This is the presentation given during the OER slot at the JISC10 conference in April 2010 at the Queen Elizabeth II Conference Centre, Westminster, London.
Poster presentation for the OER Programme Meeting on October 20, 2009.
'Skills for Scientists' is the title of the OER project managed by the Higher Education Academy Physics Sciences Centre
Open.Ed. Supporting engagement with learning technology through open education Lorna Campbell
Presentation on the University of Edinburgh's vision and policy for Open Education given at the annual ALT Scotland event "Sharing Stories: enablers and drivers for Learning Technology in Scottish Education", at Dundee and Angus College, 7th June 2016.
Open to make a difference: Open Education and the United Nations Sustainable ...Jessica Thiel
As part of Open Access Week 2017, I spoke about how we can use OER to make a difference both in Australia and globally. I discuss the opportunity to progress the UN SDGs using OER as our vehicle. I ask how we can use our current positions - in Universities, in Government, as public citizens of Australia, to collectively make a difference.
The view from Scotland: What can Germany learn from OER initiatives in the UK?Lorna Campbell
This presentation introduces a range of contrasting initiatives that have aimed to promote open education policy and practice in Scotland, England and Wales over the last five years. These include the UKOER Programme, Open Scotland, OER Wales, the Welsh Open Education Declaration of Intent, the Scottish Open Education Declaration and the Opening Educational Practice in Scotland project. The paper will reflect on the different approaches taken by these initiatives and ask what Germany can learn from the experiences of open education practitioners in the UK.
Part of Green River College's In-Service Day, this presentation provides updates to campus safety and transportation. Presented by Ron Riley, Interim Campus Safety Director.
WHELF: sharing to collaborate & innovateCLICLibraries
Talk on WHELF presented by Emma Adamson, Director of Learning Services, University of South Wales (WHELF vice-chair) at the CLIC@10: Celebrating collaboration event held on 9th February 2016 at Cardiff and Vale College.
Open Educational Resources: Building a Culture of SharingCatriona Savage
Speech given by Susan D'Antoni of UNESCO on 23 April 2009 at "Open Educational Resources in Poland" - a one-day conference at the Parliament of the Republic of Poland, organised by the Polish Coalition for Open Education (KOED). To download the full text of the speech, go to http://oerwiki.iiep-unesco.org/index.php?title=OER_presentations.
This is the set of presentations given at OER11, May 2011, Manchester Conference Centre in a symposium entitled 'Stars and Fast Cars: walking the red carpet of good practice'
Poster presentation for the OER Programme Meeting on October 20, 2009.
'Skills for Scientists' is the title of the OER project managed by the Higher Education Academy Physics Sciences Centre
Open.Ed. Supporting engagement with learning technology through open education Lorna Campbell
Presentation on the University of Edinburgh's vision and policy for Open Education given at the annual ALT Scotland event "Sharing Stories: enablers and drivers for Learning Technology in Scottish Education", at Dundee and Angus College, 7th June 2016.
Open to make a difference: Open Education and the United Nations Sustainable ...Jessica Thiel
As part of Open Access Week 2017, I spoke about how we can use OER to make a difference both in Australia and globally. I discuss the opportunity to progress the UN SDGs using OER as our vehicle. I ask how we can use our current positions - in Universities, in Government, as public citizens of Australia, to collectively make a difference.
The view from Scotland: What can Germany learn from OER initiatives in the UK?Lorna Campbell
This presentation introduces a range of contrasting initiatives that have aimed to promote open education policy and practice in Scotland, England and Wales over the last five years. These include the UKOER Programme, Open Scotland, OER Wales, the Welsh Open Education Declaration of Intent, the Scottish Open Education Declaration and the Opening Educational Practice in Scotland project. The paper will reflect on the different approaches taken by these initiatives and ask what Germany can learn from the experiences of open education practitioners in the UK.
Part of Green River College's In-Service Day, this presentation provides updates to campus safety and transportation. Presented by Ron Riley, Interim Campus Safety Director.
WHELF: sharing to collaborate & innovateCLICLibraries
Talk on WHELF presented by Emma Adamson, Director of Learning Services, University of South Wales (WHELF vice-chair) at the CLIC@10: Celebrating collaboration event held on 9th February 2016 at Cardiff and Vale College.
Open Educational Resources: Building a Culture of SharingCatriona Savage
Speech given by Susan D'Antoni of UNESCO on 23 April 2009 at "Open Educational Resources in Poland" - a one-day conference at the Parliament of the Republic of Poland, organised by the Polish Coalition for Open Education (KOED). To download the full text of the speech, go to http://oerwiki.iiep-unesco.org/index.php?title=OER_presentations.
This is the set of presentations given at OER11, May 2011, Manchester Conference Centre in a symposium entitled 'Stars and Fast Cars: walking the red carpet of good practice'
Building a global teaching profile: Showcasing Open Educational Resources a...Michael Paskevicius
Building a global teaching profile: Showcasing Open Educational Resources at the University of Cape Town (UCT).
Delivered November 18, 2009 at the Teaching with Technology Miniconference hosted by the Centre for Educational Technology at UCT.
Introduction to open educational resources, the eLearning Repository and the PORSCHE project
personal experiences of current practice
Introduction to Creative Commons and open licensing and questions
Copyright
Patient and non-patient consent
Demonstration of finding openly licensed resources online
Using the OER toolkit, attribution tools and attributing creators
Open Education for a Multicultural World:
A report from the Research on Open Educational Resources for Development (ROER4D) project
in the Global South
Open Educational Resources (OER) challenge the current storylines that steer higher education and publishers’ business models by providing students with access to alternative learning resources other than the traditional textbook or lecturer-generated teaching materials. To what extent students take up the opportunity to search for and find OER that are sufficiently authoritative and current to be considered worthwhile and suitably relevant to their context to be considered useful, is yet to be established in the Global South. Likewise it is also not fully understood to what degree lecturers take the time to explore the Internet to locate existing teaching materials to compare these to their own materials, to legally reuse, revise, remix and redistribute educational resources, and/or to contribute their original materials for others to reuse in specified ways. In fact it is not yet known to what extent students and lecturers are even aware of OER and how they are different from any other materials available on the Internet, let alone how they may practically access these materials in geographically remote or connectivity poor environments in countries in the Global South. Least of all, we have insufficient evidence about the actual impact of OER in the Global South on informal and formal students’ satisfaction or performance or lecturers’ pedagogical practices even though these benefits are widely touted.
We celebrated one year of OpenContent at the University of Cape Town in February 2011. This presentation ran at our anniversary event where we gave thanks to all of our open educational resource contributors.
Discussion outline related to Open Educational Resource Benefits and Challenges to meet Continuing Education requirements of OER online course at SBCT, Washington.
The Ecology of Sharing: Synthesizing OER ResearchRobert Farrow
Arguably, Open Educational Resources (OER) are starting to enter the mainstream, though some fundamental questions about their value and impact remain to be answered or supported with appropriate evidence. Much early OER activity was driven by ideals and interest in finding new ways to release content, with less direct research and reflection on the process. Furthermore, the majority of OER studies are localised, making extrapolation problematic. At the same time there are considerable practical experiences and ideas that it would be valuable to share. This presentation introduces the 'hub' as metaphor for the kind of networked research that is needed by the OER movement. The Open University's OER Research Hub project (2012-2014) works across eight primary research collaborations augmented with additional fellowships and connections with organisation to collate and synthesize research into OER across a range of sectors and stakeholders (k12, College Entry, Higher Education, Informal). The guiding research hypotheses are grounded in preparatory work in discourse analysis and collective intelligence as part of the OLnet project (which was previously presented at OER12). We then describe the research methodology for OER Research Hub, showing how claims about 'openness' may be validated in different contexts. The argument presented is that through (1) integrating and co-ordinating research methods and (2) developing open data policies it is possible to build an evidence base for the kinds of claims that the OER movement wants to make. Thus, through an 'ecology of sharing' researchers can build and participate in a research network that is greater than the sum of its parts. We will also show how this is working in practice by highlighting some of the activities that are taking place within some collaborations, showing how harmonizing the questions we ask in surveys and interviews across the different collaborations enhances our ability to make both comparative claims which apply in the broadest range of educational contexts.
Presentation by the OCW Consortium to the International Association of Scientific and Technological University Libraries. Describes the OER and OCW movements and their relation to the values and work of university libraries.
Slides used for short intro presentation on open practice at JISC eLearning 11 online conference, November 2011. Facilitated by Terry McAndrew and organised by Lou McGill.
A presentation given to the lunchtime seminar learning and teaching group at the Stockton Campus, University of Durham Medical School, 12 October 2010.
The presentation which accompanied workshops at AMEE2010 and the AMEE eLearning Symposium in Glasgow, given by Suzanne Hardy, Lindsay Wood and Megan Quentin-Baxter from the HIgher Education Academy Subject Centre for Medicine, Dentistry and Veterinary Medicine.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
1. Organising Open Educational Resources: OOER Harnessing expertise and sharing good practice to promote change (Subject Strand) April 2010 London Suzanne Hardy Project Manager & MEDEV Senior Advisor Dr Megan Quentin-Baxter Project Director & MEDEV Director Newcastle University Conference 2010 www.medev.ac.uk
19. Call: 0191 222 5888 Email: [email_address] [email_address] cc some rights reserved Stefan Baudy www.flickr.com/photos/-bast-/349497988/
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Editor's Notes
The Subject Centre is based at Newcastle University and one of 24 of the Academy’s Subject Centres, each in a different HEI with a portfolio of disciplines to support. Celebrating 10 years of such support.
One of 13 Subject Strand projects and focused on releasing a substantial amount of resources in medicine, dentistry and veterinary medicine, postgraduate and staff development through testing their OER readiness against a series of good practice toolkits. Challenges to Subject Strand projects are working across many institutions – Guidance needs to be generic/tailorable to multiple institutional contexts (e.g. institutional policies; internal structure of the organisation may vary; etc.) There may be subject specific elements (fieldwork; how teachers approach finding resources to use in teaching; etc.) Teachers may be employed by non-HEI employer (e.g. work based learning; health care settings; working with professional and regulatory bodies; clinical honorary contracts) Potential for multiple resources on the same topic (e.g. handwashing video) Many different opinions about how we could succeed with the project Subject centre staff are not employed by the contributors – have to be careful within the project
Set out to build on existing practice and partnerships – standing on the shoulders of giants - to establish a collaboration for sharing all necessary information and processes to: Enable institutions to implement OER strategies as the default (rather than as an add-on); Share/upload existing content to a national repository under patient and non patient consent, creative commons license and institutional policy ‘best practice’. Attempted to be realistic and avoid duplication. And in fact when were were putting the bid together it was argued strongly at the time that all the necessary technology, legal and policy information (know-how) was already available; others that considerable effort would be required to apply and understand these in the context of a multi-HEI collaboration with the added complexity of protecting and quality assuring healthcare ER, including NHS staff contributions. Executive board had representation from all partners who tested and refined toolkits, contributed resources, completed surveys ad infinitum and wrote up case studies. They were also key in developing strategy and decision making. OOER concentrated on issues relating to consent, securing educational resources from staff delivering programmes who are non-HEI employed (e.g. placement learning / employers) .
The process was centred around an iterative improvement cycle where the use of toolkits would highlight issues in ‘going OER’; and case studies would document these, and in the early stages, issues with the toolkits. Because the toolkits have to be generic to many institutions they are being tested with all partners to understand their fitness for purpose. As the institutional policies become more robust and processes more embedded, the need for case studies and toolkits might lessen, or even disappear completely.
Results of mapping and OER readiness categorisation together with development of simple toolkits (to help HEIs, Subjects and Individuals) informed identification of ER to be included Uploading OER tested toolkits Bid, project reports and outputs (including case studies and toolkits) can be downloaded from www.medev.ac.uk/oer
Toolkits are being refined even as we speak – we have two colleagues in an apartment about 15 minutes from here who are working on them, via a series of meetings with project partners taking place this week from Monday – Thursday. So the information I am telling you about their status right now is probably already out of date…. Toolkits available so far (all feedback gratefully received!): IPR and copyright Consent (patient and non patient) Institutional policy and procedure - available but very draft form See www.medev.ac.uk/oer Ready soon: Quality and pedagogy Resource discovery and reuse Metadata and API Sustainability analysis Impact on existing projects/collaborations – senior manager briefing paper The tool will have links out to existing good practice such as Web3rights and Strategic Content Alliance guidance as well as links to case studies, guidance documentation and checklists It tracks progress and allows bookmarking Works alongside a database created to collect metadata about potential resources and an API mashup.
Regulatory bodies acknowledgement of educational uses of recordings GMC patient consent guidance (revised) Jane Williams, our patient consent partner leading WP3, had been contracted by the JISC to update a previous piece of work on using clinical recordings in non-clinical (academic) settings. CHERRI2 was well underway, bilding on CHERRI which aimed to deliver a review of consent issues and processes and other procedures relating to the secure deposit, sharing and reuse of clinical materials in teaching, research and other educational activities. It drew on on exemplar policies and procedures and informed by further consultation the project will deliver best practice recommendations, workflows, and information and technical procedures for managing these processes in a scalable fashion. Just at the time we were beginning to look at WP3, the GMC had a public consultation out relating to the revision of the 2008 guidance on patient consent. Several project partners responded. Jane informed the GMC that we had this project and that as part of the CHERRI revision, there was a forthcoming meeting in London. The meeting happened to be on the same day as a GMC ethics committee meeting, but despite this 2 of the authors of the guidance attended the meeting in November which was about using and reusing clinical recordings in non-clinical i.e academic settings. Subsequently we were invited to the GMC EU eVIP: embedded IPR process in 12 EU HEIs Sector impact Already working with over 50% of UK schools of medicine, dentistry and veterinary medicine In discussions with the NHS eLearning Repository, which has some CC licensed content Working across the programme Interesting themes have emerged and some interesting new partnerships developing particularly in the area of reward and recognition for staff sharing and publishing their resources. Subject strand projects working with institutional projects and trams at the Academy who administer the UK PSF and accredit postgraduate programmes in learning and teaching as well as the individual fellowship routes. We very much hope that this work will mean that there will be some formal recognition for staff getting involved in OER.
Of course many HEIs will already have some kind of institutional repository, but we had outlined an API toolkit in our original plan and as APIs to many web 2.0 services are so readily available nowadays, and because we had recently recruited a great developer, we decided to have a go at a mashup of a number of APIs. The idea was to be able to make the process of putting your stuff out there, and enabling people to find it, as easy as possible, using only one form and one one interface….. James has a proof of concept using Picasa, YouTube, Delicious and Twitter working so far. Some other services are proving a bit more tricky because of the time it take to process the files when uploading them – e.g. Slideshare but we are still working on it. We think its going to be useful for the Subject Centre anyway, and know that the CORE materials project in Liverpool has been doing something similar..
Unexpected outcomes Pros and cons documentation –like a tug o war in some HEIs. As I hinted at earlier this came out of the case study collection process when we were approaching the next layer of staff who maybe weren’t as convinced as the ones we had banging on our door before the call came out. Pros ‘ Going open’ would be popular with some individual teachers, middle or senior managers Individual staff are making their materials available on the internet already (you tube, iTunesU, flickr, etc.) Institutions can establish policies and procedures through sharing good practice The University retains ‘ownership’ and materials are ‘licensed’ for others to use Sharing the results of the public purse Making materials more accessible for our own (and other) students Exposure to new markets – students, collaborators, public Accessing materials from other institutions Having a back up/single place where materials are searchable/stored/available from Whole Programmes/Modules right down to individual images could be made ‘open’ You can make materials available from staff and students, and find out who is using your stuff One place from which to access video, images, podcasts, etc. You can upload materials from staff, students There is funding available to be involved now (through the OER programme) Cons Other teachers, middle and senior managers may have a different (collective or otherwise) view Not all staff would want to be involved – some might actively reject having their materials ‘open’ There is work involved, HR and potentially e.g. trade unions. Maybe it is better to not ask the question It is not really clear to teachers what rights they have over materials that they create here Giving away the ‘crown jewels’ Making materials accessible to ‘third parties who might abuse/make money out of it Need to monitor ‘quality’ – branding means it should be of a particular standard Not likely to want to use others’ materials There needs to be some metadata Funding for Jorum Open might be cut without warning (e.g. Intute) Any non-owned stuff would have to be removed and replaced with a note of what had been there (e.g. images from texts) and the result might be useless You would have to get agreement of all parties, and maintain materials (if they go out of date) Maybe no one would use them, or they might be criticised by others If you are doing it anyway then there doesn’t seem any advantage of having to maintain materials in Jorum Open as well as e.g. iTunesU They might include something which does not conform to good practice e.g. GMC guidance; the institution may be sued It is not clear how the ‘cake’ will be cut or how resource flows to reward those with content We also developed a Value statement available from this URL which covers incentives from the literature such as Teaching resource quality Finance Diversity Institutional Student recruitment, satisfaction and retention Sustainability there are a couple of slides with references at the end of this presentation which will be going into Jorum Open and into SlideShare.
What the project and the going through the processes, policies and procedures has done is facilitate reflection. The feedback we have had from partners has been fantastically useful. Despite being bombarded with surveys and toolkits to test, and being asked to write up case studies, they have universally praised the process, saying that it has made them and their HEIs think really carefully about the issues involved in going OER. We hope that ours and other projects will lead to this reflective development cycle and look forward to the JISC infokit and associated case studies in helping us move forward to the vision we originally had for the future. Departmental Increased awareness of OER, open licensing and need for clear institutional process This presented us with some interesting challenges when we were encouraging other staff from partner institutions to get involved and we had to put together some unplanned documentation to sell the idea to them and some senior managers. We’ll come back to that in a minute. Institutional Policy development: Southampton – desire to move ahead but few policies to support it RVC Warwick – new group convened specifically to look at IPR as it relates to OER Newcastle – the OOER project is talking to many colleagues and awareness has been raised throughout the institution. We will be disseminating further internally over the next couple of months.
The future we all hope for is one where: Sharing resources becomes as ubiquitous as the teaching they support. Staff are rewarded and their commitment to sharing their own, and using and reusing others resources is a recognised formally in work plans, PDRs, and forms part of promotion criteria. Risks are carefully assessed and mitigated as far as possible in advance of any complaint. Patients families and carers are reassured that if they make a request for materials to be taken down, that their wishes are complied with in a timely fashion We would also like to see the development of a ping back system whereby if a resource goes out of date, the user of that resource gets a message telling them that it’s been removed from Jorum and that a newer version may be available – in much the same way as we all get software update notifications……
And of course all of our partners in the project for their dedication, enthusiasm and hard work. Not to mention putting up with usnagging them for a year….