using open educational resources to support student transitions

Opening Educational Practices in Scotland

Using Open Educational Resources to Support Student TransitionsPete Cannell & Ronald Macintyre@oepsscotland@roughbounds

Presenters name(s)

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Session Structure• Introduction to OEPS and OER and OEP• Our Approach – inbetween spaces• Partnership with Parkinsons UK – open learning in and for the workplace• Exercise 1: The “Ideal Learner”• Partnerships with Scottish Union Learn – supporting the use of free and open, transitions and workplace learning• Exercise 2: Mapping the Learning Journey• Conclusions and Questions


About usThe Opening Educational Practices in Scotland project facilitates best practice in Scottish open education. We aim to enhance Scotland’s reputation and capacity for developing publicly available and licenced online materials, supported by high quality pedagogy and learning technology.

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What do we mean by OER?Our understanding of Open Educational Resources is grounded in established notions of openly licensed content. We have a specific focus on freedoms afforded by openly licensing content (allowing “The 5 Rs”: retain, reuse, revise, remix, redistribute) and the degree to which design development and distribution accounts for equity and openness.

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What do we mean by OEP?We think of Open Educational Practices as those educational practices that are concerned with and promote equity and openness. Our understanding of ‘open’ builds on the freedoms associated with “the 5 Rs” of OER, promoting a broader sense of open, emphasising social justice, and developing practices that open up opportunities for those distanced from education.

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Hands Up!

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Hands Up, CC0 Public Domain, Free for commercial use, no attribution requiredhttps://pixabay.com/en/hands-hand-raised-hands-raised-220163/

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Linked faces & inbetween spaces of OEP

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Partnership, Co-Production & Parkinsons: Why Open?

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Partnership, Co-Production and ParkinsonsDesigning in, for through Partnership

• Starts with the Learner, use of data to profile learner – front line care staff, possibly distanced from education, unfamiliar with learning online

• Build a journey based on their needs, think about where they are, their context, experience, where they want to go

• Builds on the resources and capabilities you bring and/or want to develop – strategic and operational alignment

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What we Learnt … The M of MOOC can distract people from thinking about Openness, it is and it is not about scale,

It is about scope, enhancing how you support learning in the workplace,

Embedding openness meaning thinking about what is enables for your organisation and your learners.

These lessons are not “one way”, what does it mean to be public facing organisation – soft transitions

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Exploring Learners Journeys: Exercise 1

• Draw out an “rich picture” of your “ideal” [transitional/workplace] learner

• Draw out a “rich picture” of your actual [transitional/workplace] learner

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Exploring Learning Journeys: Exercise 1

• The ideal learner tells us a great deal about the resources and capabilities of the organisation – it is often what they are good at delivering

• The actual learner also tells us a great deal about the resources and capabilities

• [often] both highlight the limits of our knowledge about learners needs and wants

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Open to Whom …Exploring OEP as “Use” through partnership

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Listen to Learners, 7 workshops, in two round nearly 200 learners took partMaking Mistakes, it is not about sending out links – we sent one outMapping their own learning journey – how they might support peers

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Exercise 2: Learning Journeys & Transformation

A Journey is about moving through, process and destinations, stops along the way

Sketch our a learning journey(s) for your ideal or actual learners (or perhaps a mix)

Detail the landmarks they encounter, the critical incidences, the support, the shift between non formal, informal and formal, the barriers and enablers.

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“Peer support is important

Structure is vital, in the workplace, in the design of the materialsDigital skills a concern and a motivation

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What we learnt … “it is not written for us”

Structure and Support – they like MOOCs, for them “the C” (course structure is important)

Recognition is important, badges yes, but “trusted sources” of content and support vital for learner and employer

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What we [are still] learning …

Badged Open Courses – appropriate levelled content, with emphasis brand as important as the badgeSupport in the workplace – peer groups (akin to a reading group)

Lifewide learning – access to HE level learning, orientation to learning at the level and online

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Concluding Remarks Organisations recognise and want to address questions of inclusion, they can act as “trusted sources” “safe places” supporting and structuring learners transitions

They see free open and online seems to be about extending and enhancing their offer – enabling them to reach people in different ways.

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Concluding RemarksApplying learner focussed approaches to educational practices in the open means operating in the interstices of OEP – between production and use.

Means approaching HE indirectly, through learners experience & new sites of knowledge production – OEP as open to …

We have shifted, early focus on EP of OEP, away from the R of OER, partnership and “relevant knowledge” has brought us back to consider how of Open Educational Production (classic WP, reforming the academy rather then the learner)…


Questions


Contact Us:Email:[email protected]

Social media:@OEPScotland@roughboundsWWW:www.oeps.ac.ukwww.oepscotland.org


Acknowledgements

The OEPS Team; The Parkinsons Team; The Scottish Union Learning Team; All the Learners

License and CitationThis work is licensed under the Creative Commons Attribution 4.0 International License. Please cite this work as: Cannell P. Macintyre R. (2016).Using Open Educational Resources to Support Student Transitions. Changing Places: Student Transition in Higher Education. University of Stirling. https://www.stir.ac.uk/hr-od/learning-and-development/learningandteaching/thelearningandteachingconference2016/conferenceprogramme2016/

http://creativecommons.org/licenses/by/4.0/