Open practice and staff development at Oxford University

What Release hundreds of hours of Oxford digital learning content as OER in appropriate ways via appropriate online platforms. Aim for global impact, as the resources will be from world-class speakers and researchers. Support academic colleagues to become ‘open content literate’ to make informed choices regarding the materials they release and choose to reuse. Focus on supporting strategic institutional learning and encouraging cultural change. March 2009

Who Staff in learning technology support roles; Web development and IT staff ; Project officers involved in special initiatives; Comms, marketing and outreach staff; New and experienced academic staff; Students; Colleagues at neighbouring institutions.

Why enhance their capabilities in leading and supporting change; assist the strategic development of Oxford in relation to the wider context in which higher education operates; to encourage and support the development and application of greater understanding of open practices; ensure that practice will be sustainable and embedded.

Open content literacy is knowing when and why open content is needed, where to find and share it, and how to create, evaluate, and use it in an ethical manner.

“I feel my job is to disseminate our knowledge and enthusiasm for our subject as widely as possible – this is why I support Creative Commons”

“Receiving feedback is great – you don’t get much feedback from within the University so to receive it from listeners around the globe is great.” “It’s a huge personal boost to receive feedback: as a teacher it is just what you want to hear.” “Releasing podcasts suited my subject (Censorship) I was keen to disseminate my material as widely as possible, particularly as my work involves releasing previously secret documents.”

“Recording my lectures has become a routine part of my life – I have slighted adapted my style now that recordings are released because I used to refer to handouts a lot but then I got inundated with requests for the handouts from listeners.” “I’m now linking podcasts to a new online course and they can be used as marketing materials to attract people to the course.” “I will be using podcast interviews as source material for my next book.”

Practice

“our more able students are being encouraged to listen to the podcasts both to improve their understanding of the plays and to encourage them to believe that the Oxford is not a rarefied and unattainable target, but operates at a level they will find accessible.”

“As head of More Able and Talented at a large state school, I am constantly looking for resources to improve our teaching and your podcasts are giving us just that opportunity. Members of the English department are now using Wittgenstein’s Dabbit illustration in the way you did and finding it to be a very effective approach …..”

Thank you for offering online your lectures on introductory quantum mechanics, and thank you for providing a PDF copy of your text. The text is a marvellous resource, and your lectures are exceptionally lucid and compelling. I am learning a great deal and enjoying them very much. I teach high school science and maths, and I hope I can pass along to my students (at least some of) these ideas with the same excitement and clarity.

“these are the thoughts of the World’s most eminent academics … that’s what’s going to draw most people to the site” “it’s a really good access point to all the research people are doing”

“the opportunity of a second chance to look at some great texts 30 years later, via the ‘Great Writers’ lectures, was an unexpected gift. These are superb resources for readers, teachers, A Level students and anyone else who enjoys listening to invigorating first-class lectures. It’s a wonderfully accessible way to brush up your ideas about Shakespeare, DH Lawrence, George Eliot and many other great writers.”

neighbours

“I have recently enrolled in an Open University with the plan to complete a BA in Philosophy, but the first unit I have had to complete is a Study Skills unit which has been so boring and mundane I have been questioning whether to continue or not. Your enthusiasm for philosophy is infectious and put me back on course to continue my studies. Thanks again.” “Can I just say how utterly engrossing they are - and how completely stimulating. I completed my undergraduate studies a great number of years ago, but listening to you lecture makes me yearn for study."

‘Oxford University went into iTunesU with a fairly naïve approach – they did not ask all the questions they have advised us to ask. They chose the kind of OER material to release very sensibly and knew very well how to get academics on board so they had the confidence to go ahead. By sharing that approach – very honestly, warts and all, so to speak – they gave us confidence.’

“This morning: Funding applications suck my soul of life, free lectures from Oxford on iTunesU help it heal”