RIDE 2011: OER workshop slides

Open Educational Resources: opportunities and challenges?Open Educational Resources:

opportunities and challenges?

Dr Jane Secker, LSE, Dr Steven Warburton, University of London,

Dr Stylianos Hatzipanagos, Kings College London

Dr Jane Secker, LSE, Dr Steven Warburton, University of London,

Dr Stylianos Hatzipanagos, Kings College London

This work is licensed under a Creative Commons Attribution-ShareAlike 2.5 License.

What are OERs?What are OERs?

Open Educational Resources (OER) are teaching and learning materials that are freely available online for everyone to use, whether you are an instructor, student or self-learner. Examples of OER include: full courses, course modules, syllabi, lectures, homework assignments, quizzes, lab and classroom activities, pedagogical materials, games, simulations, and many more resources contained in digital media collections from around the world.

JISC OER Toolkit

Open Educational Resources (OER) are teaching and learning materials that are freely available online for everyone to use, whether you are an instructor, student or self-learner. Examples of OER include: full courses, course modules, syllabi, lectures, homework assignments, quizzes, lab and classroom activities, pedagogical materials, games, simulations, and many more resources contained in digital media collections from around the world.

JISC OER Toolkit

Notable OER initiativesNotable OER initiatives

• MIT’s Open Courseware initiative• Open University’s OpenLearn• JISC have funded 3 phases of

projects in this area• Jorum is the national repository for

teaching and learning materials (many are OERs)

• MIT’s Open Courseware initiative• Open University’s OpenLearn• JISC have funded 3 phases of

projects in this area• Jorum is the national repository for

teaching and learning materials (many are OERs)

http://delilaopen.wordpress.comhttp://delilaopen.wordpress.com

DELILA project overviewDELILA project overview

• JISC/HEA funded project in OER Phase II programme

• Part of the OMAC strand (open materials for accredited courses)

• Project partners: LSE, University of Birmingham, CILIP CSG-Information Literacy Group

• Paired with CPD4HE Project based at UCL

• JISC/HEA funded project in OER Phase II programme

• Part of the OMAC strand (open materials for accredited courses)

• Project partners: LSE, University of Birmingham, CILIP CSG-Information Literacy Group

• Paired with CPD4HE Project based at UCL


DELILA Aims and objectivesDELILA Aims and objectives• To provide a model of embedded digital and

information literacy support into teacher training at higher education level;

• To release a small sample of open educational resources to support embedding digital and information literacy education into institutional teacher training courses accredited by the HEA including PGCerts and other CPD courses;

• To customise local repositories to provide access to these resources.

• To provide a model of embedded digital and information literacy support into teacher training at higher education level;

• To release a small sample of open educational resources to support embedding digital and information literacy education into institutional teacher training courses accredited by the HEA including PGCerts and other CPD courses;

• To customise local repositories to provide access to these resources.


Why, why, why DELILA?Why, why, why DELILA?

• Why LSE, Birmingham and IL Group? • Educational developers could make use of

generic Information and Digital Literacy material in PGCerts

• Many librarians have already created valuable resources

• Sharing …– helps model best practice– saves time and money– is good for your institution and your reputation

• Why LSE, Birmingham and IL Group? • Educational developers could make use of

generic Information and Digital Literacy material in PGCerts

• Many librarians have already created valuable resources

• Sharing …– helps model best practice– saves time and money– is good for your institution and your reputation


Relevant frameworks and Standards that we usedRelevant frameworks and Standards that we used

• SCONUL 7 pillars of information literacy and CILIP definition of IL – to identify materials

• FutureLab Digital Literacy framework (and definition) – to identify materials

• UKPSF (UK Professional Standards framework) – to accredit materials for PGCert

• CORRE framework (Content. Re-Use and Repurpose. Evidence) to convert content to open content

• SCONUL 7 pillars of information literacy and CILIP definition of IL – to identify materials

• FutureLab Digital Literacy framework (and definition) – to identify materials

• UKPSF (UK Professional Standards framework) – to accredit materials for PGCert

• CORRE framework (Content. Re-Use and Repurpose. Evidence) to convert content to open content


DELILA Project overviewDELILA Project overview

• 8 Work packages:1. IL/ DL Audit2. Mapping of digital/information literacy

content to UKPSF3. Content review for open-ness4. Conversion of material to appropriate

format (licensing etc.)5. Repository customisation6. Deposit of content7. Dissemination and publicity8. Quality control and evaluation

• 8 Work packages:1. IL/ DL Audit2. Mapping of digital/information literacy

content to UKPSF3. Content review for open-ness4. Conversion of material to appropriate

format (licensing etc.)5. Repository customisation6. Deposit of content7. Dissemination and publicity8. Quality control and evaluation


Conversion to OERConversion to OER

• Learning curve quite steep• Challenges mostly due to inexperience!• IPR issues• Review content

– 3rd party content most common issue– Dealing with screenshots

• Add Creative Commons information• Metadata

• Learning curve quite steep• Challenges mostly due to inexperience!• IPR issues• Review content

– 3rd party content most common issue– Dealing with screenshots

• Add Creative Commons information• Metadata


Sharing resources and evaluationSharing resources and evaluation• Materials added to local (customised)

repositories at LSE and Birmingham• Materials also deposited into Jorum• Evaluation of resources to take place

after deposit• DELILA developed evaluation criteria• Feedback suggested that quality control

not feasible before resources are shared

• Materials added to local (customised) repositories at LSE and Birmingham

• Materials also deposited into Jorum• Evaluation of resources to take place

after deposit• DELILA developed evaluation criteria• Feedback suggested that quality control

not feasible before resources are shared


Customisation of IR (cont…)


IssuesIssues

• Are DL / IL resources more institutionally specific than other teaching materials?

• IPR issues can be problematic• IPR issues avoided by removing content

e.g. screenshots and using placeholder• CC licences: Non commercial / 2.5 or 3.0• Keeping materials up to date in

repository• Reusing LSE/UoB material - how practical

is it?

• Are DL / IL resources more institutionally specific than other teaching materials?

• IPR issues can be problematic• IPR issues avoided by removing content

e.g. screenshots and using placeholder• CC licences: Non commercial / 2.5 or 3.0• Keeping materials up to date in

repository• Reusing LSE/UoB material - how practical

is it?


Lessons learnedLessons learned

• DL and IL underpin teaching courses but not explicit in framework

• Potential to re-use some DL / IL materials and to promote them better to teachers and educational developers

• Improving creator workflow for resources– Record teaching material creation and store

resources in a single place– Map resources to establish frameworks– Make OER considerations such as embedding

CC information etc, early on

• DL and IL underpin teaching courses but not explicit in framework

• Potential to re-use some DL / IL materials and to promote them better to teachers and educational developers

• Improving creator workflow for resources– Record teaching material creation and store

resources in a single place– Map resources to establish frameworks– Make OER considerations such as embedding

CC information etc, early on

OERs in DL:adopting a model of open learning in academic practice

OERs in DL:adopting a model of open learning in academic practice

• A CDE teaching and research award

• Collaborative: King’s and University of London International Programmes (Law)

• A CDE teaching and research award

• Collaborative: King’s and University of London International Programmes (Law)

Aims and purposeAims and purpose

• Develop and evaluate a set of OERs in academic practice to be used by ODL Tutors in HE including global institutional providers.

• Investigate appropriate format and environment for sharing the developed OERs.

• Evaluate the quality and uptake of these OERs.• Engage users/tutors with the concept of OERs by

exposing them to the concept of open learning. • Investigate drivers and barriers in the adoption

of OERs.

• Develop and evaluate a set of OERs in academic practice to be used by ODL Tutors in HE including global institutional providers.

• Investigate appropriate format and environment for sharing the developed OERs.

• Evaluate the quality and uptake of these OERs.• Engage users/tutors with the concept of OERs by

exposing them to the concept of open learning. • Investigate drivers and barriers in the adoption

of OERs.

OERs vs. or in support of academic practiceOERs vs. or in support of academic practice• Displaced from proprietary ‘silos’, i.e. the

institutional VLEs.• Copyright ‘free’, as contributions to collective

knowledge.• Most often they come against recent

improvements in creation of e-learning content. They are frequently didactic in nature.

• They are often elliptical shells to fill in with context and meaning. Context and wrap around activities are missing.

• Interactive aspects and their learning design are separated from content and are often implicit rather than explicit.

• Displaced from proprietary ‘silos’, i.e. the institutional VLEs.

• Copyright ‘free’, as contributions to collective knowledge.

• Most often they come against recent improvements in creation of e-learning content. They are frequently didactic in nature.

• They are often elliptical shells to fill in with context and meaning. Context and wrap around activities are missing.

• Interactive aspects and their learning design are separated from content and are often implicit rather than explicit.

• Phase One: identify existing institutional teaching resources that can be repurposed into OERs

• Phase Two: repurpose the identified teaching resources and develop them as OERs

• Phase Three: link to policies, guidelines and documentation that currently exist in relation to the provision of OER as an online resource for practitioners who want to explore or use OERs, through a project wiki.

• Phase One: identify existing institutional teaching resources that can be repurposed into OERs

• Phase Two: repurpose the identified teaching resources and develop them as OERs

• Phase Three: link to policies, guidelines and documentation that currently exist in relation to the provision of OER as an online resource for practitioners who want to explore or use OERs, through a project wiki.

Phase Four: evaluate the OERs with an identified group of ODL tutors from the Laws programme. Attributes of quality that will be evaluated include: •Accuracy•Reputation of author/institution•Standard of technical production•Accessibility•Fitness for purpose•Clear rights declarations•uptake and perceptions of teaching practitioners.

Phase Five: devise a set of guidelines for ODL practitioners in using, repurposing and adopting OERs in a disciplinary context. Practitioners’ involvement.

Phase Four: evaluate the OERs with an identified group of ODL tutors from the Laws programme. Attributes of quality that will be evaluated include: •Accuracy•Reputation of author/institution•Standard of technical production•Accessibility•Fitness for purpose•Clear rights declarations•uptake and perceptions of teaching practitioners.

Phase Five: devise a set of guidelines for ODL practitioners in using, repurposing and adopting OERs in a disciplinary context. Practitioners’ involvement.

Examples of OERsExamples of OERs

• LSE Copyright course in Moodle licensed under CC – BY – SA licence

• LSE Blogging for beginners class materials licensed under CC – BY – SA licence

• LSE Copyright course in Moodle licensed under CC – BY – SA licence

• LSE Blogging for beginners class materials licensed under CC – BY – SA licence

Group discussionGroup discussion

• When do OERs fail? – What are the key barriers and

challenges?

• When do OERs succeed? – What are the drivers?

• When do OERs fail? – What are the key barriers and

challenges?

• When do OERs succeed? – What are the drivers?

Many thanks!Many

thanks!

RIDE 2011: OER workshop slides

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