CoPILOT (Community of Practice for Information Literacy Online Teaching) workshop on Open Educational Resources (OERs) at Glasgow Caledonian University, Glasgow, Scotland. Invited Speaker, February 12th 2014.

1. Philip Russell
Deputy Librarian, ITT Dublin
CoPILOT, Glasgow, February 12th
2014
Creating and Sharing Information
Literacy OERs

2. Overview
Background / Context
OER Development
Sharing OERS
Future Directions

3. Institutional context
•Institute of Technology
Tallaght (ITT Dublin), South
Dublin, founded 1992
•Range of courses - higher
certificate to doctorate level
•Research & innovation focus
•Approx. 4500 FTEs

4. •ITT Dublin 3 level IL framework
•Student centered model
•IL development - ongoing strategic focus:
- ITT Strategic Plan (2009-2014)
- ITT Teaching & Learning Plan (2010)
Information literacy context

5. •Rationale
- Address student IL deficiencies
- Enhance face to face approach
- Embed IL into academic modules
•Secured HE funding
•Project plan - work commenced May 2010
•OERs needed to be created from scratch
Planning for OERs

6. How To tutorials:
•Interactive online learning
tutorials
• Self-directed learning / 24x7
•Research, referencing
plagiarism, academic skills
•Audience / intended use
•Reusable under Creative
Commons

7. •OERs created with Articulate Studio 9
- Generates engaging content / quizzes
- Non technical / easy to use functionality
- Publishes files to flash format
- SCORM compliant
•Leeds University tutorials
•Input from learning technologists
Development tools

8. •Pedagogical training
- learning styles / methodologies / assessment
- online instructional design
•ICT training
- eLearning software
- Image editing – Photoshop
- Web editing – HTML,Dreamweaver, CSS
Training

9. •Generic learning outcomes
•Constructivist approach
-higher order cognitive skills
-active learning
-interactive activities / quizzes
•Assessment tasks – summative / formative
Instructional design

10. •Detailed storyboarding
•Sequenced learning structure / self-paced
•Use of visuals / logo
•Language / consistent font / bullet points
•Accessible
Content design

11. •First batch of tutorials live in September 2010
•Extensive usability testing / feedback / piloting
•SCORM (sharable content object reference model) 1.2
compliant
•W3C AAA (Web Content Accessibility) Guidelines 1.0
•Available via multiple delivery platforms
OERs live

12. •Tutorials integrated into Institute VLE
•Quizzes facilitate grading / assessment
•Reusability of tutorials facilitate collaborative course
development
VLE - Moodle

13. •OERs - integrate IL into academic courses
•Blended approach – face to face and online
•Learning to Learn module
•December 2013 – OERs embedded into over 42 modules
Implementation

14. IL for year 1 marketing
Context
IL for first year marketing students
- delivered as part of a 5 credit module
‘Business Communications’.
Library contact hours: 2 (lecture/workshop).
Learning outcomes
Identify different sources of information
Create an effective search strategy.
Be aware of plagiarism and how to avoid
Know how to cite sources correctly
Learning activities
Lecture, in-class practical work, interactive
class discussion, group work, online library
tutorials.
Assessment
Quizzes in online library tutorials via Moodle
worth 10% of total module mark.

16. Moodle – grader reportMoodle – grader report

17. •Range of evaluative techniques
Evaluation
SurveyGizmo
Google
Analytics
Moodle
NDLR
Focus
Groups
Informal
Feedback

18. OERs – usage statistics

19. Student:
•Greater knowledge of
information resources
•Independent learning
•Facilitates transition into
third level education
Feedback
Staff:
•Value of OERs to academic
modules on VLE
•Accessibility of resources

20. •“Tutorial should be given to 1st years before a first
assignment is given. I am a 3rd year and this is the first
time I have undertaken this resource on plagiarism” 3rd yr
business student
•“Tutorial was engaging - a great way to find out how to
organize and apply the skills necessary to complete a
literature review” 4th yr science student
•“Innovative resource, have added to my courses on
Moodle & will mention to colleagues” humanities lecturer
Some comments

21. •Staffing / time
•Limited training - pedagogy / instructional design
•Technical / functionality / accessibility issues
•Regular updating
•Diversity of student body
Challenges

22. •Staff - training/workshops
•Library Committee /
Academic Council
•Department meetings /
programme boards
Internal promotion of OERs
•Student - induction /
registration/ IL events
•Web – dedicated IL home
page
•Social Media / Moodle

23. External promotion of OERs
•Conferences, seminars,
workshops, professional
networks
•Online repositories – national /
international
•Publications

24. Sharing OERs

25. •Enriched student learning experience
•More consistent approach to IL delivery
•Skills development / expertise / software provision
•Greater collaboration / community of practice
•Share best practice
Value of OERs

26. •Apply for funding
•Design, evaluate, improve
•Promote, share, reuse
•Lead by example
- Build on existing librarian skills
- OER advocates
Lessons learned

27. Develop
Audio / video
Translate
Mobile
Integrate
Share
Future Directions

28. ?? ??
? ?
Check out the ITT Dublin library OERs at:
http://library.ittdublin.ie/screens/tut.html
philip.russell@ittdublin.ie