Oer score-2012

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Allison Littlejohn, Lou McGillHelen Beetham, Isobel Falconer

Caledonian AcademyGlasgow Caledonian University, UK

www.academy.gcal.ac.uk

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Vision Extending reputation

banksy.com

‘Open education is not limited to just open educational resources.

It also draws upon open technologies that facilitate collaborative, flexible learning and the open sharing of teaching practices that empower educators to benefit from the best ideas of their colleagues.

It may also grow to include new approaches to assessment, accreditation and collaborative learning'.

CapeTown Open Education Declaration, 2008

‘New’ era of Open Education and Open Learning

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Paradigm shift from .....to...We know, we teach you Learners' digital skills rewarded and used as a resource for the

learning community/group/collective

Stable job market in specific vocations and professions

Unstable job market: adaptability management of multiple roles to the fore

Students typically on two- or three-year programmes of study:

Students engaged in multiple forms of learning while employed /or attending several institutions

Established methods, based in disciplines

Emerging and mixed methods, interdisciplinary problem spaces

Students become 'qualified' in specific kinds of academic knowledge practice

Students need to strategically manage a range of knowledge practices, for different contexts

Technologies are introduced according to the requirements of the curriculum

Curriculum is continually modified by the impacts of technology in the environment

Modular assessment: focus on achievement within clearly defined curriculum goals

Some cross-modular assessment: focus on self-efficacy and the ability to integrate skills/know-how

Disaggregated services(library, ICT, study skills, careers)

Integrated support for students' learning development and different learning pathways

Induction and one-off training model of literacy support

Ongoing review, progression and just-in-time support

Beetham, McGill, Littlejohn, Learning in the Digital Age, JISC LiDA final Report, 2009

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Vision Extending reputationWhat: Programme aim

to make a wideUKOER1, 2 and 3

Aims to make a wide range of pre-existing digital learning resources freely available and easily discoverable byeducators and learners

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Widespread involvement of teaching staff would bring about a:

• sustainable change in culture moving from focusing on content ownership, to focusing on open sharing;

• sustainable change in practices of reuse and repurposing.

What: Programme aim

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What: Programme aim

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Allison Littlejohn

Isobel Falconer

Helen Beetham

Lou McGill

Who: Evaluation and Synthesis

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banksy.combanksy.com


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UKOER Phase 2 evaluation links with the OER Impact Studyhttp://www.jisc.ac.uk/media/documents/programmes/elearning/oer/OERTheValueOfReuseInHigherEducation.pdf)

UKOER2: social focus

http://www.jisc.ac.uk/media/documents/programmes/elearning/oer/OERTheValueOfReuseInHigherEducation.pdf



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OERs are most (re)useable for educational purposes if they are:

• freely available and easily discovered• trusted and/or reputably sourced• openly licensed• universally accessible• easily disaggregated (by teaching users)• educationally guided (by learning users)• educationally well designed

Littlejohn, Falconer, McGill (2008), Characterising effective eLearning resources, Computers & Education


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Masterman, E, White, D. and Manton, M. (2011) The Value of Reuse in Higher Educationhttp://www.jisc.ac.uk/whatwedo/programmes/elearning/oer2/oerimpact.aspx


For teaching staff, the subject relevance and pedagogical ‘fit’ of a resource to their teaching strategy was the key factor. Licensing, while a secondary concern, was also valued... Students were mainly concerned that resources were ‘on topic’ and ‘accurate’... University or education-related provenance was also used as a general indicator of quality, with tutors often investing more time in sourcing resources from trusted providers.

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Vision Extending reputationPractice change: teachers

• Searching for OERs to use in their own teaching – effective search requires understanding licences, finding licencing information

• Adapting OERs (or other content) to support teaching• Making their own resources openly available• Using institutional systems to manage and make OERs available• Adapting their OERs to be used by different groups of users• Reflection on approaches to learning and teaching • Increased technical skills • Collaborating with other professionals, learning new skills• Developing Open Assessment materials• Changing relationships with learners – in negotiating the curriculum

and developing and using content

McGill, Beetham, Falconer, Littlejohn, UKOER2 Final Report, 2011

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Vision Extending reputationPractice change: teachers

“Evidence that this constitutes a (generic) new pedagogy or trend in pedagogic practice is less clear.”

Open Educational Practice Briefing Paper (Beetham, ‘in print’)

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Vision Extending reputationPractice change: learners

• Finding resources to support formal learning (diglits)• Creating content as part of learning activities• Managing content for learning• Mixing content from different sources to create new resources• Commenting on & rating OERs they have used• Using OERs for informal learning or work-based learning• Cant distinguish an OER from other forms of online resource…


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Vision Extending reputationPractice change: learners

Tutor guidance is a critical determinant of technology-based learning practices adopted by learners Goodfellow & Lea, 2009

Learners’ strategies for learning with technologies largely influenced by tutor attitudesMargaryan, Littlejohn and Volgt (2010) Computers and Education

No evidence of widespread and universal disaffection, or of a distinctly different “learning style the like of which has never been seen before” Bennett et al, 2008

Learners can be confident about using the internet yet lack critical capabilities, and research skills JISC 'learners experiences of e-learning’

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Vision Extending reputationPractice change: communities & institutions

“Changing attitudes to content, away from viewing content as constitutive of the curriculum and towards viewing it as an artefact of the learning, research and knowledge-sharing process which can be re-inscribed into new learning situations as and when appropriate.”


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Vision Extending reputationPractice change: communities

• Open collaborative activities (may or may not involve OERs)• Sharing, exchange, contributing resources to community

repositories or content management systems • Sharing of teaching practice, content production practice in a

subject or professional context• Developing open content management systems• Considering open practices within their communities and how

to support it


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Vision Extending reputationPractice change: institutions

• Content management practices – moving from closed to open systems

• Changing understanding about where the knowledge sits re copyright/IPR licences, ownership

• Branding and quality control• Using OERs for marketing/showcasing• Cross faculty collaboration and sharing of content & practice• Cross institutional collaboration and partnerships –

understanding different sectors and making links/developing understandings and vocabularies

• Reward practices for OER release and use through cpd and performance review mechanisms

• Need for greater co-ordination of policy and strategy to support changing practices

• Making whole courses or modules open (MOOCS)


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Vision Extending reputationUKOER2 Evaluation & Synth summary


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Vision Extending reputationPhase 2 HighlightsUKOER2 Evaluation & Synth summary

Littlejohn, Allison

Refer to summary page on wiki https://oersynth.pbworks.com/w/page/30134710/OER%20Programme%20Phase%202How can we best relate this to 5 areas of framework - if the framework will change?

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Open Educational Practice and Open Learning Practice

Questions:Are these new practices or existing practices in an open context?

Have you observed other practice changes – tweet examples #openpractice

Task: practice change

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Surfacing Motivations

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What motivations might bring about a sustainable change in culture focusing on open sharing?

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Widespread involvement of teaching staff would bring about a:

• sustainable change in culture moving from focusing on content ownership, to focusing on open sharing;

• sustainable change in practices of reuse and repurposing.

What: Programme aim

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Surfacing Motivations

Each activity is associated with a motive which defines the problem space being worked on.

Change is driven by “contradictions” or “structural tensions” within the system and thus develops from present practice Engeström, 2005, p313

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Extending reputation

strictadherenceto IPR

open resourcesclosed resources

limitedadherenceto IPR

Drivers for transformational change

tension

The tension between

• limited adherence to IPR rules when resources are not openly available &

• strict application of IPR rules when resources are open

Means that individuals may find application of IPR rules a major inhibitor

Tensions around rules

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qualityassessed out ofcontext

open resourcestraditional resources

qualityassessed withinpedagogiccontext


tension

Tensions around rules

Tension between;

Traditional quality procedures assess resources in the pedagogic context within which they will be used.

Openly released resources lack control of pedagogic context, and cannot 'carry' quality assurance into a more open environment

eg. Humbox: Dickens, Borthwick, Richardson,Lavender, Mossley, Gawthrope, et al, 2010

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‘social’ (eg Web2.0) hosting

dynamic resourcesstatic resources

tested ( eg repository) hosting


tension

Tensions around tools

The tension between hosting solutions for ‘dynamic’ and ‘static’ resources es for

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emerging practice

new rolesexisting roles

established practice


tension

Tensions around roles

The tension between existing roles and practices & new roles requiring novel practices may make OER release unfeasible without significant organisational restructuring.

Example is ‘students as producers of content’..

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extends reputation

individualinstitution

attracts students & funding


tension

Tensions around roles

A further tension focuses around who gains recognition - the individual or the institution

This tension reflects the need to balance collective responsibility for quality, branding, and commercialisation with incentives to releasees for

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untestedrelationships

loosely bound networks

tightly knitcommunities

trusted relationships


tension

Tensions around community

The tension between trust within tightly knit, established communities and relatively low levels of trust across loosely bound networks poses issues for OER release. es for

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Vision Extending reputationTask: think about tensions

Question: Are these tensions observed within your context of OER release?

Tweet other observed tensions #oertensions

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Vision Extending reputationTask: think about key motivations

1.Building individuals‟ or institutions‟ or community‟s‟ reputation, exemplified by OCEP16 or

2. Improving efficiency, cost and quality of production, exemplified by Unicycle

3. Opening access to knowledge, exemplified by the Chemistry FM

4. Enhancing pedagogy through the creation and reuse of OERs exemplified by Java Bread-Board

5. Building technological momentum (and being funded to do so), evidenced in the JISC call (JISC, 2009b).

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Motivations for change

marketisation

academic commons

technologicalmomentum

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marketisation

academic commons


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marketisation

academic commons


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marketisation

academic commons


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How open is ‘open’?

The programme‟s definition of “open” is “free for use and repurposing worldwide” (JISC 2009)….

Over-reliance on trust and community may inhibit long-term significant change.

Falconer, Littlejohn, McGill, Beetham, under review

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OER Synthesis & Evaluation Wiki:https://oersynth.pbworks.com/

Practice change info on wiki https://oersynth.pbworks.com/w/page/41876396/Phase2%20Practice%20change

OER Synthesis & Evaluation Blog:http:/oersynthesis.jiscinvolve.org/wp/

OER InfoKit:https://openeducationalresources.pbworks.com/

UKOER2 Evaluation Summaryhttps://oersynth.pbworks.com/w/

page/47973773/Phase2Summary

Useful resources

https://oersynth.pbworks.com/

https://oersynth.pbworks.com/w/page/41876396/Phase2%20Practice%20change



http://oersynthesis.jiscinvolve.org/wp/



https://openeducationalresources.pbworks.com/

https://openeducationalresources.pbworks.com/

https://oersynth.pbworks.com/

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Allison Littlejohn, Lou McGillHelen Beetham, Isobel Falconer

Caledonian AcademyGlasgow Caledonian University, UK

www.academy.gcal.ac.uk

UKOER synthesis & evaluation