Download - Conole poerup
POERUPGráinne Conole,
University of Leicester
EFQUEL Innovation Forum Granada, Spain
5th – 7th September 2012
Partners
• Sero (coordinator)• University of Leicester• Open University of the Netherlands• Althabasca University• University of Lorraine• SCIENTER• EDEN
Context and rationale
• Over ten years of the OER movement• Hundreds of OER repositories worldwide• Evaluation shows lack of uptake by teachers
and learners• Shift from development to community
building and articulation of OER practice
Focus
• Stimulating the uptake of OER through policy• Building on previous initiatives (such as OPAL
and Olnet)• Through country reports and case studies• Evaluate successful OER communities
Outputs
• Inventory of more than 100 OER initiatives• 11 country reports and 13 mini-reports• 7 in-depth case studies• 3 EU-wide policy papers• 7 options brief packs for EU nations/regions
Progress
• Country reports– Draft country reports available– http://poerup.referata.com/wiki/Main_Page
• Case studies– Identified– Methodology chosen (Social Network Analysis)– Instruments being development (Survey plus semi-
structured interviews)
Country reports: key themes
• Diversity of educational contexts and maturity of internet provision and use of e-learning
• Differences in policy support and funding for OER initiatives
• Diversity from basic OER awareness to OER maturity and embedding
• Few national OER initiatives
Emergent themes
• Shift from development to OER practices• Broader notion of open practices – open
learning, teaching and research• Use of social and participatory media to foster
OER communities
UK Country Report
• Significant funding from JISC/HEA – three phase OER programme with around 100 OER initiatives
• Individual fellowships through SCORE and Olnet funding
• Institutionally supported initiatives• Related work: iTunesU and MOOCs
Ming Nie
UK Country Report
• Funding mainly from government – top-down• Funding mainly on production/producers, little on
end-users or impact on learning• Mainly HE/FE, little school-based• Most institutions don’t have an OER strategy• Lots on cascading and transferring of experience• Most institutions have an OER repository
Further information
http://www.poerup.info/