EVALUATING THE PRACTICE OF OPENING UP RESOURCES FOR LEARNING AND TEACHING IN SOCIAL SCIENCES

Darren Marsh, C-SAP

Anna Gruszczynska, C-SAP

Social sciences perspective on OERs

Motivations Challenges Critique Communities of practice model Collaborative methodology

Materials submitted: 6 partners, 4 subjects, 360 credits

Partner name/ institution Modules released Credit weighting

No. of discrete items (usually includes module handbook, lecture slides, assessment material etc.)

Pam Lowe, Aston University [Sociology]

Comparative sociology 10 10Embodiment 10 10Gender and society 10 11Race and ethnicity 10 10Sociology of health and illness

10 9

Sociology of reproduction 10 11Angels Trias i Valls, Regent’s College (materials were produced during a previous role at Lampeter University) [Anthropology]

Anthropological ideas 20 1Exploring religions and cultures

20 27

Visual anthropology 20 25

Cathy Gormley-Heenan, University of Ulster [Politics]

Government of UK and Ireland

20 13

Public policy 20 12State crime 20 12

Jon Parker, Keele University [Politics]

Mass media in America 15 17Why politics matters 15 11Politics of sustainability 15 24British politics since 1945 15 13

Dave Harris, MARJON (Plymouth) [Sociology]

Sociology of leisure 3010

Introduction to research methods

30 11

Helen Jones, Manchester Metropolitan University [Criminology]

International e-communication exchange

15 9

Learning and employability 15 7Gender, crime and justice 15 15Crime and violence 15 12

Series of development activities

“Before” and “after” narratives

Encouraging reflection

Mapping the modules

Providing the context

An iterative process

Shared working space: pbworks wiki

Teaching materials

Tacit understandings Localised Context-bound Located on institutional VLEs The need to tease out the teaching

rationale

Exploring potential frameworks to address pedagogy and curriculum issues for OER

courses are designed as 'sets' of modules (i.e. they have been modularised)

modules (in line with HE convention and practice) are aligned with learning outcomes, and a form of assessment

the contextualisation of modules involves intent that is often implicit / tacit / invisible - and constructing them to be shared requires this intent to be re-examined by a) the originator b) future user(s)

Exploring potential frameworks to address pedagogy and curriculum issues for OER

modules have moments of varying pedagogical activity and tactics (the pedagogy is a composite of practice)

by examining the existing structure and tacit practice, we begin to create an enhanced description to support granular levels of re-use

Propositions about pedagogy derived from literature but tested and explored with partners

Practitioner-centric - after Mayes and Fowler, JISC e-Learning Models Desk Study

http://www.jisc.ac.uk/uploaded_documents/Stage%202%20Mapping%20%28Version%201%29.pdf

JISC Design for Learning (needs of practitioners, illustrating practice, case studies)

What is a pedagogical framework?...

“The point is not to construct one ideal pedagogical framework; but neither are all possible frameworks equally satisfactory”

Goodyear, P & Jones, C (2004) Pedagogical frameworks for DNER (p. 25)

Dimensions of transformation:

Dimensions of transformation: translation / ownership - materials into

practice re-use / recontextualisation - sense of

entitlement open / closed - materials and intentions private / public - shared understandings? parts / wholes - reduction of complexities

Producing materials which are:

Shareable Customisable Accessible Open (CC licensing) JorumOpen Web2.0 scoping

Case studies

Partners’ reflections on the process: before, during, after; supported through conversation and discussion

Focused around one module but reflect the scope of the project:

recontextualisation origins, use, feedback,

iterations before OER typical delivery and reflections

on practice (tacit knowledge) reinterpretations, points of

ambiguity, hidden curriculum

Project toolkit

MapDiagnose

Generate (work in progress!)

Questions? Comments?