oer workshop

Finding and Evaluating Open Educational Resources

Finding and Evaluating Open Educational Resources

Dr Jane Secker, LSE, Dr Stylianos Hatzipanagos, Kings College London

Dr Jane Secker, LSE, Dr Stylianos Hatzipanagos, Kings College London

This work is licensed under a Creative Commons Attribution-ShareAlike 2.5 License.

http://creativecommons.org/licenses/by-sa/2.5/



Overview of workshopOverview of workshop

• Experiences of two OER projects:– DELILA project at LSE– CDE funded KCL project

• Repurposing existing materials to OER

• Hands on activity– Finding OERs relevant to your teaching– Evaluating resources

• Experiences of two OER projects:– DELILA project at LSE– CDE funded KCL project

• Repurposing existing materials to OER

• Hands on activity– Finding OERs relevant to your teaching– Evaluating resources

What are OERs?What are OERs?

Open Educational Resources (OER) are teaching and learning materials that are freely available online for everyone to use, whether you are an instructor, student or self-learner. Examples of OER include: full courses, course modules, syllabi, lectures, homework assignments, quizzes, lab and classroom activities, pedagogical materials, games, simulations, and many more resources contained in digital media collections from around the world.

JISC OER Toolkit

Open Educational Resources (OER) are teaching and learning materials that are freely available online for everyone to use, whether you are an instructor, student or self-learner. Examples of OER include: full courses, course modules, syllabi, lectures, homework assignments, quizzes, lab and classroom activities, pedagogical materials, games, simulations, and many more resources contained in digital media collections from around the world.

JISC OER Toolkit

UNESCO definitionUNESCO definition

Open Educational Resources are teaching, learning or research materials that are in the public domain or released with an intellectual property license that allows for free use, adaptation, and distribution.

Open Educational Resources are teaching, learning or research materials that are in the public domain or released with an intellectual property license that allows for free use, adaptation, and distribution.

Value of OERsValue of OERs

• Not reinventing the wheel• Sharing good practice• Capacity building• Breaking down barriers to learning• Networking between teaching

practitioners• Cross fertilisation of ideas between

disciplines

• Not reinventing the wheel• Sharing good practice• Capacity building• Breaking down barriers to learning• Networking between teaching

practitioners• Cross fertilisation of ideas between

disciplines

Notable OER initiativesNotable OER initiatives

• MIT’s Open Courseware initiative• Open University’s OpenLearn• JISC have funded 3 phases of

projects in this area in the UK• Jorum is the national repository for

teaching and learning materials (many are OERs)

• MIT’s Open Courseware initiative• Open University’s OpenLearn• JISC have funded 3 phases of

projects in this area in the UK• Jorum is the national repository for

teaching and learning materials (many are OERs)

http://delilaopen.wordpress.comhttp://delilaopen.wordpress.com

DELILA project overviewDELILA project overview

• JISC/HEA funded - part of a strand to release open materials for accredited teaching courses

• Project partners: LSE, University of Birmingham, CILIP CSG-Information Literacy Group

• Paired with CPD4HE Project based at UCL

• Focus on digital and information literacy resources

• JISC/HEA funded - part of a strand to release open materials for accredited teaching courses

• Project partners: LSE, University of Birmingham, CILIP CSG-Information Literacy Group

• Paired with CPD4HE Project based at UCL

• Focus on digital and information literacy resources


DELILA Aims and objectivesDELILA Aims and objectives• To provide a model of embedded digital and

information literacy support into teacher training at higher education level;

• To release a small sample of open educational resources to support embedding digital and information literacy education into institutional teacher training courses accredited by the HEA including PGCerts and other CPD courses;

• To customise local repositories to provide access to these resources.

• To provide a model of embedded digital and information literacy support into teacher training at higher education level;

• To release a small sample of open educational resources to support embedding digital and information literacy education into institutional teacher training courses accredited by the HEA including PGCerts and other CPD courses;

• To customise local repositories to provide access to these resources.


Relevant frameworks and standardsRelevant frameworks and standards

• SCONUL 7 pillars of information literacy and CILIP definition of IL – to identify materials

• FutureLab Digital Literacy framework (and definition) – to identify materials

• UKPSF (UK Professional Standards framework) – to accredit materials for PGCert

• CORRE framework (Content. Re-Use and Repurpose. Evidence) to convert content to open content

• SCONUL 7 pillars of information literacy and CILIP definition of IL – to identify materials

• FutureLab Digital Literacy framework (and definition) – to identify materials

• UKPSF (UK Professional Standards framework) – to accredit materials for PGCert

• CORRE framework (Content. Re-Use and Repurpose. Evidence) to convert content to open content


What we didWhat we did• Audit of resources at LSE / Birmingham• Selection of content following mapping of

digital and information literacy to UKPSF• Selection of content based on suitability

as OER• Conversion of material• Repository customisation• Deposit of content - locally and in Jorum• Quality control and evaluation • Dissemination and publicity

• Audit of resources at LSE / Birmingham• Selection of content following mapping of

digital and information literacy to UKPSF• Selection of content based on suitability

as OER• Conversion of material• Repository customisation• Deposit of content - locally and in Jorum• Quality control and evaluation • Dissemination and publicity


Conversion to OERConversion to OER

• Using the CORRE framework • IPR issues• Review content

– 3rd party content most common issue– Dealing with screenshots

• Add Creative Commons information• Metadata

• Using the CORRE framework • IPR issues• Review content

– 3rd party content most common issue– Dealing with screenshots

• Add Creative Commons information• Metadata

CORRE frameworkCORRE framework


Sharing resources and evaluationSharing resources and evaluation• Materials added to local repositories at

LSE and Birmingham• Materials also deposited into Jorum• Evaluation of resources to take place

after deposit• DELILA developed evaluation criteria• Feedback suggested that quality control

not feasible before resources are shared

• Materials added to local repositories at LSE and Birmingham

• Materials also deposited into Jorum• Evaluation of resources to take place

after deposit• DELILA developed evaluation criteria• Feedback suggested that quality control

not feasible before resources are shared


Customisation of IR (cont…)

LSE Learning Resources OnlineLSE Learning Resources Online• Customised Eprints software to share

OERs as part of DELILA• Now sharing other LSE teaching and

learning materials• Encouraging academics to deposit their

materials• Library staff managing deposit process,

creating metadata, reviewing and converting content where needed

• Customised Eprints software to share OERs as part of DELILA

• Now sharing other LSE teaching and learning materials

• Encouraging academics to deposit their materials

• Library staff managing deposit process, creating metadata, reviewing and converting content where needed

OERs in DL:adopting a model of open learning in academic practice

OERs in DL:adopting a model of open learning in academic practice

• A CDE teaching and research award

• Collaborative: King’s and University of London International Programmes (Law)

• A CDE teaching and research award

• Collaborative: King’s and University of London International Programmes (Law)

Aims and purposeAims and purpose

• Develop and evaluate a set of OERs in academic practice to be used by ODL Tutors in HE including global institutional providers.

• Investigate appropriate format and environment for sharing the developed OERs.

• Evaluate the quality and uptake of these OERs.• Engage users/tutors with the concept of OERs by

exposing them to the concept of open learning. • Investigate drivers and barriers in the adoption

of OERs.

• Develop and evaluate a set of OERs in academic practice to be used by ODL Tutors in HE including global institutional providers.

• Investigate appropriate format and environment for sharing the developed OERs.

• Evaluate the quality and uptake of these OERs.• Engage users/tutors with the concept of OERs by

exposing them to the concept of open learning. • Investigate drivers and barriers in the adoption

of OERs.

OERs vs. or in support of academic practiceOERs vs. or in support of academic practice• Displaced from proprietary ‘silos’, i.e. the

institutional VLEs.• Copyright ‘free’, as contributions to collective

knowledge.• Most often come against recent improvements

in creation of e-learning content. They are frequently didactic in nature.

• They are often elliptical shells to fill in with context and meaning. Context and wrap around activities are missing.

• Interactive aspects and their learning design are separated from content and are often implicit rather than explicit.

• Displaced from proprietary ‘silos’, i.e. the institutional VLEs.

• Copyright ‘free’, as contributions to collective knowledge.

• Most often come against recent improvements in creation of e-learning content. They are frequently didactic in nature.

• They are often elliptical shells to fill in with context and meaning. Context and wrap around activities are missing.

• Interactive aspects and their learning design are separated from content and are often implicit rather than explicit.

• Phase One: identify existing institutional teaching resources that can be repurposed into OERs

• Phase Two: repurpose the identified teaching resources and develop them as OERs

• Phase Three: link to policies, guidelines and documentation that currently exist in relation to the provision of OER as an online resource for practitioners who want to explore or use OERs.

• Phase One: identify existing institutional teaching resources that can be repurposed into OERs

• Phase Two: repurpose the identified teaching resources and develop them as OERs

• Phase Three: link to policies, guidelines and documentation that currently exist in relation to the provision of OER as an online resource for practitioners who want to explore or use OERs.

Phase Four: evaluate the OERs with an identified group of ODL tutors from the Laws programme. Attributes of quality that will be evaluated include: •Accuracy•Reputation of author/institution•Standard of technical production•Accessibility•Fitness for purpose•Clear rights declarations•Uptake and perceptions of teaching practitioners.

Phase Five: devise a set of guidelines for ODL practitioners in using, repurposing and adopting OERs in a disciplinary context. Practitioners’ involvement.

Phase Four: evaluate the OERs with an identified group of ODL tutors from the Laws programme. Attributes of quality that will be evaluated include: •Accuracy•Reputation of author/institution•Standard of technical production•Accessibility•Fitness for purpose•Clear rights declarations•Uptake and perceptions of teaching practitioners.

Phase Five: devise a set of guidelines for ODL practitioners in using, repurposing and adopting OERs in a disciplinary context. Practitioners’ involvement.

Finding and evaluating OERsFinding and evaluating OERsWorking in pairs or individually….• Using the worksheet spend some time

finding an OER you might wish to use in your own teaching

OR • explore some of the KCL resources in

academic practiceComplete the evaluation form for the

resource/s you find

Working in pairs or individually….• Using the worksheet spend some time

finding an OER you might wish to use in your own teaching

OR • explore some of the KCL resources in

academic practiceComplete the evaluation form for the

resource/s you find

Group discussionGroup discussion

• What are the key barriers and challenges of:– Reusing OERs from others?– Creating OERs yourself?

• When do OERs succeed? – What would motivate you to reuse an OER?– What would motivate you for release your

own teaching materials?

• What are the key barriers and challenges of:– Reusing OERs from others?– Creating OERs yourself?

• When do OERs succeed? – What would motivate you to reuse an OER?– What would motivate you for release your

own teaching materials?


Creating OERs : challengesCreating OERs : challenges• Are some teaching resources more

institutionally specific than others?• IPR issues can be a barrier to releasing OERs• Content can be copyright cleared or removed

if illustrative e.g. screenshots• Choosing a CC licence: Non- commercial?

Attribution ShareAlike• Keeping materials up to date in repository• Reuse - what does it mean? how practical is

reuse?

• Are some teaching resources more institutionally specific than others?

• IPR issues can be a barrier to releasing OERs• Content can be copyright cleared or removed

if illustrative e.g. screenshots• Choosing a CC licence: Non- commercial?

Attribution ShareAlike• Keeping materials up to date in repository• Reuse - what does it mean? how practical is

reuse?

Many thanks!Many

thanks!

oer workshop

Education

learning content

content toopen content

open educational resources

concept of open learning

birmingham materials

pedagogical materials

research materials

party content