Sh Sue Tr Policy
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The document discusses different approaches to repository policies at Worcester University for their research repository (WRaP) and content repository for learning materials (CoRE). Initially WRaP had no mandate but emphasized showcasing research outputs, while CoRE faced poor uptake and abandoned metadata reviews. Recommendations include allowing different material types and access restrictions, embracing open resources, and linking repositories to learning management systems.
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![Supporting Repository Development with Policies : Considering different approaches for a range of purposes Sarah Hayes, Aston University [email_address]](https://image.slidesharecdn.com/SH_SUETrPolicy-090220104117-phpapp01/85/Sh-Sue-Tr-Policy-1-320.jpg)
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The first project is the DELILA project at LSE, which aimed to provide OERs for digital and information literacy and embed these resources into teacher training courses. Resources were selected, converted to OER format, and deposited in local and national repositories.
The second project was a collaboration between King's College London and the University of London to develop OERs for use by online distance learning tutors. Resources were identified, repurposed as OERs, and evaluated by tutors. Challenges of OER adoption were also examined.
The document then describes a workshop where participants found and evaluated OER
Research Data Management for Librarians at Oxford Brookes
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Crash course on open educational resources
A crash course on open educational resources which covers the 4 'R's of Openness, access based on ALMS analysis, sustainability models and copyright. It further discusses the current state of OER in Asia. The last part provides a case study for reuse of OER in ODL courses.
Postgraduate students as OER capacitators
This document discusses using postgraduate students to support the sustainability of open educational resources (OER). It argues that students have the time and skills needed to adapt existing materials through tasks like copyright clearance and curation, but may lack the subject knowledge for generating new content. A case study found students effectively adapted materials under lecturer guidance. The document concludes that students are best used as "capacitators" or helping hands in the OER process rather than solely seeking materials, and could also contribute pedagogically if involved in early design. Overall, OER requires more time than closed materials, so sustainability efforts need to acknowledge this cost.
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Sh Sue Tr Policy
- 1. Supporting Repository Development with Policies : Considering different approaches for a range of purposes Sarah Hayes, Aston University [email_address]
- 2. http://www.worc.ac.uk/drawproject Worcester Research and Publications (Eprints) CoRE (Software from City College, Coventry) The Developing Repositories at Worcester Project (DRaW) planned to embed repository use and provide an integrated repository service for staff
- 7. Changing our repository functionality Staff can now choose the individuals they wish to allow access to their resources
- 8. “ Using Repositories for Learning and Teaching: Can we find a recipe for success?” Diglis Hotel, May 2008 http://eprints.worc.ac.uk/451/
- 9. Success of online repositories for research publications Universities use similar systems to store and access teaching materials Tutors reluctant to use such systems How might policies need to change? Difference between material created by lecturers and ‘collections’ of materials Collections stored separately – using a traditional repositories approach? Easy transfer or link between material in the VLE and repository Minimal metadata for lecturer's own material and adopt a Web 2.0 style? A published paper Work in progress?
- 10. Learning Box, developed by Faroes Project http://languagebox.eprints.org/
- 12. “ Repository Embedding Day” (RED) Our policy event to embed support Diglis Hotel, October 2008 Whoduzit? Repository roles and tasks Tutor support Metadata Advocacy System updates Repositories Web page