oer score-2012
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11 UKOER synthesis and evaluation
Allison Littlejohn, Lou McGillHelen Beetham, Isobel Falconer
Caledonian AcademyGlasgow Caledonian University, UK
www.academy.gcal.ac.uk
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Vision Extending reputation
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‘Open education is not limited to just open educational resources.
It also draws upon open technologies that facilitate collaborative, flexible learning and the open sharing of teaching practices that empower educators to benefit from the best ideas of their colleagues.
It may also grow to include new approaches to assessment, accreditation and collaborative learning'.
CapeTown Open Education Declaration, 2008
‘New’ era of Open Education and Open Learning
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Paradigm shift from .....to...We know, we teach you Learners' digital skills rewarded and used as a resource for the
learning community/group/collective
Stable job market in specific vocations and professions
Unstable job market: adaptability management of multiple roles to the fore
Students typically on two- or three-year programmes of study:
Students engaged in multiple forms of learning while employed /or attending several institutions
Established methods, based in disciplines
Emerging and mixed methods, interdisciplinary problem spaces
Students become 'qualified' in specific kinds of academic knowledge practice
Students need to strategically manage a range of knowledge practices, for different contexts
Technologies are introduced according to the requirements of the curriculum
Curriculum is continually modified by the impacts of technology in the environment
Modular assessment: focus on achievement within clearly defined curriculum goals
Some cross-modular assessment: focus on self-efficacy and the ability to integrate skills/know-how
Disaggregated services(library, ICT, study skills, careers)
Integrated support for students' learning development and different learning pathways
Induction and one-off training model of literacy support
Ongoing review, progression and just-in-time support
Beetham, McGill, Littlejohn, Learning in the Digital Age, JISC LiDA final Report, 2009
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Vision Extending reputationWhat: Programme aim
to make a wideUKOER1, 2 and 3
Aims to make a wide range of pre-existing digital learning resources freely available and easily discoverable byeducators and learners
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Widespread involvement of teaching staff would bring about a:
• sustainable change in culture moving from focusing on content ownership, to focusing on open sharing;
• sustainable change in practices of reuse and repurposing.
What: Programme aim
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What: Programme aim
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Allison Littlejohn
Isobel Falconer
Helen Beetham
Lou McGill
Who: Evaluation and Synthesis
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Who: Evaluation and Synthesis
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UKOER Phase 2 evaluation links with the OER Impact Studyhttp://www.jisc.ac.uk/media/documents/programmes/elearning/oer/OERTheValueOfReuseInHigherEducation.pdf)
UKOER2: social focus
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Who: Evaluation and Synthesis
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OERs are most (re)useable for educational purposes if they are:
• freely available and easily discovered• trusted and/or reputably sourced• openly licensed• universally accessible• easily disaggregated (by teaching users)• educationally guided (by learning users)• educationally well designed
Littlejohn, Falconer, McGill (2008), Characterising effective eLearning resources, Computers & Education
UKOER2: social focus
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Masterman, E, White, D. and Manton, M. (2011) The Value of Reuse in Higher Educationhttp://www.jisc.ac.uk/whatwedo/programmes/elearning/oer2/oerimpact.aspx
UKOER2: social focus
For teaching staff, the subject relevance and pedagogical ‘fit’ of a resource to their teaching strategy was the key factor. Licensing, while a secondary concern, was also valued... Students were mainly concerned that resources were ‘on topic’ and ‘accurate’... University or education-related provenance was also used as a general indicator of quality, with tutors often investing more time in sourcing resources from trusted providers.
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Vision Extending reputationPractice change: teachers
• Searching for OERs to use in their own teaching – effective search requires understanding licences, finding licencing information
• Adapting OERs (or other content) to support teaching• Making their own resources openly available• Using institutional systems to manage and make OERs available• Adapting their OERs to be used by different groups of users• Reflection on approaches to learning and teaching • Increased technical skills • Collaborating with other professionals, learning new skills• Developing Open Assessment materials• Changing relationships with learners – in negotiating the curriculum
and developing and using content
McGill, Beetham, Falconer, Littlejohn, UKOER2 Final Report, 2011
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Vision Extending reputationPractice change: teachers
“Evidence that this constitutes a (generic) new pedagogy or trend in pedagogic practice is less clear.”
Open Educational Practice Briefing Paper (Beetham, ‘in print’)
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Vision Extending reputationPractice change: learners
• Finding resources to support formal learning (diglits)• Creating content as part of learning activities• Managing content for learning• Mixing content from different sources to create new resources• Commenting on & rating OERs they have used• Using OERs for informal learning or work-based learning• Cant distinguish an OER from other forms of online resource…
McGill, Beetham, Falconer, Littlejohn, UKOER2 Final Report, 2011
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Vision Extending reputationPractice change: learners
Tutor guidance is a critical determinant of technology-based learning practices adopted by learners Goodfellow & Lea, 2009
Learners’ strategies for learning with technologies largely influenced by tutor attitudesMargaryan, Littlejohn and Volgt (2010) Computers and Education
No evidence of widespread and universal disaffection, or of a distinctly different “learning style the like of which has never been seen before” Bennett et al, 2008
Learners can be confident about using the internet yet lack critical capabilities, and research skills JISC 'learners experiences of e-learning’
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Vision Extending reputationPractice change: communities & institutions
“Changing attitudes to content, away from viewing content as constitutive of the curriculum and towards viewing it as an artefact of the learning, research and knowledge-sharing process which can be re-inscribed into new learning situations as and when appropriate.”
Open Educational Practice Briefing Paper (Beetham, ‘in print’)
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Vision Extending reputationPractice change: communities
• Open collaborative activities (may or may not involve OERs)• Sharing, exchange, contributing resources to community
repositories or content management systems • Sharing of teaching practice, content production practice in a
subject or professional context• Developing open content management systems• Considering open practices within their communities and how
to support it
McGill, Beetham, Falconer, Littlejohn, UKOER2 Final Report, 2011
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Vision Extending reputationPractice change: institutions
• Content management practices – moving from closed to open systems
• Changing understanding about where the knowledge sits re copyright/IPR licences, ownership
• Branding and quality control• Using OERs for marketing/showcasing• Cross faculty collaboration and sharing of content & practice• Cross institutional collaboration and partnerships –
understanding different sectors and making links/developing understandings and vocabularies
• Reward practices for OER release and use through cpd and performance review mechanisms
• Need for greater co-ordination of policy and strategy to support changing practices
• Making whole courses or modules open (MOOCS)
McGill, Beetham, Falconer, Littlejohn, UKOER2 Final Report, 2011
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Vision Extending reputationUKOER2 Evaluation & Synth summary
Open Educational Practice Briefing Paper (Beetham, ‘in print’)
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Vision Extending reputationPhase 2 HighlightsUKOER2 Evaluation & Synth summary
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Open Educational Practice and Open Learning Practice
Questions:Are these new practices or existing practices in an open context?
Have you observed other practice changes – tweet examples #openpractice
Task: practice change
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Surfacing Motivations
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What motivations might bring about a sustainable change in culture focusing on open sharing?
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Widespread involvement of teaching staff would bring about a:
• sustainable change in culture moving from focusing on content ownership, to focusing on open sharing;
• sustainable change in practices of reuse and repurposing.
What: Programme aim
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Surfacing Motivations
Each activity is associated with a motive which defines the problem space being worked on.
Change is driven by “contradictions” or “structural tensions” within the system and thus develops from present practice Engeström, 2005, p313
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Extending reputation
strictadherenceto IPR
open resourcesclosed resources
limitedadherenceto IPR
Drivers for transformational change
tension
The tension between
• limited adherence to IPR rules when resources are not openly available &
• strict application of IPR rules when resources are open
Means that individuals may find application of IPR rules a major inhibitor
Tensions around rules
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qualityassessed out ofcontext
open resourcestraditional resources
qualityassessed withinpedagogiccontext
Drivers for transformational change
tension
Tensions around rules
Tension between;
Traditional quality procedures assess resources in the pedagogic context within which they will be used.
Openly released resources lack control of pedagogic context, and cannot 'carry' quality assurance into a more open environment
eg. Humbox: Dickens, Borthwick, Richardson,Lavender, Mossley, Gawthrope, et al, 2010
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‘social’ (eg Web2.0) hosting
dynamic resourcesstatic resources
tested ( eg repository) hosting
Drivers for transformational change
tension
Tensions around tools
The tension between hosting solutions for ‘dynamic’ and ‘static’ resources es for
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Extending reputation
emerging practice
new rolesexisting roles
established practice
Drivers for transformational change
tension
Tensions around roles
The tension between existing roles and practices & new roles requiring novel practices may make OER release unfeasible without significant organisational restructuring.
Example is ‘students as producers of content’..
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Extending reputation
extends reputation
individualinstitution
attracts students & funding
Drivers for transformational change
tension
Tensions around roles
A further tension focuses around who gains recognition - the individual or the institution
This tension reflects the need to balance collective responsibility for quality, branding, and commercialisation with incentives to releasees for
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untestedrelationships
loosely bound networks
tightly knitcommunities
trusted relationships
Drivers for transformational change
tension
Tensions around community
The tension between trust within tightly knit, established communities and relatively low levels of trust across loosely bound networks poses issues for OER release. es for
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Vision Extending reputationTask: think about tensions
Question: Are these tensions observed within your context of OER release?
Tweet other observed tensions #oertensions
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Vision Extending reputationTask: think about key motivations
1.Building individuals‟ or institutions‟ or community‟s‟ reputation, exemplified by OCEP16 or
2. Improving efficiency, cost and quality of production, exemplified by Unicycle
3. Opening access to knowledge, exemplified by the Chemistry FM
4. Enhancing pedagogy through the creation and reuse of OERs exemplified by Java Bread-Board
5. Building technological momentum (and being funded to do so), evidenced in the JISC call (JISC, 2009b).
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Motivations for change
marketisation
academic commons
technologicalmomentum
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Motivations for change
marketisation
academic commons
technologicalmomentum
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Motivations for change
marketisation
academic commons
technologicalmomentum
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Motivations for change
marketisation
academic commons
technologicalmomentum
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How open is ‘open’?
The programme‟s definition of “open” is “free for use and repurposing worldwide” (JISC 2009)….
Over-reliance on trust and community may inhibit long-term significant change.
Falconer, Littlejohn, McGill, Beetham, under review
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OER Synthesis & Evaluation Wiki:https://oersynth.pbworks.com/
Practice change info on wiki https://oersynth.pbworks.com/w/page/41876396/Phase2%20Practice%20change
OER Synthesis & Evaluation Blog:http:/oersynthesis.jiscinvolve.org/wp/
OER InfoKit:https://openeducationalresources.pbworks.com/
UKOER2 Evaluation Summaryhttps://oersynth.pbworks.com/w/
page/47973773/Phase2Summary
Useful resources
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