Presentation on theme: "Consortium debrief 29 th April 2010 Manchester OU representatives: Sandy Smith: Earth Sciences Martin Reynolds: Communications and Systems C-Change."— Presentation transcript:
Consortium debrief 29 th April 2010 Manchester OU representatives: Sandy Smith: Earth Sciences Martin Reynolds: Communications and Systems C-Change
OERs in context of OpenLearn OpenLearn project established in 2006 for the development and sharing of OERs using extracts from established OU courses. Experienced team of media developers and copyright clearers to transform OU materials into OER and publish on the OpenLearn website:OpenLearn website OU secured funding for a 3-year programme effective from late 2009 Shared Solutions £7.8m over 3 yrs. One of the three projects is for the OU to provide a support centre for open resources in education (SCORE)Shared Solutions SCORE
C-Change at OU Cross-Faculty initiative – Science: Sandy Smith – Maths, Computing and Technology: Martin Reynolds 5 OU courses –2 level two (undergraduate) –1 level three (undergraduate) –2 postgraduate 24 OER units of study –10 science –11 systems –3 humanities 36 credits of study –24 undergraduate –12 postgraduate OpenLearn repository for Jorum repository
C-Change OER materials multimedia: text, video, audio, images, structured content (self-assessed questions etc.) Total study credits: 36 Science and climate change S278* Earths physical resources: origin, use and environmental impact involves sustainability of physical resources. This part would be the two Blocks water resources and energy resources (14 credits) Systems and climate change T214* Understanding systems appreciating styles of thinking about sustainability (6 credits) T306* managing complexity: a systems approach further material specifically on sustainable development (4 credits) T863** Environmental Decision Making: A systems approach: introducing systems thinking in relation to proposals for airport expansion case study (6 credits) Humanities and climate change TD866** Environmental Responsibility: ethics, policy and action : introducing ethical dimension to issues of climate change (6 credits) * undergraduate ** postgraduate
C-Change materials – Science Jorum linkScience Jorum link Total study credits: 14
C-Change materials - Systems Total study credits: 16
C-Change materials - Humanities Total study credits: 6
Actual vs Planned delivery 5 OU courses –1 out of 2 level two (undergraduate) –0 out of 1 level three (undergraduate) –1 out of 2 postgraduate 24 OER units of study –10 out of 10 science –2 out of 11 systems –2 out of 3 humanities 36 credits of study –14 out of 24 undergraduate –4 out of 12 postgraduate Problems Change from OL to SCORE Significant sick leave with key player Attempted launch of SocialLearn initiative Demand on personnel for launch of 10 year creative climate project with BBC Demand on personnel for CoP15 Copenhagen involvement Technical: A lot of our systems are down and running really slow (something to do with an upgrade and its made the systems go down (editor) Rights clearance: difficult tracing some originators
Licensing on OL Wholly owned OU stuff is made available under a share-alike CC Licence. Third party materials are not subject to CC licensing - So whilst can be used in the context it was originally placed - cannot be taken out of that context Third party still needs clearance on basis of no derivative creative commons… ie. not allowed to share or alter or adapt. Costs vary but usually not much OU operates an acceptable level of risk - where if unable to clear – items might be released on await claim (e.g. reading for TD866 Unit, Eric Higgs). Often best to go directly to author. Many online journals do not like (and indeed have policies) licensing for whole articles for other websites - and prefer links to their sites - or may allow abstracts. Changing uncertain publishing environment - issue is negotiating and recognising that Publishers are businesses more thought needs to be put into how publishers are approached and if the request is too bland and standard - then will not get the results hoped for. Not everyone is on same wavelength. OU has different relationships with publishers as we clear all our stuff and always have done - whereas most HEI institutions rely on blanket arrangements with say CLA (copyright licensing agency) Take-down policy exist with all OL material. Only used once with a third party owner not wanting her stuff up for open access.
Rubric for inviting rights clearance The Open University has identified some extracts … for use in its OpenLearn initiative. The project aims to reach individuals and communities as part of its widening participation objective. You kindly provided permission for the OU to use one of your images in its teaching materials … and I am now asking if you would permit us to retain use of that image in the same way for this new initiative. It is hoped you would support us by extending your permission and supporting this very fine initiative which aims to reach individuals and communities who for various reasons (poverty for example) would find themselves unable to access such quality materials as produced by The OU. All third party materials used in OpenLearn is not permitted adaptation of any sort. The exercise is completely non-commercial. The photograph already licensed to us is an aerial picture (las plazas). I provide some information below of OpenLearn which I hope meets with your support.
Going Global 4 Conference 24-26 March 2010 London As the learning content in universities is rapidly 'commoditised', with lectures cheaply or freely available on the internet, the question posed at the Going Global conference session on higher education in a Web 2.0 world was, "What value do institutions bring when everything is on the web?" Britain's Open University, for example, sees 360,000 downloads of its iTunes lectures a week, 88% of them from outside Britain, without having to promote them in any way. In future, the value of an institution would not be its course content but how it motivated and supported students, said Martin Bean, Vice-chancellor of Britain's Open University. "Students crave discussion," said Bean who is also a former education products manager at Microsoft in the US. "What education really is, is discussion, debate, discourse, challenges." The personal interaction was what was most important in universities, Bean said. But he admitted universities would have to rethink what those personal characteristics were as learning moved from 'content-centricity' to 'people-centricity'.
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