The document discusses evaluating the benefits of open educational resources (OER) by matching individual and institutional objectives. It notes that while academics may be motivated by altruism and career enhancement, institutions are motivated by strategies like education, reputation, and marketing. The challenges of implementing OER include issues like intellectual property, quality assurance, staff incentives and support. Overcoming these challenges will require institutional policies that reward academics for contributing OER and developing staff skills for creating and using open content.
Slides for talk on ‘Innovative pedagogy at massive scale’ given by Rebecca Ferguson and Mike Sharples from The Open University UK on 18 September 2014 at the EC-TEL conference 2014 in the Stadthalle|graz, Graz, Austria.
Slide deck provides an overview of the presenter's top five benefits and top five challenges when implementing Open Education Resources (OER) in a course. Considerations also apply to the OER Degree Initiative. Some information is specific to Lake Washington Institute of Technology in Kirkland, WA.
To refresh our courses one first needs to pause and take stock
Our digital ecologies are changing because the way we are wanting to teach and examine is changing. Moving forward, we see L&T using new and more engaging forms of technology, designed to help our students not just learn disciplinary skills, but to find new ways of engaging with their peers. Improvement is a deliberate act that involves planning and execution. We need to find the new tools and techniques to help us with our teaching. We will look at some possible affordances you can enjoy when you are ready to pause and take stock.
Facilitating reflective practice - experiences to datecies
CIES on adopting a learner centred reflective practice approach to the development of teaching and learning, using e-learning technologies such as the Hybrid Learning Model developed by CIES.
Slides for talk on ‘Innovative pedagogy at massive scale’ given by Rebecca Ferguson and Mike Sharples from The Open University UK on 18 September 2014 at the EC-TEL conference 2014 in the Stadthalle|graz, Graz, Austria.
Slide deck provides an overview of the presenter's top five benefits and top five challenges when implementing Open Education Resources (OER) in a course. Considerations also apply to the OER Degree Initiative. Some information is specific to Lake Washington Institute of Technology in Kirkland, WA.
To refresh our courses one first needs to pause and take stock
Our digital ecologies are changing because the way we are wanting to teach and examine is changing. Moving forward, we see L&T using new and more engaging forms of technology, designed to help our students not just learn disciplinary skills, but to find new ways of engaging with their peers. Improvement is a deliberate act that involves planning and execution. We need to find the new tools and techniques to help us with our teaching. We will look at some possible affordances you can enjoy when you are ready to pause and take stock.
Facilitating reflective practice - experiences to datecies
CIES on adopting a learner centred reflective practice approach to the development of teaching and learning, using e-learning technologies such as the Hybrid Learning Model developed by CIES.
Infomagic: Unlocking the wonders of information books - practical strategies for their use and enjoyment. Lin and Liz Smith, optional session, SLA Weekend Course, Manchester 2014
The changing nature of learning management systems and the emergence of a dig...Charles Darwin University
A Webinar presented to Faculty and post graduate students at the Model Institute of Education & Research, Jammu, India.
Our digital ecologies are changing because the way we are wanting to teach is changing. We are seeing a much greater emphasis being placed on active, authentic and collaborative modes of teaching. Therefore we have had to find new tools to help us with these new tasks. But the reasons to engage with these new tools needs to be based on sound pedagogical foundations.
Opportunities: Supporting the extended project qualificationJohn Iona
Slides from a workshop delivered at the SLA Conference 2014. The sessions looked at the EPQ, what it involves and how it is assessed, how I am involved and how Librarians might like to get involved in it in their schools.
This keynote speech will synthesize lessons learned from more than 20 years of research and development in the areas of digital learning. The international research Centre CARDET participated in more than 100 digital learning research projects which focus on the use of technology across several contexts. The use of games, social media, and online tools is opening opportunities to both learners and teachers. The emphasis will be on the role of digital tools for revisiting how we teach and learn, and the potential for transforming education practices. We will focus on 3 key projects with interconnected themes.
Digital Responsible Citizenship - https://digital-citizenship.org. The DRC project seeks to improve students and teachers digital citizenship and competency in line with several components of the digital citizenship framework.
iDecide - http://www.idecide-project.eu. This policy reform project aims to develop an innovative toolkit and a mobile app to support evidence-based policy making. The focus is the reduction of disparities in learning outcomes and marginalization, by supporting school leaders, school staff, and policymakers to engage in shared and inclusive decision making.
ENTRINNO – Online game for entrepreneurship and innovation - http://www.entrinno.org. As part of this project we developed an online game teaching youth entrepreneurial skills. The project was implemented and evaluated in 8 EU countries.
We will bring together lessons learned discussing the key issues around gamification, storytelling, social media, and digital citizenship, providing recommendations for both researchers and practitioners.
21st Century Learning Leadership Forum Insight Cafe - Banff October 2011 - How one Ontario K-12 District is transforming to a 21st Century Learning and Teaching District
Lights, Camera, Action! Engaging students in digital video productionChris Willmott
Slides from a talk given at the Enhancing Student Learning conference in Durham (UK), July 2015.
This is a lightly revised version of a presentation listed here previously.
The Critical Role of Librarians In OER AdoptionUna Daly
Please join CCCOER on Tuesday, February 26, 10:00 am (Pacific time) to hear about the critical work that librarians do to support OER adoption at community colleges. This webinar will feature three projects where librarians are leading the way in searching, curating, and creating OER to expand student access and improve teaching practices.
card catalog cc-by-nc-sa reeding lessons
Paradise Valley Community College, AZ –Sheila Afnan-Manns and Kande Mickelson, faculty librarians will share how they worked with students in International Business to find and create OER to support course learning outcomes.
Houston Community College District, TX – Angela Secrest, director of library services, will share her libguides that support faculty in the process of finding and adopting high quality OER.
Open Course Library(OCL), WA – Shireen Deboo, OCL and Seattle Community Colleges district librarian will share her work with faculty to find, create, and curate open content for inclusion in the Washington State Community and Technical College’s Open Course Library.
Sustaining OER innovation through collaboration and partnership Simon Thomson (Leeds Metropolitan University) and Andy Beggan (University of Nottingham) Facilitated by Peter Bullen.
Keynote Speech, Vijay Kumar: Learning OUTed -- Open Ubiquitous Transformationalthe Hartsook Letter
Keynote Speaker: Vijay Kumar
Dr. Vijay Kumar is Senior Associate Dean of Undergraduate Education and Director of the Office of Educational Innovation and Technology, DUE at MIT. In this capacity he provides leadership for sustainable technology-enabled educational innovation at MIT. In his prior roles at MIT as Assistant Provost and Director of Academic Computing, as well at other institutions, Vijay provided leadership for units engaged in delivering infrastructure and services for the effective integration of information technology and media services in education. Vijay was the Principal Investigator of O.K.I (Open Knowledge Initiative), a MIT-led collaborative project to develop an open architecture for enterprise educational applications.
Vijay is a member of the Advisory Committee of MIT OpenCourseWare (OCW) and a member of the steering committee for I-Campus, the MIT-Microsoft Alliance initiative for educational technology. He is the Executive officer for MIT's Council on Educational Technology. Vijay also served on the Applications Strategy Council for Internet2, as a Trustee of the Corporation for Research and Education Networking (CREN), Chair of the Boards of the Seminars on Academic Computing (SAC) Snowmass, CO and NERCOMP.
Vijay is an active champion of open education efforts: As an honorary Advisor to India's National Knowledge Commission he has been engaged in advancing Open and technology enabled initiatives for educational access and quality in India; He is actively involved in efforts, such as those supported by the Hewlett Foundation, and Curriki to advance the use of Open Educational Resources for improving educational access and quality. He is also an advisor to the Open University of Catalonia.
Vijay has recently co-edited "Opening Up Education: The Collective Advancement of Education through Open Technology, Open Content and Open Knowledge " (MIT Press, August 2008), a book sponsored by the Carnegie Foundation for the Advancement of Teaching.
Developing a culture of blended learning innovationJisc
Developing a culture of blended learning innovation Graham Galbraith (University of Hertfordshire) and Jon Alltree (University of Hertfordshire) Facilitated by Mark Russell.
Jisc conference 2010
Infomagic: Unlocking the wonders of information books - practical strategies for their use and enjoyment. Lin and Liz Smith, optional session, SLA Weekend Course, Manchester 2014
The changing nature of learning management systems and the emergence of a dig...Charles Darwin University
A Webinar presented to Faculty and post graduate students at the Model Institute of Education & Research, Jammu, India.
Our digital ecologies are changing because the way we are wanting to teach is changing. We are seeing a much greater emphasis being placed on active, authentic and collaborative modes of teaching. Therefore we have had to find new tools to help us with these new tasks. But the reasons to engage with these new tools needs to be based on sound pedagogical foundations.
Opportunities: Supporting the extended project qualificationJohn Iona
Slides from a workshop delivered at the SLA Conference 2014. The sessions looked at the EPQ, what it involves and how it is assessed, how I am involved and how Librarians might like to get involved in it in their schools.
This keynote speech will synthesize lessons learned from more than 20 years of research and development in the areas of digital learning. The international research Centre CARDET participated in more than 100 digital learning research projects which focus on the use of technology across several contexts. The use of games, social media, and online tools is opening opportunities to both learners and teachers. The emphasis will be on the role of digital tools for revisiting how we teach and learn, and the potential for transforming education practices. We will focus on 3 key projects with interconnected themes.
Digital Responsible Citizenship - https://digital-citizenship.org. The DRC project seeks to improve students and teachers digital citizenship and competency in line with several components of the digital citizenship framework.
iDecide - http://www.idecide-project.eu. This policy reform project aims to develop an innovative toolkit and a mobile app to support evidence-based policy making. The focus is the reduction of disparities in learning outcomes and marginalization, by supporting school leaders, school staff, and policymakers to engage in shared and inclusive decision making.
ENTRINNO – Online game for entrepreneurship and innovation - http://www.entrinno.org. As part of this project we developed an online game teaching youth entrepreneurial skills. The project was implemented and evaluated in 8 EU countries.
We will bring together lessons learned discussing the key issues around gamification, storytelling, social media, and digital citizenship, providing recommendations for both researchers and practitioners.
21st Century Learning Leadership Forum Insight Cafe - Banff October 2011 - How one Ontario K-12 District is transforming to a 21st Century Learning and Teaching District
Lights, Camera, Action! Engaging students in digital video productionChris Willmott
Slides from a talk given at the Enhancing Student Learning conference in Durham (UK), July 2015.
This is a lightly revised version of a presentation listed here previously.
The Critical Role of Librarians In OER AdoptionUna Daly
Please join CCCOER on Tuesday, February 26, 10:00 am (Pacific time) to hear about the critical work that librarians do to support OER adoption at community colleges. This webinar will feature three projects where librarians are leading the way in searching, curating, and creating OER to expand student access and improve teaching practices.
card catalog cc-by-nc-sa reeding lessons
Paradise Valley Community College, AZ –Sheila Afnan-Manns and Kande Mickelson, faculty librarians will share how they worked with students in International Business to find and create OER to support course learning outcomes.
Houston Community College District, TX – Angela Secrest, director of library services, will share her libguides that support faculty in the process of finding and adopting high quality OER.
Open Course Library(OCL), WA – Shireen Deboo, OCL and Seattle Community Colleges district librarian will share her work with faculty to find, create, and curate open content for inclusion in the Washington State Community and Technical College’s Open Course Library.
Sustaining OER innovation through collaboration and partnership Simon Thomson (Leeds Metropolitan University) and Andy Beggan (University of Nottingham) Facilitated by Peter Bullen.
Keynote Speech, Vijay Kumar: Learning OUTed -- Open Ubiquitous Transformationalthe Hartsook Letter
Keynote Speaker: Vijay Kumar
Dr. Vijay Kumar is Senior Associate Dean of Undergraduate Education and Director of the Office of Educational Innovation and Technology, DUE at MIT. In this capacity he provides leadership for sustainable technology-enabled educational innovation at MIT. In his prior roles at MIT as Assistant Provost and Director of Academic Computing, as well at other institutions, Vijay provided leadership for units engaged in delivering infrastructure and services for the effective integration of information technology and media services in education. Vijay was the Principal Investigator of O.K.I (Open Knowledge Initiative), a MIT-led collaborative project to develop an open architecture for enterprise educational applications.
Vijay is a member of the Advisory Committee of MIT OpenCourseWare (OCW) and a member of the steering committee for I-Campus, the MIT-Microsoft Alliance initiative for educational technology. He is the Executive officer for MIT's Council on Educational Technology. Vijay also served on the Applications Strategy Council for Internet2, as a Trustee of the Corporation for Research and Education Networking (CREN), Chair of the Boards of the Seminars on Academic Computing (SAC) Snowmass, CO and NERCOMP.
Vijay is an active champion of open education efforts: As an honorary Advisor to India's National Knowledge Commission he has been engaged in advancing Open and technology enabled initiatives for educational access and quality in India; He is actively involved in efforts, such as those supported by the Hewlett Foundation, and Curriki to advance the use of Open Educational Resources for improving educational access and quality. He is also an advisor to the Open University of Catalonia.
Vijay has recently co-edited "Opening Up Education: The Collective Advancement of Education through Open Technology, Open Content and Open Knowledge " (MIT Press, August 2008), a book sponsored by the Carnegie Foundation for the Advancement of Teaching.
Developing a culture of blended learning innovationJisc
Developing a culture of blended learning innovation Graham Galbraith (University of Hertfordshire) and Jon Alltree (University of Hertfordshire) Facilitated by Mark Russell.
Jisc conference 2010
Stronger together: community initiatives in journal managementJisc
There has been a recent growth of initiatives to address common problems regarding current and long-term access to e-journal content. Jisc is at the forefront of many of these with the close participation and active input of educational institutions.
This session aims to summarise the current state of key themes with pointers to future directions of areas such as sustainability, the move towards e-only environments, and shared consortia approaches. It will provide an overview and panel discussion on developing the supporting infrastructure to meet the needs of users. The discussion will focus on how institutions, community bodies and service providers can best work together to ensure sustainable, long-term initiatives by seeking to introduce uniformity, standardisation and collaboration to an even greater extent.
The session will introduce two new Jisc-supported projects in this area, the Keepers Registry Extra and SafeNet initiatives, and discuss how these fit alongside existing Jisc services such as Knowledge Base+, UK LOCKSS Alliance, Journal Archives and JUSP (Journal Usage Statistics Portal). The panel will address how this catalogue of services contributes towards a coherent strategy in the management of e-journal content.
Ithaka S+R | Jisc | RLUK UK Survey of Academics 2012Jisc
The UK Survey of Academics 2012, conducted by Ithaka S+R, Jisc, and Research Libraries UK (RLUK), examines the attitudes and behaviours of academics at higher education institutions across the United Kingdom.
The information landscape made easier – a call to action - Andy Youell - Jisc...Jisc
Universities and colleges are required to make data returns to regulatory bodies; they also need to manage systems and information across their organisation and beyond to support research management, course admissions, finance and much more.
Data centric approaches can help to make these processes more efficient and reduce burdens on institutions. To achieve this, the use of standards is key. There are now initiatives that are helping, for example the Higher Education Data and Information Improvement Programme (HEDIIP) and the Consortia Advancing Standards in Research Administration Information (CASRAI).
We explain these initiatives and their approaches and offer delegates the chance to learn about them. Jisc is working with HEDIIP and CASRAI to help to improve data and information interoperability – what does this mean to you? How can you get involved?
Digital transformations: new challenges for the arts and humanities - Andrew ...Jisc
‘Digital Transformations’ is one of four major stretegic themes currently being developed by the Arts and Humaniies Research Council.
In this presentation, the Theme Leader Fellow will explore some of the work that has been undertaken by projects funded within this strand and will consider how they reflect the wider possibilities and challenges presented to the arts and humanities by such developments as data analytics, linking of data, visulalisation and the internet of things. The way in which the arts and humanities can also offer a distinctive perspective on such issues as identity, authenticity, cretivity and the digital economy will also be discussed.
JISC Webinar - An introduction to free and open source softwareJisc
http://www.jisc.ac.uk/events/2012/03/webinarfreeopensource
This webinar will introduce the ideas behind free and open source software, both for users and for developers. We will tour the basic licence types and discuss the development and membership of communities around free and open source software. We will also look at how to assess open source solutions that you may be considering.
Designing strategically aligned credentialing systems with open badges to eng...Jisc
Open badges are digital credentials that earners can display anywhere on the web. They are underpinned by an open accreditation infrastructure developed by Mozilla, which enables the issuing of open badges to recognise granular achievements gained through formal and informal learning opportunities and to capture attributes not picked up in formal qualifications, such as the individual qualities that could help a student stand out in the job market. This workshop will focus on effective open badge system development, introducing Mozilla and Jisc toolkits to support badge system design and a strategic approach to implementing open badges in a formal education context. The session will be led by Mozilla and Jisc, and will include tips, case studies and guidance on best practice in badge system design. Participants will gain hands-on experience with tools they can use for developing open badge systems for motivating learning, supporting engagement and progression and enhancing employability.
Collaborative Remixing and Reuse of Open Educational Resources - CHI 2013 Pap...tcoughlan
Presentation given at the ACM Conference on Human Factors in Computing Systems ( CHI ) 2013 conference: http://chi2013.acm.org/
Building Open Bridges: Collaborative Remixing and Reuse of Open Educational Resources across organisations
Tim Coughlan (University of Nottingham, UK)
Rebecca Pitt & Patrick McAndrew (The Open University, UK)
Paper available from: http://oro.open.ac.uk/36473/
This presentation formed part of the HEA-funded workshop 'Research methods for teacher education'.
This event brought together academic experts in educational research methods with school leaders, to debate, share and determine how student teachers and teachers on part-time Masters-level programmes can best be taught to use research methods to better understand and ultimately, improve the quality of their teaching and improve educational outcomes for pupils and schools.
This presentation forms part of a blog post which can be accessed via: http://bit.ly/1m8vkEW
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
When forced into a corner we do have options: I suggest we choose to be activ...Charles Darwin University
A presentation to the English Australia Ed Tech Symposium - Plenary Address.
Abstract: Those institutions that have pivoted rapidly from teaching face-to face to teaching fully online have learned many lessons over the last 18 months, both good and bad. But for some, this has been nothing new, instead it’s simply been business as usual. We have seen that those who fared better have well established frameworks in place to mediate their technology-enhanced learning offerings. That is, they have recognised processes that define how they translate what they have in policy, procedures and planning into practice. Such a framework can be found within a number of quality tools, that are designed to provide institutions with clear guidelines as to what need to be in place to facilitate a robust and consistent approach to teaching with technology. Once present, it makes it easier to undertake online teaching that does more than just mimic face-to-face practice, providing a robust platform to allow innovative pedagogies to thrive. Typically, this means the online learning has, or can become far more, active, collaborative and authentic. This presentation with share some of the things that have been observed across the higher education sector over the last 18 moths that we can all learn from.
This presentation forms part of the Integrated Coastal Zone Management (ICZM)-project. This project concerns a cooperation between ITS, ITB (both Indonesia) and TU Delft focusing on joint curriculum development. This project includes the use of open, online and blended education to support this process.
The presentation sketches the issues – for further discussions- to be taken into consideration when it comes to open education (policy development, approach /priorities and planning) .
A presentation by Paul Maharg from April 2010 UKCLE York OER event. The presentation covers OERs and why they're important, case studies, examples and the UKCLE's OER platform: Simshare.
This is the Panel Session for the Openness in Education session.
In this session, we will discuss how our academic content can be shared with our colleagues, and the wider community. How and why should we be collaborative in an increasingly competitive environment? What are the benefits of an open attitude to our resources and approaches, how can we reach a wider and meaningful audience, and what licensing issues and opportunities exist? Are the potential threats of openness perceived, or real? This session will look at these issues and more.
1. Evaluating the benefits of OER
Matching individual and institutional objectives
Open Educational Resources International Symposium
Holborn Bars, London, UK | 23rd July 2010
Tom Browne
Education Enhancement | Academic Services | University of Exeter, UK
2. OER on the Horizon
One year from now…
“The movement toward open content reflects a growing shift in the way academics ... are
conceptualizing education to a view that is more about the process of learning than the
information conveyed in their courses.”
“Information is everywhere; the challenge is to make effective use of it. As customizable
educational content is made increasingly available for free over the Internet, students
are learning not only the material, but also skills related to finding, evaluating,
interpreting, and repurposing the resources they are studying in partnership with their
teachers.”
(Educause Horizon Report, 2010)
Its time has come!
3. OER Phase 1 : May 2009-April 2010
UNESCO UK
OECD Government
Exeter : http://as.exeter.ac.uk/support/educationenhancementprojects/openexeter/
4. Project Focus = Supply-side Agenda
Tangible deliverables:
• Release 360 credits equivalent of materials
• Create an ‘open’ repository (Open Exeter)
And explore impacts:
• Embedding educational cultural changes
• Sustainability - life after the project
2 projects – tangibles + story
5. OER Phase 2 : Sept 2009-Aug 2010
JISC/HEA
OER release meeting sector needs
• Release of a substantial amount of content in the indicated areas.
Cascade support in the release of OER
• Teams already releasing OER supporting partners new to OER release.
Collections of OER based around a thematic area
• Collecting and promoting OER and other material around a common theme.
HEA
Resources to support staff engaged in teaching and supporting learning.
Support accredited programmes, enabling staff to provide evidence against the UK PSF.
Promoting:
a. Digital/information literacy;
b. Development of inclusive curricula;
c. Education for sustainable development;
d. Discipline-specific teaching and learning. Awaiting funding decisions
7. Dichotomy?
‘Angle’ of presentation:
set up a notional dichotomy between:
– individual perspective
– Institutional perspective
• In harmony or conflict?
• Illustrate how being played out at Exeter.
2 benefits for the price of one?
8. Why should Academics contribute to OER?
• Altruism: Contributing to the public good
• Raise personal profile: Get you and your work known
• Career enhancement: TRN; virtuous circle
• Share knowledge: Creating worldwide communities
If no academic buy-in no OER
9. Why should an Institution invest?
• Relevant strategies
o Education
o Research and Knowledge Transfer
o Marketing and Internationalisation
o Employability
• University reputation
• Student satisfaction
Academic buy-in must be underpinned by institutional mission
10. Potential Impacts
Institutional - creating new institutional synergies
Repository - not just ‘stuff’ or ‘crown jewels’
Design and delivery
Marketing Re-thinking pedagogy
Institution? Individual?
False polarisation?
11. Rethinking Pedagogy
OER has potential to:
• support widespread transformations in L&T
• encourage sharing and reusing
• promote active, independent, student focused learning which can
‘range’ across disciplinary boundaries
• be integral component of curriculum design and delivery
• underpin research-informed learning and teaching
Utopia! (improved student learning experience)
12. Marketing
OER has potential to:
• Have a positive impact upon ‘brand’
• Attract best international students
• Align with promoting best of our research
• Continue to engage alumni
Also:
Other big hitters are promoting OER so we must too – league tables
Utopia! (lots of money / status)
13. Challenges to Practice
• Staff awareness
• Reward and recognition
• IP issues
• Quality and reputation
• Confidence and trust
• Staff resources
“There needs to be much more consideration for lecturers workloads if Exeter is going to
push this”
Time (and as proxy for other challenges)
14. Staff Awareness
Start with promoting demand-side, into staff development:
+ve
“I found some very useful courses which are relevant to my teaching”
“Reduces the uncertainty whether a particular material may be used legally”
-ve
“Unless I have invested in creating course content I feel I lack the authority to teach a course”
Initial sensitisation
15. Reward and Recognition
Focusing on the supply side:
+ve
“All I'm really interested in as a contributor is making my resources more freely available to
other educators to use as they see fit - I think there is some value in my resources that
I'm happy to see others take advantage of if they wish”
-ve
“Making this material available as OER is the equivalent of giving away research that would
otherwise be patented (and hence could earn income) and would not be in the best
interests of either the staff or the University”
“Spending time putting my work on to OER is not going to help me in my career at Exeter”
Need institutional policy incentives
16. IP Challenges
Quality
“Having reviewed some material ... [it] is so riddled with copyright sensitive images that there
isn’t going to be much left ... As a result it isn’t going to resemble the polished diamond
we hoped”
Coherence
“I am having some trouble, in that the IPR requirements mean very, very drastic changes are
necessary to the existing material. I am concerned that academic credibility is being lost,
because of the ferocious requirements of IPR.”
Time
“I’m slightly disillusioned after wasting several hours over the last couple of weeks chasing
permission to use a map only to be told no, and that was just one map”
Exeter taking ‘risk averse’ approach
17. Copyright a Perpetual Problem?
Despite the numerous studies, reports and recommendations that have been produced
over the past decade by JISC, HEFCE and others, attitudes towards intellectual property
rights, and specifically copyright, remain an inhibiting factor in the adoption of
innovative teaching and research strategies. This has been exacerbated by the increased
importance attached to intellectual property rights in the digital environment and the
resulting need to pay more than lip service to the concept of legal compliance.
(Charlesworth et al., 2007)
• Moving from ‘complete’ to ‘representative’ volume of material
• Not sustainable to ‘convert’ existing material
Loads of studies but are we making any headway?
18. Quality and Reputation
“An OER repository definitely does give an impression of the institution and the staff (team)
that produces it”
(Philip et al, 2008)
Different motivations lead to different outcomes:
• Formal (cf peer review journals)
o Some resistance in-house
• Informal (e.g. community blog)
Materials will always reflect upon Exeter so quality must always be ‘high’
19. Confidence and Trust
• Licence-in: non-exclusive, so author can use/licence material
elsewhere
• Licence-out: concerns re CC ‘derivative’ option having their material
mangled
• Challenge: ‘all rights reserved’ v ‘some rights reserved’
Trust of greater concern than copyright!
20. Support Issues
Concerns similar to old arguments re. VLE:
“We will have to invest massive amounts of resources in supporting teachers to deliver
OER material”
“Noting the heavily resourced models such as MIT and the UK Open University’s
OpenLearn and even worse, the community driven Wikipedia, would it not be better to let
them get on with it and merely promote a demand-led model?”
So why bother?
But OER is marginal cost
21. Staff Development
• Essential - A substantial staff awareness programme
– (also note UCISA TEL Surveys)
• OER must be seen as an integral part of scholarly endeavour
• Incorporate into accredited staff development programmes:
o programmes for Associate and Fellowship status of the HEA
• ‘capture’ all new staff
However:
“I have been advised by senior academics that we should not strive for teaching
excellence if this undermines the delivery of grants and publications.”
Problem transcends OER agenda
22. Tom’s SCORE Fellowship
Background
• Must get academic buy-in.
• Position OER as part of scholarly endeavour of a research-inspired
approach to L&T.
• Most HEIs have HEA-accredited courses / CPD.
Proposal
• Build upon existing community of practice of HEIs - SWEDF.
• Primary outputs :
– toolkit of staff development activities, available for repurposing.
– Case studies, drawing upon these activities.
– OER of OER!
OER as a scholarly activity within staff development accredited courses
23. Provisional Ways Forward
Stage One 2010-2012 :
• Create limited volume of high quality OER linked to the University’s
primary research themes (c.f. JISC/HEA Phase 2 Theme Tender)
• Embed both demand side and supply side competencies into HEA-
accredited courses. (c.f. HEA Phase-2 Tender)
Stage Two 2011-2015
• Develop OER ‘sample’ of high quality course material for each programme
the University offers, available through online prospectus
Institutionally embed OER agenda into University behaviour
24. Question
“OER projects will become another service that the public simply expects of every HEI ,
and each institution will find the will and the resource within itself to engage in these
projects.”
“In the intervening years until that time comes, pilot open educational resource projects
must navigate the highly contextual waters of sustainability.”
(Wiley, 2007)
Institutional motivations in alignment with academic motivations?