The OER engagement ladder
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The document summarizes research on the "OER Engagement Ladder" which outlines the progression stages educators go through in their engagement with open educational resources (OER) from novice to expert. It presents a ladder with 7 stages from unaware to embedded use. At each stage, it describes common behaviors, perceived benefits, barriers encountered, and enabling factors that help users progress. The research was based on interviews with OER promoters and educators to develop this model of how awareness and adoption of OER develops over time as educators address issues like understanding licensing, pedagogical needs, local support structures, and strategic priorities around OER.
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The OER engagement ladder
- 1. The OER Engagement Ladder From ‘novice’ to ‘expert’ OER user JISC Innovating e-learning 2012 15 November 2012, 14:00 -15:00 geezaweezer cc by F. Wild cc by F. Wild cc by Narrator: Joanna Wild Alan Educator Jane OER-Promoter Starring:
- 2. OER (UNESCO 2012) “teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions”
- 3. • Researching OER use: how did it all start? • Method • OER Engagement Ladder • Strategic considerations • Support & service considerations • Discussion Outline
- 4. Researching OER use: why? The other side of the coin
- 5. • Perceived benefits of using OER • Enabling factors – Attitudinal, Pedagogic, Logistical, Strategic 5 OER Impact Study
- 6. OER Engagement Study • How do institutions, departments, individuals go about raising lecturers’ engagement with OER reuse? • How do they define ‘engagement’? • What are the progression stages from ‘novice’ to ‘expert’ OER users? What are the barriers? What are the enabling factors?
- 7. Qualitative & exploratory: 1.Semi-structured interviews with: •OER Promoters (10) •Teachers (5) •‘OER faculty champions’ 2.OER engagement ladder Method
- 11. “It is a ladder and it’s a steep ladder sometimes” Is ladder a good metaphor? “It’s not a neat move up the ladder thing, it's more of you get so far and then you suddenly realise: ‘Oh, so this is why!’”
- 12. The OER Engagement Ladder
- 13. Many Self OER •Shares and reuses ER locally or within existing communities of practice •Uses digital resources found on the web to enhance teaching and learning •Directs students to online resources as supplementary material Underpinning Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by
- 14. Many Self OER Underpinning Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by • Little (or no) awareness of copyright and licensing operating under ‘fair use’ + misconceptions
- 15. Many Self Social OER OEP •Awareness of the concept of OER & open licences Step 1: Understanding Underpinning Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by
- 16. Many Social OER OEP Step 1: Understanding Underpinning “I knew about the CC licence but I kind of put it at the back of my mind… I thought it wasn’t that important” Enabling • Emerging distinction between OER and ‘stuff on the Web’ Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by
- 17. Many Self Social OER OEP Step 1: Understanding Underpinning “I knew about the CC licence but I kind of put it at the back of my mind… I thought it wasn’t that important” Enabling • Emerging distinction between OER and ‘stuff on the Web’ Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by • Reassurance that using OER is acceptable, and even, good practice “One of my concerns about OER in general is the thought that people might see it lazy or poor practice. So it was very useful to go to this session and to received information that it’s not poor practice”
- 18. Many Few Self Social OER OEP •Searches for OER to fill gaps/supplement learning •Reuses OER produced or recommended locally Underpinning Step 1: Understanding Piecemeal Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by
- 19. Many Few Self Social OER OEP Enabling • Networks of trust Underpinning Step 1: Understanding Piecemeal Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by “E-resources team is really good, very proactive with sending stuff and circulating resources”
- 20. Many Few Self Social OER OEP Enabling • Local repositories Underpinning Step 1: Understanding Piecemeal Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by “There is definitely a comfort zone of: ‘My institution has already validated these things so I am not going to get in trouble for using these’”
- 21. Few Self •Is involved in designing a online course Step 2: Need Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by Underpinning Step 1: Understanding Piecemeal “It all seemed a bit of a blind panic at the beginning: ‘how I am going to write all of this?’
- 22. Few Self OER Step 2: Need Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by Underpinning Step 1: Understanding Piecemeal “We invite people to reconsider their practices at the stage of designing their course and consider alternatives that include OER”
- 23. Few Self Step 2: Need Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by Underpinning Step 1: Understanding Piecemeal Perceived benefit: productivity “So when they introduced us to OER, then I thought: ‘oh that's great!’”
- 24. Piecemeal Many Few Self Social OER OEP •Reuses OER produced externally •Tweaks OER •Integrates OER into core teaching •Attributes the creator Strategic Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by Underpinning Step 1: Understanding Step 2: Need
- 25. Piecemeal Many Few Self Social OER OEP Logistical barriers: • Discoverability • Quantity and quality of OER • Licences Strategic Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by Underpinning Step 1: Understanding Step 2: Need “It’s difficult to find the kind of resources I need… I gave up”
- 26. Piecemeal Many Few Self Social OEP Strategic Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by Underpinning Step 1: Understanding Step 2: Need Enabling factors (strategic): • Support in searching, selecting and correct attribution • Local repositories+ “If you involve the library, you’re likely to get a list of 6 or 8 resources which you might look at and decide that may be 3 or 4 are suitable”
- 27. Many Few Self Social OER OEP Enabling factors (pedagogic): • Granularity • Pedagogic intent Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by Underpinning Step 1: Understanding Step 2: Need Strategic Piecemeal
- 28. Many Few Self Social OER OEP •Appraises the effects of using OER on students’ learning experience and own practice Step 3: Reflection Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by Underpinning Step 1: Understanding Piecemeal Step 2: Need Strategic “We’ll wait and see how the new module goes on a course.”
- 29. Many Few Self Social OER OEP Step 3: Reflection Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by Underpinning Step 1: Understanding Piecemeal Step 2: Need Strategic •Shares own resources openly “Until you get to this point it’s: ‘I found something, it is helpful for me’. And you have to be really engaged with it before you think: ‘this is good for everybody!’”
- 30. Many Few Self Social OER OEP Step 3: Reflection Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by Underpinning Step 1: Understanding Piecemeal Step 2: Need Strategic “I now always go for images that have CC licence. I never know when I might want to upload [my resource] somewhere and share it” Benefit: Terms of use
- 31. Many Few Self OER OEP • OER is embedded into teachers’ every- day practice • Advocates and encourages others to use OER • [Modifies and shares back] Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by Embedded Step 3: Reflection Underpinning Step 1: Understanding Piecemeal Step 2: Need Strategic “The more confident you feel with it, the more you use it .”
- 32. Many Few Self OER OEP • OER is embedded into teachers’ every- day practice Enabling factors: • Acceptance by students Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by Embedded Step 3: Reflection Underpinning Step 1: Understanding Piecemeal Step 2: Need Strategic
- 33. Many Few Self OER OEP • [Modifies and shares back] Enabling factors: Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by Embedded Step 3: Reflection Underpinning Step 1: Understanding Piecemeal Step 2: Need Strategic “Does OER lead to a better practice? I think it does, just because of the dialogue around it” • Discipline-specific communities • Staff development opportunities OER as a by-product or a means to an end
- 34. Few Self OER OEP Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by Step 3: Reflection Underpinning Step 1: Understanding Piecemeal Step 2: Need Embedded Strategic F. Wild cc by
- 35. Strategic considerations I OER use is made integral to existing strategies… “We wrote OER into our teaching and learning strategy a couple of years ago”
- 36. “Sustainability is talking about OER in all the other [CPD] workshops” “I think the advantage of the PGCert is starting to catch every new member staff coming in” Strategic considerations I OER use is made integral to existing strategies… … and embedded into existing systems and services “We wrote OER into our teaching and learning strategy a couple of years ago”
- 37. Strategic considerations II Senior management in individual faculties commit to OER; sponsor promotional activities Grass-roots initiatives seek management backing OER “If the buy-in to use OER is not high enough in your institution, engagement gets to a certain point and then it just becomes something that individuals are doing”
- 38. Academics are not going it alone • Support for sourcing OER – Librarians as filters or help – Learning technologists • Templates for searching • Tools for evaluating and attribution 38 Support & service considerations “Librarians are brilliant in finding things. It’s what they love doing!”
- 39. Academics are not going it alone • Support for understanding licences and attribution 39 Support & service considerations The tool that I will forever praise is the Open Attribute tool… I just say to them: ‘Do this, follow what it says, there you go, here is your attribution, put it in. I love that tool!
- 40. A-------------------- -----------------------B = OEP Support & service considerations
- 41. • Original drawings: Fridolin Wild, cc by: slidesha.re/UecTWE • OER Impact model: McGill, L., Falconer, I., Beetham, H. and Littlejohn, A. JISC/HE Academy OER Programme: Phase 2 Synthesis and Evaluation Report. JISC, 2011 https://oersynth.pbworks.com/w/page/46324015/UKOER%20Phase%202%20final%20report • Liz Masterman & Joanna Wild: OER Impact Study: Research Report: http://bit.ly/Lajesu • David White & Marion Manton: Open Educational Resources: The Value of Reuse in Higher Education: http://bit.ly/TJThaX • Joanna Wild: The OER Engagement Study: http://bit.ly/UEcbPi • Joanna Wild & Liz Masterman: WW1 Centenary Continuation & Beginnings. Evaluation report, to be published References & Acknowledgements