the oer engagement ladder

The OER Engagement Ladder From ‘novice’ to ‘expert’ OER user

JISC Innovating e-learning 2012 15 November 2012, 14:00 -15:00

geezaweezer cc by

F. Wild cc by F. Wild cc by Narrator: Joanna Wild Alan Educator Jane OER-Promoter

Starring:

OER

(UNESCO 2012)

“teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions”

• Researching OER use: how did it all start? • Method • OER Engagement Ladder • Strategic considerations • Support & service considerations • Discussion

Outline

Researching OER use: why?

The other side of the coin

• Perceived benefits of using OER • Enabling factors

– Attitudinal, Pedagogic, Logistical, Strategic

5

OER Impact Study

OER Engagement Study

• How do institutions, departments, individuals go about raising lecturers’ engagement with OER reuse?

• How do they define ‘engagement’? • What are the progression stages from ‘novice’ to ‘expert’

OER users? What are the barriers? What are the enabling factors?

Qualitative & exploratory: 1. Semi-structured interviews with:

• OER Promoters (10) • Teachers (5) • ‘OER faculty champions’

2. OER engagement ladder

Method

“It is a ladder and it’s a steep ladder sometimes”

Is ladder a good metaphor?

“It’s not a neat move up the ladder thing, it's more of you get so far and then you suddenly realise: ‘Oh, so this is why!’”

The OER Engagement Ladder

Many Self OER

• Shares and reuses ER locally or

within existing communities of practice

• Uses digital resources found on the web to enhance teaching and learning

• Directs students to online resources as supplementary material

Underpinning

Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by

Many Self OER Underpinning

Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by

• Little (or no) awareness of

copyright and licensing operating under ‘fair use’

+ misconceptions

Many Self

Social

OER

OEP

• Awareness of the concept of OER &

open licences

Step 1: Understanding

Underpinning

Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by

Many

Social

OER

OEP

Step 1: Understanding

Underpinning

“I knew about the CC licence but I kind of put it at the back of my mind… I thought it wasn’t that important”

Enabling • Emerging distinction between OER

and ‘stuff on the Web’

Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by

Many Self

Social

OER

OEP

Step 1: Understanding

Underpinning

“I knew about the CC licence but I kind of put it at the back of my mind… I thought it wasn’t that important”

Enabling • Emerging distinction between OER

and ‘stuff on the Web’

Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by

• Reassurance that using OER is acceptable, and even, good practice

“One of my concerns about OER in general is the thought that people might see it lazy or poor practice. So it was very useful to go to this session and to received information that it’s not poor practice”

Many

Few

Self

Social

OER

OEP

• Searches for OER to fill

gaps/supplement learning

• Reuses OER produced or recommended locally

Underpinning

Step 1: Understanding

Piecemeal

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Many

Few

Self

Social

OER

OEP

Enabling • Networks of trust

Underpinning

Step 1: Understanding

Piecemeal

Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by

“E-resources team is really good, very proactive with sending stuff and circulating resources”

Many

Few

Self

Social

OER

OEP

Enabling • Local repositories

Underpinning

Step 1: Understanding

Piecemeal

Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by

“There is definitely a comfort zone of: ‘My institution has already validated these things so I am not going to get in trouble for using these’”

Few

Self

• Is involved in designing a online

course

Step 2: Need

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Underpinning

Step 1: Understanding

Piecemeal

“It all seemed a bit of a blind panic at the beginning: ‘how I am going to write all of this?’

Few

Self OER

Step 2: Need

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Underpinning

Step 1: Understanding

Piecemeal “We invite people to reconsider

their practices at the stage of designing their course and consider alternatives that include OER”

Few

Self

Step 2: Need

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Underpinning

Step 1: Understanding

Piecemeal

Perceived benefit: productivity “So when they introduced

us to OER, then I thought: ‘oh that's great!’”

Piecemeal

Many

Few

Self

Social

OER

OEP

• Reuses OER produced externally • Tweaks OER • Integrates OER into core teaching • Attributes the creator

Strategic

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Underpinning

Step 1: Understanding

Step 2: Need

Piecemeal

Piecemeal

Many

Few

Self

Social

OER

OEP

Logistical barriers: • Discoverability • Quantity and quality of OER • Licences

Strategic

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Underpinning

Step 1: Understanding

Step 2: Need

Piecemeal

“It’s difficult to find the kind of resources I need… I gave up”

Piecemeal

Many

Few

Self

Social OEP

Strategic

Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by

Underpinning

Step 1: Understanding

Step 2: Need

Piecemeal

Enabling factors (strategic): • Support in searching, selecting and correct attribution • Local repositories+

“If you involve the library, you’re likely to get a list of 6 or 8 resources which you might look at and decide that may be 3 or 4 are suitable”

Many

Few

Self

Social

OER

OEP

Enabling factors (pedagogic): • Granularity • Pedagogic intent

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Underpinning

Step 1: Understanding

Step 2: Need

Strategic

Piecemeal

Many

Few

Self

Social

OER

OEP

• Appraises the effects of using OER

on students’ learning experience and own practice

Step 3: Reflection

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Underpinning

Step 1: Understanding

Piecemeal

Step 2: Need

Strategic

“We’ll wait and see how the new module goes on a course.”

Many

Few

Self

Social

OER

OEP Step 3: Reflection

Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by

Underpinning

Step 1: Understanding

Piecemeal

Step 2: Need

Strategic

• Shares own resources openly

“Until you get to this point it’s: ‘I found something, it is helpful for me’. And you have to be really engaged with it before you think: ‘this is good for everybody!’”

Many

Few

Self

Social

OER

OEP Step 3: Reflection

Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by

Underpinning

Step 1: Understanding

Piecemeal

Step 2: Need

Strategic

“I now always go for images that have CC licence. I never know when I might want to upload [my resource] somewhere and share it”

Benefit: Terms of use

Many

Few

Self OER

OEP

• OER is embedded into teachers’ every-day practice

• Advocates and encourages others to use OER

• [Modifies and shares back]

Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by

Embedded

Step 3: Reflection

Underpinning

Step 1: Understanding

Piecemeal

Step 2: Need

Strategic

“The more confident you feel with it, the more you use it .”

Many

Few

Self OER

OEP

• OER is embedded into teachers’ every-day practice

Enabling factors: • Acceptance by students

Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by

Embedded

Step 3: Reflection

Underpinning

Step 1: Understanding

Piecemeal

Step 2: Need

Strategic

Many

Few

Self OER

OEP

• [Modifies and shares back]

Enabling factors:

Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by

Embedded

Step 3: Reflection

Underpinning

Step 1: Understanding

Piecemeal

Step 2: Need

Strategic

“Does OER lead to a better practice? I think it does, just because of the dialogue around it”

• Discipline-specific communities • Staff development opportunities OER as a by-product or a means to

an end

Few

Self OER

OEP

Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by

Step 3: Reflection

Underpinning

Step 1: Understanding

Piecemeal

Step 2: Need

Embedded

Strategic

F. Wild cc by

Strategic considerations I OER use is made integral to existing strategies…

“We wrote OER into our teaching and learning strategy a couple of years ago”

“Sustainability is talking about OER in all the other [CPD] workshops”

“I think the advantage of the PGCert is starting to catch every new member staff coming in”

Strategic considerations I OER use is made integral to existing strategies…

… and embedded into existing systems and services

“We wrote OER into our teaching and learning strategy a couple of years ago”

Strategic considerations II Senior management in individual faculties commit to OER;

sponsor promotional activities

Grass-roots initiatives seek management backing OER

“If the buy-in to use OER is not high enough in your institution, engagement gets to a certain point and then it just becomes something that individuals are doing”

Academics are not going it alone • Support for sourcing OER

– Librarians as filters or help – Learning technologists

• Templates for searching • Tools for evaluating and attribution

38

Support & service considerations

“Librarians are brilliant in finding things. It’s what they love doing!”

Academics are not going it alone • Support for understanding licences and attribution

39

Support & service considerations

The tool that I will forever praise is the Open Attribute tool… I just say to them: ‘Do this, follow what it says, there you go, here is your attribution, put it in. I love that tool!

A-------------------- -----------------------B = OEP

Support & service considerations

• Original drawings: Fridolin Wild, cc by: slidesha.re/UecTWE • OER Impact model: McGill, L., Falconer, I., Beetham, H. and Littlejohn, A.

JISC/HE Academy OER Programme: Phase 2 Synthesis and Evaluation Report. JISC, 2011 https://oersynth.pbworks.com/w/page/46324015/UKOER%20Phase%202%20final%20report

• Liz Masterman & Joanna Wild: OER Impact Study: Research Report: http://bit.ly/Lajesu

• David White & Marion Manton: Open Educational Resources: The Value of Reuse in Higher Education: http://bit.ly/TJThaX

• Joanna Wild: The OER Engagement Study: http://bit.ly/UEcbPi • Joanna Wild & Liz Masterman: WW1 Centenary Continuation &

Beginnings. Evaluation report, to be published

References & Acknowledgements