Presentation on theme: "1 Are we ready for OER? Peter Hartley National Teaching Fellow Professor of Education Development University of Bradford Visiting Professor, Edge Hill."— Presentation transcript:
1 Are we ready for OER? Peter Hartley National Teaching Fellow Professor of Education Development University of Bradford Visiting Professor, Edge Hill University
A few words of introduction. Myself – see this weblinkthis weblink Career as teaching academic, then moved into educational development. National Teaching Fellowship and development projects. Involvement with OER as user,developer, and through projects at Bradford. 2
Reflecting on change in UK HE It was 40 years ago today … Then Students were top 3% Binary divide CNAA validated Polytechnics Professional teaching support ? Research/scholarship in LT? Teaching roles in Faculties? No e National student voice? Degree structures course-based Degree classification system Now
Then and Now compared … Then Students were top 3% Binary divide CNAA validation for Polys only Professional teaching support? Research/scholarship in LT? Teaching roles in Faculties? No e National student voice? Degree structures course-based Degree classification system Now (and potential) 40%/50% targets; WP League tables for all Univs QAA: Audit, NQF, Prog Specs HEA and UKPSF Growing evidence/outlets NTFS, Univ Fellowships , MS Office, VLE, Web 2 NSS-National Student Survey Modules, CATS, Semesters PDP, Burgess report & HEAR
Enormous change across HE BUT … Have the standard course design, teaching, and assessment processes changed in any significant way? Can I (or should I be able to) survive as lecturer/tutor with the same skills from 40 years ago? Are we taking sufficient advantage of new flexibilities and new technology? 5
And a question to reflect upon … Are you worried about where we are going with new technologies? 6
The worry … A famous philosopher (X) once said … Y would lead the culture down a treacherous path of intellectual and moral decay. (from Joshua Foer, Moonwalking with Einstein, 2011 See the review at ) Who said this? Which social/educational practice is Y? 7
This session Please use this presentation as a resource. All links checked 17/7/12. (I will not talk through all the slides) Please contact me as we go along: Text on profpeterbrad on Twitter Please any subsequent comments. 8
My brief today … … address Staff Development and its relationship to Open Educational Resources within institutions, touching upon what you see as the challenges and opportunities for the future. 9
5 propositions re OER 1. OER is a continuum and we should take advantage of the full spectrum. 2. OER provides new opportunities for curriculum design. 3. OER threatens the self-concept of many academic teaching staff 4. OER can offer new teaching roles. 5. SED must fully embrace OER or it will not happen. 10
1. OER AS A CONTINUUM 11
Searching for a definition materials used to support education that may be freely accessed, reused, modified and shared by anyone. Stephen Downes at -educational-resources-definition.html -educational-resources-definition.html 12
Searching for a definition materials used to support education that may be freely accessed, reused, modified and shared by anyone. Stephen Downes at -educational-resources-definition.html -educational-resources-definition.html Do you agree? The human clicker – left eye is yes and right eye is no. 13
3D textured model of an individual with leprosy JISC funded project (PI: Dr. Andy Wilson) commencing Nov for the use of 3D laser scanning to digitise important pathological type specimens in Bradford and London informing clinical understanding of chronic conditions affecting the skeleton using archaeological and historical exemplars Example 1
Digitised diseases: implications for OER Quality of images which can be manipulated onscreen. Can be made available anywhere on different devices. Opportunities for use in teaching and assessment, e.g. identification and problem-solving/diagnosis. 15
Making Groupwork Work: Supporting student groupwork through multimedia and web … University of Bradford University of Leeds Example 2 Freely available at this websitethis website
Key features of the resource Flexible for both staff and students Encourage students to inquire into group process Must not offer one best way Must have potential for further expansion and development
Key design points Web delivery structured around episodes believable video clips different perspectives for analysis/discussion flexibility for staff and students ability to add further links/resources
Group work Timeline: Example Episodes The first meeting How do we get started? Rob isnt committed How do we behave on presentation day? Do we need a leader?
Structure of the final product Overview The descriptive screen The descriptive screen Video of the group in action Background info and discussion points The analysis screen The analysis screen Alternative or additional video Analysis of interaction Hints and tips Links to further resources
Recent activity Success at ALT-C09: 2 awards JORUM Learning and Teaching Competition ALT/Epigeum Use of Video Continuing development: Peter Hartley & Mark Dawson, University of Bradford Carol Elston & Julia Braham, University of Leeds Looking at mobile devices
Example 3: Inclusive teaching 24 ourse/view.php?id=6224
Example 4: C-Link What we all have in common? We all ask students to present and represent their understanding of particular topics and/or issues This means they have to manipulate and relate concepts We should be showing them different ways of doing this And we all do it ourselves
And so? Mind maps and concept maps are two interesting and useful ways of representing ideas and concepts (especially concept maps – Novak, 2009) We now have the software to do it (and to share them) more easily Can now link information searches into concept mapping (C-Link into Cmap)
Info Search into Cmap: C-Link A new search approach to identify links and paths between concepts Currently set up for Wikipedia but can be (and will be) set up for other uses To explore and use C-Link: Go to To go straight into the tool:
Example map generated by C-Link 28
Example 5: will we all go to MIT? Courseware available for some time. Now offering course plus assessment. Plans for further development? 29
MITx aims: … it will offer the online teaching of MIT courses to people around the world and the opportunity for able learners to gain certification of mastery of MIT material. Second, it will make freely available to educational institutions everywhere the open-source software infrastructure on which MITx is based. Quoted from html 30
Project funded by Dynamic Learning Maps Simon Cotterill Curriculum maps for the Web generation Example 6: Dynamic Learning Maps See the: Website, blog and demo.Websiteblogdemo
About: Dynamic Learning maps Interactive Web 2.0 Sharing, rating and reviews Harvesting multiple sources (Mashups ) Facilitating communities of interest Curriculum Maps Overview, Prior learning, Current & Future learning Personal Learning Personalised, sharing, reflective notes and evidencing outcomes Linking Learning Resources Curriculum & External Resources
Maps as a Metaphor For other stakeholders Teachers (incl. occasional teachers) Curriculum Managers Administrators External regulators Reflection Contextualisation Preparation What should the students already know? Where is topic X taught in the curriculum ? Career choices Curriculum choices Where is my specialty covered in the curriculum ? uk Synthesis / Metacognition Planning For the student: Where have I been? Where am I now? Where am I going?
Example 7: G4 PBL you can try yourself: Website
Example 8: The PASS project workshop Website
Back to definition LowHigh Access Reuse Modify Share 37
2. OER AND CURRICULUM DELIVERY 38
Much traditional or conventional University teaching is based on: Limited access to stuff Resources limited by library budget Limited range of resources available Focus on print/text materials
And so … Lecture is seen as the main vehicle for introducing and overviewing each topic or section of the module. Workshops and seminars follow lecture. Students depend on good notes.
Alternative models Flip the classroom 41
Making Groupwork Work: Examples of use from Bradford Effective Groupwork Workshops – LDU. sessions open to all students (using clips). Communication in an Information Age. Using Screen 1 first week, then Screen 2 the following week, then reflection. Psychology at Level 1. Introduced problems of group work leading to group project supported by reflection.
3. OER AS THREAT 43
Much traditional or conventional University teaching is based on: Limited access to stuff Focus on print/text materials Lecturer seen as guru/expert Lecturers see themselves asresponsible for my module (consider the psychological and emotional implications of ownership) Lecturer is author
And so … Lecture is seen as the main vehicle for introducing and overviewing each topic or section of the module. Workshops and seminars follow lecture. Lectures are personally crafted and owned (and may take up significant amounts of time).
Unlimited resources? Old teachingAnd now? Library texts Film and video/off-air YouTube and BOB (in the UK) Web searches (note C-Link later) Wikipedia iTunesU Collections, e.g. TED Specific University websites Resource banks: JORUM, Merlot etc.
A personal example: Zimbardos prison expt Old teaching And with OER? Few Library textsLibrary texts: books and journal articles – still limited Film too costly; limited off-air YouTube: original experiment with footage of participants, both now and then; commentaries; replications and simulations Google videos: clips and documentaries; SlideShare: Yr 12 Psych example.SlideShare BOB – allows download and edits Web searches (note C-Link later today): 75,000 results; you can quickly find both the Prison website and Zimbardos website, and the challenging BBC Prison StudyBBC Prison Study Wikipedia: dedicated page (where first year students will go first!) iTunesU: e.g. OU Critical Social Psychology course – inc transcripts Web Collections, e.g. TED has Zimbardo profile with links plus 2008 talk inc photos from Abu Ghraib (how people become monsters) plus links plus blog;2008 talk Specific University websites: MIT OpenCourseWare; OU OpenLearn;
How to teach Zimbardo? An old wayIssues LectureAny preparation? leads to readingCan everyone get hold of it? which takes you into seminar discussion Does everyone participate?
New flexibilities … one possibility An old wayA new possibility LectureEveryone watches TED and chooses one key question leads topoints at readingresources which takes you into which (individually or collectively) take you into seminar discussiononline posting or discussion, which then leads into class session (may be mix of lecture and seminar activity) which generates the next questions …
Technology to match course needs Technologies used … Higher Education Practice Circular Economy EnvironmentMoodleNing DeliveryElluminate TutorialSkype BookmarkingDiigo Key textsLibraryThing Updating Twitter Document share Google Docs 50 Contact Will Stewart, CED, Bradford Contrasting technologies on 2 postgraduate certificates:
4. NEW ROLES FOR TEACHING STAFF 51
New roles? Lecturer as Disc Jockey Lecturer as investigator of the most helpful OER (so students dont keep them to themselves) e.g. the resources facilities in Dynamic Learning Maps. Lecturer as curriculum designer 52
5. ROLE FOR SED 53
Opportunities for SED OER into the PGCert. e.g. the Bradford projects Develop a licence policy Use OER in all nudge the institution If OER is so dangerous why are MIT and Harvard doing it? hassle the professional organisations. 54
What could/should we have done in this session? Could have: Survey Monkey in advance Collaborate the whole session Did: Google Doc Back-channel Examples 55
Bradford projects 56
Important trends re OER Taking advantage of improved graphics and visual quality (e.g. new iPad) Expansion of materials available. NB Note developments in JORUM Repurposing materials to add educational value. Focus on involving staff and increasing usage. 57
58 Thank you for your interest and participation Peter Hartley Professor of Education Development University of Bradford
A famous philosopher (X) once said … X feared that Y would lead the culture down a treacherous path of intellectual and moral decay. (Foer, 2011) X was Socrates Y was writing, the fear being that: people will become empty vessels 59