Open educational resources (OERs) | Jisc - 0 views
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Mark Ness on 18 Oct 15OER resources are specifically licensed to be used and re-used in an educational context by by educators and students
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promoted
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context
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free access to educational resources
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global scale
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OECD preferring
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digitised materials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research
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New staff
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encouraged to source open materials
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creating new educational materials
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provide open access to high-quality education resources on a global scale
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OER initiatives
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materials from more than 3000 open access courses
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in 2007
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benefits to educational institutions
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and to
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learners
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less evidence
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benefits to
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people
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expected to
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go to the effort of releasing
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learning resources
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the teachers themselves
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increased engagement of
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academic staff
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generated some
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open educational practices
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specific primary audience in mind
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producers of OER
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Many OER
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NOT pedagogically or technically
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accessible to a global audience
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Engagement with
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wider community
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Engagement with employers
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Sustaining vulnerable subjects
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Enhancing marketing and engagement
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prospective students worldwide
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Brokering collaborations and partnerships
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useful to identify which benefits are most relevant to each stakeholder group
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articulating and providing evidence of benefits across a range of educational contexts
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for a diverse mix of stakeholders across several sectors
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Learners
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benefit from
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OER originator can benefit from
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staff/users can benefit from
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Educational institutions
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benefit from
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Other sectors
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employers
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public bodies
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private bodies
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3rd sector)
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Jisc has commissioned a number of studies into the ‘sharing’ of learning and teaching resources
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also funded a series of projects focussed on ‘exchange’ of learning resources
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useful to clarify what we mean by
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terms in this context
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sharing
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imply an intent
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share something of value
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specific audience
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more widely
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exchanging‘
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both/all parties
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agree to
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share for
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mutual benefit
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difference between these two actions is significant
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reuse
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re-purposing
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imply an underlying principle of
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sharing
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useful to consider
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sharing and exchange
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as processes relating to OER Release
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not intended to compare OERs
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with commercial products
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developed to illustrate the value in considering the different roles that exist in the production and use/re-use of OERs
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highlight
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importance of considering
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end users
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MilkRoleOERs
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Evaluation
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is challenging
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ranges from
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evaluating specific OER
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fitness of purpose
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changes in staff attitudes
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impact on learning and teaching
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impact on institutional practices and the wider community
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range of support activities
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support individual project evaluation across
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three years
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developed a framework to support project evaluation and programme synthesis
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Evaluation and synthesis was
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iterative
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two-way process
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Engaging projects with the framework
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challenging
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OER release
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as much a business decision as it is a teaching and learning or academic pursuit
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lessons learned
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approaches adopted
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barriers overcome
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offer models and guidance to support wider release
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One interesting outcome
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institution-led projects tended towards the conclusion that OER release should be incorporated into existing strategies and policies to signal that OER release and use is an integral part of existing activities, an approach that supports ongoing sustainability and embedding into practice
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embed OER activities in the department’s five-year strategic plan
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develop a departmental OER strategy statement
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widening participation strategy
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OER initiatives
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raise interesting questions for institutions
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responsibility lies within an institution
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relating to
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legal issues
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risk management
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accessibility and quality of open content
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are about institutional change and require appropriate approaches and support to help staff adjust to changes in culture that may seem very threatening
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OER initiatives
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UKOER projects
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Reward and recognition
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addressed
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as appropriate to each institutional context
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need to have an information technology strategy
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way the institution will manage the opportunities and threats presented by the
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OER movement
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strategies to embrace
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opportunities
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supporting staff to adapt to
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impending changes
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make their own materials
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open by
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hosting
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on the web
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shared space
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consider a range of issues affecting release
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relationship between
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previously been
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OER and Creative Commons
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ambiguous
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clarification of
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rather than competitor
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Creative Commons
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OER supporter
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understanding
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the market
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teachers
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people who are
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potentially both
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supplying or consuming
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resources
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many different contexts of use
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Concerns around the quality
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significant
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Releasing these materials exposes institutions in a new way
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staff can feel unsure that their materials will compare well with other staff
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discoverability
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accessibility
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availability
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at least as important as
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values they embody
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third parties are
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OER release
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re-use
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re-purpose
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remix
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actively encouraged to
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subject to an ongoing quality assurance (QA) process
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OER release
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enable
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openly release existing materials and to investigate issues around
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release
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use and re-use
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Despite fears
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notion of open peer and student review of OER
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featured strongly
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often linked to funding models
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Sustainability
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Most funding bodies include a requirement to describe ongoing sustainability once project funding has finished
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resulting
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cross-institution
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cross-subject community
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cross-professional dialogue
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having a significant impact on sustainability
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development of Communities of Practice around open learning and teaching materials
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highly likely to impact on sustainability
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Utilising existing communities or networks is likely to be even more sustainable
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members
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likely to have
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identified
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common understandings
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languages
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cultures
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Sustainability
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only possible
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engaged enough people in a positive way
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significant driver for
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OER movement
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altruistic notion that
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ducational resources should be available to al
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effort into
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raising awareness
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educating a wide range of people
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as to the benefits of
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open release
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Opening up existing courses can provide an excellent opportunity to investigate these aspects and transform existing practice
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open course approach
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can have
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significant positive impact on
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student experience
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transformative impact on
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how educators perceive their roles
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Some subject disciplines have common professional frameworks and staff may have more connection with their subject community than with colleagues from their own organisation
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how they are
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developed/created
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stored
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managed
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made available
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clarify which groups
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resources are being used/re-purposed
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Finding out how people use different kinds of content
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varying granularity
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help to inform these decisions
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Cultural issues
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significant
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relation to
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how people share learning and teaching resources
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no such thing a
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institutional culture
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open movement
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challenges people and groups to change
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existing practice
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institution-wide approac
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can help to address some
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cultural barriers
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lack of strong evidence
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around how open educational resources are used and reused
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biggest barriers to sharing
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factors not directly related to OER
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‘perceived barriers
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point to the notion of
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most significant barriers
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to sharing
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ndividuals are not necessarily interested or committed to sharing in the first place
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also been noted
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teachers often prefer an element of choice in who they share
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model presented
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technical challenges
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responded to the need of staff
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open some content only within the Universit
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Hosting
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Community/consortia agreements
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Ownership
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Legal issues
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Institutional practices
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Uneven development
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Competition
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Understanding
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value and benefits
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Legal issues
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Hosting
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Metadata and retrieval
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Quality issues
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Technical challenges
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Legal issues
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Quality
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Skills/competencies
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Time is a significant issue
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Not all
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aware of the benefits of releasing or using OER
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Managing resources
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Institution wide approach
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Learners
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Teachers
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complementary method for disseminating OER
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third party social sharing websites
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Flickr
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SlideShare
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iTunesU
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Vimeo
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YouTube
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Once a resource is released as an OER
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may be a requirement
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to track the use of it and comments made about it
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institutions
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Individuals and
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releasing OER
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need to be aware of relevant accessibility issues
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free resources
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available
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when developing and releasing materials to ensure that they are as inclusive as possible
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In addition to technical accessibility
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OER also
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need to be
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pedagogically accessible
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When OER are developed
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a particular audience in mind
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pedagogical context
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might be incorporated within the OER
