the oer engagement ladder

OER Engagement Study:Promoting OER reuse among academics

Joanna Wild

The Open University 12th June 2012

Motivation for the study

OER impact study Research focus:

1. How do institutions, departments, individuals go about raising teachers’ engagement with OER reuse?

2. What are the providers of ‘OER training’ trying to achieve and how can they tell that they’ve been successful?

• What is the optimal engagement with OER reuse in view of different stakeholders and what are the intermediate steps?

• How can engagement be sustained/nurtured?

What I did

Qualitative & exploratory Semi-structured

interviews with:• Providers of OER

initiatives (10)• Teachers (5)• Teachers with a

staff development role within their faculty (4)

OER engagement ladder

Data analysis: techie

Data analysis: old school

What are the approaches?

Who are the main stakeholders?

Making OER an integral part of existing inst. strategies We wrote OER into our teaching and learning strategy a couple

of years ago Open Education was set as the priority for the year…

Getting buy-in of senior management in individual faculties Impetus from central L&T teams

…we had representatives from each faculty that liaise directly with the centreor

Impetus from individual teachers

Lots of bottom-up activities… …but don’t rely solely on bottom-up initiatives ( fragmented)

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

Making OER integral to existing systems and services When you have a top-down person telling people to do it, they

kick against it, whereas having people that are trusted saying: ‘Have a go with that!’ - that's more beneficial

Key stakeholders: People supporting module teams Academic Librarians Learning technologists (e-learning teams) Staff responsible for implementing graduate attributes Staff developers

PG Cert in HE

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

CPD etc.

…Sustainability is talking about OER in all the other workshops

What is the optimal engagement with OER reuse

and what are the intermediate steps?

How can engagement be sustained/nurtured?

The OER Engagement Ladder

The OER Engagement Ladder. ©2012 Joanna Wild, University of Oxford, CC BY

Many

Few

Self

Social

OER

OEP

A good metaphor?

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

I quite liked the idea of doing this like that […] I don’t see it a sort of neat move up the ladder thing, it's more of you get so far and then you suddenly realise: ‘Oh, so this is why!’Original image geezaweezer cc by;

adapted by Joanna Wild ©2012 licensed cc by

Many

Few

Self

Social

OER

OEP

Directs students to online resources as supplementary material

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

Shares and reuses educational resources locally or within existing communities of practice

None: The Underpinning

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

Many Self

Social

OER

OEP

‘It benefited others’!I knew about the cc license but I kind of put it at the back of my mind and it wasn’t that important. And it’s when I went to the workshop that I realised: Actually it is important!

Is aware of OER & CC

Is confident that it’s ok to use it



Many

Few

Self

Social

OER

OEP

Reuses OER produced or recommended locally

Searches for OER

Low: Piecemeal

Enabling factors: Realistic expectations Local repositories Networks of trust

Recommendations Building community

knowledge

Enabling factors: Realistic expectations Local repositories Networks of trust

Recommendations Building community

knowledge



Many

Few

Self

Social

OER

OEP

Is involved in (re)designing a course …it all seemed a bit of a

blind panic at the beginning: ‘how I am going to write all of this?’ So when they introduced us to OER, then I thought: ‘oh that's great!’

Enabling factors: We invite people to

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

Enabling factors: We invite people to

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



Low: Piecemeal

Step 2: Need

Many

Few

Self

Social

OER

OEP

Attributes OER Integrates OER into

core teaching Tweaks OER Reuses OER produced

externally

Medium: Strategic

Enabling factors: Knowing where to

search for OER Support in locating

relevant OER Minimum adaptation Understanding CC BY…

Enabling factors: Knowing where to

search for OER Support in locating

relevant OER Minimum adaptation Understanding CC BY…



Low: Piecemeal

Step 2: Need

Many

Few

Self

Social

OER

OEP

Appraises the effects of using OER on students’ learning experience and own practice We’ll wait and see how the new

module goes on a course

Shares own OER I now always go for images that

are labelled for reuse and have CC license […] because I never know when I might want to upload it somewhere and share it.

it's only at that stage in which you begin to make sure everything is fairly attributed



Low: Piecemeal

Step 2: Need

Medium: Strategic

Many

Few

Self OER

OEP Advocates OER Encourages others Reuses & re-shares

Resource focused Pedagogy focused

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

OER is embedded into teachers’ every-day practice It becomes your second nature The more confident you feel with

it the more you use it

Enabling factors: Evidence OER as a staff dev. tool

Enabling factors: Evidence OER as a staff dev. tool


High: Embedded


Low: Piecemeal

Step 2: Need

Medium: Strategic

Many

Few

Self

Collective

OER

OEP


Original image moedermens cc by,adapted by Joanna Wild ©2012 licensed cc by


Low: Piecemeal

Step 2: Need

Medium: Strategic

High: Embedded

What are the providers of ‘OER training’ trying to achieve?

How can they tell that they’ve been successful?

Many

Few

Self

Social

OER

OEP

Is aware

“It’s early days” but: It’s when I went to the

workshop that I realised: actually [cc license] is important

I think it was one of the most important things, the reassurance that it’s an appropriate way of doing things

I do know where to find them It’s made me much more

open to actually trying to find things and embedding them into the programme

A part of [the course] is available freely to other people

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

It’s ok

Integrates

Knows where

Gives



Low: Piecemeal

Medium: Strategic

High: Embedded

Assesses

Directs

Recommendations in brief Embed OER into existing systems and

services but follow up with targeted support

Identify champions within the department andcapitalise on their enthusiasm & knowledge

Engage staff developers, librarians, LT-ists: build a network of support

Collect evidence & examples Recognition = Time & Space to experiment

If you would like to find out more…. Go to:

http://www8.open.ac.uk/score/outputs scroll down to my name (Joanna Wild) and browse through the outputs of my research

Download the full research report from: http://bit.ly/UEcbPi

http://www8.open.ac.uk/score/outputs

http://www8.open.ac.uk/score/outputs

http://bit.ly/UEcbPi