oer webinar 17 sept 2014

latrobe.edu.au CRICOS Provider 00115M

OER in Practice: The Big Idea of Open Education

John Hannon, La Trobe Learning & TeachingSimon Huggard, La Trobe University Library

La Trobe University 2014

2Click to edit Master text styles

OER in Practice: The Big Idea of Open Education

1. OER: What it is, what it looks like. 2. Impact: OER as a Big Idea3. OER in practice 4. Levels of OER: From access to read-write (RW)5. OER matters: Transformative?6. OER Challenges7. OER to OEP: Open Education Practices8. Embedding OER: Examples. What you can do?


Open education resources (OER)

OER is Open Education Resources: OER “are educational materials which are licensed in ways that provide permissions for individuals and institutions to reuse, adapt and modify the materials for their own use.” OER Foundation. http://wikieducator.org/OERF:Home

Definitions: https://wiki.creativecommons.org/What_is_OER

RATIONALE for OER: “the simple and powerful idea that the world’s knowledge is a public good and that technology in general and the Worldwide Web in particular provide an extraordinary opportunity for everyone to share, use, and reuse knowledge." The William and Flora Hewlett Foundation

OER: What it is, what it looks like


Open education resources (OER)

Learning content: courseware, modules, objects, collections and journals

OER: What it is, what it looks like

Tools: software to support the development, use, re‐use and delivery of learning content

Full courses, textbooks, streaming videos, exams, software, and any other materials or techniques supporting learning

Implementation Resources: eg. intellectual property licenses to promote open publishing, design principles of best practice and localisation of content

Bossu et al. (2014) Adoption, use & management of OER..., OLT Report. wikiresearcher.org/OER_in_Australia


The NMC Horizon Report: 2013 Higher Education Edition (Johnson et al. (2013)

The OLCOS Roadmap (Geser 2012)

OPAL Report (2011) Beyond OER: Shifting Focus to Open Educational Practices

Impact: OER as a big idea

They argue that: open practices of knowledge creation challenge the arrangements for university teaching


OLT Report, Bossu et al. (2014) OER worldwide - a “rapid global expansion” distance providers reaching “millions of learners”OERs increase collaboration institutionally and internationally;can save time and avoid duplication of effort;can improve quality of educational materials;can increase access and participation in HE across Australia

Impact of OER: Australia

Bridging the gapDevelop national “subject-based communities” in CoP methodologiesLink “dispersed and possibly atomised scholars across institutional boundaries”


Best practice exampleshttp://www.dehub.edu.au/publications/occasional-papers/

Impact of OER: global

Disciplinary, cross-institutional global projectsMedici Project: A multi-disciplinary, sustainable resource for blended learning initiatives in tertiary medical education, OLT. http://www.emedici.com/

JISC/HEA. Open Educational Resources (OER). http://www.heacademy.ac.uk/oeThe HumBox: http://humbox.ac.uk

List of courses, lectures, videos, textbooks, simulationsOpen Professionals Educational Network, US Dept of Labor. http://open4us.org/find-oer/ PRACTIOpenlearn: “free learning from The Open University”UK. http://www.open.edu/openlearn/


Impact of OER: global

Medici Project: A multi-disciplinary, sustainable resource for blended learning initiatives in tertiary medical education, OLT

eMedici is an educational resource containing clinical case studies, examination materials and topics for continuing professional development..http://www.emedici.com/

eMedici ModulesCase of the weekPsychologyA MiscellanyCore Curriculum in OphthalmologyCore Curriculum in PsychiatryCore Curriculum in Health PsychologyCore Curriculum in Obstetrics and GynaecologyIsolated skin lesions - 1Selected Topics in General SurgeryContinuing Professional Development:Carcinoma of the OesophagusCardiology VignettesVenous ThromboembolismEthical issues, practice and risk management:The Seven Deadly Sins - 1


1. OER global: UNESCO, JISC, Wikieducator, 2. OER national: OLT, ACER National policies: Gov 2.0, Ausgoal, ARC and NHMRC 3. OER local innovation: institutional T&L strategy, IP policy4. OER individual innovation: OER Commons images, content & activities

Hannon et al. (2013) Accessible, reusable, participatory:.. Ascililte

Impact of OER: global to local


Open education resources (OER)OER in practice: POLL

A curriculum puzzle: How to avoid re-inventing the wheel

You need to prepare an introductory Anatomy unit for a large cohort of first year Health Science students. So you:

1. require students to buy a print textbook for $802. acquire an e-textbook through the University Library3. purchase an e-textbook licence from an academic publisher, with

pre-made quizzes (cost $100,000)4. produce original images for each topic 5. source open education resources and activities 6. adopt another strategy


Search ShareEvaluate Adapt Use

Check license restrictions•How CC licenses workcreativecommons.org/licenses/

OER sources•wikimedia commons•OER commons•OER disciplinary sources: medici Open courseware

Student-generated resources•class textbook•class wiki: Digital media across Asia

Embed into courses, activities, assessments

OER in Practice


OER in Practice: Finding media

1. Wikimedia Commons, the free media repository: http://commons.wikimedia.org/wiki/Main_Page

Search for: Phrenology

2. OER Commons: https://www.oercommons.org/

3. Creative commons: http://search.creativecommons.org/

4. Open Professionals Educational Network, US Dept of Labor. http://open4us.org/find-oer/

5. Google images – advanced: http://www.google.com/advanced_image_search Select “free to use, share or modify, even commercially

"OER Logo" by Unknown - Unknown. Licensed under Public domain via Wikimedia Commons - http://commons.wikimedia.org/wiki/File:OER_Logo.svg#mediaviewer/File:OER_Logo.svg



Text about Science, pseudo-science and Phrenology

"Phrenology-journal clean". Licensed under Creative Commons Attribution-Share Alike 3.0 via Wikimedia Commons - http://commons.wikimedia.org/wiki/File:Phrenology-journal_clean.jpg#mediaviewer/File:Phrenology-journal_clean.jpg

http://creativecommons.org.au/learn/licences/



Questions?

Observations?

Your experiences?


Search ShareEvaluate Adapt Use

Check license restrictions•How open?

OER access•Finding an image•Finding content Open courseware: cross-

institutional, disciplinary projects Read-write (RW) activity•Reinvent & recreate (Lessig 2008)•Student-generated resources

Reuse, revise, remix, redistribute (Wiley’s 4Rs)

Levels of OER: from access to RW

Wiley, D. & Gurrell, S. (2009): A decade of development..., Open Learning: The Journal of Open, Distance and e-Learning, 24 (1), pp. 11-21. Lessig, L. (2008) Remix: Making Art and Commerce Thrive in the Hybrid Economy. Bloomsbury Academic


Student-generated resources

Levels of OER: from access to RW

Example:James Neill Students collaborate to generate a textbook on Motivation and Emotion Third year final semester unit

Each student produces a chapter as well as a multi media presentation of that chapter.

http://en.wikiversity.org/wiki/Motivation_and_emotion

By Sunshine Connelly (Own work) [CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons


Landmark, 2004Charles Robb

OER matters: is it transformative?

ChallengesSlow adoption of OERInstitutional support for OERAwareness & Incentives for staff

Bossu et al. 2014

University business models

OPENNESS

20Click to edit Master text stylesLandmark, 2004Charles Robb

OER matters: is it transformative?

The future of the university 1 The 21st century university (Barnett 2011):from the “metaphysical” research corporate university

Barnett, R. (2011) The idea of the universityin the twenty-first century: Where’s the imagination?

21Click to edit Master text stylesLandmark, 2004Charles Robb

“refashioning” the university

“do more than simply redesign curricula, but go further and redesign the organizing principle”…through new relations between academic, public and knowledge creation

Neary and Winn (2009) The student as producer: reinventing the student experience in higher education

OER matters: is it transformative?The future of the university 2


Open education resources (OER)OER Challenges

http://commons.wikimedia.org/wiki/File%3AFigure_1_MOOCs_and_Open_Education_Timeline_p6.jpg Yuan, Li, and Stephen Powell [CC-BY-3.0 (http://creativecommons.org/licenses/by/3.0)], via Wikimedia Commons


“Business as usual”OER is poor fit with transmissive approaches of LMSawareness and opportunities for staff to practice

OER Challenges

Predatory publishingAcademic journal publishing worth $65 bnshift from textbook to digital e-textsnew forms of digital containment/licensing that tend to increase costs to students and exclude university libraries (Hallam 2012)contravening the HES Act

Openness that is not so openxMOOCs as marketing for elite universities: Harvard: a $35 billion endowment, educates 10th of 1% of US students (Shirky 2012)


Need for policies for “networks of innovation” OPAL Report (2011) Beyond OER: Shifting Focus from Resources to Practices

Shift to openness encountered “institutional inertia” NMC Horizon Report: 2013 Higher Education Edition

Shift from viewing content as “canned products” (OLCOS Roadmap 2012) to open practices of knowledge creation that challenges the arrangements for university teaching

OER to OEP: Open Education Practices


OEP: Starting at the local

Scale: individual – institutional – globalEmbedding OER in the organisation: vertically: through policies, and guidelines horizontally: through meso-level of the university Technologies: digital repository that connects to OER Practices: disciplinary & academic

HOW? What connections, negotiations, structures in policy, guidelines, technologies and institutional practices are needed?


Library Digital Infrastructure Team• Digital repository work

• Mostly includes publications to support promotion of La Trobe research

• Moving towards a more diversified range of data (research outputs, conference papers, grey literature, working papers, manuscript versions, theses)

• OER material, videos, etc

OEP 1: Institutional Library Repository


OEP 2: Curriculum partnership in Wikiversity

https://en.wikiversity.org/wiki/Indigenous_and_Intercultural_Health


OEP 2: Curriculum partnership in Wikiversity


Design OEP into your curriculum:

source OER content

share OER across your discipline; in an OER repository

design student participation in open assessments

share OER in communities of practice

Embedding OEP: Individually


Connect disparate parts of the University: Develop institutional policies to support OEP and IP: Gov 2.0, NHMRC and Feasibility Protocol (Bossu et al. 2013)

Embed practices: Establish projects that model OEP: from curriculum as “canned content” to knowledge creation in the discipline

Harness Library expertise: repurpose existing digital repositories

Visibility: Guides for busy academics: source & create high quality resources and images

Which license? What does NC mean? http://www.oerafrica.org/copyright-and-licensing-toolkit/what-does-non-commercial-mean

Raise awareness of predatory publishing practices

Embedding OEP: Institutionally


Scale: individual – institutional – global

The configuration of traditional educational resources has developed over centuries

OER is in its early years – leading open education and knowledge sharing – a key goal of the Web

OEP: a long game

http://commons.wikimedia.org/wiki/File%3A1623_Shakespeare_Folio-edition-p-xvii..pngWilliam Shakespeare [Public domain], via Wikimedia Commons


OEP/OER References

http://flexible.wikispaces.com/OEP

Thank you

latrobe.edu.au CRICOS Provider 00115M

Dr John HannonSnr Lecturer, La Trobe Learning & Teaching, La Trobe Universityhttp://www.latrobe.edu.au/ltlt/about/staff-profiles/profile?uname=JHannon

Simon HuggardDigital Infrastructure ManagerLa Trobe University