ARTS‐OERBrightonProjectReportSarahAtkinson,AdamBailey,DebbieFlint,StephenMallinderJune2012ABSTRACT

[Typetheabstractofthedocumenthere.Theabstractistypicallyashortsummaryofthecontentsofthedocument.]

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ARTS‐OERBrightonProjectReport1.Acknowledgements2.Executivesummary3.Projectbackgroundandrationale

3.1.ChallengesandbenefitsofOpenEducationalResourcesandPractices3.2.ImplicationsforOpenEducationalResourcesinArt,DesignandMedia3.3.AlignmentwithALTOProject

4.Projectaims5.Projectteam‐rolesandresponsibilities6.Projectmethodology/framework7.Researchmethodology8.Researchfindings

8.1ReviewofUniversityofBrightonPolicyandStrategyDocuments8.2.Understandings/perceptionsofart,designandmediaOERs8.3.Motivationsfortheircreationanduse8.4.Barrierstotheircreationanduse8.5.ExistingexamplesofopeneducationalpracticeintheFacultyofArts

9.Evaluationofprojectmethodology10.Otheroutcomes/impactofundertakingtheproject11.Disseminationactivities12.Conclusions13.Recommendations14.References15.Appendices

Appendix1‐ReviewofUniversityofBrightonPolicyandStrategyDocumentsandtheValueofOERsAppendix2‐OpenCourseBook

1.AcknowledgementsTheprojectteamwouldliketothankourprojectpartnersatUniversityoftheArtsLondonleadingtheALTO‐UKprojectfundedbyphasethreeoftheAcademy/JISCOpenEducationalResourcesProgramme.ThanksarealsoduetosomekeystaffatUniversityofBrightonwhohavelenttheirsupport,advice,andenthusiasmtotheproject:ProfessorAnneBoddington,DeanoftheFacultyofArtsProfessorStuartLaing,DeputyVice‐ChancellorKarenNorquay,HeadoftheSchoolofArtandMediaMichaelWilson,PublicandAcademicCommunicationsManagerThankstootothestaffintheFacultyofArtsandfromotherkeyservicesatBrightonwhogavetheirtimetoattendinterviews,focusgroups,andtakepartinDrawingonAllResources

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andhelpeduslearnaboutthepotentialformoreopeneducationalpracticeswithinourdepartment,andinstitution.2.Executivesummary

TheARTS‐OERBrightonprojectformedpartoftheALTO‐UKprojectledbyTheUniversityoftheArtsLondon.ThebroadaimofALTO‐UKwastofacilitate‘thecreationofOpenEducationalResourcesinartanddesignsubjectsforstaff,studentsandlifelonglearnersintheUK’(ALTOUK,2011).TheARTS‐OERprojectaimedto:initiateanddrawtogetherdiscussionaroundopeneducationalresourcesandpracticeintheFacultyofArtsatBrighton;developunderstandingsofart,designandmediaOERs;motivationsfor,andbarriersto,theircreationandusethatcaninformFacultyapproachestoopeneducationalpractice;andidentifyexistingexamplesofopeneducationalpracticeandprovideopportunitiestotrialanationalplatformofarts,teachingandlearningresources.InpursuanceoftheARTS‐OERBrightonprojectaims,theprojectteam:reviewedinstitutionalpolicyandstrategydocumentsrelatedtotheopeneducationagenda;conductedinterviewsandfocusgroupswithstaffworkingintheFacultyofArtsattheUniversityofBrightoninordertoassessunderstandingsofopeneducationalresourcesandpractice,barrierstotheircreationanduseandtoidentifyexistingexamplesofopeneducationalpractice;developedanOERunderALTO’sOpenCourseBookmodel;organisedaconference,DrawingonAllResources:developingopeneducationalpracticeinart,designandmedia,heldintheFacultyofArtson16May2012.Alongsidethesekeyprojectstrategies,theprojectteamdrewonexperiencesfromtwoJISC/HigherEducationAcademy‐fundedOpenEducationalResourcesprojectsundertaken,andaSCOREFellowshipheld,bymembersoftheprojectteam.Asinvestigationsofthepotentialforopeneducationalpracticeswithincreativepracticedisciplines,theseexperiencesunderpinnedprojectplans.Throughthecollationofevidencerelatingtotheinstitutionalcontext,motivations,barriersandexistingpractice,theprojectsoughttoinformadepartmentalapproachtoopeneducationalpractice,whilstsimultaneouslyraisingawarenessoftheopeneducationagenda.Thereviewofinstitutionalpolicyandstrategydocumentssuggeststhatmanyofthecharacteristicbenefitsofopeneducationalpracticealignwithrecent/currentstrategyandpolicythemes:enhancingthestudentexperience;developingskillsandliteraciesamongststaffandstudents;aligningteachingandlearningwithexistingonlineanddigitalcultures;encouragingcross‐departmentalandinstitutionalsharingofideasandpractices;promotingandmarketingofcourses,potentialforpartnershipdevelopment;resourcessustainability;developingandenhancinginstitutionalandstaffprofiles;andsupportingresourcesustainability.FocusgroupdiscussionssuggestedthatOERisnotafamiliaroruniversallyappliedtermwithintheinstitution.Whendiscussedandexplicated,OERbecameafluidlyapplieddefinitionwhichcoveredthespectrumofresourcesaccessibleonline(bothinternallyandexternally).Overall,perceivedbenefitsofOERtendedtooutweighthelimitations.

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Thedevelopmentofopeneducationalpracticesandresourcessuggestawiderangeofpotentialbenefitsacrosshighereducationinthecreativearts.Theycanofferapracticalsolutiontodeliveringskills‐basedteachingtolargegroups,andprovidestudentswithanopportunitytoself‐directcomponentsoftheirlearningthroughaccesstoonlinematerials.Thecollaborativeaspectsofengagingwithopeneducationalpracticesandresourceshavetheaddedvalueofsupportinganddevelopingcommunitiesofteachersandlearners,encouraginginquiryandcreativity,widerengagementacrossandwithininstitutions,developingliteraciesandraisingpedagogicstandards.Theapplicationofopenlicensestoresourcesoffersclarificationandvisibilityfortheproducerand,ifsupportedbypolicyandprocess,canprovidebenefitstostaffandinstitutionalprofiles.Inabroaderculturalcontextopeneducationalpracticescanbeseentoalignwithcurrentonlineactivitiesandasapotentialbenefittothedevelopmentofblendedlearningprocesses.Staffneedsupportindevelopingunderstandingsofthepotentialrolesofopeneducationalpracticeandonlinelearningmoregenerally.FurtherclarityonthefunctionsoftheFacultyofArtsandthebroaderinstitution’sonlinepresence,andstaffandstudentrolesincontributingtoanddevelopingthese,needstobedevelopedandreflectedinrelevantpolicyandstrategydocuments.CommunicativeandcollaborativeopportunitiesrelatingtoteachingandlearningacrosstheFacultywouldhelpprovidestaffwiththefeedbackthatisessentialtodevelopingtheskillsandacademicconfidencetoengagewithmoreopenwaysofworking,beitwithlocalcommunitiesorwithapotentiallyglobalonlinecommunity.DepartmentswithintheFacultyhavedevelopedaseriesofresourcesforuseinlearningandteaching.Whilecitedasexamplesof‘openeducationalresources’theymayormaynotfullycorrespondwiththedefinitionprovided.Forexample,openlicensesmaynotbeappliedorthelicensingstatusofresourcesmaybeambiguous.However,theseexamplescanbeseentorepresentasteptowardsmoreopenpractices.Thereviewofinstitutionalpolicyandstrategydocuments,interviewsandfocusgroupshaveprovedeffectivemechanismsforachievingtheproject’saims;initiatingdiscussionaround,anddevelopingunderstandingsofopportunitiesfor,andbarriersto,openeducationalpracticeintheFacultyofArtsatBrighton.Theyhavealsoenabledustoidentifyexamplesofexistingpractice.Overall,themethodologyemployedgeneratedsignificantinformationthatwebelieveprovidesausefulbasisforfurtherFacultyandInstitutionalinvolvementinopeneducationalpractices,andavalidfoundationfortherecommendationsofferedinsection13.

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3.Projectbackgroundandrationale

TheARTS‐OERBrightonprojectformedpartoftheALTO‐UKprojectledbyTheUniversityoftheArtsLondon.ThebroadaimofALTO‐UKwastofacilitate‘thecreationofOpenEducationalResourcesinartanddesignsubjectsforstaff,studentsandlifelonglearnersintheUK’(ALTOUK,2011).ALTO‐UKwasfundedbytheAcademy/JISCOpenEducationalResourcesProgrammePhase3(2011).

ARTS‐OERBrightonbuildsonworkundertakenbystaffatthenow‐closedArtDesignMediaSubjectCentrehostedbyUniversityofBrighton.Theteamworkedwitharangeofart,designandmediadepartmentstosupportthedevelopmentofopeneducationalpracticesaspartofphasesoneandtwooftheJISC/AcademyOpenEducationalResourcesprogramme.Participationinphasethreehasprovidedanopportunitytoturnthisattentiontothehostinstitutionaswellastoengagewithanotherartsinstitutionthathasworkedonallthreephasesandtobenefitfromthelearningopportunitythatsuchcollaborationbrings.3.1OpportunitiesandchallengesofopeneducationalresourcesandpracticesForthepurposesoftheARTS‐OERprojectadefinitionofopeneducationalresourcesderivedfromtheHigherEducationAcademy/JISCOERInfokitwasutilised:

‘OpenEducationResources(OER)areteachingandlearningmaterialsfreelyavailableonlineforeveryonetouse,whetheryouareaninstructor,student,orself‐learner.ExamplesofOERinclude:fullcourses,coursemodules,syllabi,lectures,homeworkassignments,quizzes,labandclassroomactivities,pedagogicalmaterials,games,simulations,andmanymoreresourcescontainedindigitalmediacollectionsfromaroundtheworld’(HigherEducationAcademy/JISC,2011).

However,‘openeducationalpractices’(OEP)isnowincreasinglyusedtoshiftemphasisawayfromtheproductionofresourcestowardsproductionanduse(OPAL,2010).Thisparadigmshiftperhapsalsoalignswithashiftawayfrom‘transmission’approachestoteachingandacknowledgementthattheonline‘resources’thatareofvalueinteachingmaynotnecessarilybeproducedbytheteacher;theymaybeconversations,studentwork,studentcritiques,etc.Thedigitalcontextforteachingandlearninginhighereducationpresentssignificantchallengesaswellasopportunities.Notleast,itmakestheproduction,sharinganduseofopeneducationalresources,withintherealmsofpossibilityformosthighereducationinstitutions.Researchundertakenbytheprojectteamonpreviousopeneducationalresourcesandpracticesprojects(Mallinder,2010;FlintandMallinder,2011),andfindingsdrawnfromacrosstheUKOERProgrammemoregenerally(JISC,2012),identifytheopportunitiesandchallengestoinstitutionsdevelopingopeneducationalpracticeasfollows:Opportunities

‐Enhancingthestudentexperiencebyenablingactiveengagementwithonlineresources;

‐Helpingdevelopskillsandliteraciesamongststaffandstudents;‐Supportingonlineidentities;

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‐Aligningteachingandlearningwithexistingonlineanddigitalcultures;‐Facilitatingteachingandlearningthroughthecross‐departmentalandinter‐

institutionalsharingofideasandpractices;‐ Opportunitytoreduceworkloadbycreatingandsharingreusableresourcesthatcan

provideskills‐basedteachingtolargergroupsofstudents;‐Maintainingcontactwithalumni;‐Promotionandmarketingofcourses:enhancinginstitutionalprofileandrecruitment

throughexamplesofcoursesandcoursework;‐Supportingandenhancingstaffprofiles;‐Developingcommunitiesofpracticethroughthesharingofideasandmaterials;‐Makingresourcessustainable;‐TheuseofCreativeCommonslicences,embedsattributionandcitationforthe

resourceproducer;‐Clarifyingcopyrightandintellectualpropertyissues.

Challenges

‐Understandings–theterm‘openeducationalresources’isveryinclusiveandoftenstaffrequireaclearcontextwithintheirownfieldastowhatisbeingproposed.Thereareoftencompetingphilosophies:oneofsharingamongstindividuals,andoneofcompetitionintermsofenhancingidentityandprofile;

‐Concernsaboutdegreesof‘openness’andwhatstaffandstudentsarewillingtoshare;

‐Concernsaboutworkloadandtimetodevelopopenresources;‐Supportfromdepartmentsandinstitutions–theprovisionofstaffdevelopment;‐SupportfromITservicesandtechnicalinfrastructureconsiderations;‐Thedevelopmentofappropriatedigitalliteraciesamongststaffandstudents;‐Concernsaboutqualityassuranceandeffectivecriticalengagement;‐Concernsoveremploymentsecurity;‐Copyrightandintellectualpropertyconcerns.

3.2ImplicationsforOpenEducationalResourcesinArt,DesignandMediaWhataretheimplicationsofopeneducationalresources,andthepracticeofengagingwiththem,forUKhighereducationinstitutionsand,inparticular,forart,designandmediadisciplines?

Tothispointconsiderablefundinghasbeeninvestedin,andresearchundertakenaround,openeducationalresourcesandtheOERmovementhasacquiredaglobalmomentum.Creativepracticedisciplineshavebeenrelativelyslowtodevelopopeneducationalpracticesinspiteofthemanyopportunities:forstudents;teachersandotherssupportinglearning;institutions;andabroadergloballearningcommunity.Further,ithasbeensuggestedthatthedisciplinaryculturesinart,designandmediasubjectsprovidea‘goodnaturalfit’withopeneducationalpractices:thecontingentandprovisionalnatureofknowledge;thevalueplacedondialogue;theimportanceofpracticalskills;theemphasisonaudience,areallaspectsthatalignwellwithanemphasisonmoreopenandpotentiallycollaborativewaysofworking(Atkinsonetal,2012).

ResearchundertakenbytheArtDesignMediaSubjectCentreaspartofthePractisingOpenEducationprojectsuggestedthatthedevelopmentanduseofdigitalresources,thatmayor

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maynotconformtostandarddefinitionsofopeneducationalresourcesandmay,ormaynot,beappropriatelylicensed,areneverthelesshavingsignificantimpactsonteachersandteachingpracticesincreativepracticedisciplines.Areasidentifiedinclude:fundamentalshiftsinthinkingabouttheroleoftheteacher;openresourcesplayingaroleinprofessionaldevelopmentasteachersseektobenchmarktheirworkandopenresourcesprovideabasisforcross‐andinter‐institutionalcollaboration;openresourcesplayinganimportantroleinstudents’skillsdevelopment(FlintandMallinder,2011).3.3AlignmentwithALTOProjectParticipationintheALTO‐UKprojectprovidedanopportunitytobuildonthisexistingworkbyinvestigatingperceptionsandexamplesofopeneducationalresourcesandpracticeintheFacultyofArtsattheUniversityofBrightonwithaviewtoinformingFacultyandinstitutionalapproachesandcontributingtotheexpandingarenaofopeneducation.4.Projectaims

● Toinitiateanddrawtogetherdiscussionaroundopeneducationalresourcesand

practiceintheFacultyofArtsatBrighton;

● Todevelopunderstandingsofart,designandmediaOERs;motivationsfor,and

barriersto,theircreationandusethatcaninformFacultyapproachestoopen

educationalpractice;

● Toidentifyexistingexamplesofopeneducationalpracticeandprovideopportunitiestotrialanationalplatformofarts,teachingandlearningresources.

TheprojectfurtherconsideredtheinstitutionalcontextforthedevelopmentofopeneducationalpracticesthroughexaminationoftheUniversity’spolicyandstrategydocuments,theresultsofwhichfedintotheUniversity’sCorporatePlanconsultationprocess.5.Projectteam/rolesandresponsibilitiesTheProjectteamcomprised:DrSarahAtkinsonisPrincipalLecturerinBroadcastMediaattheUniversity.HerresearchextendedintoOpenEducationalResourcesfollowingtheawardofanADM‐HEAfellowshipin2008toundertakeasmall‐scaleOERproject,'i‐mpact':Across‐institutionalInteractiveresourceforMediaProfessionalsandAcademicsCollaboratinginTeaching.Sarahwasawardedayear‐longOpenUniversityScoreFellowshipwithwhichtotakethisprojectforwardsfromSeptember2011.Sincethen,SarahhasbeenworkingwithSP‐ARK,theSallyPotteronlinearchive,toexploreitspedagogicpotentialasanOERwithinfilmandmediacurriculumandtoexpanduponandinformthefuturedevelopmentofSP‐ARK.SarahistheleadacademicfromtheUniversityontheALTO‐UKprojectandhascontributedtoallARTS‐OERprojectactivity.

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AdamBaileyisaLearningTechnologiesAdviserattheUniversityofBrightonwithresponsibilityfortheFacultyofArts.Adam’srolewithintheUniversityistoidentifyandenabletheappropriateinclusionoftechnologyinlearningandteaching.Inthiscapacity,hehasworkedaspartofthisprojectto:helpidentifyexistingOERpracticeandapplicablestaffattheUniversity;organise,conductandrecordtheinitialfacultyinterviewsandcontributetotheplanningandwritingoftheprojectreport.JennyEmbletonisAdministratorintheFacultyofArts.JennycontributedtotheARTS‐OERprojectbyrecordingfocusgroups,managingbudgetsandcoordinatingtheDrawingonAllResourcesevent.DebbieFlintisanAcademicDeveloperintheFacultyofArtsattheUniversityofBrighton.AspartoftheArtDesignMediaSubjectCentreteam,shehascontributedtoseveralprojectsexploringrelationshipsbetweentechnologyandlearningin‘creative’disciplinesincludingtheJISC‐fundedDistributede‐learninginArt,DesignandMedia,andallthreephasesoftheJISC/AcademyOpenEducationalResourcesprogramme.In2011shewasawardedaHigherEducationAcademyTeachingDevelopmentGranttoinvestigatehowcreativepracticestudentsdevelop,projectandmanagetheirdigitalidentities.AspartofARTS‐OERBrighton,Debbieworkedonprojectplanning,planningandfacilitatingfocusgroups,eventplanning,reviewinginstitutionalstrategydocumentsandprojectreporting.DrStephenMallinderwasProjectManagerfortheJISCandAcademyfundedArt,DesignandMediaPractisingOpenEducationProject2010‐11(http://tinyurl.com/3bvgw4s),andthepilotADM‐OERProject2009‐10(http://tinyurl.com/3k7smb2).Hewasresearcherandco‐writerfor‘LookingOut:EffectiveEngagementswithArt,DesignandMediaHigherEducationandtheCreativeIndustries’‐ajointprojectbetweentheDepartmentofCulture,MediaandSportandADM‐HEAinvestigatingtherangeandnatureoftypesofHigherEducationandCreativeIndustryengagements(http://www.adm.heacademy.ac.uk/projects/adm‐hea‐projects/looking‐out).HehasaPhDinmusicandpopularcultureandteachesonundergraduateandpost‐graduateprogrammesinculturalstudies,mediaandcreativeindustriesbothintheUKandAustralia.Stephenhaswrittenanumberofjournalarticlesandhealsocontinuestowriteandproducemusicthroughanumberofprojects.DebbieandStephencontributedtotheumbrellaALTOprojectbysharingprojectframeworksutilised,andexperiencegained,duringphasesoneandtwooftheHigherEducationAceademy/JISCOpenEducationalresourcesprogramme.Theseincludedfocusgroupguidelines,questionsandactionplanningtemplates.6.ProjectMethodology/FrameworkTheARTS‐OERprojectcontributiontoALTO‐UKwasinformedbytheALTOprojectcoordinatorsbuttheARTS‐OERprojectteamhadsignificantautonomytodevelopaprojectatBrightonthatalignedwiththeALTO‐UKoverarchingprojectaim.InpursuanceoftheARTS‐OERBrightonprojectaims,theprojectteamundertookanumberofactivitiesoutlinedbelow.FacultyinvolvementwasinitiallyinformedbytheDeanofArtswhoprovidedguidancerelatingtointerestedpartiesandpotentialcollaborators.Projectactivitieswere

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plannedthroughmonthlymeetingsoftheprojectteamandsupportedbyawiki(PBworks)thatwasusedtostoreallprojectdocumentation.Theprojectidentifiedandexaminedinstitutionalpolicyandstrategydocumentsrelatedtotheopeneducationagendawithaviewtounderstandingtheinstitutionalcontextforburgeoningopeneducationalpractice.Thereviewofpolicydocumentssoughtexplicitandimplicitreferencestoopeneducation,andconsideredwaysthatopeneducationstrategiesmightsupportinstitutionalaspirationsandobjectives.TheARTS‐OERprojectconductedinterviewsandfocusgroupswithstaffworkingintheFacultyofArtsattheUniversityofBrightoninordertoassessunderstandingsofopeneducationalresourcesandpractice,barrierstotheircreationanduseandtoidentifyexistingexamplesofopeneducationalpractice.TheARTS‐OERteamalsodevelopedanOERunderALTO’sOpenCourseBookmodel.ThisisaworkingprototypewhichisahybridformatthatmixestheopentextbookwithOpenCourseWare.Theideaisthatthisprovidesasimplerwaytopublishcoursecontentforthosewithlimitedaccesstowebpublishingplatformsandforthosewithlimitedtechnicalskillsortime(http://alto.arts.ac.uk/930/).Infurtherpursuitoftheprojectaims,theprojectteamorganisedaconference,DrawingonAllResources:developingopeneducationalpracticeinart,designandmedia,heldintheFacultyofArtson16May2012.TheeventprovidedopportunityforseveralstaffintheFacultyofArtstoshowcaseburgeoningpracticeandtoengagewithindividualsfrominstitutionsacrosstheUKdevelopingworkinthisarea.Thepresentations,discussionsessionsandeventfeedbackalsofeedintotheprojectfindings.Alongsidethesekeyprojectstrategies,theprojectteamdrewonexperiencesfromtwoJISC/HigherEducationAcademy‐fundedOpenEducationalResourcesprojectsundertaken,andaSCOREFellowshipheld,bymembersoftheprojectteam.Asinvestigationsofthepotentialforopeneducationalpracticeswithincreativepracticedisciplines,theseexperiencesunderpinnedprojectplans.Throughthecollationofevidencerelatingtotheinstitutionalcontext,motivations,barriersandexistingpracticepresentedhere,theprojectsoughttoinformadepartmentalapproachtoopeneducationalpractice,whilstsimultaneouslyraisingawarenessoftheopeneducationagenda.Further,collectedevidencewasusedtoinformaprojectresponsetotheUniversityofBrighton’sCorporateStrategicPlanConsultation.7.ResearchMethodologyReviewofUniversityofBrighton’sStrategyDocumentsAreviewofthecurrentrelevantuniversitypolicyandstrategydocumentswasundertakentoestablishwaysinwhichthedevelopmentofopenaccessonlineteachingandlearningresourcesmightsupportwiderinstitutionalstrategies,withparticularreferencetocreativedisciplines.Thedocumentswereaccessedthroughstaffcentral,theUniversity’sonlinestaff

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resourcecentre:http://staffcentral.brighton.ac.uk/spo/planning/planning_framework.html#UniDashThedocumentsreviewedwere:‘TheUniversityofBrightonCorporatePlan2007‐12’;‘UniversityofBrightonStrategicPlans2007‐12’(MarketingandCommunications;StudentServices;ArtsandArchitecture‐parts1&2andInformationServices);‘FacultyandSchoolthree‐yearplans2010‐13’(FacultyofArtsStrategyOverview);andanumberofUniversityStrategiesandPolicies(College‐BasedHigherEducationStrategy;InformationServicesStrategy2007‐12;InformationStrategy2005;LearningandTeachingStrategy2007‐10;SocialEngagementStrategy2009‐12;WideningParticipationStrategicAssessment2009‐12).

Althoughthecurrentpolicyandstrategydocumentswerepublishedpriortotherecentrapidexpansionofonlinefacilitiesandprocesses,theyneverthelessacknowledgetheneedfortheuniversitytoeffectivelyengagewithonlinecultures.Astherangeofdocumentsareduetoexpireinthenexteighteenmonths,orhaveexpired,considerationoftheplaceofopeneducationalpracticeinfutureuniversitypolicyandstrategyistimely.

FacultyAuditInterviews

Asetofbriefface‐to‐faceinterviewswithselectedteachingstaffattheUniversitywerearrangedtodrawtogetherpreliminaryqualitativedataontheawarenessanduseofOERswithintheFaculty.ApreselectedlistofpotentialintervieweeswasformedbytheDeanofFacultyandprojectresearchers.Namesforthislistwerechosenwhereitwasknownthatstaffwereeitherinvolvedwith,hadaninterestinoranopiniononOERs.Atotalof15staffwereinvitedbyemailtoundertakeashortinterviewinDecember2011.Fourresponseswerereceivedtotheemailinviteandthreeinterviewsarranged.Audiorecordingsoftheinterviewsweremadeandtexttranscriptswrittenupfromthese.Intervieweesansweredsixquestionsthatsoughttoestablishtheirpersonalperceptionsof,orprofessionalinvolvementwith,OERs.Responsestothequestionswereusedtoinformabaselinefor,andparticipationin,thefocusgroups;andhavebeendrawntogetherwiththefocusgroupfindingsin8.2‐8.5(below).

FocusGroups

TheARTS‐OERprojectholderschosetoinvitepeoplewithanexistingstake,orpotentialinvolvement,inOERsbecauseoftheirroleorbecauseofaninterest.Thesekeystakeholderswereidentifiedontheadviceoflearningtechnologists;theCentreforLearningandTeaching;theCentreforResearchDevelopment;InformationServices;theDeanoftheFacultyofArtsandtheHeadoftheSchoolofArtandMedia.Three90minutefocusgroupswereundertakenwithstaffmembersfromtheFacultyofArts:relevantdepartmentswererepresented(MarketingandCommunications,InformationServices,theCentreforLearningandTeaching),alongwitharangeofsubjectareasincludingGraphicDesign/Illustration,InteriorArchitecture,DesignandCraft,FashionDesign,Textiles,BroadcastMediaandArchitecture.Discussionswereopen,anonymousandconsensual.Thesequenceofquestionswasreplicatedacrossthesessionstoenableanalysisandreporting.Participantsintheresearchrespondedtoaseriesofquestionsdesignedtoexplore:perceptionsofopeneducationalpractice;existingpracticesrelatingtoresourcecreationand

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use;potentialbenefitsandbarrierstoopeneducationalpractices;andsupportrequirements.Theresponsesoftheparticipantshavebeendrawntogetherin8.2‐8.5.ThissectionofthereportaimstoinformtheFacultyofcurrentperceptions,andanyevidence,ofopeneducationalpracticesacrossarangeofcreativeartssubjectswithintheinstitution.ItishopedthatitwillinformfuturepolicywithintheFacultyandalsotheUniversityofBrightoncorporateplanningcurrentlybeingundertaken.DrawingonAllResourcesThisone‐daynationalforumhostedbytheFacultyofArtswasaimedattutorsandmanagersincreativepracticehighereducation,andofferedauniqueopportunitytoshowcasetheworkofindividuals,departmentsandinstitutionsworkingtowardsmoreopeneducationalpracticesinart,designandmediadisciplines.With62presenters,speakersanddelegatesfromawiderangeofUKinstitutionsandorganisationsitpresentedevidencefromprojectsandindividualstaffwhohavebeendevelopingopeneducationalpracticesandmaterialsincreativeartssubjectsoverthelastthreeyears.Significantly,itenabledFacultystafftoengagedirectlywithspecialists,academicsandpractitionerswhocouldhelpinformanddeveloptheirteachingandlearningpractices.Formoreinformationandfullprogrammesee:http://networksadm.blogspot.co.uk/p/drawing‐on‐all‐resources.htmlApost‐conferencesurveyobtainedfeedbackfrom30delegateswhoprovidedtheirviewsontheday,itsimpactandalsoinformationaboutthechallengesandopportunitiesforcreativepracticedisciplinesindevelopingmoreopeneducationalpractices.Eventfeedbackalsoprovidedasenseofthesupportrequiredinorderforindividuals,departmentsandinstitutionstopursuethisagendafurther.Theeventfeedbackisdiscussedinsection10below.8.ResearchFindingsThissectionpresentsthefindingsoftheresearchaspectsoftheARTS‐OERBrightonproject.ThefirstsectionpresentsareviewoftheUniversityofBrightonPolicyandStrategydocumentsastheyrelatetoopeneducationalresourcesandpractices.Secondly,theevidencecollectedduringinterviewsandfocusgroupswithFacultystaffandfollowingDrawingonAllResourcesiscollatedundertheheadings:‘Understandings/perceptionsofart,designandmediaOERs’;‘Motivationsfortheircreationanduse’;‘Barrierstotheircreationanduse’;and‘ExistingexamplesofopeneducationalpracticeintheFacultyofArts’.

8.1ReviewofUniversityofBrightonPolicyandStrategyDocuments

Overview

Thereviewwouldsuggestthatmanyofthecharacteristicbenefitsandchallengesofopeneducationalpractice,whichhavebeenidentifiedinthisreport‘Rationale’(above3.1,pp.5‐6),alignwithanumberofthemesidentifiedinthecurrentuniversitystrategyandpolicydocuments:

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● Enhancingthestudentexperience;

● Developingskillsandliteraciesamongststaffandstudents;

● Aligningteachingandlearningwithexistingonlineanddigitalcultures;

● Encouragingcross‐departmentalandinstitutionalsharingofideasandpractices;

● Promotingandmarketingofcourses,potentialforpartnershipdevelopment;

● Developingandenhancinginstitutionalandstaffprofiles;

● Supportingresourcessustainability.

Manyofthepoliciesandstrategies,relatingtoeconomicandsocialengagement,curriculumdevelopment,communitypartnerships,maintainingassociationwithuniversityalumni,nationalandinternationalrelationships,canbesupportedbyOERdevelopment.

SpecificreferenceismadetoareasthatarepotentiallyenhancedbyOERs:teachingandlearning;professionaldevelopment;digitalliteracy;studentengagementandstudentexperience;useofemergingtechnologies;institutionalprofile;sustainability;wideningparticipationandsocialengagement.

Note:AfullreviewdetailingthepotentialvalueofOERdevelopmentandthewideningofopeneducationalpracticestotheinstitution,staffandstudentsisincludedinthereportasAppendix18.2.Understandings/perceptionsofart,designandmediaOERsThisareaoftheresearchaddressedcolleagues’currentperceptionsofOERswithintheArt,DesignandMediasubjectareas.Inparticular,theseunderstandingsweredrawnoutthroughtheinvestigationofhowcolleaguesidentifiedandclassifiedOERs.Attendeesrespondedtoanumberofquestionswhichprobedthisarea,andtwoemergentthemeswereidentifiedandcoded:i)IdentificationofOERandii)PerceptionofOERimpacts.i)IdentificationsofOERWhenstaffwereaskedtoidentifyOERs,theresponseswerebroadandvariedacrossthethreefocusgroups.TheseincludedidentifyingTwitterasanOER;‘Twitterisfavouritelearningresource,usedforkeepingintouchwithcolleaguesinareaofwork’.OthercolleaguesidentifiedYouTubevideosasOERaswellastheuseofweblinksintheirteachingresourceswhichpointedtovideo‐basedsoftwaretutorials.Onestaffmemberindicatedthefrequencywithwhichtheyaccessedsuchresources:‘OnanaveragedayIusewebsitesallthetime,onlinevideos,forumswherepeopleaskquestionsthatarealreadyanswered[Q&Ablogsetc]’.

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Many‘inward’facingresourceswerealsoidentifiedasOERbycolleagues,becausetheyweretobemadeavailableonline(butonlythroughtheUniversity’s‘Blackboard’VLE).‘Someofmaterialformssubstanceinundergradunitfoldersbutgenerallyaspdfandstudentscanprintout.Notacrosswholeuniversity–needtoberegisteredforunit.’Despitethiscommentthattheseparticularresourceswerenotwidelyaccessible,theywerestillperceivedbycolleaguestobeOER.OtherexamplesofinternalOERsweregivenas:‘Theproductionofasmallboundbook–setofpdfstogiveinstructions,willbeavailableonstudentcentral’anda‘seriesofinstructionstoIndesign‐seriesofe‐bookandgraphictablets’whichwerecreatedbyaTechnician/Demonstrator.Anotherexamplewasbasedonamemberofstaffproducingaseriesofphotographsforateachingcollectiontohaveasanonlineresourceinthepublicdomain.Staffrecognisedthebenefitsofthistypeofopennesswithinthisparticulardiscussion;ontheone‐handitprofilesthedressdesigncoursetowhichitpertainedandontheotherprovidesasourceofwhattheyreferredtoas‘sidedoormarketing’.AnotherexternalOERwasidentifiedasthe‘e‐lexicon’producedbyMarkDanes;‘ithasabout2000entries,writtenbyexperts,interestingasnotfixed,updated,newentriesbutnotlikeablog,containedandclassified,crossreferenced,bydesigners,goodresourceof20thCenturypractice’.Thisparticularrespondentstatedthat‘Brightonnotboughtintoyetbutitisgoodandexpensive’.Inthisparticularfocusgroupsetting,itwasclearthatforaresourcetobeopen,itsimplymeantthatitwasonline,anddidnotnecessarilycarrytheothercharacteristicsassociatedwithOERs,inthatresourcesarefreelyaccessible(withnocost)toawideaudience.Onecolleaguecommenteduponthetensionsbetweentheassumptionsofopennessandaccessibility:‘Associationofopenandtheinternet.Theyareseenasgoingtogetherbutonlyopenifyouhaveacomputer.Issueofaccessibilityforsomewhodon’thaveinternetaccess’.TheDesignArchiveandScreenSouthEastwerealsoidentifiedasOERsbycolleagues,sincetheywereavailabletoboththeinternalandexternalcommunities,andsoofthematerialshadbeendigitisedandmadeavailabletoviewonline.Indeeperdiscussionsinanotherfocusgroup,staffdiscussedopeneducationalpracticessuchasopensourcesoftware:‘UsingOpensourcesoftware‘Blender’and‘Python’:a3Dmodellingandanimationenvironment’.ii)PerceptionofOERimpactsItwaswidelyperceivedthatthepotentialbenefitsofdevelopingandusingOERscentreduponsavingtimeandlabour.ThefollowingcommentswereindicativeoftherolethatOERscouldplayinefficientlycoveringthemoremundaneand‘operational’aspectsofthecurriculumsuchasworkingwithequipmentandsoftware,whicharecommon‐placeactivitieswithinthevocationally‐centredsubjectareas:‘Weshouldn’tbeteachingthebasicsthateveryoneshouldbeabletodo.’‘Usingresourcesthatstudentscanteachthemselves.’‘Tragicallydulltodeliverinrepetition.’

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‘Wouldsavehoursofwork.’‘Muchmoresensibletodeliverthisonline.’‘Sometimesyouhavetogothroughtheprocessofreinventingthewheel.’However,theflipsideofthisinitialinvestmentinlabourtoestablishabaselineofqualityresourceswasalsoacknowledged:‘Notalwaystimesavingandefficient,takesmoretime,massivelytimeconsuming.’‘Itcantaketimetoproducevideosonline–uploadingtakestime.Front‐loadedthoughsoyoucanusethemagain.’StaffcitedthattheywouldneedtobeallocatedspecifictimewithintheirworkloadswithinwhichtoundertakeOERgenerationandmaintenance.Theyalsodiscussedwaysinwhichacademic,technicalandadministrativestaffcouldworktogetherinordertostreamlinetheprocessandtomaketheproductionofOERmoreefficient:‘Institutionsshouldstreamlikethisbyallowingtechnicalstafftodealwithonlinevideos–academicstaffcouldpassoverforsomeoneelsetodothis.’ColleaguesalsosawthebenefitofOERandOEPtothequalityoftheteachingandlearningexperience.Onestaffmembercommentedthatitwould:‘Getblended‐learningworking–openresourcescanneverreplacecontactandthevalueofcontact.’TherewerediscussionsaroundhowOERwouldnotreplaceexistingface‐to‐faceteachingpracticesbutwouldenhancetheoveralleducationexperience.Staffalsosawthebenefitstotheirownprofessionaldevelopment,thatdrawingresourcesfrommultiplesourcesprovided:‘Awiderpicture,anglesyouhaven’tthoughtofbefore.’ThebenefitsofusingOpensourcesoftwareanditsabilitytobemulti‐platformedandwithnoassociatedcostswerealsodiscussed.Itwasacknowledgedthatthiswasgoodforstudents–‘nocostsandnoriskofgettingillegalcopies’.ConclusionsItbecameclearfromthesediscussions,thatOERwasnotafamiliaroruniversallyappliedtermwithintheinstitution.Whendiscussedandexplicated,OERbecameafluidlyapplieddefinitionwhichcoveredthespectrumofresourcesaccessibleonline(bothinternallyandexternally).Overall,perceivedbenefitsofOERtendedtooutweighthelimitations.FromthefeedbackoftheDrawingonallResourcesevent,itwasclearthatthetermandconceptofOERwasimplicitlyunderstoodandapplied.However,tensionswerenotedaroundtheterminologyanditsinaccessibility,whenaskedaboutonethingtheylearnedfromtheevent,respondentscommentedthat:

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‘ThatI'mfarfrombeingtheonlypersonintheOERmovementwhowouldlovetoseetheterm"OER"replacedwithsomethingmoreuser/public‐centric’and‘OERlacksdefinition’.

8.3.MotivationsfortheircreationanduseTheinformationgarneredfromthefocusgroupsandfacultyauditinterviewssuggeststhatstaffperceivearangeofbenefitsandmotivationsforthedevelopmentofopeneducationalresources.ParticipantsacknowledgedthatOERcreationanduseaffordedpotentialrewardstoindividualstaff,students,departments,thehostinstitutionandwidersubjectcommunities.TheresponsesinfermultipleincentivesforOERsandthesehavebeencollatedunderthreedescriptivethemes:i)LogisticalSupportforTeachingandLearning;ii)FulfillingaSocialRoleandSupportingDigitalLiteracies;andiii)SustainingProfileandResponsibility‐InstitutionalandIndividual.i)LogisticalSupportforTeachingandLearning‐time,workandeconomicbenefitsRespondentssuggestedthat‐althoughtheproductionofOERsisinitiallytime‐intensive‐forcertainskills‐basedteaching,theyhavethepotentialtosavetimeinthelongerterm.Resourcesare‘front‐loaded,soyoucanusethemagain’.Theyarepotentiallya‘practicalwaytoteachlargenumbersofstudents…teachinggroupsof12,means24inductions’.Itwasacknowledgedthatcertaincoursecomponentswere‘tragicallydulltodeliverinrepetition...whatbuttontopresswhere.’Itwassuggestedthatthis‘reducestakeupinthearea,dryformatasaprocesstodeliverthis‐muchmoresensibletodeliverthisonline’.OERsoffervalueinteachingiterativeprocesses.Facultyresponsessuggestedthatalthough‘itcantaketimetoproducevideosonline’,thereisvaluein‘theuseofmulti‐mediatotechniciansinordertorecordtheirdemonstrationsforstudentstorevisitonline’.Inaddition,theneedtosupportlearningwithintheFacultycouldbeassistedby‘aplacetogotoaccessmaterialswhentheywant…whereresourceshavebeenprovided[for]studentsusingthosematerialsratherthansearchingtheInternet.’Additionalbenefitsofamorerobustpolicyregardingresourcecreationanduseareevidentin‘opensourcesoftwareanditsabilitytobemulti‐platformedandnoassociatedcosts.Goodforstudents–nocostsandnoriskofgettingillegalcopies’.Itwasproposedthatcollaborationacrosstheinstitutionhasaddedlogisticalbenefits:‘tryingtofindpeoplewhoaredoingsimilarthingsacrosstheUniversity,lookingforoverlappingareasin‘uni’tofindoutaboutpeopledoingsimilarthings.’Specificallylookingatbenefitstopedagogy,delegateresponsesfollowingtheDrawingonAllResourceseventattheFacultyinferredthecollaborativecharacteristicsofopenpracticecouldhelp‘todevelopanenthusiasticandproactivecommunityofteachers,studentsandprofessionalpractitioners’‐‘collaborationsleadingtoincreasedcreativity’.Itwasalsosuggestedthatmuchcouldbegainedfromcooperativeapproachestoteachingandlearning,‘creatingamorecollaborative,inquiry‐basedlearningclimate‐movingtowardsapraxisapplicationofcurriculum’.

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Theuniversity’steachingandlearningcapacitycanpotentiallybesupportedbyOERcreationanduse.Althoughthevalueofstaff‐studentcontactremainspivotal,OERsandeffectiveengagementthroughsocialnetworkplatforms,canhelpaugmentthisgrowingcapacityspecificallyto‘getblended‐learningworking’.ii)FulfillingaSocialRoleandSupportingDigitalLiteraciesInaimingtoenhancethestudentexperience,andsupportthestudents’socialaswellasacademicdevelopmentOERsofferavaluabletoolofengagement.Focusgroupparticipantsproposedthattheycouldbeamechanism‘linkingupstudentswithdifferentareasofinstitutione.g.designerwithcomputerprogrammers’.Andassistin‘findingaplaceforopenconversationsandcollaborating,’andencouragewiderdialogue,‘engagingwithexternalparties,toformaconversationthatismutual.Expandconversationtoothers’.FurtherevidencethatOERsandtheattendantpracticesprovidetoolsofengagementforbothstaffandstudentsisthroughhelpingdevelopappropriateliteracies:‘critical,discerning,analyticalskills–[helping]refinetheirsearchingabilitiesandmakethem(students)betteratresearch–alifeandemployabilityskill.’Inthewordsofoneparticipant‘[it]helpsguidethemthroughthetraffic,ornoiseofinformation;[develop]curatorialskills.’Onespecificexampleofhowopen‘wiki’technologycanhelp‘studentperspectives,studentoutput…GoogleDocs–forcollaborativework–gettingstudentstousethisinclassroom,tomakeapresentation.’ItwassuggestedthatcurrentUniversityofBrightonfacilitiesofferenduringandsustainablebenefits:

UsingMaharaforonlineportfolios.[Students]useitasaresourceaftertheygraduatesocanseewhattheydoaftertheyleave.Studentskeentogetintoindustriesoutsidewhattheydo,sowantstoseeandhavethisconversation.Graduatestofeedbacktothecourse.

iii)SustainingProfileandResponsibility‐InstitutionalandIndividualInthegrowingonlineecologyOERshavefrequentlybeenacknowledgedasaneffectivestrategyinsupportingtheprofileandvisibilityofbothindividualstaffmembers,facultiesandthehostinstitution.Asavaluableadditiontoresearchoutputsteachingandlearningmaterials,asOERs,canoffersignificantsupporttoacademicidentity.Theprojectresearchhighlightedthis,butalsothecapacityofOERsandopenpracticetohelpfulfillinstitutionalresponsibilitytosupportstaffandstudents.Oneparticipantsummarisedtheserolesandduties:

Someoneupthechainofcommandonceasked,‘asauniversitywhatarewefor?’Ananswertothequestion–theabilitytopointtoourresourcesandstatisticsofhowtheOERhasbeenused‐statistics.Ifwe’renotopenwhatarewe?It’saboutjustifyingtostudentswhenyoushowthemtheresourcesthat’sapowerfulwayofshowinghowgoodweare–prowessandaconfidencethatwe’recomfortableshowingwhatwecando.

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Itwasproposedthat‘staffandstudent–networksthatcanbecreatedwhenresourcesareshared–demonstrateswhatuniversitiesareabout–communitiesofpracticeandthatlearningiscreatedtogether–openknowledge.’MITisfrequentlyofferedasamodelofhowOERshavebeenusedtobolsterinstitutionalidentity,itwasbelievedthat‘[MIT]areconfidentaboutwhotheyarewithoutdiminishingvalueorcompromisingacademicexclusivityorreputation.’Inthiscontextitwasacknowledgedthat:

IfUniversityofBrightonisidentifiedasaninstitutionthathasagoodreputationandthat’senhancedthroughOERsthatcouldbeagoodexampleofhowOERscanenhanceprofileandbringmorestudents.

DelegateresponsesfollowingtheDrawingonAllResourceseventalsoidentifiedtheadvantageofaccessto,andvisibilityof,teachingmaterialsincreativesubjects,‘demonstratingtheexcellenceofA&Dpedagogiestowideraudience,resistingtheutilitarianapproachtoeducation.’StaffandinstitutionalprofileareclearlyenmeshedandOERsofferamechanismformutualsupport,‘it’saboutgreatreputation,havingthatforyourCV.Ifit’sabadreputationitdoesn’tattractstudents,itdoesn’ttemptthemin.’ConclusionsThedevelopmentofopeneducationalpracticesandresourcessuggestawiderangeofpotentialbenefitsacrosshighereducationinthecreativearts.Theycanofferapracticalsolutiontodeliveringskills‐basedteachingtolargegroups,andprovidestudentswithanopportunitytoself‐directcomponentsoftheirlearningthroughaccesstoonlinematerials.Thecollaborativeaspectsofengagingwithopeneducationalpracticesandresourceshavetheaddedvalueofsupportinganddevelopingcommunitiesofteachersandlearners,encouraginginquiryandcreativity,widerengagementacrossandwithininstitutions,developingliteraciesandraisingpedagogicstandards.Theapplicationofopenlicensestoresourcesoffersclarificationandvisibilityfortheproducerand,ifsupportedbypolicyandprocess,canprovidebenefitstostaffandinstitutionalprofiles.Inabroaderculturalcontextopeneducationalpracticescanbeseentoalignwithcurrentonlineactivitiesandasapotentialbenefittothedevelopmentofblendedlearningprocesses.8.4.BarrierstotheircreationanduseInterviewsandfocusgroupdiscussionswithFacultypersonnelhighlightanumberofbarrierstothecreationanduseofopeneducationalresourcesandthedevelopmentofmoreopeneducationalpractices.Theseareoutlinedbelowunderthethematiccategories:i)Understandingsof,andmotivationsfor,thedevelopmentofopeneducationalpractices;ii)

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‘GoingPublic’;iii)Relationshipstoexistingteachingpractices;andiv)InstitutionalInfrastructure.i)Understandingsof,andmotivationsfor,thedevelopmentofopeneducationalpracticesStaffunderstandingsofopeneducationalresourcesandpracticesarepartial,particularlywithregardtobenefitsforstudents,staff,andthehighereducation,localandglobalcommunities.Openeducationalresourcesare,inmostinstances,perceivedasdidactic,non‐interactiveteachingandlearningmaterialssituatedindecontextualisingenvironments–apoorsubstitutefortheconstructivist,interactive,contextualisingface‐to‐facelearningopportunitiesofferedwithintheFaculty.Limitedunderstandingsandawarenessofthepotentialbenefitsofmoreopeneducationalpracticesaretiedtolimitedmotivations.‘[The]assumptionthatopenthingsarealtruisticisuntrue.Whatisthetruebenefit?Therehastobebenefitand[weneedto]identifywheretheylie.’Wheremotivationsfordevelopingopeneducationalpracticeexist,theyvaryandsometimesconflict.Whatmaybeaneffectiveteachingresource,maynotworkaseffectivelyasamarketingtool.Forexample,asimplyrecordedlecturemaybevaluabletoexistingstudentswantingtocatchuponorrepeataspectsoftheirlearning,butlessimpressiveasareflectionoftheFaculty’steachingandlearningprovision.Motivationsarealsoassociatedwithcertainskills(forexample,theproductionofaneffectiveteachingresourcemaynotrequiresophisticatedtechnicalskills)andthispresentspotentialproblemsinanonlineenvironmentwhereaudiencescollide.‘[Materialsare]developedbystaffforacertainthingand[they]haveacertainskillset.’Staffdevelopingmoreopenwaysofworking;makingdigitalpresentationsavailableonline,forexample,sometimeshavelimitedfeedbackdataontheoutcomesandimpactoftheirsharingandthisimpactsnegativelyonanydrivetodeveloppracticefurther.‘[You]nevergetthefeedbackthattheyhaveactuallyusedyourstuff.’ii)‘Goingpublic’Thepublicpresentationofitslearningandteachingresourcesimpactson,andpresentschallengesto,manyaspectsoftheFaculty’spractice.MarketingWhiletherearepotentialreputationalbenefitstoshowcasingteachingandlearningmaterials,therearealsoconcernsaboutcoherence,consistencyandqualityandthepotentialfornegativereputationalconsequences.Theseconcernsraisequestionsaboutappropriatequalityassuranceprocedures,gate‐keepingrequirementsandstaffautonomythatneedtobeconsideredinorderformoreopenpracticetoflourish.‘Nowit’spossibletodoeveryoneisuploadinglectures,notnecessarilygood,verypatchyquality…both[inthe]wayitisfilmedandcontent…randomcollections.’

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HealthandsafetyconcernsInmanyareasofcreativepracticethereispotentialforopeneducationalresourcestoplayaroleintheteachingandlearningofpracticalandtechnicalskillswheretherearelimitstotheprovisionofround‐the‐clocktechnicalsupport.However,participantshavesuggestedthatthesemayraisehealthandsafetyconcernsandclarificationaroundtheuniversity’sresponsibilityisrequiredhere.CopyrightissuesThemovetowardsopeningupteachingandlearningmaterialsinevitablyraisesthespectreofintellectualpropertyandconcernsaboutthecopyrightstatusandprotectionofexistingmaterials.‘[Theseresourcesare]onlyavailableinternallybecauseassoonaswemakethingspublicwegetintocopyrightissuesandpiratingofourmaterialandwe’vehadproblemswiththatinthepast.’Thisconcernisalsoexpressedinrelationtostudentwork.‘Goingpublic’isprohibited‘becausestudentshaveusedimagesthatbreakcopyright.[It’s]difficulttocontrol…althoughtheydotellthestudentsnottodoit.’Theseissuesraisequestionsaboutstaffandstudents’preparationforprofessionalcreativepractice,theoperationsofwhichareoftenandincreasinglyconductedonline.AcademicconfidenceOpeningupteachingandlearningmaterialstopublicscrutinysurfacesissuesofacademicconfidenceandsomestaffexpressfearsaroundtheirexpertiseandvalueincontributingtoalargerandlargelyunknowabledomain.‘Ifgivingalectureorclassto25people[it’s]OK,butfor1,000it’sdifferent.’‘Ifyouputupresourceswillyoubeheldresponsibleandwillpeoplequestionyouonthem?’Theseanxietiesperhapsunderpinthe‘possessivebehaviours’articulatedinthefocusgroupsandactasabarriertofullerparticipationinonlineuniversity,localandglobalcommunities.iii)RelationshipstoexistingteachingpracticesThereareconcernsabouttheimpactofdigitisedonlineresourcesonexisting[face‐to‐face]teachingpractices.Forexample,technicaldemonstratorshaveexpressedtheviewthatstudentsmaynotturnupfordemonstrationsiftheyareavailableonline.Forsomeparticipants,anopeneducationalpracticeinvolvingstudentsconflictsfundamentallywiththereflectiveprocessoflearning:‘Wewantstudentstohaveaccessinanenvironmentwheretheydon’thavetoworryaboutotherpeopleiftheyplacecomments…wewouldn’twanttomakethatpublicbecauseit’spartoftheirlearningattheUniversity;it’snotaboutopeningituptothepublic.’Openeducationalresources,perceivedasadidactic,non‐interactive,anddecontextualisedsubstituteforface‐to‐facecontact,areviewedverynegatively.Thereismoresupportfora‘blendedlearning’approachtoteachingandlearninginhighereducation,perceivedasamix

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offace‐to‐faceinteractionsupportedbyonlineresources.However,itispossiblethatashiftedperceptionofopeneducationalpractice,employingconstructivistpedagogiesinaninteractive,contextualisingenvironmentwouldhavemoresupport:‘Youneedhumanstospark,bounceandbeassuredby.’Therearealsobarrierstotheuseofopenaccessonlineresourcesdevelopedinotherinstitutional/organisationalcontexts.Suchresourcesareconsidered‘difficulttofind’and‘requiringcarefulconsiderationinhowtheyareused’,suggestingthatsupportinthisareawouldbevaluedbysomeFacultystaff.iv)InstitutionalinfrastructureAlackof:institutionalpolicyorstrategyrelatingtoopeneducationalresourcesandpractices;managerialoversight;funding(time);appropriatetechnicalinfrastructure;technicalsupport;andproceduraladviceandguidelinesareallperceivedasbarrierstofullerinstitutionalandindividualparticipationinanonlineteachingandlearningecology.WhereopeneducationalpracticesaredevelopingintheFacultyofArts,thistendstobeundertakenbyindividualenthusiastsforwhomengagementhasdistinctbenefits–technicaldemonstrators,forexample,whobenefitfromnothavingtorepeatskills‐orientedsessions.Inspiteoftheobviousneedforinstitutionalsupport,however,thereissomeconcernrelatingtothepotentialimpactofinstitutionalinterventiononburgeoningpractice:‘Sometimeswhenit’sinstitutionalisedandvetteditcanbeoff‐putting…itcouldkillthemwhenitbecomesunified.’Timetodevelopopeneducationalresourcesisaparticularissue,asisthetimetoconsideranddevelopanynewkindofpractice.InvolvementintheARTS‐OERBrightonproject(attendingfocusgroups,forexample)hasbeenachallengeforstaffintheFaculty,manyofwhomworkpart‐timeandacrossinstitutions:‘soifitwereamodesttimecommitmentIcouldlookatitbutitwouldhavetobeverymodest.’Althoughperceivedaspotentiallytime‐savinginthelongerterm,thetimerequiredtodeveloptherequisiteknowledgeandskillsandtoproduceandupdateresourcesisnotconsideredapriorityformanystaff,especiallysinceit‘won’tberecognisedasanormalacademic(activity)’:‘Unlessit’srecognised,i.e.,unless10%ofcontracttimeisdedicatedtoopeningworktothepublic–[it]won’thappen.’DiscussionrelatingtopracticalinfrastructuralissueswasaccompaniedbyquestionsabouttheFaculty’slearningandteachingcommunity.Forsomeparticipants,thedevelopmentofopeneducationalpracticeispredicatedonanestablishedsenseofcommunitywithinthehighereducationinstitution.‘Open‐ness’canbethoughtof,notjustinatechnologicalandlegalsense,butalsoinacultural/socialsense;as‘morecommunication…findingoutwhatpeopledo’and‘buildinginterestwithothersintheinstitution.’Aperceivedlackofcommunicativeandcollaborativeopportunitiesisseenasabarriertoopensharingofteachingandlearningmaterials.Itisimportanttonotethatsharingofteachingandlearningmaterialsisalsoperceivedbysomeasameansofdevelopingcross‐facultyandexternal

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collaboration,of‘breakingthroughtheidiosyncraticnatureofcourses’andexpandingmutualconversationwithothers.Thisideaperhapshighlightsadifferencebetweenthedidactic,non‐interactive‘openeducationalresource’andan‘openeducationalpractice’thatistheinteractive,collaborativeteachingandlearningdiscoursebuiltupontechnicallyandlegallyopenresources.ParticipantsatDrawingonAllResourceswereaskedtoconsider‘thegreatestchallengeforcreativepracticedisciplinesindevelopingmoreopeneducationalpractices’andmanyoftheperceivedchallengesreflectthoseidentifiedinfocusgroupsatBrighton.Themajorityofparticipantspresentedissuesrelatingtotheirinstitutionalinfrastructures(outdatedITprovision,lackofstaffdevelopment,absenceininstitutionalpolicy)askey,particularlythelackoffinancialinvestmentandprovisionoftimeforstafftodevelopandengagewiththeopeneducationagenda.Asintheinstitutionalcontext,thedevelopmentofmorecollaborativewaysofworkingisdeemedimportantandinthenationalcontext‘thecompetitivenaturethatisdevelopinginthecurrenthighereducationsystem’isseentoworkinoppositiontotheopeneducationagenda.Thereisaconcerntoensurethatanunderstandingof‘creativepractice’highereducationisfedintodebatesabout,andimplementationof,policiesandpracticestosupportopeneducation.Participantswerekeentoensurethateffectivedisciplinarypedagogiesdrivetheagendaovertechnologyandinthedesignofuserinterfaces.Foroneparticipant,thechallengeisnolessthan‘re‐imaginingtheoutputofone’screativepracticeintermsofopenness.’ConclusionsStaffneedsupportindevelopingunderstandingsofthepotentialrolesofopeneducationalpracticeandonlinelearningmoregenerally.Itneedstobeclearthatthecorrelationof‘online’with‘didactic’and‘face‐to‐face’with‘interactive’maybefalse.Supportinthisarea,alongwithaccesstoappropriatetechnical,intellectualpropertyandproceduraladviceandguidelines,arenecessaryprecursorstofullerengagementwithopeneducation.Staff,aswellasstudents,mayalsobenefitfromfurthersupportinfindingandevaluatingmaterialsinanonlinecontext.FurtherclarityonthefunctionsoftheFacultyofArtsandthebroaderinstitution’svariousonlinepresences,andstaffandstudentrolesincontributingtoanddevelopingthese,needstobedevelopedandreflectedinrelevantpolicyandstrategydocuments.Inviewofthemultipleaudiencesforopenresources,theirplaceintherelevantaspectsofUniversityworkwillneedtobeconsideredintandem;forexample,MarketingalongsideTeachingandLearning.Further,anycommitmenttoopeningupteachingandlearningresourceswillneedtoberesourcedintermsofstafftime.CommunicativeandcollaborativeopportunitiesrelatingtoteachingandlearningacrosstheFacultywouldhelpprovidestaffwiththefeedbackthatisessentialtodevelopingtheskillsandacademicconfidencetoengagewithmoreopenwaysofworking,beitwithlocalcommunitiesorwithapotentiallyglobalonlinecommunity.

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8.5.ExistingexamplesofopeneducationalpracticeintheFacultyofArtsThefollowingareexamplesof‘openeducationalresources’createdbystaffmentionedintheinterviewsandfocusgroups.ResourcesdevelopedatUniversityofBrightonDepartmentswithintheFacultyhavedevelopedaseriesofresourcesforuseinlearningandteaching.ProjectshavebeenundertakentomakevisualresourcesavailabletostudentsfromtheDesignArchivesandScreenArchivesSouthEastcollectionsforteachingandlearning,whilesomecourseshavedevelopedcontext‐specificinstructionalresources.Whilecitedasexamplesof‘openeducationalresources’theymayormaynotfullycorrespondwiththedefinitionprovided(see3).Forexample,openlicensesmaynotbeappliedorthelicensingstatusofresourcesmaybeambiguous.However,theseexamplescanbeseentorepresentasteptowardsmoreopenpractices.

Resource Date Summary

ASKstudyguide.CentreforLearningandTeaching

2011 Onlinestudyskillsguides.https://student.brighton.ac.uk/ask/

ScreenSearchFashionProject.ScreenArchiveSouthEast(SASE)

2011 Filmclipsoffashioninthe1920sand30s.http://www.brighton.ac.uk/screenarchive/fashion/

MacDonald‘Max’GillExhibition

2011 Websitetoaccompanyexhibitionretrospectivewithimagesofhiswork.http://arts.brighton.ac.uk/collections/design‐archives/projects/digital‐resource

MakingabookwithInDesign.VisualCommunication

2011 VideotutorialsforvisualcommunicationstudentsonhowtouseInDesign.Runnerupinthe2011HEeducationsectionforAdobeEducatorsChoiceAwardsShowcase.http://cx.adobe.com/euf/assets/educhoiceawards/winners.htmlExampletutorialhttp://vimeo.com/25762789

Textilesvideotutorials.

2009 YouTubevideotutorialsonknittechniques.http://www.youtube.com/watch?v=BK_ukbNFZCk

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Fashion&Textiles

DesigningBritain.DesignArchives

2002 OnlinemodulesutilisingvisualresourcesfromtheDesignArchivesexploringdifferentaspectsofDesignpractice.http://arts.brighton.ac.uk/collections/design‐archives/projects/designing‐britain‐conference‐2002ModulesontheVADSsite.http://vads.ac.uk/learning/designingbritain/index.html

OtherresourceshavebeendevelopedandareinusewithintheUniversitybutthesearenotpubliclyavailablebutrepresentashifttowardsmoreopenandcollaborativepracticewithincoursesandtheFaculty.Forexample,studentgeneratedcontentisbeingproducedinInteriorArchitectureinanonlineareacalled‘DefiningtheField’,wherestudentsrecordtheirplacementexperiencesandreflectontheirpractice.ExternalInternetResourcesArangeoffreelyaccessibleInternetresourcesarebeingutilisedinteachingandlearning.ThisincludesresourcesavailableonthewebsitesofspecificorganisationssuchastheV&AandtheDesignCouncil,andthosewithathemeordisciplinefocussuchasInstructableshttp://www.instructables.com/&Icogradahttp://www.icograda.org/Moregenerally,wellestablishedandrecognisedwebresourcessuchasiTunesU,TEDvideosandWikipediaarealsobeingused,alongsidespecificonlineresourcesthatstaffhavefoundsuchastheKnitKicksBlog:http://knitkicks.co.uk/.StaffarealsomakinguseofslidepresentationsthattheyfindfromInternetsearchesfromsitessuchasSlideShare.SoftwareWeb2.0softwarehasbeenutilisedbyBroadcastMediacoursesforcollaborativework,usingGoogleDocs.TheDesignArchivesaredevelopingaccessiblevisualresourcesonaFlickrsite.ArchitectureusesopensourcesoftwareBlender3Dand‘Python’toformamodellingandanimationenvironmentforstudentstoprototypework.FinalyearundergraduateDesignandCraftstudentsproducepersonalwebsiteshostedonfreewebsitebuildingsoftwaresuchasMoonfruitorbloggingsitessuchasWordPress.EthosAnethosof‘openness’isencouragedinsomecoursessuchasBroadcastMediawherestudentlearningisultimatelyoutwardfacing.Thisisalsothecaseincourseswheredesignrationalesandresearcharepredicatedoncommunityengagementandaprofessionaldialoguewithexternalorganisations.Equally,theprocessofsharedandcollaborativeworkingbystudentsinanonlineenvironmentinInteriorArchitectureisrecognisedasameansofencouraging‘open’dialogueonthenatureofthediscipline.9.EvaluationofprojectmethodologyThereviewofinstitutionalpolicyandstrategydocuments,interviewsandfocusgroupshaveprovedeffectivemechanismsforachievingtheproject’saims;initiatingdiscussionaround,anddevelopingunderstandingsofopportunitiesfor,andbarriersto,openeducational

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practiceintheFacultyofArtsatBrighton.Theyhavealsoenabledustoidentifyexamplesofexistingpractice.Further,theseprocesseshaveenabledustofeedintotheUniversity’sCorporatePlanconsultationprocess.Weexperiencedsomelogisticalproblemsinschedulingfocusgroupsgiventhemanyotherdemandsonstafftimeandmanymorestaffexpressedaninterestintheprojectthanwereabletoattenda90‐minutediscussion.Participantswereidentifiedonthebasisofhavinganexistingstake,orpotentialinvolvement,inOERsbecauseoftheirroleorbecauseofaninterest.Alistwasdrawnupontheadviceoflearningtechnologists;theCentreforLearningandTeaching(CLT);theCentreforResearchDevelopment(CRD);InformationServices;theDeanoftheFacultyofArtsandtheHeadoftheSchoolofArtandMedia.Wealsotriedtoensurethatabroadrangeofroles(teachingstaff,technicaldemonstrators,ITandsupportstaff,informationservices,etc)anddisciplineareaswererepresented.Thismeansthatwehaveobtainedapartialpictureofactivity,fromparticipantswhowerelargelyreceptivetotheideaof‘openness’.Theremaybegreaterchallengesinengagingstaffforwhomthisisanentirelynewagenda.InadditiontheresearchprovidedanopportunityforstafftoconsiderthepotentialoftheFaculty’sarchivefacilities,accessibilityoftheresourcesandfutureexploitationthroughopenlylicensedmaterials.DrawingonAllResourcesprovidedanopportunityforseveralstafffromtheFacultyofArtstoshowcasetheirworktoanationalaudience,aswellastolearnaboutinitiativesunderwayinotherinstitutions.Thefeedbackgeneratedalsoprovidedinformationaboutopportunitiesandbarriersasperceivedandexperiencedinabroadrangeofart,designandmediadepartments.Overall,themethodologyemployedgeneratedsignificantinformationthatwebelieveprovidesausefulbasisforfurtherFacultyandInstitutionalinvolvementinopeneducationalpractices,andavalidfoundationfortherecommendationsofferedinsection13.TheoriginalbiddocumentledbyUniversityoftheArtsLondonincludedthetriallingof‘aninstitutionallybrandedopenspace’foropeneducationalresourcesbasedonUniversityoftheArt’sProcess.Artssoftware.Asmallworkingprototypespacewascreatedtoillustratehowaninstitutionallybrandedofferingsmightappearinalargeropenplatform1(Thisaspectoftheprojectalsoevolvedintothedevelopmentofatemplateforan‘opencoursebook’.ThistemplatewastrialledaspartoftheARTS‐OERprojectandresultedintheproductionofanexamplebySarahAtkinsonentitled‘DigitalFilmmaking’(seeAppendix2).10.Otheroutcomes/impactofundertakingtheprojectLearningTechnologiesAdviserandInformationServicesTheopportunityfortheLearningTechnologiesAdvisertoparticipateinthisprojecthasprovidedanincreasedawarenessoftheactivitiesundertakenintheFacultythatfitthecriteriaofOERandtheirpotentialfordevelopment.

1http://process.arts.ac.uk/category/project-groups/heriot-watt-university http://process.arts.ac.uk/category/project-groups/university-brighton http://process.arts.ac.uk/category/project-groups/batley-school-art-and-design

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OpportunitiesforstaffdevelopmenthaveincreasedtheknowledgeandunderstandingofopeneducationalpracticewithintheHEsectorthroughattendanceattheSCOREworkshop,PracticaltoolsforfindingOER,London,BritishLibrary,15December2011andattheDrawingonallResourcesforum,UniversityofBrighton,16May2012.TheknowledgegainedfromtheexperienceontheprojecthasalsofeddirectlyintodeliveryofanOERcomponenttaughtonthePGCertmoduleforBlendedLearning.DiscussionwithinInformationServiceshasbeeninitiatedontheaccesstoandformatofthecopyrightandtechnicalsupportnecessarytoassistacademicsandstaffundertakingcontentdevelopmentthatcouldalsobeanOER.DrawingonAllResourcesDrawingonAllResources:developingopeneducationalpracticeinart,designandmediawasattendedby62delegatesfrom27highereducationinstitutionsandfurthereducationinstitutionswithHEprovisionacrosstheUK.FourstafffromtheFacultyofArtsatBrightonpresentedalongwithcolleaguesfromArchivesforCreativity,Heriot‐WattUniversity,UniversityoftheArtsLondon,KingstonUniversity,UniversityCollegeFalmouth,UniversityofSouthampton,theCouncilforHigherEducationinArtandDesign,theSupportCentreforOpenResourcesinEducation(SCORE),UniversityfortheCreativeArts,NorthbrookCollegeSussex,DeMontfortUniversityandUniversityofBedfordshire.Thepost‐conferencesurveyaskedfor‘onethingyouwilldoasaresultifattending’.Responsesshowthattheeventimpactedondelegatesandtheirinstitutionsinanumberofways.Thereisastrongappetiteforderivingmutualbenefitsfromcross‐facultyandinter‐institutionalcollaborationrelatingtoteachingandlearning.Theeventhasinitiatedseveralpotentialcollaborationsandthefeedbackrevealedarrangementstomeet,sharepractice,developprojectsanddiscusscollaborationsacrossdepartmentsandbetweeninstitutions.Inarepresentativecomment,onedelegateplansto‘keepincontactwithrelevantpeopletohelpsupporttheirworkandinformmine.’Inthecontextoftheirowninstitutions,delegatesplantousetheirlearning:makinguseofeachother’sresources,applyingprocessesfordevelopingmoreopenpractices;informingresearchandteaching;usingexistingsoftwaremoreeffectivelyandcontributingtoopenaccesswebsites.Thefeedbackalsoindicatesthepotentialforarippleeffectasdelegatespassontheirlearningtocreativepracticestudents,postgraduateteachingstudents,colleaguesandmanagers,intheirteaching,atconferencesandonline.‘(I’m)consideringsettingupacross‐disciplineopenwebsiteforthesharingofresourceswithinmydepartment.’Finally,theeventservedtoencourageandinspirethosealreadyontheroadtoopeneducationalpractice:toexpandpractice;developfurtherresearch,undertakefurtherstudy;toapplytheprinciplesofopenlearningtoteachingplanning;andtogenerally‘keepatit!’Withregardstothehostinstitution,thedayhasservedtosituatetheFacultyofArtsassignificanttoburgeoningdevelopmentsinopeneducationalpractice.Feedbacksuggests

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thatBrightonwouldbeanaturaldestinationforfurtherevents.Suggestionsforactivitiesthatwouldhelpovercomethechallengesofopeneducationalpracticeincludedan‘annualevent’,‘followupforums’and‘moreconferenceslikethisone’.Theconferenceabstracts,presentations,recordingsandreportsprovideacomprehensiverecordofthedayandarehostedontheFacultyofArtssiteat:http://arts.brighton.ac.uk/projects/networks/issue‐18‐july‐2012/drawing‐on‐all‐resources‐developing‐open‐educational‐practice‐in‐art,‐design‐and‐mediaThehighlightoftheconference?Onedelegatesummarisedasfollows:‘lotsofopportunitiesfordiscussionwithcolleagues,madesomereallyusefulconnectionswhichIamfollowingup.WiderangingaspectsorOERuseinA&Dcovered.And,ofcourse,fishandchipsonthepierafterwards!’

TeachingandLearningParticipantsinthefocusgroups,aswellastheDrawingonallResourcesevent,suggestedthatthetheopportunitytodiscusskeythemeswouldbegintoinformtheirownteachingpractices.Anexamplefromtheprojectteamisevidenceofdirectimpact.InordertosupporthisownteachingStephenMallinderundertookaparallelstudyatNorthbrookCollegetoassessthepotentialvalueofOERcreationanduseinHEmusiccoursesatthecollege.Discussionsinfocusgroupswithstaffandstudentsreinforcedthebeliefthatopeneducationalpracticescouldprovidearangeofchallengesandbenefitsacrossthesector.AsubsequentdraftreportwassubmittedtothemusicdepartmentandtheoutcomesweresubmittedaspartofaPGCertqualification.Insupportofthismuchoftheteachingundertakenbythecandidatesoughttodevelopmoreopenpracticesonthemusiccourses‐studentscontributedthedevelopmentofwikisandarangeoflearningresourcesthatcouldbefurtherdevelopedintoopenlyaccessiblematerialsfortheirownandwideruseinHE.11.DisseminationactivitiesARTS‐OERBrightonestablishedawebpageontheFacultyofArtssite:http://arts.brighton.ac.uk/projects/arts‐oer‐brightonDetailsoftheprojectweredistributedintheFacultyofArts‘Newsandeventsroundup’(29/03/12).Atkinson,S.(2012)FilmandAudiovisualMediaOERs:ThecaseofSP‐ARK,TheSallyPotterFilmArchive(Topic:OERandTeachingQuality),AHEA/JISCOpenEducationalResourcesCaseStudy:PedagogicaldevelopmentfromOERpractice.Atkinson,S.andCalic,J.Audiovisualmediaopeneducationalresources,ThecaseofSP‐ARK:theSallyPotterFilmArchive.ECLAP2012Conference:InformationTechnologiesforPerformingArts,MediaAccessandEntertainment,ConvittodellaCalza,Florence,Italy,May2012.Atkinson,S.andFollows,C.Openeducationalsocialmediacontentgroupsandnetworkswithinthearts,design&mediaeducation.OER12andOpenCourseWareConsortium(OCWC)Conference,Cambridge,April2012.

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DetailsofDrawingonAllResourceswerepostedontheNetworkADMBlog(http://networksadm.blogspot.co.uk/p/drawing‐on‐all‐resources.html)the@networkadmTwitterfeed(#DROAR),andonUniversityofBrighton’sFacultyofArtseventspage(http://arts.brighton.ac.uk/whats‐on/gallery‐theatre/calendar‐page‐text?SQ_CALENDAR_VIEW=event&SQ_CALENDAR_EVENT_ID=62881&SQ_CALENDAR_DATE=2012‐05‐16)DrawingonAllResourceswasalsopromotedonthefollowingJISCMaillists:MeCCSA,ImprovingStudentLearning(ISL),SEDA,ADM‐HEA,WRITING‐PAD,DesignResearchSociety,DesignHistorySociety,AssociationofArtHistorians,Crafts.DetailswerealsosentoutontheADM‐HEAdistributionlist,andonUniversityofBrighton’s‘Uni‐info’(FacultyofArts).ARTS‐OERBrightonvideofeaturedduringtheOpenEducationWeekinMarch:http://www.openeducationweek.org/arts‐oer‐at‐brighton/‘DisciplinaryandInstitutionalPerspectivesonOpenEducationalPracticeinArt,DesignandMediaStudies:OpportunitiesandChallenges’waspresentedat‘Cambridge2012:InnovationandImpact‐OpenlyCollaboratingtoEnhanceEducation’,QueensCollegeCambridge,16‐18April2012,http://www.ucel.ac.uk/oer12/resources.html.‘OpenEducationalResources:thestartofabeautifulrelationship’willbepresentedatConnectivity:LinkingtheLearningCommunity’,UniversityofBrightonAnnualLearningandTeachingConference,13July2012.http://www.brighton.ac.uk/clt/events/learning‐and‐teaching‐conference‐2012/#AtkinsonAbstracts,presentations(underCreativeCommonslicence),andreportsfromDrawingonAllResourcesareavailablefrom:http://arts.brighton.ac.uk/projects/networks/issue‐18‐july‐2012/drawing‐on‐all‐resources‐developing‐open‐educational‐practice‐in‐art,‐design‐and‐media(frommid‐July2012).12.ConclusionsUnderstandingsofOERsandOEParestillatanembryonicstageintheFaculty.However,workundertakenthroughtheADM‐HEASubjectCentre,hostedbytheUniversity,andthecurrentprojectareevidenceofgrowingunderstandings,dialogueandthedevelopmentofopenpracticeandmaterials.ThereislittleevidenceofworkbeingundertakenacrossotherschoolsorfacultiesintheuniversityandasaconsequencetheFacultycanbeconsideredastakingtheinitiativeinthisarea.Althoughmanyofthestrategyandpolicydocumentsweredraftedpriortothegrowthinopeneducationalresourcesevidencewouldindicatethatmanyoftheattributesandbenefitsofdevelopingresourcesandopeneducationalpracticescansupporttheuniversity’swidermissionstatements.Thesemaybeconsideredasabroadspectrumandameanstoannumberofends,fromenhancingthestudentexperience,staffdevelopment,marketing(inparticularthevalueofthe‘reputationaleconomy’),partnershipdevelopmentand

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sustainability.Thedraftingofnewpolicydocumentsmaybenefitfromtheconsiderationofhowaccessibleonlineresourcescouldcontributefurtherinthesesareas.TheFacultyprovidesrichandvaluablearchivefacilities.ThepotentialofthesearchivescanbemaximisedbythedevelopmentofopenlyaccessiblematerialsthatencouragegreaterengagementwithintheFacultyandbyotherUKinstitutionsthroughthecurrentonlineplatforms.Theprojectprocesses,includingtheDrawingonallResourcesForum,offeredclearevidenceoftheenthusiasmandinterestofparticipantsanddelegatesinsupportingopeneducationalresourcesandpractices.Duringtheprojectmuchattentionwasgivento:thecurrencyofusingonlinematerials;theprogressiveandcollaborativecharacteristicsofOERs;theimportanceofvisibilityandaudience‐allkeyattributesofteachingandlearningincreativesubjects.InconsiderationofARTS‐OERBrightonbeingapartnerintheALTOProject,thereisvalueintakingaleadroleincontributingtothedevelopmentofasustainableartsHEcommunitythroughanopenaccessplatform,specificallyProcessArts,wheretheFacultyandUniversityofBrightoncouldbrandmaterials.TheworkalreadyundertakenbytheARTS‐OERBrightonprojectcanbeusedasameansofpresentinganeffectivemodelforthekickstartingofopenandflexiblelearninginotherHEinstitutions.13.RecommendationstoInstitution/Faculty

1. ItisrecommendedthatanOERcriteriashouldbeincludedwithintheUniversity’sCourseDevelopmentandReviewHandbook,requiringtheCourseDevelopmentTeam(CDT)toconsidertheinclusionofOERmaterialswithinthedesignandcontentoftheproposeddevelopment.TheCDTwouldberequiredtoarticulatearationaleastowhytheyhavechosen/notchosentoadoptOERs.

2. Itisrecommendedthatstaffareprovidedwithanallocationintheirworkloadto

dedicatetoOERactivity.

3. Itisrecommendedthatastaff‐groupfromaspecificsubjectareaareidentifiedtoimplement,trialandreviewaformalisedOERstrategyoverafixedtimeperiod,tothenreportbackontheirfindings.MediaatUniversityCentreHastingswouldbeinterestedinthisrole.

4. Itisrecommendedthattheinstitution’spositionandapproachtoopeneducational

practiceisfedintotherelevantinstitutionalstrategicplansandpoliciesthathaveexpiredoraredueforrenewal(see7above).

5. (Cont.ofpoint4.)ItisrecommendedthatOERs/OEPareaddresseddirectlyin

institutionalstrategicplansasamechanismforsupportingstaffandstudent(digital)literacies.

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6. Itisrecommendedthatopportunityisdevelopedforcross‐FacultyofArtsdiscussionandsharingofteachingandlearningapproachesandresources.

7. Itisrecommendedthatstaffdevelopmentincorporatesworkshopstosupport

appropriateuseandcreationofdigitalonlinematerials.

8. ItisrecommendedthatexistingFacultyarchivesconsiderdevelopmentofopenlyaccessiblematerialstoencourageengagementwitharchivefacilities.TheSallyPotterArchiveisausefulexampleillustratinghowarchivesandhighereducationcanworktogethertosimultaneouslyenricharchiveresourcesandsupportstudentlearning:http://www.sp‐ark.org/index.php(seeAtkinson,2012).

9. ItisrecommendedthatFacultyencourages,throughpolicy,thepotentialroleof

techniciansinsupportingskills‐basedlearningthroughOERs.

10. Itisrecommendedthatlearningmaterialexemplars(presentations,podcasts,etc)producedbystaffmembersareshowcasedontheuniversitywebsite,inthesamewaythatresearchmaterialsaresignpostedandhostedontheuniversity’sonlinerepository.Thisinitiativecouldbecarriedforwardsasapotentialcollaborationwiththemarketingdepartmenttopromotecourses.

11. Thedevelopmentofan‘opencoursebook’couldbeusedasaneffectivemodelthat

canbeadaptedforarangeofcoursesintheFaculty,and,in addition,offerausefulexampleforupdating,re‐writingandadaptingcourses.

14.ReferencesALTOUK(2011)‘AQuickIntroductiontotheALTOUKProject’,http://blogs.arts.ac.uk/alto/alto‐uk/.DateAccessed:28/05/12.Atkinson,S.(2012)FilmandAudiovisualMediaOERs:ThecaseofSP‐ARK,TheSallyPotterFilmArchive(Topic:OERandTeachingQuality),AHEA/JISCOpenEducationalResourcesCaseStudy:PedagogicaldevelopmentfromOERpractice.Atkinson,S.Casey,J.Flint,D.Follows,C.andMallinder,S.‘DisciplinaryandInstitutionalPerspectivesonOpenEducationalPracticeinArt,DesignandMediaStudies:OpportunitiesandChallenges’presentedat‘Cambridge2012:InnovationandImpact‐OpenlyCollaboratingtoEnhanceEducation’,QueensCollegeCambridge,April16‐18th2012,http://www.ucel.ac.uk/oer12/resources.html.Flint,D.andMallinder,S.(2011)PractisingOpenEducation‐DevelopingthePotentialofOpenEducationalResourcesinArt,DesignandMedia’Projectreportpublishedat:http://www.adm.heacademy.ac.uk/projects/sector‐projects/practicing‐open‐education‐2013‐developing‐the‐potential‐of‐open‐educational‐resources‐in‐art‐design‐and‐media.Dateaccessed26/04/12.HigherEducationAcademy/JISC(2011)‘WhatareOpenEducationalResources?’https://openeducationalresources.pbworks.com/w/page/24836860/What%20are%20Open%20Educational%20Resources,Dateaccessed23/04/12.

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HigherEducationAcademy/JISC(2011)‘Academy/JISCOpenEducationalResourcesProgrammePhase3’http://www.jisc.ac.uk/oer,Dateaccessed31/05/12.

HigherEducationAcademy/JISC(2012)‘OERSynthesisandEvaluation’,http://oersynthesis.jiscinvolve.org/wp/tag/benefits/,Dateaccessed31/05/12.Mallinder,S.(2010)‘ArtDesignMedia‐OpenEducationalResourcesProjectFinalReport’,http://www.adm.heacademy.ac.uk/projects/sector‐projects/contentfolder.2010‐04‐22.7419312795,Dateaccessed31/05/12.OPAL(2010)‘OpenEducationalQualityInitiative’,http://www.oer‐quality.org/wp‐content/uploads/2011/03/OPAL‐Factsheet.pdf.Dateaccessed06/06/12.15.Appendices

Appendix1

ReviewofUniversityofBrightonPolicyandStrategyDocumentsandtheValueofOERs

Introduction

Althoughtheterm'openeducationalresources'(OERs)wasadoptedattheUNESCOforumin2002,followingdevelopmentsinOpenCourseWareandtheexpansionofdistancelearning,ithasonlybeguntoemergeingeneralUKhighereducationterminologyoverthepastfourorfiveyears.AsaconsequencetherearenodirectreferencestoOERsinthecurrentUniversityofBrightonpolicyandstrategydocuments.However,referencetoamorewidespreadengagementwithdigitaltechnology,andonlinematerials,acrossallsectorsoftheuniversitymeansthatOERsthemselvesalignwithmanykeyaspectsofinstitutionalpolicies,strategies,andlong‐termvision.

Insimpledefinitionopeneducationalresources,andattendantpractices,referto:‘...teachingandlearningmaterialsthatarefreelyavailableonline(underlicense)foreveryonetouse…’(HigherEducationAcademy/JISC,2011).Theuse,creationandadaptionoffreelyavailabledigitalmaterialshasimplicationsforawiderangeofuniversityprocesses,strategiesandpoliciesthataimtosupportstudents,teachingstaff,technologists,informationandlegalservices.Thecreationof,andaccessto,onlineteachingandlearningmaterials(OERs)providesanopportunitytoprofilestaffandstudentworkalongsideresearchoutputs,increaseinstitutionalvisibilityandprovideanopportunityforshowcasingtheuniversitytoawideraudience,inparticularprospectiveapplicants.

KeyDocuments

1.TheUniversityofBrightonCorporatePlan2007‐12

Designedtoinformoverarchingpolicyandstrategytheplansupportsthe‘university’smajordecisions,guidingtheprioritiesofstaffandstudents;andsharingwithpartnerstheuniversity’svision.’

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PublishedpriortothedevelopmentofclearsectorunderstandingsofOERstheplan,however,relatestothephilosophyandbenefitsofopeneducationalpractice(asoutlinedintheprojectrationale)whichalignwithseveraloftheUniversity’saimsinrelationtothecurriculum,economicandsocialengagement,studentandstaffexperience,thephysicalenvironmentandgovernance,managementandrelationships.

Curriculum‐acommitmenttoworkinginpartnershiptoensurethattaughtcoursesare‘fullyembeddedinthesocial,economicandculturallifeandrequirementsofthelocality,regionandnation…’(p.3)incorporatingateachingandlearningstrategythatwillemphasisetheincreasinglyimportantroleoflearningtechnologies.

Economicandsocialengagement‐inparticular,referencetoensuringeffectiveknowledgeexchangewithexternalpartnerswiththeuniversity‘workingtowardsaninterpretationofparticipationinhighereducationwhichisnotonlyaboutindividualaccessandsocialmobilitybutalsoabouttheaccessibilityoftheuniversity’sresources(p.15).

Studentandstaffexperience‐aligningprovisionofsupportforlearning‘inacontextwhereunderstandinghowindividualstudentslearnbestandhowtechnologiescancontributecontinuestoevolverapidly,andwheree‐learningandsocialnetworkingareincreasinglyimportant’(p.22)andanacknowledgementofdiverseandcomplexlearningwith‘differentpatternsofstudyandwork,treatingstudentsandstaffasindividualmembersoftheuniversitycommunityratherthansimplyitscustomersoremployees’(p.22).

Physicalenvironment‐inrecognitionofincreasingvolumesofinformationthekeyobjectivebeingto‘planandmanagescholarlyinformationresourcesandservicescoherently;andenablestaffandstudentstoaccessandexploitthemconfidentlyandeffectively’(p.29).

Governance,managementandrelationships‐keygoalbeingto‘enhancethemanagementofitsrelationshipswithstudents...andtorefreshtherelevanceofuniversityteaching,learning,researchandengagementactivities’(p.35).

ConclusionOpeneducationalresourcescanpotentiallystrengthentheuniversity’saimsofcollaborationandengagementwithexternalpartnersindevelopingopenlyaccessiblematerialsandembracinglearningtechnologies.Resourcesandopeneducationalpracticescanhelpsupportstudentandstaffexperiencesandenrichtheirrelationshipwiththeinstitutionhelpingtoofferflexibleandactiveinlearning.2.UniversityofBrightonStrategicPlans2007‐12

TheUniversity'sMarketingandCommunicationsstrategicplanacknowledgestheneedtoensurethatacademicreputationandprofiletakespriority,abovelocation,inattractingprospectivestudents(p.3).TherewasthebeliefthattheemergingtechnologiesprovidedachallengetoHEinstitutionsinthecontrolofusergeneratedcontent(p.4).Inadditionthedepartmentnotedhowitshoulddevelopagreaterunderstandingofhownewmediacouldbeusedtosupportmarketingstrategies(p.6).AccessibleonlineteachingandlearningmaterialsofferanopportunityforthemarketingandcommunicationsdepartmenttoshowcaseUniversityteachingandlearningprovision,alongsideresearchoutputs,asclearevidenceofqualitypractices.

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TheStudentServicesstrategicplannotedtheneedforresearchintohowwebtechnologiesprovidedevidenceofinteractionwiththestudentaudience.Italsoemphasisedthatindicatorsofsuccessincluded:‘studentprofiledevelopedandtakenupbymorecourses;e‐portfoliosdeveloped…’(Part2,Objectives,Aim1,Curriculum)and‘usinge‐learningandsocialnetworking;maintainusageofstudentcentral;meetingdiversityofstudentneeds.’(Part2,Aim5–PhysicalEnvironment)areaswhichinfuturecouldbesupportedbyactiveengagementwithonlinelearningmaterialsincludingstudent‐generatedOERs.

TheArtsandArchitecturestrategicplansnotedthefacultyobjectivesincludedthedevelopmentofastrategyfortheintegrationanddevelopmentoftheuniversity’sarchivalcollectionsandanincreaseintheemploymentoftheseinthecurriculum(Aim1).Itbelievedakeychallengewastoensurewell‐managedandsupportedtransitionintocollectionanduseofdigitalimagesandsupportfortheuniversity’sscholarlyinfrastructureforresearchandscholarshipthroughinvestmentin,anddevelopmentof,internationallyrecognisedarchivalresources(SASE;Design).AlthoughitincludesnodirectreferencetofutureOERs,theplanrecognisestheneedforarchiveprocessesandinfrastructure.

ConclusionAkeybenefitofdevelopingopenlylicensedteachingandlearningmaterialsisthecapacitytoshowcaseworkofstaffandstudentsinanincreasinglycompetitiveHEenvironment.ThecurrentarchivefacilitiescanpotentiallyhelpinenhancingtheFaculty’sreputationbydevelopingplatformswhereaglobalaudiencecaninteractwithmaterialsandteachingandlearningactivities.BuildingonsocialnetworkingactivitiesstudentscanuseOERsasameanstoproduceandshowcasetheirportfolios.

3.FacultyandSchoolthree‐yearplans2010‐13(FacultyofArtsStrategyOverview)

Theoverviewnotestheincreasedemphasisplacedon‘webpresenceandelectroniccommunicationsbyallstudents,colleaguesandresearchusers’,andthefacultyallocatingresources‘toprioritiseanddevelopthevisibilityofitsactivity.’Theseincorporate‘innovationsintheuseofnewmedia/socialnetworkingandWeb2.0technologiesandbuildingaresourcethatisinformativeandusefultotheCCIsector...fromtheperspectiveof:1)Prospectivestudents;2)Creative&CulturalandotherIndustries‐ascollaboratorsandbusinesspartners;3)Internationalaudiencesand;4)Alumniandphilanthropicdonors’(p.5).

Conclusion

SuchfacultyapproacheswouldbestronglysupportedbytheincorporationofpoliciesandpracticesthatencourageOERcreationandengagement.Asacknowledged,theuseofopenlylicensedresourcescanhelpshowcaseFacultyworktoprospectivestudents,potentialindustryandcommunitypartnersandindustry.

4.UniversityStrategiesandPolicies

KeyConclusions

AnumberofkeyaimshighlightedintheCollege‐basedHigherEducationStrategywouldappeartobesupportedbyaclearOERpolicy.Thestrategyoutlinesthesignificanceoftheinstitution'srelationshipwithitsFEcollegesandthewidercommunity,whichcouldbepotentiallyenhancedbyencouragingcollaborationinthecreationof,andwidersharingin

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theuseof,teachingandlearningresources.Therationaleforcollege‐basedHEemphasisesthatthe‘deliveryofprogrammesinpartnershipwithfurthereducationcollegesisintendedtosupporttheachievementoftheUniversity’saspirationsinrelationtoeconomicandsocialengagement,particularlywithinthelocalregion’(p.4).Thestrategyhighlightsthevalueofpartnershipworking‘withcollegestaffinvolvedinthedevelopmentanddeliveryofmodulesattheUniversity,andUniversitystudentsabletostudymodulesdeliveredatcolleges’(pp.4‐5).Inregardtothestudentexperience,thedocumentacknowledges‘accesstosomeresourcescanbevariable’(p.8)whichmaybeoffsetbywidelyavailableOERs.

ThedevelopmentofopeneducationalresourcesandpracticealignswithanumberofaimscontainedintheInformationServicesStrategy.Forexample,thegoalto‘strivetoensurethattheresourcesandservicesmanagedbythedepartmentdeveloptocaterforincreasedinter‐andmulti‐disciplinaryactivitiesoftheuniversityandtheincreasingpresenceinthecurriculumofsustainabledevelopmentandgloballearningperspectives(Aim1a.8‐p.9).

Thedocumentcommitstoeffectiveengagementwithtechnologicaldevelopments,inparticularStudentcentralfacilities:‘supportanddeveloptheonlinelibraryfacilityinStudentcentral,inparticularprovideeasyaccesstousefulonlineresources,includingnewsourcesofinformationwhichuseweb2.0technology’(Aim4a.4,p.15);todevelopareputationforreliablecoreserviceswhicharesecure,sustainableandhighlyaccessible(Aim5a,p.15)andmonitordevelopmentsinopensourcesoftware(Aim5a20p.15).

AnumberofsignificantapproachesidentifiedintheInformationStrategycouldbesupportedbythedevelopmentofopeneducationalpractices.Informationforteaching,learningandresearch,acknowledgeadiversityofapproaches,with‘levelsofstudentautonomyandalternativewaysoforganisingandpresentingknowledgeandinformationtostudents–lectures,seminars,tutorials,hand‐outs,libraryresearch,interactiveelectroniclearningmaterials’(5.2.p.2).Openeducationitcouldbearguedsupportsricherandmorediversepedagogies.Suggestingrecognitionthat‘theUniversitycannotbeself‐sufficientinrelationtoacademicinformationandmustalsoworkcollaborativelywithawidenetworkoforganisationsoutsidetheUniversitytosecuretheprovisionofappropriateinformation’(5.3,p.2);staff's‘relationshiptotheacademiccommunitywillbeexpectedtoevolveastechnicaldevelopmentscontinuetoenhanceindividualcapacitytoidentifyandlocatenecessaryacademicinformation’(5.4,p.2);and‘accessfromoutsidetheUniversityisprovidedwherepossiblethroughweb‐enabledservices’(5.6,p.3).

Thewebsiteisa‘majorvehicleforthedisseminationofinformationabouttheUniversity...thewebsiteistargetedoninformationthatisprimarilyofinteresttomembersofthepublic,prospectivestudents,alumniandpotentialdonors’(9.2,pp.5‐6).Theprovisionofopenaccesstoteachingandlearningmaterialscouldfulfilavitalroleininformingandengagingtheseimportantstakeholdersinandwiththecurriculum.

TheLearningandTeachingStrategyinterpretsthecorporateplanreflectingkeyinstitutionalprioritiesofwideningparticipation;economicandsocialengagement;andsustainabledevelopmentandprovidingcommentaryundertheabovementionedthemes:(curriculum;research;economicandsocialengagement;studentandstaffexperience....).Ofspecificrelevancehereare:

Curriculum‐Thestrategyemphasisesitscommitmenttodigitalandonlinedevelopmentsnoting:‘theuniversitywillfurtherdeveloptheappropriateuseofe‐andblendedlearningwithStudentcentral,thenewsociallearningdevelopmentcommunity@brighton,an

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appropriaterangeofcourseswhichusee‐learning,andtherollingoutintopracticeofdevelopmentsarisingfromthee‐learningPathfinderfunding’.

Research‐thedocumentalignsresearchtoteachingandlearningprocesses,where‘theuniversityisdedicatedtodevelopingnewapproachestothesystematiclinkingofresearch(includingbothdisciplinaryandpedagogicresearch)andteaching(includingcurriculumdevelopmentaswellascurriculumdelivery).

Thelearningandteachingobjectivesinthedocumentaddresstheuseof,andengagementwith,emergingtechnologiesmakingspecificreferencestopedagogicpracticesandflexibilityinteachingandlearning:‘supportgreaterinter‐disciplinaryworkbystaffandstudentsthroughinnovationincoursedesignanddelivery,andtheidentificationofnewmechanismsandprocessestosupportthis.’(nopageref);‘encourageandenhancecreativityacrossthecurriculum’(nopageref);‘spreadgoodpracticeacrosstheinstitutionandpartnercolleges...measureofsuccesswouldpublicationsandwebpresenceofgoodpracticeexamples.’(nopageref);‘enableallrelevantstaffandcourseteamstobeabletomakeappropriateindividualandcollectivechoicesintheuseoftechnologiesintheirlearningandteaching’(nopageref);andameasureofsuccesswouldbe‘Productionofmaterials,projectdevelopmentandpublications.’(nopageref)

Theextractsabovecanallbeseentobeareasofpolicyandstrategythancanbesupportedbythedevelopmentofopeneducationalresourcesandpractice.Theimplicationbeingthereisapotentialcorrelationbetweengreateronlineresourcecreation,access,andengagementwithareasofpolicydevelopment.Openeducationcanbeseentooffersupporttoflexibilityinteachingandlearning,curriculumdesign,studentliteracies,applicationofemergingtechnologies,institutionalprofile,thedevelopmentofpartnershipsandsocialengagement.Appendix2OpenCoursebookDemoLink:http://alto.arts.ac.uk/930