Librarians and Open Educational Resources: a match made in... Learn to Share to Learn, A joint conference from the South Western Regional Library Service and the JISC Regional Support Centre South West. Taunton Rugby Club March 23 rd 2011 R. John Robertson JISC CETIS, Centre for Academic Practice and Learning Enhancement, University of Strathclyde [email protected]@kavubob This work is licensed under a Creative Commons Licence .[please note individual logos or photos may have separate licences where
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Librarians and Open Educational Resources: a match made in...
Learn to Share to Learn,A joint conference from the South Western Regional Library Service and the JISC Regional Support Centre South West.Taunton Rugby Club March 23rd 2011
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Librarians and Open Educational Resources: a match made in...Learn to Share to Learn,
A joint conference from the South Western Regional Library Service and the JISC Regional Support Centre South West.Taunton Rugby Club March 23rd 2011
R. John Robertson
JISC CETIS, Centre for Academic Practice and Learning Enhancement, University of Strathclyde
Introduction Context A role for librarians A role for libraries Survey results Reflections
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Introduction: JISC CETIS JISC CETIS is a JISC Innovation
Support Centre, supporting the sector through: participating in standards
bodies, providing community forums for
sharing experiences in using particular technologies and standards
providing specific support for JISC funded development programmes such as the UKOER programme.
Introduction: UKOER Programmes
The Open Educational Resources Programme is a collaboration between the JISC and the Higher Education Academy in the UK.
The Higher Education Funding Council for England (HEFCE) provided an initial £5.7 million of funding, for a pilot programme (April 2009 to March 2010) and a subsequent £5 million of funding (August 2010- August 2011) for a follow-up programme both of which explore how to expand the open availability and use of free, high quality online educational resources.
Context: changes in how we get and use resources of all types
Independent and corporate provision is now more likely to be operating of resources is likely to be operating at a western if not global scale
Local provision, and control of resources is changing
Wider context of (limited) openness Some of the skills to navigate this new
environment are new but many should be familiar
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Context: an open landscape
Openness Open Source software
Open Access
Open Data (& Open Gov)
Open Licensing: in particular Creative Commons
Existing practices of sharing
Potential business models
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Context: a rough guide to Open Education
characterised by a commitment to create, share and use/remix educational resources.
no set choices of platform, standard, format, or type of material, but lots of lightweight and informal approaches
use of clear licensing and some avoidance of resources with restricted license.
Beginning to move towards the educational mainstream?
OER initiatives (1/3)
OER initiatives (2/3)
OER initiatives (3/3) MIT OpenCourseWare OU OpenLearn Carnegie Mellon Open Learning Initiative OpenMichigan CCLearn/ Creative Commons UKOER iTunesU (not necessarily open)
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Context: What is an Open Educational Resource? (1/2) It can be an image or a whole course with
learning design, outcomes, and contents Example formats of OER are:
The Open Access parallel? University libraries are highly involved in
Open Access: Advocacy Establishing permissions and managing IPR Running and supporting software required Providing services to faculty and students to support
OA and adding value Often, increasingly ties into institutional research
management and may contribute to raising research profile
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Reflection revisited
What skills and knowledge are needed?
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Relevant LIS skills?
Reference Enquiries Metadata and resource description Information management and resource
dissemination Digital or Information literacy (finding and
evaluating OERs) Subject-based guides to finding resources Managing Intellectual Property Rights and
promoting appropriate open licensing Preservation
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Digital literacy – example
What do students need to know to find and use OERs? Find it Evaluate it Understand what they actual need Know how to engage with/use it in a way
that will help them
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Digital literacy – example part 2
Some of those skills and knowledge fit directly with ‘traditional’ information literacy courses which librarians often provide and it would be possible to easily include OERs as examples in those classes
Some of those skills and knowledge fit naturally with ‘traditional’ study skills providing by others (units on campus, schools, council intiatives)
An opportunity for libraries to collaborate and embed in wider processes
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Knowing our limits?
Educational context/ understanding pedagogy Assessing educational needs (vs information
literacy enquiry) Supporting student study skills (libraries are just
part of the picture)
-> Partnerships needed
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Possible pitfalls
Libraries can be slow to adapt and support new services or modify existing ones
OERs are often ephemeral and require a lighter touch and different forms of access than traditional research materials [a danger of cataloguing to death]
New applications of skills may be required OERs require a degree of risk management , not just
risk avoidance – libraries are traditionally risk averse
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A Role for Libraries
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What do learners need?
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What do learners need?
Access to IT Space – (formal and informal) Advice Resources Links to /part of educational
What are the challenges?
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Academic Libraries and OERs: a survey
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These laws are:Books are for use.Every reader his [or her] book.Every book its reader.Save the time of the reader.The library is a growing organism.
In conclusion:Ranganathan [adapted]
These laws are: OER are for use. Every user his [or her] OER. Every OER its user. Save the time of the user. Open collections are growing organisms.
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Further Information
http://blogs.cetis.ac.uk/johnr/oers-and-libraries/ http://jisc.cetis.ac.uk//topic/oer http://wiki.cetis.ac.uk/Educational_Content_OER Belliston, C. Jeffrey. Open Educational Resources:
Creating the instruction commons C&RL News, May 2009 Vol. 70, No. 5 http://tinyurl.com/yhoezak