framework for creating oers
DESCRIPTION
A framework for transforming teaching materials into OERs presented by Alejandro Armellini, 9 February 2011TRANSCRIPT
www.le.ac.uk/beyonddistancewww.le.ac.uk/mediazoo
ALT Learning Technologist of the year : Team award 2009
European foundation for quality in e-learning Unique Award winner
A framework for transforming teaching materials into OERs
Alejandro Armellini
Open Educational Resources (OERs)
• Digitised materials offered freely and openly for
educators, students and self-learners to use and
reuse for teaching, learning and research.’
(OECD)
• Educational materials and resources offered
freely and openly for anyone to use and under
some licences to re-mix, improve and
redistribute.’ (Wikipedia)
OTTER
Open, Transferable and Technology-enabled Educational Resources
www.le.ac.uk/otter
Phase 1, institutional OER project, 2009-10
OER development around the worldLocation OER programme or project
UK
• University of Leicester – www.le.ac.uk/oer
• Open University - “Open Learn” http://openlearn.open.ac.uk/
• University of Nottingham - BERLiN
http://unow.nottingham.ac.uk/berlin.html
• University of Oxford - OpenSpires http://openspires.oucs.ox.ac.uk/
USA
• MIT Open Courseware project - http://ocw.mit.edu/index.htm
• Rice University - Connexions http://cnx.org/
• Utah State University - USU OCW http://ocw.usu.edu/
EUROPE• ParisTech OCW. - http://graduateschool.paristech.fr/?langue=EN
• MORIL. A Pan-European OERs initiative - http://moril.eadtu.nl/
ASIA• China Open Res. for Educ. Consortium - http://www.core.org.cn/en/
• Japanese OCW Consortium - http://www.jocw.jp/
OTHERS
• OER Africa - http://www.oerafrica.org/
• WikiEducator - http://wikieducator.org/Main_Page
• AEShareNEt in Australia - http://www.aesharenet.com.au/
OTTER academic partnersLeicester
International partnerAcademic
DepartmentsAcademic units
Archaeology and Ancient History
Criminology Education Genetics Institute of Lifelong
Learning Law Media and
Communications Politics and
International Relations
Psychology
Beyond Distance Research Alliance
Staff Development Centre
Student Support and Development Service
South African Institute of Distance Education (SAIDE)
OTTER achievements
• 438 credits’ worth of OERs on OTTER’s repository and JorumOpen
• Leicester on the global OER map
• Research evidence on student use of OERs
• Raised institutional awareness of OERs
• Put-up and take-down policy
• OER toolkit
• The CORRE framework
Formatting• Conversion•Standardisation•Metadata•Pedagogical wrap around
Upload to repository
Institutional (Plone)JorumOpenOthers
CONTENTCONTENT REUSE & REPURPOSEREUSE & REPURPOSE EVIDENCEEVIDENCEOPENNESSOPENNESS
Gathering
•Collect existing materials•Credit weighting
• Memorandum of understanding
Transformation
•Decoupling•Scaffolding•Meshing•Sequencing•Editing
Internal Validation
OER project team
Academic partners
Students
Tracking
Downloads
Adaptations
User feedback
Emerging user community
Screening
• Learning and teaching context
•Media and format•Structure & layout•Language•Learning design
Rights clearance
•Copyright
•IPR
•Licensing
External Validation
•Students
•Librarians
•Educators
‘Non-public’ teaching and learning material
Open teaching and learning material
Open Educational Resources (OERs)
A framework for transforming teaching materials into OERsCORRE:
Taking our materials through CORRE
Stage in CORRE
Sample challenges
Content Are the materials usable out of context (e.g. without seminar input)?
Openness
Have I copyright cleared all 3rd party content (e.g. images) embedded in my materials?
Reuse & Repurpose
Are all authors happy with the CC licence assigned to the new version of the materials?
Evidence
Who is your OER primarily aimed at? Future Leicester students? Academics in other universities? Others?
Pros
• Visibility
• Quality: if my stuff is open, I’ll think twice
• Esteem: others may use my material
• Value to courses, learners and self-learners
• Time: what I need may exist
Cons
• Quality assurance
• Licensing and abuse
• Enforcement hardly possible
• Insecurity & trust, both ways
• The status quo, including publishers
• The family silver
• Pareto: the 80-20 principle
Research findings (1): staff
• Supportive but sceptical about value and impact
• Willing to make use of and contribute, but not full force
• Reward and recognition, especially non-financial
• Lack of awareness of CC
• Team effort
Research findings (2): students
• Supportive and enthusiastic
• Highly satisfied with OTTER OERs
• Concerned about trustworthiness of external OERs
• Preferred access via VLE as hub
• 1/3 unwilling to turn their own stuff (e.g. lecture notes) into OERs
Research findings (3): librarians
• Concerns: 3rd party copyright, currency, quality, funding, management support, institutional policies and metadata requirements
• See themselves as managers of OER repositories, developers of generic OERs, indexers, cataloguers and promoters
Key messages
• Institutional policy on who owns what
• CORRE as a robust framework
• Clearance of 3rd party materials
• Designing for openness & culture shift
• Put-up & take-down policy
• Supply vs demand-driven approaches
• Sustainability
• Visibility
Embedded
in curriculum
Potentially
valuable
Just discovered
Used as is >>Tweaked>> Repurposed
OERs
Embedded
in curriculum
Quick, low-cost, high-value
enhancement
Appropriated, long-term enhancement
Potentially
valuable
Just discovered
Opportunistic enhancement Timely enhancement
Used as is >>Tweaked>> Repurposed
OER design
Curriculum design
High
Low High
OER-enhanced curriculum
delivery
OTTER lives on
• OSTRICH (www.le.ac.uk/ostrich) – a cascade project with Bath and Derby Universities
• TIGER – a ‘new release’ project with De Montfort and Northampton Universities