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Good intentions: improving the evidence base in support of sharing learning materials
Lou McGillSarah CurrierCharles Duncan Peter Douglas
Open educational repositories: share, improve, reuseThursday 26th March 2009
http://www.flickr.com/photos/striatic/131012552/
http://www.flickr.com/photos/laura_a/530116949/
http://www.flickr.com/photos/antonioacuna/394608502/
Resource exchange
http://www.flickr.com/photos/imipolexg/266653753/
Context of use/re-purposing
http://www.flickr.com/photos/gilgamesh/6712077/
http://www.flickr.com/photos/klara/21294855/
Learning materials
'sharing' implies intent – letting others use something of value that you have created or own (invested in)
could share openly or with specific groups 'exchange' – parties offer/share some
resource for mutual benefit re-use/re-purposing imply sharing but this
may not always be a conscious intent
Intent
Whilst sharing and exchange are processes (either conscious or not) it is the intent behind the various initiatives, activities and services that are important...
is sharing learning resources really feasible – why has it been so hard to do?
The problem
Millions (£) spent on creating learning content over more than a decade
Interoperability has advanced enormously over the same period
Barriers related to IPR have been identified and largely overcome (for example Creative Commons)
Yet there is no single compelling business case for sharing resources
Conflicting views?
“there is little tradition or articulated desire for sharing learning materials in the sector in the ways made possible by these technologies” TrustDR report, 2007
70% of respondents to a 2006 survey re-purposed resources created by others CD-LOR Personal Resource Management
Strategies Review
Improving the evidence base in support of sharing learning materials
June – December 2008
Funded by
Objective
Research Study
Desk research and interviews Symposium on Implementing
National Learning Resources Repositories
Collating and analysing business models
Development of business cases for a variety of business models
Early thoughts
Sharing is not just about using formal repositories
Learning resources interpreted broadly Business terminology not particularly
relevant to learning & teaching practitioners
We do need to understand the 'business' in terms of knowing our market and 'consumers'
Business models and cases
Service
– Various infrastructures that exist to support sharing
Business model
– a mechanism to illustrate various aspects of an existing service
Business case
– an articulation of the benefits of such a model
The paths we take
Business models that exist now reflect the history of our work to encourage sharing of learning resources...
Report offers an account of this history...
http://www.flickr.com/photos/elfike/118283141/
In-depth Case Studies
OpenLearn, UK, Open University Jorum, UK, National Repository NDLR, Ireland, National Repository COLEG, Scotland, FE National Repository IRISS Learning Exchange, Scotland, Social
Work IVIMEDS, International, Medicine SURF WBL, UK, Cross-institutional CELLS, Scotland, Cross-institutional, Life
Sciences EdShare, Southampton, UK, single
institution
Open Sharing Models Studied
OpenLearn, UK JorumOpen, UK MIT OCW, US NZ OER, New Zealand Merlot, International OER Commons, International Connexions, Rice University US Knowledge Hub, Mexico BC Campus, Canada
Historical Models Studied
SeSDL, National, Scotland, Subject: IT Staff Development
HLSI, Regional, England IVINURS, International, Subject:
Nursing JORUM+, National, UK Stòr Cùram, National, Scotland,
Subject: Social Work
Business model template
A template was developed to enable the articulation of a wide range of existing business models for sharing learning resources.
– to identify common elements and key decision points
– to highlight key points of connection between factors, decision making points, opportunities and stresses/restrictions.
Business Models
Subject-based sharing– Communities of practice; shared
curriculum Open sharing
– No barriers; open access; open licences Institutional sharing Informal sharing Media-focussed sharing
Lifecycle
Early experiments– Recognition of problems: IPR, culture,
practice
– Technology: interoperability, metadata Growing and changing
– Landscape has changed significantly
– Funding: sustainability, adaptability Maturing
– Strong business cases
Business cases a mechanism to help people decide which business
model/s to adopt as appropriate a process where they would automatically generate a
context specific business case to support funding requests
encourages an approach which starts with the needs (required benefits) not a preferred model
no one model fits all and often a combination of models may be appropriate depending on the context
Helps to prioritise benefits and recognise that by making some business model choices certain benefits are more difficult to achieve
to support a dialogue within institutions by identifying what benefits the institution and wider community already enjoy from existing sharing activities.
Benefit levels
Benefit for the global community (13) Benefit for the national community (13) Benefit for the educational institution
(15) Benefit for individual teachers, tutors
and learning support staff (8) Benefit for individual learners, students
(11)
General benefits to global community Open CoP Subject-based Institutional National Informal
Supporting subject-discipline communities to share
Encourages innovation and experimentation
Shares expertise and resources between developed and developing countries
Supports re-use and re-purposing
Supports community input to metadata through tagging, notes, reviews
Supports effective retrieval through professionally created metadata
Ensures trust through appropriate licensing
Business cases - Global
Case Subject Open
Supporting subject-based communities to share
Encourages innovation and experimentation
Shares expertise and resources between developed and developing countries
Supporting re-use and re-purposing
Supporting continued development of standards and interoperability
Supporting continued development of tools for sharing and exchange
Supporting sharing and reuse of individual assets
Helps develop critical mass of materials in particular subject areas
Supporting ease of access through search engines such as Google
Business cases - NationalCase Subject Open
Cost efficiencies Decrease in duplication Supports cross-institutional sharing Provides access to non-educational bodies such as employers,professional bodies, trade unions, etc
Supports a broad vision of sharing across the country
Promotes the concept of lifelong learning
Supports shared curricula
Supports discovery of most used/highest quality resources Supports the notion that educational institutions should leverage taxpayers’ money by allowing free sharing and reuse of resources
Mitigates the cost of keeping resources closed
Mitigates the risk of doing nothing in a rapidly changing environment
Supports sustained long-term sharing
Business cases - Institutional
Case Subject Open
Increased transparency and quality of learning materials
Encourages high quality learning and teaching resources
Supports modular course development
Maintaining and building institution’s reputation - globally
Attracting new staff and students to institutions – recruitment tool forstudents and prospective employers
Shares expertise efficiently within institutions
Supports the altruistic notion that sharing knowledge is in line withacademic traditions and a good thing to do
Likely to encourage review of curriculum, pedagogy and assessment
Enhancing connections with external stakeholders by making resourcesvisible
Business cases - Teachers
Case Subject Open
Increased personal recognition
Supports sharing of knowledge and teaching practice
Encourages improvement in teaching practice
Supports immediate one-off instances of sharing
Supports attribution
Encourages multi-disciplinary collaboration and sharing
Supports CPD and offers evidence of this
Business cases - Learners
Case Subject Open
Easy and free access to learning material for learners
Increased access options for students enrolled on courses (particularlyremote students)
Easily accessed through student-owned technologies
Increased access for non-traditional learners (widening participation)
Likely to encourage self-regulated and independent learning
Likely to increase demand for flexible learning opportunities
Likely to increase demand for assessment and recognition of competenciesgained outside formal learning settings
Likely to encourage peer support, mentorship and ambassadorial programmes
National sharing scenario
• Reflects government ideals of widening participation, encouraging effective utilisation of publicly funded collections of resources, promoting cross institutional collaboration, encouraging re-use and re-purposing and supporting lifelong learning
• Obviously a national approach would be required to facilitate these benefits but combining this with an open approach (on a national scale) could add many benefits, particularly if this meant open to learners as well as those supporting learning and teaching. A CoP approach could support sustainability, and a subject-based approach would also support the development of a critical mass in different subject areas. A possible model to support this scenario would be an open national repository with access by students, possibly opened wider than the UK with subject based community support mechanisms to encourage sharing of practice, deposit of materials and re-use/re-purposing.
Conclusions
Report referred to in recent JISC OER call Develop toolkit for institutions building
business cases Consider “intent” – know your objectives Recognise that these may change
through the lifecycle of any repository Adapt, modify, sustain
Good intentions
The vision of a world where teachers in HE, FE and WBL/CPD would share and re-purpose their learning materials, using the Web as a medium, with the support of interoperability standards, and repository platforms utilising those standards has been with us for many years.
Despite our best efforts and good intentions we've not always moved forward as fast as we would have liked. And now we find that after all that work and, sometimes painful, experience our world has changed.
The evidence suggests that the landscape of policy, technology, and learning and teaching practice may have changed sufficiently for us to realise the vision.