1. The document discusses the history and current state of open educational resources (OER) in Australia, including a focus on sharing resources nationally in schools, vocational education, and higher education. 2. It describes how learning designs can both provide models for using OERs and demonstrate good practices, potentially making learning designs themselves open educational resources. 3. Several examples of open learning designs and resources are mentioned, including a role-playing simulation of development issues in the Mekong River basin.

2. Wollongong main campus one hour drive from Sydney airport seven smaller locations along the coast

3. UOW Dubai Campus UOW Wollongong Campus plus teaching partnerships in ten international locations

4. OER Past & Present: an Australian Perspective National focus Schools and VET shared resources Higher Education learning designs OER only recent Institutional Focus lecture capture shared resources

5. Historical comparison of terminology & constructs for reuse Internet 1980 1990 2000 2008 Lesson Plan Shell Engine Learning Object Learning Design Generative Learning Object Activity-based maybe y y n y y Content-free n y y n y maybe Fixed pedagogy maybe y y n y y Learning sequence y maybe maybe n y maybe Customizable high medium medium low high medium Reusable medium high high high medium high Repurposable low medium high high high high Granularity large medium medium small large medium

6. a very early OER from me with sustained history of repurposing for new platforms: 1980 mainframe, 1982 Apple floppy disk then PC, BBC etc, 1999 online version it’s not just content – it’s an interactive database firstfleet.uow.edu.au

10. Higher Education How to facilitate uptake: support centres technology grants reward & recognition workload formulas clearinghouses … Learning Designs

11. Learning Objects and … Learning Designs SOURCE, UK AUTC, OZ www.learningdesigns.uow.edu.au

13. We identif i ed a number of 'proven' applications which seemed to have the potential to be used across contexts (institutions and/or subjects) and were at different stages within the SoURCE Customisation Cycle. These included: The Elicitation Engine (EE) The Personal Learning Manager (PLM) fOCUS Colloquia The Educational Activity Template Software (EATS)

14. Australian Universities Teaching Committee: “ In a climate where individual institutions are experiencing increased costs at the same time as they face increased demand for more flexible approaches to learning, AUTC considers there is benefit to be gained in developing shared resources and disseminating successful, generalisable templates between institutions.”

15. Distilling the essence aim : to assist dissemination of the best online and multimedia projects previously funded by CAUT and CUTSD by distilling the essential Learning Design behind the project

17. Learning Design Category Learning Objects, Tools & Templates Learning Design Exemplars Learning Design Guides Problem Solving Investigate eShell Natural Resource Management Research Methods Online OnlineTeaching and Learning in Multimedia Review, Access, Question, Decide, Report, Reflect Review, Interpret, Construct, Justify Explore, Describe, Apply: a problem focused learning design Role Play Email Role Play Templates Quick Start Role Plays Designer's Template Environmental Decision-Making First Fleet Mekong e-Sim Middle East Politics Political Science Securities Markets Regulation enRole, Research, React, Resolve, Reflect Mental Models Molecular Level Construction Tool Predict-Observe-Explain eShell VisChem Predict-Observe-Explain Observe, Represent, Refine Assessment Online Self & Peer Assessment Tool Generic Skills Development

19. Explore, Describe, Apply: a problem focussed learning design

20. Review, Access, Question, Decide, Report, Reflect: structured problem solving

21. Observe, Represent, Refine: developing scientifically-acceptable mental models of non-visible physical phenomena

22. Review, Interpret, Construct, Justify: a situated problem focussed learning design

23. enRole, Research, React, Resolve, Reflect: developing and using online role play learning designs

25. Project EnROLE: ENcouraging Role-based Online Learning Environments 2006-2009

27. Growth 1990-4 1995-9 2000-4 2005-6 2008 EnRoLE Goal No. role plays developed 2 7 23 43 100 No. role player designers 2 11 36 54 150

28. Blended Approach to Community Building Year 1 university clusters - build state network

29. Year 2 cascade to another state of Australia

30. EnROLE Uptake Model

31. building a community of practice NEED recognition support & reward workload & sustainability EnROLE STRATEGY repository & peer review evaluation & publication partnerships

33. 128 role plays 158 role play designers 32 new role plays 21 new role play partnerships

35. DESCRIPTION As part of the Mekong e-Sim, students adopt the roles of stakeholders and respond to proposed development issues in the Mekong River basin of South-East Asia. Through research and interaction with other roles, participants build a case as to whether the proposed development should proceed, which they discuss during an on-line public inquiry. AUDIENCE/GROUP SIZE The Mekong e-Sim is designed to cater for between 50 and 150 students from various institutions. As the focus of the Mekong e-Sim is the exploration of the economic, social and environmental impact of large engineering projects, such as the construction of magadams, its target audience includes students from a variety of disciplines, including engineering, environmental science, geography, anthropology, Asian studies, Media studies, law etc. LEARNING OPPORTUNITIES The learning objectives of the Mekong e-Sim include: To gain an understanding and appreciation of the complexity of environmental systems and the implications this has for decision-making in relation to development projects. To learn to see development projects from multiple perspectives. To gain an improved understanding of the effect of development projects on the environment and society. To develop communication, research, critical thinking, negotiation and decision-making skills and an appreciation of cultural differences and approaches. ABSTRACT Students adopt the roles of stakeholders and respond to proposed development issues in the Mekong River basin of South-East Asia in the context of a public inquiry. This enables students to develop multiple perspectives on development projects, as well as a range of generic graduate attributes. KEYWORDS Development, Mekong, Sustainability, Graduate Attributes, Environmental Decision Making CONTACT A/Prof Holger Maier, School of Civil & Env Engineering, University of Adelaide, [email_address]

37. 43 EnROLE events involving 816 participants in 3 Australian states

43. EnROLE Partnerships Framework *

46. Mekong Family Tree

47. Roundtable Family Tree

50. Learning Design has a dual impact on OER: learning designs provide good practice models for stitching together OERs learning designs spell out how an OER is an exemplar of good practice learning designs as OERs themselves?

51. OER Past & Present: an Australian Perspective National focus Schools and VET shared resources Higher Education learning designs Open Ed Resources Institutional Focus lecture capture shared resources

54. University of Southern Queensland 2007 1 st Australian member of the OCW Consortium provides 10 courses Open Courseware

59. OER Past & Present: an Australian Perspective National focus Schools and VET shared resources Higher Education learning designs OER only recent Institutional Focus lecture capture shared resources

60. of 1000 items shared institutionally about 100 items so far shared globally into Content without Borders…