OER as a scholarly activity within staff development accredited Courses - Tom Browne
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OER as a scholarly activity within staff development accredited Courses - Tom Browne
- 1. OER as a scholarly activity within staff development accredited programmes Matching individual and institutional objectives University of Nottingham, UK | 11 th March 2011 Tom Browne, Open University SCORE Fellow, Education Enhancement | Academic Services | University of Exeter, UK
- 2. OER on the Horizon One year from now…setting the scene: “ The movement toward open content reflects a growing shift in the way academics ... are conceptualizing education to a view that is more about the process of learning than the information conveyed in their courses.” “ Information is everywhere; the challenge is to make effective use of it. As customizable educational content is made increasingly available for free over the Internet , students are learning not only the material, but also skills related to finding, evaluating, interpreting, and repurposing the resources they are studying in partnership with their teachers.” (Educause Horizon Report, 2010) Its time has come!
- 7. OER Phase 1 : May 2009-April 2010 UNESCO OECD UK Government Open Exeter
- 15. Staff Awareness Start with promoting demand -side, into staff development: +ve “ I found some very useful courses which are relevant to my teaching” “ Reduces the uncertainty whether a particular material may be used legally” -ve “ Unless I have invested in creating course content I feel I lack the authority to teach a course” Initial sensitisation
- 20. Support Issues Concerns similar to old arguments re. VLE: “ We will have to invest massive amounts of resources in supporting teachers to deliver OER material” “ Noting the heavily resourced models such as MIT and the UK Open University’s OpenLearn and even worse, the community driven Wikipedia, would it not be better to let them get on with it and merely promote a demand-led model?” But is OER is marginal cost?
- 24. Open STEM outputs Project page : http://labspace.open.ac.uk/course/enrol.php?id=6597 (You will be asked to obtain access details). Course materials: videos, learning and teaching activities including subject-specific supporting material, intervention cards, scenario cards and completed student assignments for practice marking. Evidence: Substantial bank of evidence from focus group transcripts, evaluation and reflective log book feedback, coffee conversations, blog entries, quotes, data and session evaluations which will be built into a comprehensive case study. Guidance : ‘Pedagogical’ packages’ including our evaluation of materials and guidance on how to use them. Free for you (soon ….)
Editor's Notes
- Introduce paper
- Motivations - Academics This slide could be re-badged Why Bother?. OER will go nowhere without academic buy-in. Altruism - ... Raise your profile ... Career Enhancement – How? Exeter is a research-intensive university. How will personal investment in teaching help your career? TRN (teaching research nexus) promotes L&T using research methodologies. So we may have here a virtuous circle. Share your knowledge – some of our academics are excited by the possibility of putting their teaching materials and ideas in the public domain and creating communities of interested peers around that material. Building online communities – sharing usage ideas, released under a CC licence. Not just who & what. But what for ? Why ? Technically, many ways of promoting this, but they have in common the desire to bring together in the same space anyone who has downloaded the same material, to create a community around using that material.
- But academic buy-in is ultimately insufficient on its own. Need institutional buy-in. Subtly different suite of arguments. Institutions increasingly articulate their activities in terms of business benefits . Mission statement and strategies Predicated on active learning. Encouraging independent learning styles . ‘Enquiry-based learning is the most natural, creative and enduring method of learning’ Reputation as part of its strategies to get into the top 100 universities by 2015, Exeter is place much emphasis on internationalisation, and has recently appointed a Director for Internationalisation Student satisfaction One of the metrics that determines where UK universities ‘sit’ within various league tables is a measure of student satisfaction. So use OER as a lever to improve materials. Have found academics self-policing quality ‘cos want their material to be well regarded when exposed to worldwide scrutiny.
- Key challenges to academic practice. List here and expand in subsequent slides These 6 challenges listed have to be institutional challenges Time – a catch-all Will draw upon various project evaluation exercises – lots of quotes to follow
- Staff awareness (sensitisation) Focus here is on demand-side. And how to re-think pedagogy? Build awareness into formal staff dev progs.
- Reward and recognition Challenge of Exeter being a research-intensive university Need institutional policy incentives
- IP issues: specifically copyright – Drowning. Clarity difficult – ‘it all depends’. Fear of litigation if get it wrong. Conclusion : Very risk averse Note internal legal advice. Who pays fines etc?
- ‘ Impression’ – motivations – exemplar (marketing) or ‘scruffy is OK’ (L&T) Quality and reputation - whose quality is it anyway? Who decides? Peers? The institution may have a ‘branding’ agenda. Users of the material may look at the repurposing potential. Note oddity that courses are validated before material produced ! Exeter will always insist upon ‘high’
- Need a change of mind-set Confidence and trust - > important than copyright to many academics
- Staff resources (overheads) – Project has dedicated folk doing IPR clearance, inserting metadata etc. How can we subsume such work within exiting staff working practices? Or employ new type of staff? But stress – marginal cost!
- In a research intensive university we have these problems with the VLE anyway
- Phase-2 tender released before ink fully dry on Phase-1 Reports. Note successful Exeter and Falmouth bid. Exeter’s built on senior management support from Phase-1 Resources to support staff engaged in teaching and supporting learning. Support accredited programmes, enabling staff to provide evidence against the UK PSF. Promoting: a. Digital/information literacy; b. Development of inclusive curricula; c. Education for sustainable development; d. Discipline-specific teaching and learning .
- Phase-2 tender released before ink fully dry on Phase-1 Reports. Note successful Exeter and Falmouth bid. Exeter’s built on senior management support from Phase-1 Resources to support staff engaged in teaching and supporting learning. Support accredited programmes, enabling staff to provide evidence against the UK PSF. Promoting: a. Digital/information literacy; b. Development of inclusive curricula; c. Education for sustainable development; d. Discipline-specific teaching and learning .
- SWEDF is an ideal vehicle for Fellowship. It is regionally based and is populated by academic developers.