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Presentation by David Kernohan and Sheila MacNeill at OpenEd 2012 (http://openedconference.org/2012/program/archive-of-sessions/day-2/day2-1120-c400/)
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1980 2012 2010 2008 2006 2004 2002 2000 1998 1996 1994 1982 1980 2012 2010 2008 2006 2004 2002 2000 1998 1996 1994 1982
What lies beneath? Diving in to the pre-‐history of OER
Wyland, USFWS/CC BY 2.0
Sheila MacNeill – CETIS s.macneill@strath.ac.uk @sheilmcn
David Kernohan – JISC d.kernohan@jisc.ac.uk @dkernohan
...because it is a story that needs to be told and because a greater understanding of the past can inform our visions of the future.
... because where we come from and who we are maXer.
“diyU”
“RLO
”
“com
mon
s”
“educa\on is broken” large scale replacement of current structures.
start-‐ups disrup\ve
techno-‐determinis\c automa\on
standardisa\on new tools, pla]orms
open web freedom
licences, sharing. using exis\ng tools.
diyu
rlo
commons
The “open educa\on” movement
xMOOCs social sharing
iTunesU
marke\ng
open prac\ce
PLE learning analy\cs
rethinking HE
repositories
cMOOCs
University Grants Commission Computer Board
TLTSN
CETLs
Wells Report 1973 Nelson Review 1982
1980 2012 2010 2008 2006 2004 2002 2000 1998 1996 1994 1982
Computers in Teaching Ini\a\ve (CTI)
“[To] evaluate the educa0onal poten0al of IT in university teaching; raise the level of awareness of IT among academics and students; promote the development of computer-‐mediated training and learning”
As cited in Hicks et Al, “A Computer-‐Based System For Electronic Design Educa\on”, Interna\onal Journal of Engineering Educa\on, (Volume 13, Number 1 -‐ 1997) hXp://www.ijee.ie/ar\cles/999979/ar\cle.htm
1980 2012 2010 2008 2006 2004 2002 2000 1998 1996 1994 1982
TLTP and content
“Transportability of courseware was enhanced when the use of technology was rela0vely unsophis0cated, intended to support and complement teachers and tutors rather than to offer a subs0tute. [...] The tendency for TLTP projects to concentrate on first year courses, where introductory material is more likely to be common, supports this judgement.” TLTP interim evalua\on
hXp://www.hefce.ac.uk/pubs/hefce/1996/m21_96.htm
1980 2012 2010 2008 2006 2004 2002 2000 1998 1996 1994 1982
TLTP and content
“Whilst accep0ng the principle that the courseware produced through TLTP should be free to all HEIs within the UK, we believe that this approach has not proved conducive to effec0ve dissemina0on. This approach appears to have dampened the desire of a number of projects to put much effort into dissemina0on in the UK because there would be few returns to the investment. Many of our interviewees have ques0oned how the product can be maintained in the long term without being able to charge for it.” TLTP interim evalua\on
hXp://www.hefce.ac.uk/pubs/hefce/1996/m21_96.htm
1980 2012 2010 2008 2006 2004 2002 2000 1998 1996 1994 1982
The Dearing Report 1997
“We are also aware that students will need access to high quality networked desktop computers that permit the use of the latest mul0-‐media teaching materials and other applica0ons.”
Report of the Na\onal CommiXee of Inquiry into Higher Educa\on, hXp://www.leeds.ac.uk/educol/ncihe/
1980 2012 2010 2008 2006 2004 2002 2000 1998 1996 1994 1982
Learning and Teaching Support Network (LTSN)
“The "not invented here" syndrome has prevailed for too long, and we can no longer afford to con0nue to spurn prac0ces and developments conceived in other ins0tu0ons or subjects that are clearly transferable.” Cliff Allen in the Times Higher Educa\on Supplement, 13 October 2000 (hXp://www.\meshighereduca\on.co.uk/story.asp?storyCode=153788&sec\oncode=26 )
1980 2012 2010 2008 2006 2004 2002 2000 1998 1996 1994 1982
Late ‘90s – FDTL and 5/99
“[JISC’s 5/99 programme] arose from a need to integrate learning environments with the wider informa0on landscape aimed at increasing the use of online electronic resources” hXp://www.jisc.ac.uk/whatwedo/programmes/learningteaching.aspx
“[FDTL was designed to] encourage the dissemina0on of good teaching and learning prac0ce across the higher educa0on sector.” hXp://www.hefce.ac.uk/pubs/hefce/1997/r1_97.htm
1980 2012 2010 2008 2006 2004 2002 2000 1998 1996 1994 1982
Meanwhile, in the rest of the world...
[Reusable] Learning Objects (Hodgins, 1994)
but, also:
1980 2012 2010 2008 2006 2004 2002 2000 1998 1996 1994 1982
The RLO dream
1980 2012 2010 2008 2006 2004 2002 2000 1998 1996 1994 1982
X4L
• “use and develop the best available tools to explore whether repurposing content can become a popular, sustainable way of producing e-‐learning materials for the future; ‘
• increase the numbers of people in ins0tu0ons with the necessary skills to repurpose learning objects;
• expose and begin to tackle the challenges associated with repurposing learning objects; and
• begin to populate a na0onal repository with learning materials as well as case studies and exemplars showing how these have been achieved.”
hXp://www.jisc.ac.uk/whatwedo/programmes/x4l.aspx
1980 2012 2010 2008 2006 2004 2002 2000 1998 1996 1994 1982
X4L and beyond
Focus on Access to Ins\tu\onal Resources (FAIR) programme
“X4L has demonstrated that the principal benefits of reuse and repurposing are generally understood and accepted in the communi0es involved in the programme. However, the concept of reusable learning objects is s0ll not proven or generally accepted in mainstream prac0ce across the FE and HE sectors. That said, X4L has iden0fied and explored many of the key barriers to reuse and repurposing, including the pressures of 0me and resource constraints on staff, concerns about professional integrity and academic independence, cultural resistance to sharing, and tensions between community collabora0on and ins0tu0onal compe00on.” X4L Impact Report hXp://www.jisc.ac.uk/media/documents/programmes/x4l/x4limpactreport_final.pdf
1980 2012 2010 2008 2006 2004 2002 2000 1998 1996 1994 1982 1980 2012 2010 2008 2006 2004 2002 2000 1998 1996 1994 1982
This would be a good place to put a slide \tle...
1980 2012 2010 2008 2006 2004 2002 2000 1998 1996 1994 1982
Also in 2002...
“Selling content for profit, or trying in some ways to commercialize one of the core intellectual ac0vi0es of the university [...] seemed less a^rac0ve to people at a deep level than finding ways to disseminate it as broadly as possible.” Steve Lerman, 2002
“This is a natural fit to what the Web is really all about, [...] We've learned this lesson over and over again. You can't have 0ght, closed-‐up systems. We've tried to open up soaware infrastructure in a variety of ways and that's what unleashed the crea0vity of soaware developers; I think the same thing can happen in educa0on.” Professor Charles Vest, 2002
1980 2012 2010 2008 2006 2004 2002 2000 1998 1996 1994 1982
OCW – responses from the RLO community
“The OCW repositories contain courses with more or less the same structure: a syllabus, that describes the course, its aims and expected outcomes, a calendar and lecture notes. Few courses include mul0media resources such as audio files and PowerPoint presenta0ons. These repositories are in many ways sta0c, and since they cannot be easily integrated into systems where students can engage in discussions, or par0cipate in ac0vi0es, their learning poten0al is limited. [...]The learning content needs to be converted to new standards-‐compliant formats”
hXp://www.ascilite.org.au/conferences/sydney06/proceeding/pdf_papers/p128.pdf
“We hope that by enabling self-‐organiza0on among large groups and organically growing site features as needed by the community we are able to demonstrate successful teaching and learning interac0ons within a very large, academically focused, self-‐organized group.” Open Learning Support (Wiley 2004)
hXp://www.opencontent.org/docs/soc-‐n-‐scale.html
1980 2012 2010 2008 2006 2004 2002 2000 1998 1996 1994 1982
OCW – the UK response
Open University
Nosngham University
JISC RePRODUCE Programme
& early discussions between JISC, CETIS, HEFCE and the Higher Educa\on Academy
1980 2012 2010 2008 2006 2004 2002 2000 1998 1996 1994 1982 1980 2012 2010 2008 2006 2004 2002 2000 1998 1996 1994 1982
This would be a good place to put a slide \tle...
1980 2012 2010 2008 2006 2004 2002 2000 1998 1996 1994 1982
UKOER phase 1
UKOER phase 2
UKOER phase 3, JISC Digitisation & Content…
E&S report OER infokit OER use case studies OER use report Student use of OER lit. review
E&S report OER infokit
E&S report OER infokit Open Practice briefing OER and Online Learning Technical studies Case studies of activity
UKOER -‐ The first three years
Support: CETIS technical support, OER IPR support, E&S wiki Social Media: #ukoer , @ukoer , blogging.
1980 2012 2010 2008 2006 2004 2002 2000 1998 1996 1994 1982 1980 2012 2010 2008 2006 2004 2002 2000 1998 1996 1994 1982
This would be a good place to put a slide \tle...
1980 2012 2010 2008 2006 2004 2002 2000 1998 1996 1994 1982 1980 2012 2010 2008 2006 2004 2002 2000 1998 1996 1994 1982
This would be a good place to put a slide \tle...
1980 2012 2010 2008 2006 2004 2002 2000 1998 1996 1994 1982
The Higher Educa\on Bubble?
“Change rumbles like a seismic wave from the basements of the ivory tower, and the schoolhouse down your block. The demand for access to both exis0ng and new models of learning is rising as uncontrollably as the average temperature throughout the globe. The tradi0onal educa0onal ecosystem is edging toward collapse. Fiay million university students in 2000 will grow to 250 million by 2025. The graph of educa0onal costs is a hockey s0ck–headed straight up” Anya Kamenetz hXp://diyubook.com/2010/12/revised-‐intro-‐to-‐drumbeat-‐book/ ““A true bubble is when something is overvalued
and intensely believed,” he says. “Educa0on may be the only thing people s0ll believe in the United States. To ques0on educa0on is really dangerous. It is the absolute taboo. It’s like telling the world there’s no Santa Claus.”“
http://techcrunch.com/2011/04/10/peter-thiel-were-in-a-bubble-and-its-not-the-internet-its-higher-education/
1980 2012 2010 2008 2006 2004 2002 2000 1998 1996 1994 1982
The Higher Educa\on Bubble – OER reflects
Learner Analy\cs Use/Discoverability Quality Assurance Interac\vity Peer Support MITOCW -‐> MITx WikiEducator -‐> OERu ... The “m” word
diyu
rlo
commons
The “open educa\on” movement
xMOOCs social sharing
iTunesU
marke\ng
open prac\ce
PLE learning analy\cs
rethinking HE
repositories
cMOOCs
xMOOCs
social sharing
iTunesU
marke\ng open prac\ce
PLE
learning analy\cs
rethinking HE
repositories
cMOOCs
?
“And then one day you find Ten years have got behind you No one told you when to run You missed the star0ng gun...”
1980 2012 2010 2008 2006 2004 2002 2000 1998 1996 1994 1982 1980 2012 2010 2008 2006 2004 2002 2000 1998 1996 1994 1982
Further reading – technology in UKOER
Technology for Open Educa\onal Resources: Into the Wild. Reflec\ons on three years of the UK OER Programmes:
hXp://www.booki.cc/oer-‐tech/ hXp://blogs.ce\s.ac.uk/othervoices/2012/02/13/open-‐
educa\onal-‐resources-‐\meline/
hXp://blogs.ce\s.ac.uk/lmc/2010/04/16/then-‐and-‐now hXp://wiki.ce\s.ac.uk/Open_Educa\onal_Resources
hXp://jisc.ce\s.ac.uk/topic/oer
1980 2012 2010 2008 2006 2004 2002 2000 1998 1996 1994 1982
Further reading : UKOER
OER Impact Study(Masterman & Wild, 2011)
Evalua\on/Synthesis Wiki (Beetham, McGill, Falconer, LiXlejohn et al, 2009-‐2012)
OER Infokit (JISC Infonet)
Open Educa\on Resources – a historical perspec\ve (Kernohan and Thomas ,2012)
Recommended