“Opening Up: Staff attitudes to open learning”

OCWC Global7th May 2010

Andy BegganLearning Team LeaderThe University of Nottingham

Outline of presentation

About Nottingham Why open learning?

Strategic drivers Background

Staff attitudes Focus group feedback Staff survey results Challenges Activities Impact on Nottingham

Next steps

About Nottingham• Research led institution• Student numbers

• 39,300 students (postgrad and undergrad)• 9,700 international (130 countries)• Six campuses (inc. China and Malaysia)

• E-Learning Support (Learning Team)• Multimedia production unit• VLEs• E-assessment• Video production/podcasting• Computer aided learning• E-learning development (Xerte)

U-Now

1.Social responsibility2.Promotional opportunities3.Cost efficiencies

What is Nottingham doing? U-Now – OCW/OER Launched 2007 Member of OCWC 2008 11,280 visitors Q1 2010

Up 67% over Q1 2009 Over 2000 downloads for

‘Anatomists cookbook

UK HEA/JISC funded through BERLiN project 2009/10

The BERLiN project

Re-invigorate the U-Now (2009/10) Capturing examples from across all campuses Issues assigning credits? Led to ‘module frameworks’

Introduction to microeconomics

Rich learning objects add further depth No limitations of what can be made available

Podcasts and videos, interactive learning content, PDFs, etc

Copyright ‘hurdles’ main barrier

Opening up: Staff attitudes Open learning focus groups (Summer 2009) 20 academic staff across 5 focus groups All faculties at all levels of academic staff Feedback grouped under themes

Areas +ve, -ve, neutral Themes

Online staff survey (Mar 2010) 6% of academic staff (98)

Focus group feedback

19

154

138Social responsibility PromotionCost efficiencies

Focus groups

Impact

Commercial

IPR

University showcase

Academic concerns

Academic promotion

Changing current practice

Development costs

Target audience

Learning strategies

Book sales

QA

Barriers for reuse

Loss of control

Social responsibility Promotion Cost efficiencies

Distribution across themes

Focus groups

1. Social responsibility

“I have got this feeling that there’s people out there who don’t have access to education and that they’ve got access to the internet. Maybe they could use these courses or sessions or the odd video or whatever to just top up what they cannot manage to get from their own education system.”

Focus groups

1. Social responsibility

Impact

Commercial

IPR

University showcase

Academic concerns

Academic promotion

Changing current practice

Development costs

Target audience

Learning strategies

Book sales

QA

Barriers for reuse

Loss of control

Positive Negative Neutral Focus groups

Contribution• Individual• School• Consortium

Clearance• Permissions• IPR• Copyright

Construction• Assembly• Packaging• URLs

Cataloguing• Metadata• Keywords/tags• Upload

Circulation• OER aggregating

sites• RSS feeds• Web2.0

Connections• Internal• External• Partnerships

Connections• Internal•External•Partnerships

Connections• Internal•External•Partnerships

Strongly Agree11%

Agree56%

Neutral25%

Disagree7%

Strongly Disagree1%

Open Educational Resources (OER) can help build fruitful partnerships

with colleagues and institutions worldwide

Strongly Agree6%

Agree48%

Neutral38%

Disagree5%

Strongly Disagree2%

Students benefit from the range of approaches available through

the use of Open Educational Resources(OER) in my teaching

Staff survey

OER Africa feedback on U-Now Address multiple audiences at the same time Display

Intended level of use and target audience Brief description Licence File size Technical information and publisher Downloading instructions

Different approaches to navigation (browse, filter, search) Encourage editing and repurpose

UKOER~OER Africa / UNESCO partnerships OER ‘Shopping list’ to support African HEIs

International partnerships

2. Promotion

“I don’t think it would make any difference to our reputation as teachers. The whole culture is research. All the promotions and everything are through research.”

“I fought quite hard for the materials to be made more widely available than just within the University for a number of reasons. It adds to the reputation of the Centre, it attracts good tutors; it’s got lots of knock on effects that are very positive.” Focus groups

2. Promotion

Impact

Commercial

IPR

University showcase

Academic concerns

Academic promotion

Changing current practice

Development costs

Target audience

Learning strategies

Book sales

QA

Barriers for reuse

Loss of control

Positive Negative NeutralFocus groups

Enha

nce

Uni

vers

ity r

eput

atio

nEn

hanc

e pe

rson

al r

eput

atio

nEn

hanc

e th

e us

ers

know

ledg

e of

a s

ubje

ct

Enha

nce

the

user

s kn

owle

dge

of a

cou

rse

Supp

ort s

tude

nts

with

out f

orm

al a

cces

s to

HE

Shar

e be

st p

ract

ice

Red

uce

deve

lopm

ent c

osts

/tim

e

Dev

elop

com

mun

ities

and

bui

ld c

onne

ctio

nsEn

hanc

e cu

rren

t pra

ctic

eSu

ppor

t dev

elop

ing

natio

ns

Enhance Uni-versity reputa-

tion

Enhance personal

reputation

Enhance the users know-

ledge of a sub-ject

Enhance the users know-ledge of a

course

Support stu-dents without access to HE

Share best practice

Reduce de-velopment costs/time

Develop communities

and build connections

Enhance current prac-

tice

Support de-veloping na-

tions

73%

56%60%

47%

66%72%

22%

44%

33%

58%

9% 7%

51%

34%

22%

42%47%

21%

30%

15%

What benefits do you see in publishing and using OER materials?

Publishing Using

Staff survey

Open Courseware Consortium Joined OCWC in 2007/8 One of 4 UK members

Mathematical institute, Oxford Peoples-uni.org The Open University The University of Nottingham

Doubled visitors to U-Now Around 30% referrals to U-Now Q1

2010 comes via OCWC

Submission via RSS

Promotion of staff

3. Cost efficiencies “ I’ve used other people’s materials and some stuff

you see is terrible and other things you think oh that’s a good idea I’ll do it like that. You pick and choose, mix it up with your own stuff and I find that an incredibly positive process.”

“There would be issues over copyright, principally images, graphs, figures, data from papers and textbooks used willy-nilly in lectures because you don’t have that fear… you are breaching copyright.”

Focus groups

3. Cost efficiencies

Impact

Commercial

IPR

University showcase

Academic concerns

Academic promotion

Changing current practice

Development costs

Target audience

Learning strategies

Book sales

QA

Barriers for reuse

Loss of control

Positive Negative Neutral Focus groups

Strongly Agree

19%

Agree49%

Neutral20%

Dis-agree10%

Strongly Disagree2%

I would only use OER in my teaching if I am able to edit and personalise the materials for use with my students

Strongly Agree1%

Agree49%

Neutral42%

Disagree6%

Strongly Disagree2%

Reusing OER is a useful way of developing new courses

Staff survey

Re-purposing OER

Lect

ure

Not

es

Rec

orde

d le

ctur

esPo

dcas

ts (o

ther

than

lect

ures

)In

tera

ctiv

e le

arni

ng o

bjec

tsPo

wer

Poin

t slid

es

Mod

ule

hand

book

sA

sses

smen

t que

stio

ns (f

orm

ativ

e)

Ass

essm

ent q

uest

ions

(sum

mat

ive)

Rea

ding

list

s

Tim

etab

les

Imag

es

Ani

mat

ions

Vid

eo

Lecture Notes

Recorded lectures

Podcasts (other than lectures)

Interactive learning ob-

jects

PowerPoint slides

Module handbooks

Assessment questions

(formative)

Assessment questions (summat-

ive)

Reading lists

Timetables Images Animations Video

49 %

30% 30%

38%

66%

33%37%

23%

53%

15%

35%

28%

35%

46%

27%33%

39%

59%

32%

38%

29%

43%

9%

46%

38%42%

What types of open resources would you be most willing to publish or use?

Publish Use

Staff survey

XPERT Producer-centric models Xerte Public E-learning ReposiTory UK JISC funded under rapid innovation programme To progress the vision of a distributed architecture of

e-learning resources for sharing and re-use Based on Xerte Online Toolkits

www.nottingham.ac.uk/xerte www.nottingham.ac.uk/xpert/

Xerte Online Toolkits

XPERT

http://www.nottingham.ac.uk/xpert/

Aware-ness of the uni-versity OER re-pository

and other OER re-

positories

Fear over copyright infringe-

ment

Owner-ship and

legal barriers (other than copy-right)

Your time Scepti-cism over

useful-ness

Lack of reward and re-

cognition

Possible negative impact on

reputa-tion

Lack of support

School/institution

policy

Criticism from col-leagues

Criticism from

students

Impact on career

progres-sion

Relev-ancy of

materials available

Lack of feedback

from users

32%

58%

43%

65%

16%

37%

21% 23%

11% 9%3%

8% 8%13%

55%

25%

16%

26% 24%

8%3%

8%5% 8% 8%

1%

40%

5%

What barriers do you face in publishing and using OER materials?

Publishing Using

Staff survey

Staff survey

Impact on Nottingham

Yes29%

No68%

Unsure3%

Staff survey: I have submitted teaching and learn-ing resources for publication as OER

Yes39%

No17%

Unsure44%

Staff survey: I will submit teaching and learning resources for publication as OER in the future

Yes27%

No70%

Unsure3%

Staff survey: I have used OER from other academ-ics in my teaching

Yes42%

No14%

Unsure44%

Staff survey: I will use OER from other academics in my teaching in the future

Next steps Social responsibility

UKOER~OER Africa framework

Promotion U-Now website review School based and subject based RSS feeds

Support growth of local communities Link to prospectuses / school webpages

Cost efficiencies ‘Digital literacy course’ Appropriate reuse and repurpose of OER Workshops, seminars, PGCHE New tools and technologies

Any Questions?

http://unow.nottingham.ac.uk/