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Librarians and Open Educational Resources: a match made in...Learn to Share to Learn,A joint conference from the South Western Regional Library Service and the JISC Regional Support Centre South West.Taunton Rugby Club March 23rd 2011,[object Object],R. John Robertson JISC CETIS, Centre for Academic Practice and Learning Enhancement, University of Strathclyde,[object Object],robert.robertson@strath.ac.uk@kavubob,[object Object],This work is licensed under a Creative Commons Licence.[please note individual logos or photos may have separate licences where indicated],[object Object]
Outline,[object Object],Introduction,[object Object],Context,[object Object],A role for librarians,[object Object],A role for libraries,[object Object],Survey results,[object Object],Reflections ,[object Object],2,[object Object]
Introduction: JISC CETIS,[object Object],JISC CETIS is a JISC Innovation Support Centre, supporting the sector through: ,[object Object],participating in standards bodies, ,[object Object],providing community forums for sharing experiences in using particular technologies and standards,[object Object],providing specific support for JISC funded development programmes such as the UKOER programme. ,[object Object]
Introduction: UKOER Programmes,[object Object],The Open Educational Resources Programme is a collaboration between the JISC and the Higher Education Academy in the UK. ,[object Object],The Higher Education Funding Council for England (HEFCE) provided an initial £5.7 million of funding, for a pilot programme (April 2009 to March 2010) and a subsequent £5 million of funding (August 2010- August 2011) for a follow-up programme both of which explore how to expand the open availability and use of free, high quality online educational resources.,[object Object]
Context: changes in how we get and use resources of all types,[object Object],Independent and corporate provision is now more likely to be operating of resources is likely to be operating at a western if not global scale,[object Object],Local provision, and control of resources is changing,[object Object],Wider context of (limited) openness,[object Object],Some of the skills to navigate this new environment are new but many should be familiar,[object Object],5,[object Object]
Context: an open landscape,[object Object],Openness,[object Object],Open Source software,[object Object],Open Access,[object Object],Open Data (& Open Gov),[object Object],Open Licensing: in particular Creative Commons,[object Object],Existing practices of sharing ,[object Object],Potential business models,[object Object],6,[object Object]
Context: a rough guide to Open Education,[object Object],characterised by a commitment to create, share and use/remix educational resources.,[object Object],no set choices of platform,  standard, format, or type of material, but lots of lightweight and informal approaches ,[object Object],use of clear licensing and some avoidance of resources with restricted license. ,[object Object],Beginning to move towards the educational mainstream?,[object Object]
OER initiatives (1/3),[object Object]
OER initiatives (2/3),[object Object]
OER initiatives (3/3),[object Object],MIT OpenCourseWare,[object Object],OU OpenLearn,[object Object],Carnegie Mellon Open Learning Initiative,[object Object],OpenMichigan,[object Object],CCLearn/ Creative Commons,[object Object],UKOER,[object Object],iTunesU (not necessarily open),[object Object],10,[object Object]
Context: What is an Open Educational Resource? (1/2),[object Object],It can be an image or a whole course with learning design, outcomes, and contents,[object Object],Example formats of OER are:,[object Object],pdf, ,[object Object],course designs  ,[object Object],ppt, ,[object Object],lecture videos, ,[object Object],images, ,[object Object],animations,[object Object],question items,[object Object],textbooks,[object Object],11,[object Object]
Context: What is an Open Educational Resource? (2/2),[object Object],Distinguishing features...,[object Object],Open license (frequently CC),[object Object],Usually non-transactional ,[object Object],granting permissions without further request,[object Object],Educational origin/ association/ purpose/ function...,[object Object],12,[object Object]
OER examples,[object Object],13,[object Object]
OER examples,[object Object],14,[object Object]
Reflection,[object Object],What skills do you think are needed to find, use, and manage OER?,[object Object],15,[object Object]
A Role for Librarians,[object Object],16,[object Object]
What is librarianship all about...,[object Object],“Libraries are not about books! Books are merely the manifestation of the real object of librarianship -- processes surrounding information”,[object Object],Eric Lease Morgan, University of Notre Dame http://twitter.com/ericleasemorgan/status/44903319935782912,[object Object],17,[object Object]
The Open Access parallel?,[object Object],University libraries are highly involved in Open Access:,[object Object],Advocacy,[object Object],Establishing permissions and managing IPR,[object Object],Running and supporting software required,[object Object],Providing services to faculty and students to support OA and adding value,[object Object],Often, increasingly ties into institutional research management and may contribute to raising research profile,[object Object],18,[object Object]
Reflection revisited,[object Object],What skills and knowledge are needed?,[object Object],19,[object Object]
Relevant LIS skills?,[object Object],Reference Enquiries,[object Object],Metadata and resource description,[object Object],Information management and resource dissemination,[object Object],Digital or Information literacy (finding and evaluating OERs),[object Object],Subject-based guides to finding resources,[object Object],Managing Intellectual Property Rights and promoting appropriate open licensing ,[object Object],Preservation,[object Object],20,[object Object]
Digital literacy – example,[object Object],What do students  need to know to find and use OERs?,[object Object],Find it,[object Object],Evaluate it,[object Object],Understand what they actual need,[object Object],Know how to engage with/use it in a way that will help them,[object Object],21,[object Object]
Digital literacy – example part 2,[object Object],Some of those skills and knowledgefit directly with ‘traditional’ information literacy courses which librarians often provide and it would be possible to easily include OERs as examples in those classes,[object Object],Some of those skills and knowledge fit naturally with ‘traditional’ study skills providing by others (units on campus, schools, council intiatives),[object Object],An opportunity for libraries to collaborate and embed in wider processes,[object Object],22,[object Object]
Knowing our limits?,[object Object],Educational context/ understanding pedagogy,[object Object],Assessing educational needs (vs information literacy enquiry),[object Object],Supporting student study skills (libraries are just part of the picture),[object Object],-> Partnerships needed,[object Object],23,[object Object]
Possible pitfalls,[object Object],Libraries can be slow to adapt and support new services or modify existing ones,[object Object],OERs are often ephemeral and require a lighter touch and different forms of access than traditional research materials [a danger of cataloguing to death],[object Object],New applications of skills may be required,[object Object],OERs require a degree of risk management , not just risk avoidance – libraries are traditionally risk averse,[object Object],24,[object Object]
A Role for Libraries,[object Object],25,[object Object]
What do learners need?,[object Object],26,[object Object]
What do learners need?,[object Object],Access to IT,[object Object],Space – (formal and informal),[object Object],Advice,[object Object],Resources,[object Object],Links to /part of educational,[object Object],What are the challenges?,[object Object],27,[object Object]
Academic Libraries and OERs: a survey,[object Object],28,[object Object],These laws are:,[object Object],Books are for use.,[object Object],Every reader his [or her] book.,[object Object],Every book its reader.,[object Object],Save the time of the reader.,[object Object],The library is a growing organism.,[object Object]
In conclusion:Ranganathan [adapted],[object Object],These laws are:,[object Object],OER are for use.,[object Object],Every user his [or her] OER.,[object Object],Every OER its user.,[object Object],Save the time of the user.,[object Object],Open collections are growing organisms.,[object Object],29,[object Object]
Further Information,[object Object],http://blogs.cetis.ac.uk/johnr/oers-and-libraries/,[object Object],http://jisc.cetis.ac.uk//topic/oer,[object Object],http://wiki.cetis.ac.uk/Educational_Content_OER,[object Object],Belliston, C. Jeffrey. Open Educational Resources: Creating the instruction commons C&RL News, May 2009 Vol. 70, No. 5 http://tinyurl.com/yhoezak,[object Object]
Libraries and OERs survey: audience and caveats,[object Object],Responses and incompletes,[object Object],Audience,[object Object],survey of OER initiatives (not libraries as such),[object Object],Mainly academic audience,[object Object],but went out more widely,[object Object],Design of last question caused some confusion in responses,[object Object],31,[object Object]
Survey respondents: 36,[object Object],32,[object Object],About 52% librarians, all based in libraries,[object Object]
Academic Libraries and OERs survey,[object Object],33,[object Object]
Academic Libraries and OERs survey,[object Object],34,[object Object]
Academic Libraries and OERs survey,[object Object],35,[object Object]

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Librarians and Open Educational Resources: a match made in...

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Hinweis der Redaktion

  1. Please note: Logos may be under different licences – their respective owners policies should be consulted before their use.
  2. http://openlearn.open.ac.uk/
  3. http://openlearn.open.ac.uk/
  4. http://en.wikipedia.org/wiki/Open_educational_resources
  5. Ipr major activity, and staff student support, disseminationMetadata and ‘quality’/ indexing least
  6. http://wiki.cetis.ac.uk/Educational_Content_OERhttp://jisc.cetis.ac.uk//topic/oerContact detailsrobert.robertson at strath.ac.ukLmc at strath.ac.ukPhilb at icbl.hw.ac.uk
  7. Even spread of findings; high involvement in release – what types of skills? Content management, ipr?
  8. Comapratively low use : library’s not supporting use as much as release
  9. Better trend, slightly more involvement in use