Keynote from HEA/SEDA event, July 20, 2012. What educational developers in HE should be doing about OERs in HE. Do you agree?

1. Keynote presentation from
HEA/SEDA Conference on OER,
20 July, 2012
Are we ready for OER?
Peter Hartley
National Teaching Fellow
Professor of Education Development
University of Bradford
Visiting Professor, Edge Hill University
p.hartley@bradford.ac.uk
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2. Please do this survey
https://www.surveymonkey.com/s/FWY9XKD 2

3. A few words of introduction.
 Myself – see this weblink
 Career as teaching academic, then moved
into educational development.
 National Teaching Fellowship and
development projects.
 Involvement with OER as ‘user’,
‘developer’, and through projects at
Bradford.
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4. This session
 Please use this presentation as a
resource. All links checked 17/7/12.
(I did not talk through all the slides)
 Please contact me:
 profpeterbrad on Twitter
 Or email – see title slide
4

5. My brief today …
 … “address Staff Development and its
relationship to Open Educational
Resources within institutions, touching
upon what you see as the challenges
and opportunities for the future.”
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6. We have new ways …
Do not have a source to credit for this picture – can anyone help? 6

7. And new problems
http://personalpages.manchester.ac.uk/staff/drew.whitworth/informationobesity/index.h
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8. Reflecting on change in UK HE
It was 40 years ago today …
Then Now
 Students were ‘top 3%’
 Binary divide
 CNAA validated Polytechnics
 Professional teaching support ?
 Research/scholarship in LT?
 Teaching roles in Faculties?
 No ‘e’
 National student voice?
 Degree structures course-based
 Degree classification system

9. Then and Now compared …
Then Now (and potential)
 Students were ‘top 3%’  40%/50% targets; WP
 Binary divide  League tables for all Univs
 CNAA validation for Polys only  QAA: Audit, NQF, Prog Specs
 Professional teaching support?  HEA and UKPSF
 Research/scholarship in LT?  Growing evidence/outlets
 Teaching roles in Faculties?  NTFS, Univ Fellowships
 No ‘e’  Email, MS Office, VLE, Web 2
 National student voice?  NSS-National Student Survey
 Degree structures course-based  Modules, CATS, Semesters
 Degree classification system  PDP, Burgess report & HEAR

10. Enormous change across HE
BUT …
 Have the ‘standard’ course design,
teaching, and assessment processes
changed in any significant way?
 Can I (or should I be able to) survive as
lecturer/tutor with the same skills from
40 years ago?
 Are we taking sufficient advantage of
new flexibilities and new technology?
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11. And how old is ‘the lecture’?
 Fichte became one of the first German
professors who began officially lecturing
without a set text. . . . Fichte and other
Romantics began lecturing on their own work
without any pretense that they were glossing a
text or recapitulating a tradition. . . . Departure
from an actual or even virtual textbook as a
basis for lecturing constituted the ultimate
break with the sermon [or medieval lecture].
 From Clark (2006) as quoted in:
http://larrycuban.files.wordpress.com/2011/05/095-
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12. Examples of
significant change?
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13. http://theconversation.edu.au/digital-dawn-open-online-learning-is-just-beginning-7758
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14. Shape of things to come?
http://www.edxonline.org/release.html 14

15. More shape?
http://www.nytimes.com/2012/07/17/education/consortium-of-colleges-takes-online-edu
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16. And more …
http://www.ed.ac.uk/studying/postgraduate/online-distance-learning/programmes/moo
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17. A diagram to contemplate …
http://e4innovation.com/?p=590 17

18. In case I forget …
My brief today …
 … “address Staff Development and its
relationship to Open Educational
Resources within institutions, touching
upon what you see as the challenges
and opportunities for the future.”
18

19. 5 propositions re OER
1. OER is a continuum and we should
take advantage of the full spectrum.
2. OER threatens the self-concept of
many academic teaching staff.
3. OER provides new opportunities for
curriculum design.
4. OER can offer new teaching roles.
5. SED must fully embrace OER or it will
not happen. 19

20. 1. OER as a continuum
20

21. Searching for a definition
 “materials used to support education
that may be freely accessed, reused,
modified and shared by anyone.”
 Stephen Downes at
http://halfanhour.blogspot.co.uk/2011/07/open-ed
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22. Searching for a definition
 “materials used to support education
that may be freely accessed, reused,
modified and shared by anyone.”
 Stephen Downes at
http://halfanhour.blogspot.co.uk/2011/07/open-ed
 Do you agree?
 The human clicker –
cover left eye is ‘yes’ and right eye is ‘no’.
22

23. Example 1
“informing clinical understanding of chronic conditions affecting the
skeleton using archaeological and historical exemplars”
JISC funded project (PI: Dr. Andy Wilson) commencing
Nov 1 2011 for the use of 3D laser scanning to digitise
important pathological type specimens in Bradford and
London
3D textured model of an individual with
leprosy

24. Digitised diseases:
implications for OER
 Quality of images which
can be manipulated
onscreen.
 Can be made available
anywhere on different
devices.
 Opportunities for use in
teaching and assessment,
e.g. identification and
problem-solving/diagnosis.
24

25. Example 2
Making Groupwork Work:
Supporting student groupwork
through multimedia and web …
Freely available at this website
University of Bradford
University of Leeds

26. Key features of the resource
 Flexible for both staff and students
 Encourage students to inquire into group
process
 Must not offer ‘one best way’
 Must have potential for further expansion
and development

27. Key design points
 Web delivery
 structured around ‘episodes’
 ‘believable’ video clips
 different perspectives for
analysis/discussion
 flexibility for staff and students
 ability to add further links/resources

28. Group work Timeline:
Example Episodes
The first meeting
Do we need a
leader?
Rob isn’t committed
How do we
get started?
How do we behave on
presentation day?

29. Structure of the final product
 Overview
 The ‘descriptive’ screen
 Video of the group in action
 Background info and discussion points
 The ‘analysis’ screen
 Alternative or additional video
 Analysis of interaction
 Hints and tips
 Links to further resources

32. Recent activity
 Success at ALT-C09: 2 awards
 JORUM Learning and Teaching Competition
 ALT/Epigeum Use of Video
 Continuing development:
 Peter Hartley & Mark Dawson,
University of Bradford
 Carol Elston & Julia Braham,
University of Leeds
 Looking at mobile devices

33. Making Groupwork Work:
Examples of use from Bradford
 Effective Groupwork Workshops – LDU.
 sessions open to all students (using clips).
 Communication in an Information Age.
 Using Screen 1 first week, then Screen 2
the following week, then reflection.
 Psychology at Level 1.
 Introduced problems of group work leading
to group project supported by reflection.

34. Example 3: Inclusive teaching
http://labspace.open.ac.uk/course/view
34

35. Example 4: C-Link
What we all have in common?
 We all ask students to ‘present and
represent’ their understanding of
particular topics and/or issues
 This means they have to manipulate
and relate concepts
 We should be showing them different
ways of doing this
 And we all do it ourselves

36. And so?
 Mind maps and concept maps are two
interesting and useful ways of
representing ideas and concepts
(especially concept maps – Novak, 2009)
 We now have the software to do it (and
to share them) more easily
 Can now link information searches into
concept mapping (C-Link into Cmap)

37. Info Search into Cmap: C-Link
 A new search approach to identify links
and paths between concepts
 Currently set up for Wikipedia but can be
(and will be) set up for other uses
 To explore and use C-Link:
 Go to www.conceptlinkage.org/
 To go straight into the tool:
 www.conceptlinkage.org/clink/

38. Example map
generated by C-Link
38

39. Example 5: will we
all go to MIT (or Harvard)?
 MIT:
Courseware
available for
some time.
 Now offering
course plus
assessment.
 And now to edX.
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40. The original MITx aims:
 … it will offer the online teaching of MIT
courses to people around the world and
the opportunity for able learners to gain
certification of mastery of MIT material.
Second, it will make freely available to
educational institutions everywhere the
open-source software infrastructure on
which MITx is based.
 Quoted from -
http://web.mit.edu/newsoffice/2011/mitx-
faq-1219.html
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41. Example 6:
Dynamic Learning Maps
See the: Website, blog and demo.
Dynamic Learning Maps
http://learning-maps.ncl.ac.uk
Curriculum maps
for the Web generation
Project funded by
Simon Cotterill

42. About: Dynamic Learning maps
Personal Learning
Personalised, sharing ,
reflective notes and evidencing
outcomes
Curriculum Maps
Overview , Prior
learning, Current Linking
& Future learning Learning
Resources
Curriculum &
Interactive ‘Web 2.0 External Resources
Sharing , rating and reviews
Harvesting multiple sources
(‘Mashups’ )
Facilitating communities of interest

43. Achieved: Navigable Curriculum Maps
Integrates
with
Portfolio
(Leap2A)
Extend maps & connect topics Share, rate, discuss

44. Maps as a Metaphor
For the student: For other stakeholders
• Teachers (incl.
Where have I been? occasional teachers)
• Curriculum Managers
Reflection • Administrators
• External regulators
Where am I now?
What should the students already
Contextualisation know?
Synthesis / Metacognition
Where am I going? Where is topic X taught in the
curriculum ?
Preparation Planning
Where is my specialty covered in t
Curriculum choices Career choices
curriculum ?
uk

45. Developments in DLM
 Current embedding study:
 http://www.jisc.ac.uk/whatwedo/programmes/elearning
 Working with Bangor, Bradford
and Cumbria
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46. Example 7:
G4 PBL you can try yourself:
Website

47. Example 8:
e-Reflect
 Making Assessment Count
 Simple e-based technologies (specifically blogs
and online questionnaires) are being used to
develop an integrated process which will collate
feedback, guide student reflections and facilitate
their use of feedback to improve performance
and inform their ensuing aspirations.
 e-Reflect to integrate with VLE
 Benefits realisation project
 Online workshops to follow
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48. Example 9: DIY tools for
learning objects
XERTE GLOMaker
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49. Example 10:
The PASS project workshop
Website

50. Back to definition
Low High
Access
Reuse
Modify
Share
50

51. The OER space
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52. 2. OER as threat
52

53. Much traditional or conventional
University teaching is based on:
 Limited access to ‘stuff’
 Focus on print/text materials
 Lecturer seen as ‘guru’/expert
 Lecturers see themselves as
‘responsible for my module’
(consider the psychological and
emotional implications of ‘ownership’)
 Lecturer is ‘author’

54. And so …
 Lecture is seen as the main vehicle for
introducing and ‘overviewing’ each topic
or section of the module.
 Workshops and seminars follow lecture.
 Students depend on ‘good notes’.

55. And so …
 Lectures are ‘personally crafted’
 Lecturing is an expression of identity
and ‘owned’ (and the preparation may
take up significant amounts of time).

56. Management anxiety
 “you cannot publish those learning
materials you have developed onto the
web – we cannot give our materials and
copyright away”
56

57. 3. OER aS opportunity for
Curriculum DeLiverY
57

58. HE as was
Old teaching Issues
Library texts How rich was your library?
Film and Did you have the licences and the support?
video/off-air
‘Buy this booklist’ How many students did (could afford)?

59. A personal example:
How to teach Zimbardo?
An old way Issues
Lecture Any preparation?
leads to
reading Can everyone get hold of it?
which takes you
into
seminar Does everyone participate?
discussion

60. Unlimited resources?
Old teaching And now?
Library texts Library texts
Film and YouTube
video/ 0ff-air BoB National (promoted as ‘low-cost’)
Booklists Web searches (note C-Link from earlier)
Wikipedia
iTunesU
Collections, e.g. TED
Specific University websites
Resource banks: JORUM, Merlot etc. & social bookmarking
Open access journals

61. Examples of OER for
Zimbardo’s prison experiment
Old And with OER?
teaching
Few Library Library texts: books and journal articles – still limited
texts
Film too costly; YouTube: original experiment with footage of participants, both now and then;
limited off-air commentaries; replications and simulations
Booklist Google videos: clips and documentaries; SlideShare: Yr 12 Psych example.
BOB – allows download and edits
Web searches (use C-Link?): 75,000 results; you can quickly find both the Prison
website and Zimbardo’s website, and the challenging BBC Prison Study
Wikipedia: dedicated page (where first year students will go first!)
iTunesU: e.g. OU Critical Social Psychology course – inc transcripts
Web Collections, e.g. TED has Zimbardo profile with links plus 2008 talk inc
photos from Abu Ghraib (how people become monsters) plus links plus blog;
Specific University websites: MIT OpenCourseWare; OU OpenLearn;

62. New flexibilities …
one possibility
An old way A new possibility
Lecture Everyone has my podcast intro and then watches TED
Students (in groups?) choose one key question
leads to points at
reading resources
which takes you which (individually or collectively) take you into
into
seminar discussion online posting or discussion,
which then leads into
class session (may be mix of lecture and seminar activity)
which generates
the next questions …

63. Alternative models?
Flipping the classroom
http://usergeneratededucation.wordpress.com/2011/06/13/the-flipped-classroom-mod
63

64. Technology to match course
needs
Contrasting technologies on 2 postgraduate certificates:
Technologies Higher Education Circular
used … Practice Economy
Environment Moodle Ning
Delivery Elluminate Elluminate
Tutorial Skype Skype
Bookmarking Diigo Diigo
Key texts LibraryThing LibraryThing
Updating Twitter
Document share Google Docs
Contact Will Stewart, CED, Bradford 64

65. 4. NEW Roles for
teaching STAFF
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66. New roles?
 Lecturer as ‘Disc Jockey’
 Lecturer as ‘investigator of the most
helpful OER’ (so students don’t keep
them to themselves)
 See the Diverse project at Lincoln
Also note the resources facilities in
Dynamic Learning Maps.
 Lecturer as ‘curriculum designer’
66

67. 5. Role for SED
67

68. Opportunities for
SED units/teams
 OER into the PGCert.
 e.g. the Bradford projects.
 ‘Produce’ to fill the gaps.
 Develop a ‘licence and access’ policy
 Use OER in all sessions and events
 ‘nudge’ the institution
 If OER is so ‘dangerous’ then why edX?
 ‘hassle’ the professional organisations. 68

69. Need to worry about licences
http://dkeats.com/index.php?
69

70. What could/should we have
done in this session?
 Could have:  Did:
 SurveyMonkey in  ‘Back-channel’
advance key questions  Stuff to take away
 Use Collaborate and re-use (slides
 Started a blog or a wiki and examples)
or other social device
 Used a conference ‘
(un)keynote’?
 Google Doc to
assemble ideas
70

71. Bradford projects
http://www.heacademy.ac.uk/projects/detail/oer/OER_PGC2_Bradford
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72. Important trends re OER
 Taking advantage of improved graphics
and visual quality (e.g. new iPad)
 Expansion of materials available.
 NB Note developments in JORUM
 Repurposing wider range of materials to
add educational value.
 Focus on involving staff and increasing
usage.
72

73. And final contemplation …
http://e4innovation.com/?p=590 73

74. And a final thought …
 OER is not primarily about ‘stuff’ – it is
more of a frame of mind.
74

75. Thank you for your
interest and participation
Peter Hartley
Professor of Education Development
University of Bradford
p.hartley@bradford.ac.uk
75

76. PS
Please do this survey
https://www.surveymonkey.com/s/FWY9XKD 76