Presentation on theme: "Integrating ‘open’ throughout the University, the Open Nottingham story."— Presentation transcript:
email@example.com Integrating ‘open’ throughout the University, the Open Nottingham story
Outline About Nottingham What is Open Nottingham? Impact Case Studies Tools and Support Next steps
Research led institution Student numbers 40,000 students (postgrad and undergrad) 6,000 international (130 countries) Six campuses (inc. China and Malaysia) Learning Technology Support Learning Engagement Team VLEs E-assessment Learning Innovation Team Video production E-learning development (Xerte) Open Learning About Nottingham
U-Now – OCW/OER –Launched U-Now in 2007 –Member of OCWC 2008 –HEA/JISC funded through BERLiN project 2009/10 Open Nottingham 2010 –Open source tools –Open learning publication –OER discovery & reuse –PARiS/Rapid innovation Timeline
University Strategic Driver Social Responsibility: “Expand our U-NOW open courseware initiative, which provides an opportunity for sharing knowledge widely to increase learning opportunities for those who, for whatever reason, are unable to undertake formal qualifications” (pg 46)
Why are we Open? Social responsibility Excellence in education Promotional opportunities Internationalisation Cost efficiencies
What support does it have? Senior Support, Vice-Chancellor, Pro-Vice Chancellors, Director of Teaching and Learning Opt-in, schools can pilot or provide as much content as comfortable All Academic boards Over 1500 credits have been offered this year
Digital literacy course To inform & promote re-use of OER Encourage re-use and publication Optional module on PGCHE New staff engagement
Dr Richard Field (School of Geography – Nottingham) Handout for SPSS 200 students Had limited time to put it together Open Nottingham team advised – try OER Practical Re-use Impact on staff
Context: Preference: Accessibility: Saved time: Student handout: Changed some of the instructions Changed some of the English Changed font From 1 day (without screen shoots) to 30 minutes To provide support on the use of spss What was changed?
Was it useful? Surveyed 51 students who were given the handout: Quality/Usefulness OER specific – briefed on OER but not validated
Practical reuse (anyone can do this) Reuse to be found in the everyday? OERs can save time without compromising quality and students are using them Economies of scale (also seen in PARiS) Understanding how students use web based educational resources will help inform OER Key findings
Impact on students OER supporting learners Input in all areas: use, systems and resources Students’ Union Support OER supporting learners Input in all areas: use, systems and resources Students’ Union Support
Knowledge Without Borders Giovanna Comerio and Dr Philippe Delcloque Division of International Communications, Ningbo Listening activities for beginners in French http://tinyurl.com/ONCaseStudy International reuse @ UNNC
Student Use Students given links to U-Now to access materials “good results not only for the listening but also for the culture knowledge and the enhancement of students autonomy.”
Student Use “….interested in using U-Now resources…because it was like a safe “sandbox”, before starting browsing and evaluating academic resources in the Web.”
Student Use “…interested in the concept of “open” learning sources as learning opportunity for everybody.”
Level 2 designing for level 1: “they were pleased to collaborate….creation of free learning resources, as taking a responsible role in the community/society” Student Use
“….personal satisfaction in becoming an “author” in French for something official”.
Knowledge without borders “they are now using some of the (unow.nottingham.ac.uk) resources created by other lecturers and they are understanding that we are one university for true!”unow.nottingham.ac.uk
OER Africa feedback on U-Now –Address multiple audiences at the same time –Display Intended level of use and target audience Brief description Licence File size Technical information and publisher Downloading instructions –Different approaches to navigation (browse, filter, search) –Encourage editing and repurpose UKOER~OER Africa / UNESCO partnerships –Explored OER ‘Shopping list’ to support African HEIs International partnerships
Ear Foundation Hearing and Communicating in a Technological Era Deliver training and support for parents, teachers and care providers of children with cochlear implants -80,000 deaf students with cochlear implants worldwide -3,500 f2f delegates every year -demand inevitably outstrips supply!
Global Impact Largest collection of web based educational materials in the world
In the staff survey the main barriers were: 1.Time constraints (65%) 2.Fear over copyright infringement (58%) 3.Ownership and legal barriers (43%) In the staff survey the main barriers were: 1.Time constraints (65%) 2.Fear over copyright infringement (58%) 3.Ownership and legal barriers (43%)
Feedback “In one fell swoop it: gets round the issues of copyright liability by only searching appropriate content provides embedded attribution, thus making transparent copyright- cleanliness provides auto-resize for reuse in PPT/Xerte/Word etc discretely offers alternative media (very useful in terms of accessibility and reasonable adjustment awareness) since it searches on the media you didn’t request and displays the hits in the tabs” Alistair McNaught, JISC TechDis Feedback
Next Steps PARiS More Staff/Student Engagement Mobile Xerte Flickr Embed OER in school web pages
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