from expert to novice oer user: the oer engagement ladder
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The OER Engagement LadderFrom ‘novice’ to ‘expert’ OER user
JISC Innovating e-learning 201215 November 2012, 14:00 -15:00
geezaweezer cc by
F. Wild cc by F. Wild cc byNarrator: Joanna WildAlan 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 OERUnderpinning
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 factors (attitudinal)• 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 factors (attitudinal)• 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
Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by
Many
Few
Self
Social
OER
OEP
Enabling factors• 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 factors• 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
Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by
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
Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by
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
Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by
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
Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by
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
Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by
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
Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by
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
Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by
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
OEPStep 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
OEPStep 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
misconceptionsroutineslogistical barriers
OER-focus
• 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