Presentation by David Kernohan and Sheila MacNeill at OpenEd 2012 (http://openedconference.org/2012/program/archive-of-sessions/day-2/day2-1120-c400/)

1. What
lies
beneath?
Diving
in
to
the
pre-­‐history
of
OER
Sheila
MacNeill
–
CETIS
s.macneill@strath.ac.uk
@sheilmcn
David
Kernohan
–
JISC
d.kernohan@jisc.ac.uk
@dkernohan
Wyland,
USFWS/CC
BY
2.0
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2. ...because
it
is
a
story
that
needs
to
be
told
and
because
a
greater
understanding
of
the
past
can
inform
our
visions
of
the
future.
...
because
where
we
come
from
and
who
we
are
maXer.

3. “diyU”
“RLO”
“commons”
open
web
freedom
licences,
sharing.
using
exisng
tools.
techno-­‐determinisc
automaon
standardisaon
new
tools,
pla]orms
“educaon
is
broken”
large
scale
replacement
of
current
structures.
start-­‐ups
disrupve

4. rlo
diyu
commons
The
“open
educaon”
movement
open
markeng
pracce
iTunesU
xMOOCs
social
cMOOCs
sharing
PLE
learning
rethinking
repositories
analycs
HE

5. University Grants Commission
Computer Board
Wells
Report
1973
Nelson Review 1982
TLTS
N
CETLs

6. Computers
in
Teaching
Iniave
(CTI)
“[To]
evaluate
the
educa0onal
poten0al
of
IT
in
university
teaching;
raise
the
level
of
awareness
of
IT
among
academics
and
students;
promote
the
development
of
computer-­‐mediated
training
and
learning”
As
cited
in
Hicks
et
Al,
“A
Computer-­‐Based
System
For
Electronic
Design
Educaon”,
Internaonal
Journal
of
Engineering
Educaon,
(Volume
13,
Number
1
-­‐
1997)
hXp://www.ijee.ie/arcles/999979/arcle.htm
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2010
2012

7. TLTP
and
content
“Transportability
of
courseware
was
enhanced
when
the
use
of
technology
was
rela0vely
unsophis0cated,
intended
to
support
and
complement
teachers
and
tutors
rather
than
to
offer
a
subs0tute.
[...]
The
tendency
for
TLTP
projects
to
concentrate
on
first
year
courses,
where
introductory
material
is
more
likely
to
be
common,
supports
this
judgement.”
TLTP
interim
evaluaon
hXp://www.hefce.ac.uk/pubs/hefce/1996/m21_96.htm
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2012

8. TLTP
and
content
“Whilst
accep0ng
the
principle
that
the
courseware
produced
through
TLTP
should
be
free
to
all
HEIs
within
the
UK,
we
believe
that
this
approach
has
not
proved
conducive
to
effec0ve
dissemina0on.
This
approach
appears
to
have
dampened
the
desire
of
a
number
of
projects
to
put
much
effort
into
dissemina0on
in
the
UK
because
there
would
be
few
returns
to
the
investment.
Many
of
our
interviewees
have
ques0oned
how
the
product
can
be
maintained
in
the
long
term
without
being
able
to
charge
for
it.”
TLTP
interim
evaluaon
hXp://www.hefce.ac.uk/pubs/hefce/1996/m21_96.htm
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1982
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1996
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2000
2002
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2008
2010
2012

9. The
Dearing
Report
1997
“We
are
also
aware
that
students
will
need
access
to
high
quality
networked
desktop
computers
that
permit
the
use
of
the
latest
mul0-­‐media
teaching
materials
and
other
applica0ons.”
Report
of
the
Naonal
CommiXee
of
Inquiry
into
Higher
Educaon,
hXp://www.leeds.ac.uk/educol/ncihe/
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1982
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2000
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2008
2010
2012

10. Learning
and
Teaching
Support
Network
(LTSN)
“The
"not
invented
here"
syndrome
has
prevailed
for
too
long,
and
we
can
no
longer
afford
to
con0nue
to
spurn
prac0ces
and
developments
conceived
in
other
ins0tu0ons
or
subjects
that
are
clearly
transferable.”
Cliff
Allen
in
the
Times
Higher
Educaon
Supplement,
13
October
2000
(
hXp://www.meshighereducaon.co.uk/story.asp?storyCode=153788&seconcode=26
)
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11. Late
‘90s
–
FDTL
and
5/99
“[JISC’s
5/99
programme]
arose
from
a
need
to
integrate
learning
environments
with
the
wider
informa0on
landscape
aimed
at
increasing
the
use
of
online
electronic
resources”
hXp://www.jisc.ac.uk/whatwedo/programmes/learningteaching.aspx
“[FDTL
was
designed
to]
encourage
the
dissemina0on
of
good
teaching
and
learning
prac0ce
across
the
higher
educa0on
sector.”
hXp://www.hefce.ac.uk/pubs/hefce/1997/r1_97.htm
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2008
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12. Meanwhile,
in
the
rest
of
the
world...
but,
also:
[Reusable]
Learning
Objects
(Hodgins,
1994)
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1996
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2000
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2006
2008
2010
2012

13. The
RLO
dream
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1996
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2002
2004
2006
2008
2010
2012

14. X4L
• “use
and
develop
the
best
available
tools
to
explore
whether
repurposing
content
can
become
a
popular,
sustainable
way
of
producing
e-­‐
learning
materials
for
the
future;
‘
• increase
the
numbers
of
people
in
ins0tu0ons
with
the
necessary
skills
to
repurpose
learning
objects;
• expose
and
begin
to
tackle
the
challenges
associated
with
repurposing
learning
objects;
and
• begin
to
populate
a
na0onal
repository
with
learning
materials
as
well
as
case
studies
and
exemplars
showing
how
these
have
been
achieved.”
hXp://www.jisc.ac.uk/whatwedo/programmes/x4l.aspx
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15. X4L
and
beyond
“X4L
has
demonstrated
that
the
principal
benefits
of
reuse
and
repurposing
are
generally
understood
and
accepted
in
the
communi0es
involved
in
the
programme.
However,
the
concept
of
reusable
learning
objects
is
s0ll
not
proven
or
generally
accepted
in
mainstream
prac0ce
across
the
FE
and
HE
sectors.
That
said,
X4L
has
iden0fied
and
explored
many
of
the
key
barriers
to
reuse
and
repurposing,
including
the
pressures
of
0me
and
resource
constraints
on
staff,
concerns
about
professional
integrity
and
academic
independence,
cultural
resistance
to
sharing,
Focus
on
Access
to
Instuonal
and
tensions
between
community
collabora0on
and
ins0tu0onal
compe00on.”
Resources
(FAIR)
programme
X4L
Impact
Report
hXp://www.jisc.ac.uk/media/documents/programmes/x4l/
x4limpactreport_final.pdf
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16. This
would
be
a
good
place
to
put
a
slide
tle...
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17. Also
in
2002...
“Selling
content
for
profit,
or
trying
in
some
ways
to
commercialize
one
of
the
core
intellectual
ac0vi0es
of
the
university
[...]
seemed
less
a^rac0ve
to
people
at
a
deep
level
than
finding
ways
to
disseminate
it
as
broadly
as
possible.”
Steve
Lerman,
2002
“This
is
a
natural
fit
to
what
the
Web
is
really
all
about,
[...]
We've
learned
this
lesson
over
and
over
again.
You
can't
have
0ght,
closed-­‐up
systems.
We've
tried
to
open
up
soaware
infrastructure
in
a
variety
of
ways
and
that's
what
unleashed
the
crea0vity
of
soaware
developers;
I
think
the
same
thing
can
happen
in
educa0on.”
Professor
Charles
Vest,
2002
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18. OCW
–
responses
from
the
RLO
community
“The
OCW
repositories
contain
courses
with
“We
hope
that
by
enabling
self-­‐ more
or
less
the
same
structure:
a
syllabus,
organiza0on
among
large
that
describes
the
course,
its
aims
and
groups
and
organically
growing
expected
outcomes,
a
calendar
and
lecture
site
features
as
needed
by
the
notes.
Few
courses
include
mul0media
community
we
are
able
to
resources
such
as
audio
files
and
PowerPoint
demonstrate
successful
teaching
presenta0ons.
These
repositories
are
in
many
and
learning
interac0ons
within
ways
sta0c,
and
since
they
cannot
be
easily
a
very
large,
academically
integrated
into
systems
where
students
can
focused,
self-­‐organized
group.”
engage
in
discussions,
or
par0cipate
in
Open
Learning
Support
(Wiley
ac0vi0es,
their
learning
poten0al
is
limited.
2004)
[...]The
learning
content
needs
to
be
hXp://www.opencontent.org/docs/soc-­‐n-­‐ converted
to
new
standards-­‐compliant
scale.html
formats”
hXp://www.ascilite.org.au/conferences/sydney06/proceeding/
pdf_papers/p128.pdf
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19. OCW
–
the
UK
response
Open
University
Nosngham
University
JISC
RePRODUCE
Programme
&
early
discussions
between
JISC,
CETIS,
HEFCE
and
the
Higher
Educaon
Academy
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1982
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1996
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2000
2002
2004
2006
2008
2010
2012

20. This
would
be
a
good
place
to
put
a
slide
tle...
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1996
1998
2000
2002
2004
2006
2008
2010
2012

21. UKOER
-­‐
The
first
three
years
UKOER
phase
1
E&S
report
OER
infokit
UKOER
phase
2
E&S
report
OER
infokit
OER
use
case
studies
OER
use
report
Student
use
of
OER
lit.
review
UKOER
phase
3,
JISC
Digitisation
&
Content…
E&S
report
OER
infokit
Open
Practice
briefing
OER
and
Online
Learning
Technical
studies
Case
studies
of
activity
Support:
CETIS
technical
support,
OER
IPR
support,
E&S
wiki
Social
Media:
#ukoer
,
@ukoer
,
blogging.
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1982
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1996
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2000
2002
2004
2006
2008
2010
2012

22. This
would
be
a
good
place
to
put
a
slide
tle...
1980
1982
1994
1996
1998
2000
2002
2004
2006
2008
2010
2012

23. This
would
be
a
good
place
to
put
a
slide
tle...
1980
1982
1994
1996
1998
2000
2002
2004
2006
2008
2010
2012

24. The
Higher
Educaon
Bubble?
“Change
rumbles
like
a
seismic
wave
from
the
basements
of
the
ivory
tower,
and
the
schoolhouse
down
your
block.
The
demand
for
access
to
both
exis0ng
and
new
models
of
learning
is
rising
as
uncontrollably
as
the
average
temperature
throughout
the
globe.
The
tradi0onal
educa0onal
ecosystem
is
edging
toward
collapse.
Fiay
million
university
students
in
2000
will
grow
to
250
million
by
2025.
The
graph
of
educa0onal
costs
is
a
hockey
s0ck–headed
straight
up”
Anya
Kamenetz
hXp://diyubook.com/2010/12/revised-­‐intro-­‐to-­‐drumbeat-­‐book/
““A
true
bubble
is
when
something
is
overvalued
and
intensely
believed,”
he
says.
“Educa0on
may
be
the
only
thing
people
s0ll
believe
in
the
United
States.
To
ques0on
educa0on
is
really
dangerous.
It
is
the
absolute
taboo.
It’s
like
telling
the
world
there’s
no
Santa
Claus.”“
http://techcrunch.com/2011/04/10/peter-thiel-were-in-a-bubble-and-
its-not-the-internet-its-higher-education/
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25. The
Higher
Educaon
Bubble
–
OER
reflects
Learner
Analycs
Use/Discoverability
Quality
Assurance
Interacvity
Peer
Support
MITOCW
-­‐>
MITx
WikiEducator
-­‐>
OERu
...
The
“m”
word
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1982
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1996
1998
2000
2002
2004
2006
2008
2010
2012

27. rlo
diyu
commons
The
“open
educaon”
movement
open
markeng
pracce
iTunesU
xMOOCs
social
cMOOCs
sharing
PLE
learning
rethinking
repositories
analycs
HE

28. markeng
?
open
pracce
iTunesU
xMOOCs
cMOOCs
rethinking
PLE
HE
social
sharing
learning
repositories
analycs

29. “And
then
one
day
you
find
Ten
years
have
got
behind
you
No
one
told
you
when
to
run
You
missed
the
star0ng
gun...”

30. Further
reading
–
technology
in
UKOER
Technology
for
Open
Educaonal
Resources:
Into
the
Wild.
Reflecons
on
three
years
of
the
UK
OER
Programmes:
hXp://www.booki.cc/oer-­‐tech/
hXp://blogs.ces.ac.uk/othervoices/2012/02/13/open-­‐
educaonal-­‐resources-­‐meline/
hXp://blogs.ces.ac.uk/lmc/2010/04/16/then-­‐and-­‐now
hXp://wiki.ces.ac.uk/Open_Educaonal_Resources
hXp://jisc.ces.ac.uk/topic/oer
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2002
2004
2006
2008
2010
2012

31. Further
reading
:
UKOER
OER
Impact
Study(Masterman
&
Wild,
2011)
Evaluaon/Synthesis
Wiki
(Beetham,
McGill,
Falconer,
LiXlejohn
et
al,
2009-­‐2012)
OER
Infokit
(JISC
Infonet)
Open
Educaon
Resources
–
a
historical
perspecve
(Kernohan
and
Thomas
,2012)
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