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<ul><li>ACADEMIC CAPACITY BUILDING THROUGH THE DEVELOPMENT OF OERs FOR ENHANCING TEACHING PRACTICE </li></ul>Steven Warbur...
who are we? <ul><li>an educational organisation delivering a portfolio of international programmes via distance and flexib...
our context: a complex …  multi-stakeholder environment
<ul><li>50,000+ students  </li></ul><ul><li>Global market (190 countries) </li></ul><ul><li>75 recognised teaching institu...
problem spaces: <ul><li>enhancing student learning and the student experience; </li></ul><ul><li>ensuring quality; </li></...
let us try and build capacity in the area of  academic practice
what do we mean by  ‘ academic capacity building ’ : <ul><li>planned development of teaching staff and institutions throug...
For the tutor: flexibility, mobility, independence, confidence. For the student: better learning, improved achievement. Fo...
solutions <ul><li>Pros </li></ul><ul><li>direct, intense and activity driven promoting deep engagement </li></ul><ul><li>C...
model 2 solution – OERs plus workshops <ul><li>resources act as a learning objects  </li></ul><ul><li>‘ open ’  resources ...
OERs – what are they? <ul><li>Learning content  -  full courses, course materials, content modules, learning objects, coll...
three types of OER initiative: <ul><li>Institutional OpenCourseWare initiatives  e.g. MIT, Stanford, Harvard, Open Univers...
how?
CORRE: a framework for transferring teaching materials into OERs http://www2.le.ac.uk/departments/beyond-distance-research...
<ul><li>Multi-layered: </li></ul><ul><li>Generic skills  </li></ul><ul><li>Subject specific </li></ul><ul><li>Contextualis...
 
what happens in the real world … ?
what we  can  control <ul><li>content </li></ul><ul><li>storage </li></ul><ul><li>access </li></ul><ul><li>search and meta...
what we  cannot  control <ul><li>sustainability e.g. after funding disappears </li></ul><ul><li>community [re]use by our p...
when do OERs work? <ul><li>transformative – they act as a vehicle for change </li></ul><ul><li>as social objects </li></ul...
in conclusion
a complimentary, multi-dimensional approach … Impact Support Dimension Level 1) Capturing expertise, creating resources; s...
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Academic Capacity Building through the Development of OERs for Enhancing Academic Practice

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Presentation at ICDE 2011 World Conference on Distance Education, October 2-5, Denpasar, Bali, Indonesia.

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Academic Capacity Building through the Development of OERs for Enhancing Academic Practice

  1. 1. <ul><li>ACADEMIC CAPACITY BUILDING THROUGH THE DEVELOPMENT OF OERs FOR ENHANCING TEACHING PRACTICE </li></ul>Steven Warburton Patricia McKellar ICDE 2011
  2. 2. who are we? <ul><li>an educational organisation delivering a portfolio of international programmes via distance and flexible learning </li></ul><ul><li>as such we have a particular set of (perhaps not surprising) problems </li></ul>
  3. 3. our context: a complex … multi-stakeholder environment
  4. 4. <ul><li>50,000+ students </li></ul><ul><li>Global market (190 countries) </li></ul><ul><li>75 recognised teaching institutions </li></ul><ul><li>Three student ‘ study types ’ </li></ul><ul><li>100+ degrees, diplomas and certificates. </li></ul><ul><li>Academic quality and direction maintained by ‘ lead colleges ’ </li></ul><ul><li>Long history (1858), strong values and commitment to enhancing student experience </li></ul>
  5. 5. problem spaces: <ul><li>enhancing student learning and the student experience; </li></ul><ul><li>ensuring quality; </li></ul><ul><li>building growth; </li></ul><ul><li>developing academic and costing models; </li></ul><ul><li>improving academic practice (impact on learning and teaching). </li></ul>
  6. 6. let us try and build capacity in the area of academic practice
  7. 7. what do we mean by ‘ academic capacity building ’ : <ul><li>planned development of teaching staff and institutions through the acquisition of knowledge, skills and capabilities via incentives, technology and training; </li></ul><ul><li>e.g. encouraging and rewarding reflective teaching practice (Schön,1987). </li></ul>
  8. 8. For the tutor: flexibility, mobility, independence, confidence. For the student: better learning, improved achievement. For the institution: stability in human resource management; increased market value. ?
  9. 9. solutions <ul><li>Pros </li></ul><ul><li>direct, intense and activity driven promoting deep engagement </li></ul><ul><li>Cons </li></ul><ul><li>expensive and labour intensive in a global context </li></ul><ul><li>sustaining change after the intervention </li></ul><ul><li>difficult to scale </li></ul>model 1 solution: run workshops
  10. 10. model 2 solution – OERs plus workshops <ul><li>resources act as a learning objects </li></ul><ul><li>‘ open ’ resources promote ownership via reuse and repurposing in new contexts </li></ul><ul><li>help teaching institutions to help themselves </li></ul><ul><li>OERs are ‘ objects to talk with ’ </li></ul><ul><li>build communities around OERs and their [re]use and establish networks of excellence </li></ul>
  11. 11. OERs – what are they? <ul><li>Learning content - full courses, course materials, content modules, learning objects, collections and journals </li></ul><ul><li>Tools - software to support the creation, delivery, use and improvement of open learning content including searching and organisation of content </li></ul><ul><li>Implementation resources - intellectual property licenses to promote open publishing of materials, design principles and localisation of content . </li></ul>
  12. 12. three types of OER initiative: <ul><li>Institutional OpenCourseWare initiatives e.g. MIT, Stanford, Harvard, Open University </li></ul><ul><li>Disciplinary initiatives e.g. HumBox repository </li></ul><ul><li>Pedagogic initiatives e.g. simSHARE </li></ul>
  13. 13. how?
  14. 14. CORRE: a framework for transferring teaching materials into OERs http://www2.le.ac.uk/departments/beyond-distance-research-alliance/projects/otter/about-oers/Corre-web.pdf (University of Leicester, Otter Project)
  15. 15. <ul><li>Multi-layered: </li></ul><ul><li>Generic skills </li></ul><ul><li>Subject specific </li></ul><ul><li>Contextualisation material e.g. case-study </li></ul><ul><li>Addressing attitudes, values and cultural sensitivity </li></ul>Academic practice: Content: Media: Plan; Deliver e.g. small group teaching; Assessment & feedback; Review; Develop. Activities; good practices; examples; guides; references; stories; templates; case-studies. Text; image; audio; video/flash.
  16. 17. what happens in the real world … ?
  17. 18. what we can control <ul><li>content </li></ul><ul><li>storage </li></ul><ul><li>access </li></ul><ul><li>search and metadata (lite) </li></ul><ul><li>quality </li></ul><ul><li>IPR/copyright </li></ul><ul><li>tracking and academic recognition (recently downloaded) </li></ul>
  18. 19. what we cannot control <ul><li>sustainability e.g. after funding disappears </li></ul><ul><li>community [re]use by our practitioners </li></ul><ul><li>obsolescence e.g. legal or medical resources </li></ul><ul><li>hosting (e.g. local or JorumOpen?) </li></ul><ul><li>quality </li></ul>
  19. 20. when do OERs work? <ul><li>transformative – they act as a vehicle for change </li></ul><ul><li>as social objects </li></ul><ul><li>establishing a shared vocabulary across stakeholders </li></ul><ul><li>creating investment via ownership and repurposing </li></ul><ul><li>are situated within a framework or scaffold for their use i.e. not released as standalone objects </li></ul>
  20. 21. in conclusion
  21. 22. a complimentary, multi-dimensional approach … Impact Support Dimension Level 1) Capturing expertise, creating resources; sharing knowledge. Expert authors; Design Patterns (Alexander, 1978) ; Anecdote Circles (Snowdon, 2010) . Practice Attitudes and values OERs – social objects; digital repositories. 2) Frameworks for implementation Staff development; Micro-certification. Ownership Transformation ePortfolio; repurposing tools 3) Policy and strategy Embedding; Reward; Quality; Accreditation Motivation and confidence Capturing value Wisdom of the crowds; tracking. 4) Sustainable enhancement Sharing; Trusted, learning networks; Community support; Networks of excellence. Social capital Empowerment Social networking services and platforms

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