Presentation on theme: "Phil Barker, Heriot-Watt University JISC CETIS Learning Technology Adviser"— Presentation transcript:
Phil Barker, Heriot-Watt University JISC CETIS Learning Technology Adviser / Managing and disseminating Open Educational Resources
Overview What? Who? Why? How? What are OERs? Who is releasing OERs? Why do they do want to release them? How do they do release them?
What are OERs? Open : Easy to define (if dogmatic) Educational Resources : Harder to pin down (because pragmatic)
Dogmatic definition of OPEN “open educational resources should be freely shared through open licences which facilitate use, revision, translation, improvement and sharing by anyone” Capetown declaration on open education
More dogmatic definition of OPEN “open educational resources should be freely shared through open licences which facilitate use, revision, translation, improvement and sharing by anyone” Capetown declaration on open education So not ND
Even more dogmatic definition “open educational resources should be freely shared through open licences which facilitate use, revision, translation, improvement and sharing by anyone” Capetown declaration on open education So not NC?
Define “Educational Resource” Dogmatic definitions don’t work here (courseware, learning objects, teaching resources, educational materials)
OER/OCW Initiatives HEFCE: UKOER Aim: institutions to set up sustainable mechanisms for making a significant amount of existing learning resources freely and openly available. Extent: Phase 1, ~£5.7M; Phase 2, £5M. Phase 3, ~£5M
Why are they releasing OERs?
Why release OERs? Sharing Internally or Externally To Academics To Students To Others Potential students Life long learners Policy makers The casually interested
Why release OERs? Sharing Internally or Externally To Academics To Students To Others Potential students Life long learners Policy makers The casually interested But why share?
Why release OERs The objects of the University shall be to advance learning and knowledge by teaching and research particularly in Science, in Technology, and to enable students to obtain the advantages of liberal university education. Heriot-Watt University charter Loughborough University charter
OERs are good Marketing Search engine optimization OERs are “potentially compelling content, not like research papers” (anon., to protect the guilty) Course “tasters” A reasonable estimate of recruitment influenced by OpenLearn is the approximately 10,500 students since launch who have made use of OpenLearn before they register for a course at The OU in the same online session.
OERs facilitate partnerships Partnerships with local business Partnerships with 3 rd sector Partnerships with other (overseas) institutions Advertises presence Answers the questions “what have you got?” “what can we use?” Provides access without stretching the VLE
OERs Might Lead to better content Analogy with OSS Share development effort Many eyes see bugs more quickly Lead to better / more flexible practice Open educational practice Peer-to-peer learning Massively open online courses Provide new approaches to resource management Use of social sharing sites, YouTube, iTunesU, SlideShare Reduce the authentication/authorisation burden
How are OERs Released? Summary of what we’ve covered so far: Licensing is important All sorts of content types and formats Complex objects / related resources are normal All sorts of users Learners as well as academics Exposure is important On the web not in the repository
How are OERs Released? First catch your rabbit... Collect or capture what is in use Collect slides, record lectures Filter for IPR issues Typically institution will own copyright and other IPR Frequently 3 rd party resources that have been licensed-in* will be and issue (* best case scenario) Quality control Include authors, title, consistent branding etc.
Hosting & Disseminating OERs “Projects should deposit their content in... least one... openly accessible system or application with the ability to produce RSS and / or Atom feeds; for example an open institutional repository, an international or subject area open repository, an institutional website or blog, or a Web 2.0 service.” UKOER programme Technical Requirements See also “Then and Now” a summary of technical approaches of JISC programmes from
What projects did.
MIT: Many types of resource Targeted at learners Bespoke web CMS Arranged by courses.
What projects did. Oxford: Podcast audio and video recordings of lectures (expanding now) Drupal CMS Arrange by series, dept, people. Disseminate to iTunesU
What projects did. Nottingham: Wide range of course materials EQUELLA repository platform Arrange by faculty, tags, search. Links in to other services
What projects did. HumBox: Wide range of course materials Audience: academics & students ePrints+edShare repository platform Social profiles Clone & adapt
What projects did CETIS’s UKOER technical synthesis and summary One Standard to Rule Them All?: Descriptive Choices for Open Education them-all-descriptive-choices-for-open-education