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OEPS at OER17 - from OER to OEP
The 'Opening Educational Practices in Scotland' project aims to enhance Scotland's capacity for developing publicly available online educational materials through high-quality pedagogy and technology. The document discusses the evolution of platforms like OpenLearn and OpenLearn Create, highlighting updates in course creation tools, navigation, mobile responsiveness, and collaboration with partners. It also addresses the implications of utilizing open educational resources (OER) for widening participation in higher education.
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OEPS at OER17 - from OER to OEP
- 1. Opening Educational Practicesin 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 Practicesin 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 Practicesin Scotland From Labspace to OpenLearn Create Evolution of OU experimental OER platform to an open course platform for everyone
- 4. 4 Opening Educational Practicesin Scotland OU Labspace http://www.olnet.org/content/openlearn-labspace http://alexlittle.net/blog/2008/07/30/revise-this
- 5. 5 Opening Educational Practicesin Scotland OU Labspace projects A number of OU partnership and research projects started to publish on Labspace
- 6. 6 Opening Educational Practicesin Scotland OpenLearn Works
- 7. 7 Opening Educational Practicesin 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 Practicesin 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
- 9. 9 Opening Educational Practicesin Scotland (home page link on OpenLearn Works) Get started: create a course
- 10. Opening Educational Practicesin 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
- 11. 11 Opening Educational Practicesin Scotland Free courses on OpenLearn Create (home page link on OpenLearn Works)
- 12. Opening Educational Practicesin Scotland Filter system on Free courses page
- 13. Opening Educational Practicesin Scotland Finding a course on social care, workforce development, level 0 or 1
- 14. Opening Educational Practicesin 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.
- 15. 15 Opening Educational Practicesin Scotland Collections of courses (home page link on OpenLearn Works)
- 16. 16 Opening Educational Practicesin Scotland A collection of courses
- 17. 17 Opening Educational Practicesin Scotland Create collection
- 18. 18 Opening Educational Practicesin Scotland
- 19. Opening Educational Practicesin Scotland New form for creating a collection allows users to set up their own collection
- 20. 20 Opening Educational Practicesin 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
- 21. 21 Opening Educational Practicesin Scotland Badged courses on OLC 21
- 22. 22 Opening Educational Practicesin Scotland OEPS Working in partnership
- 23. 23 Opening Educational Practicesin 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 Practicesin 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 Practicesin 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 Practicesin 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 Practicesin 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 Practicesin 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 Practicesin 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 Practicesin 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 Practicesin 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 Practicesin 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 Practicesin Scotland Contact Us: Email: OEPScotland@gmail.com Social media: @OEPScotland www.oepscotland.org www.oeps.ac.uk
Editor's Notes
- #3 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
- #4 One of the things the OEPS project has enabled is the further development of an existing OER platform where several OEPS courses are hosted.
- #5 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
- #7 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
- #8 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.
- #9 OpenLearn Create design set up to serve both the needs of course creators and of learners studying the courses hosted on the platform
- #10 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).
- #11 Create a course form revisions
- #12 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
- #13 The filter system on the Free courses page uses the new taxonomies
- #14 This makes it much easier to find a course on a particular subject or skill
- #15 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.
- #16 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
- #17 This is the OEPS collection on OLC
- #18 It is now possible for any course creator to set up a collection of courses
- #19 There is simple guidance on creating a collection
- #20 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).
- #22 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.
- #23 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
- #24 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
- #25 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)
- #26 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
- #27 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
- #28 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
- #29 Roles and responsibilities – what each partner did in the course production process for the first collaboratively built courses
- #30 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.
- #31 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.
- #32 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