Expanding the reach of OERs through Professional, Statutory and Regulatory Bodies (PSRBs) Professor Stephen Gomez, Alex Fenlon & Dr Rebekah OCWC13

 Barriers to uptake of OERs  Freely available  Unregulated  Can be produced by anyone  Can be altered by anyone  ‘Pedigree’ is not recorded  All these points   Negative perceptions of quality  Barrier to use & production 2 A question of quality

3 Higher Education Academy (HEA)

3 years of HEFCE funding ~£13million (182,000,000,000 rupiah) 3 phases, multiple calls per phase; 115+ projects. 66 different institutions (HEI’s, FEC’s, and professional bodies). 4 UK Open Educational Resources Programme- HEA & JISC

Phase – 2010 £5.7mil Development of resources for teachers, practitioners and students, and the exploration of effective use, reuse and adaptation of resources. Phase – 2011 £5mil Built on phase 1, using partnership models to cascade information; issues around reuse and tracing released resources, reward and recognition for staff... Phase – 2012 £2.8mil Institutional policy and change; student voice in OER, significant thematic development, initial and CPD for staff, work with professional and learned societies, and support for senior managers. 5 UK Open Educational Resources Programme- JISC & HEA

UKOER3 JISC Academy ukoer 3 themes and focus areas —Lou McGill McGill

 One theme - Professional, Statutory and Regulatory Bodies (PSRBs)  Aims  Promote OP with PSRBs & Subject Associations;  Facilitate a sustainable change in policy to embed OP at a discipline level;  Use existing discipline-specific UK OERs as to support education & professional development;  Identify suitable resources and for promotion to existing members & networks. 7 UKOER programme

 Association for the Study of Medical Education (ASME) - Promoting open approaches in medicine.  Royal Society of Chemistry - Higher Education Learn Chemistry project  Royal College of Veterinary Surgeons Charitable Trust - Aiding the Transition from Veterinary School to Practice  Royal Geographical Society (with IB) - OER: Facilitating and catalysing uptake in Geography  Society of Biology - Promoting OER in bioscience Higher Education. 8 Participating organisations

 Increased an understanding of OP in medicine;  Created a portfolio of scenarios where OP has been adopted;  Highlighted current best practice with support from the external copyright consultant;  Increased the authority with which organisations lead discussions on the adoption of OP;  Enabled greater participation in national debate and policy development. 9 ASME results

 Need to develop more effective policies & procedures, especially around copyright & licencing;  Organisations have limited knowledge about Creative Commons;  Difficult to identify authors of open materials;  Difficult to identify authors of materials that could be made into open materials;  Difficult to decide what to make open & what to have ‘closed’;  Taking part in the project raised awareness of open practice & likely to lead to a culture change in the organisation. 10 Lessons learned

 Projects increased awareness & understanding of OER across a range of disciplines.   to the systematic collation of good quality resources in new repositories of enormous benefit to a range of audiences.  gaps identified where new OER are required & funding secured to develop new material. 11 Conclusion

 What are your experiences around perception of quality assurance of open materials?  What is your view of using professional bodies to assure the quality of open materials?  What other ways could quality be assured? 12 Questions

Professor Stephen Gomez HEA Academic Lead - Online 13 Further information