production schedule
Encouraging a partner to compile an asset register helps them re-evaluate the content they want to share
Compiling the asset register reminds the partner to seek copyright information about the assets they wish to use and to confirm that they can share them openly. For example some video they might previously have used in f2f sessions might not have the relevant permission from participants for sharing on the open web so may need to be re-filmed or placed online behind a password.
Taking care of the actual production on behalf of a partner can risk preventing them from learning how to do it themselves, so keeping the partner involved in every step and decision is importantIt is very tempting to take complete control as it might seem quicker but the whole purpose is to embed unfamiliar practices by learning together – empowering them to do it for themselves another time
- Partner with subject expertise redrafts their existing material with OEPS team providing guidance on appropriate pedagogy- Ideal if the partner has someone to do the content upload otherwise OEPS arranges this activity
Production issues with OU and external partner model
Roles and responsibilities need to be agreed in the early production stages to avoid misunderstandings and delays
Authoring – who is writing it and what impact on their time?
Assessment – who writes quiz questions?
If badged, who is designing the badge?
Who sets up and tests the materials?
Internal OU production methods are geared to OU materials for students or OpenLearn, for example video production
Some OU systems not ‘open’ to external users – a direct authoring tool for OpenLearn Create is coming, but is several months away
Getting things done in time depends partly on who is leading/driving the work – is OEPS driving it or is the partner driving it? Who is authoring the content, what is their motivation and is it done on the fringes of their time or have they been specifically contracted to author the course?
Internal processes for video production resulted in long delays and frustration – in future we advise contracting external video production expertise if using OU platform for hosting the course
Direct authoring – OU platform OpenLearn Create is Moodle and supports OU structured content. Moodle is open for anyone to edit, but OU SC is OU staff only. Other platforms may be easier for the partner to use instead, though may not have all the features of OU open platform.
Does increase in external organisations using OER squeeze out formal providers? Or can they work together?
OU is successfully using OER as a bridge to formal learning
Learners can be provided with qualifications relating to career and lifelong learning