corre: an evaluation framework for transforming teaching materials into oers

8/6/2019 CORRE: An evaluation framework for transforming teaching materials into OERs

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CORRE: An evaluation

framework for transformingteaching materials into OERs

Tania Rowlett

Copyright Administrator

[email protected]

Dr Samuel Nikoi

BDRA - OER Evaluator

[email protected]

Matthias Mehldau's http://www.f lickr.com/photos/wetterf rosch/130493381 /

By



Presentation outline

1. Context of the CORRE evaluation framework

2. Issues regarding transforming teaching materials into

Open Educational Resources (OER).

3. Use of indicative evidence in the CORRE evaluation

framework

4. Questions and comments on CORRE



T he evaluation models available are

fairly limited and use approaches that have been traditionally developed for

evaluating web-based learning despite

the inherent differences in the learning

objects approach.

Source: Daniel, B.K and Mohan,P. A model f or evaluatingLearning Objects



Issues regarding the transf ormation

of teaching materials into OERs� Staff attitudes to open access ( King et al., 2008)

� Degrees of openness (Hodgkinson-Williams & Eve Gray, 2009)

� Design for openness (Boyle, 2006; McAndrew and Weller, 2005)

� Open teaching (Laurillard, 2008)

� Evaluating learning objects for re-usabilit y (Schoonenboom et al., 2009)

� Open licensing for educational resources (Bissell, 2009)

� Sustainabilit y (Downes, 2006)



Frameworks, tools and services

Frameworks

� Creating and sharing content (UNESCO TOOLKIT 2009)

� The integrity and non-integrity (remix) model (Lane, A. 2006)

� Models for sustainable OERs (Downes, S. 2006)

� A model for evaluating learning objects (Daniel, B.K and Mohan, P. 2004)

� The DNER & LO Evaluation Criteria (Currie, S. & Campbell, L. 2002)

Tools and services

� Authoring tools e.g. LAMS, GLO Maker II, Xerte and COMPENDIUM;

� Open licenses e.g. Creative Commons; GNU

� Repositories e.g. ITunes U and OER Commons



� CORRE is an OER evaluation framework in development

� Emerged from the OTTER (Open, Transferable and Technology-enabled

Educational Resources) project

� OTTER is funded by JISC and the Higher Education Academy

� Project started in April 2009 and due to end in April 2010

� OTTER works with 13 departments in the University of Leicester and one

international partner, to release the equivalent of approximately 500 credits

of OERs into a range of repositories.

Background to CORRE



The CORRE evaluation f ramework

C is f or

CONTENT

Gary Hayes' http://www.f lickr.com/photos/garyhayes/2973684461/




CONTENT refers to teaching materials from academic partners. There are two aspects:

1. Gathering

2. Screening

Indicative evidence for gathering CONTENT.

� Has the teaching material been used in an educational context?

� Are there gaps in the material? e.g. missing units

� Has the credit weighting been checked?

� Has partner agreement been agreed?




Indicative evidence for screening CONTENT

� What type of content is it e.g. lecture?

� Are there editorial issues?

�Is the language offensive?

� Is the language formal (e.g. jargons) or informal?

� Are changes required to the learning design?



O is f or

OPENNESS


Justin Marty's http://www.flickr.com/photos/jmarty/128010935/




OP

ENNESS

involves transforming teaching materials to makethem publicly (re)usable learning objects.

There are three aspects of OPENNESS .

1. Pedagogical

2. Legal

3. Technical




Indicative evidence for assessing the pedagogic dimension of

OPENNESS :

� Are changes required to the learning context ?

� Are changes required to learning goal (s)?

� Are changes required to learning activity (ies)?� Are changes required to learning outcome(s)?

� Are changes required to the assessment ?

� Is learning support required to use this material?

� What level of users is the material aimed at?




Indicative evidence for assessing the legal dimension of OPENNESS

� Does the resource contain 3rd party material ?

� Have 3rd party materials/IPR been duly acknowledged?

� Is 3rd party material still in copyright or available under a re-usablelicence?

� Has written permission been obtained from rights holders?

� Is it cost effective to negotiate a quote or reject the material?

� Has an appropriate Creative Commons license been assigned to thelearning object?




Indicative evidence for assessing the technical dimension of OPENNESS

� Is the resource available in a range of formats?

� Is the resource standalone or does it refer to related resources?

� Are other tools/software required by end-user to use the resource?

� Will the resource be compatible with other repositories?

� Does the resource have the potential to evolve as technology develops?

� Does the end-user require further technical help to use the resource?



RR is f or REUSE/

REPURPOSE


³The Truth About : http://www.flickr.com/photos/thetruthabout/2665376274/




REUSE/REPURPOSE are focused on adaptability andmodification of the OER

This is done through reality checking and validation:

I

NT

ERNALLY � OER team

� Academic partners

� Other stakeholders e.g. students

EXTERNALLY

� Students e.g. distance learners

� Educators e.g. Librarians




Indicative evidence for assessing REUSE/RE-PURPOSE:

� Is the CC license appropriate?

� How clear is the learning goal ?

� How engaging or interactive is the learning activity ?

� How clear is the learning outcome?

� How easy is it to navigate through the learning material?

� Is the OER ready to be released to various repositories?

� What further improvements are required, if any?




There are two aspects of this:1. Quantitative evidence

2. Qualitative evidence

Quantitative EVIDENCE

� Number of of views

� Number of downloads

� Google analytics

� Web bugs

� Star ratings

EVIDENCE is focused on tracking use, reuse, adoption andimpact of the OER.



Questions & comments on

CORREThank You.

www.le.ac.uk/otter



Ref erences1. Bissell, A. N., (2009). Permission granted: open licensing for educational resources. Open learning: T he journal of open and

distance learning. vol 24, No. 1. pp. 97 106.

2. Boyle, T., (2006). An Agile method for developing learning objects. I n L. Markauskaite, P. Goodyear, & P. Reimann (Eds.)

Proceedings of the 23rd Annual Conference of the Australasian Society for Computers in Learning in T ertiary Education: Whos

Learning? Whose T echnology? (pp. 91-99). Sydney: Sydney University Press.

3. Currier, S. and Campbell, L., (2002). Evaluating Learning Resources for Reusability: The DNER & Learning Objects.

ASCILITE.

4. Daniel, B. K., and Mohan, P., (2004). A Model for Evaluating Learning Objects. Proceedings of the IEEE International

Conference on Advanced Learning Technologies. 2004.

5. Downes, S., (2006). Models for Sustainable Open Educational Resources. I nterdisciplinary Journal of Knowledge and Learning

Objects. vol 3. 2007. pp. 29 44.

6. Hodgkinson-William, C., andGray, E., (2009) Degrees of openness: The emergence of Open Educational Resources at theUniversity of Cape Town. I nternational journal of education and development using I C T . Vol. 5. No. 5.

7. K ing, M., etal (2008). Analysis of academic attitudes and existing processes to inform the design of teaching and learning

material repositories: A user-centredapproach. Active learning in higher education. Vol 9. No. 2.

8. Laurillard, D., (2008).Open Teaching: the key to sustainable and effective open education. In Opening up education: the

collective advancement of education through open technology, open content and open knowledge. Iiyoshi, T., and Kumar, M.S.V.,

(eds). MIT Press. Pp. 329 335.

9. Lane, A., (2006). F rom Pillar to Post: exploring the issues involved in repurposing distance learning materials for use as Open

Educational Resources. Found at: http://kn.open.ac.uk/public/document .cfm?docid=9724 [ Accessed: 22 October 2009]

10.Mc Andrew,P., and Weller, M., (2005). Applying learning design to supported open learning In Learning Design: A handbook on modeling and delivering networked education and training, Koper, R. and Tattersal, C., Berlin: Springer-Verlag. pp. 281-290.

11.Schoonenboom, J., Sligte, H., K liphuis, E., (2009). Guidelines for support re-use of existing digital learning materials and

methods in higher education.ALT-J Research in learning technology. Vol. 17, no. 2. pp. 131 141.

12.UNESCO (2009). OER Toolkit : A guide for participating in the international open education commons . Found at:

http://oerwiki .iiep-unesco.org/index.php?title=UNESCO_OER_Toolkit

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