Awarenessofopeneducationalresources(OER)andopeneducationalpractice(OEP)inScottishCollegesSurveyResults

InterimReport

BeatrizdelosArcos,PeteCannell,RosemarieMcIlwhanAugust2016

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ExecutiveSummary

Keyfindings• Awarenessofopeneducationalresources(OER)amongeducatorsinScotland’s

collegesisverylow• AwarenessofCClicensesislowerthanpublicdomainorcopyright(but

awarenessofalllicensetypesishigherthanawarenessofOERingeneral)• MosteducatorsshareteachingmaterialsviatheirinstitutionsVLEbutfewshare

themopenlyonline• Qualityandaccuracyarethemostimportantfactorsinfluencingeducators’

choiceofteachingmaterial• LackofawarenessandnotknowinghowtouseOERareperceivedasthe

highestbarrierstoadoptionofOER• StaffwhoattendCPDopportunitiesaremorelikelytoengagewithOERandOEP

Recommendations• EffortstoraiseawarenessofOERandOEPamongteachingstaffinScotland’s

collegesneedtobescaledup• OpportunitiesfordevelopmentaroundtheuseofOERinthecurriculum(and

especiallytheaffordancesandlimitationsofopenlicenses)shouldbeprovided• Collegesshouldconsiderthepossibilityof‘openingup’theirVLEs,andestablish

howtobestsupportandencouragetheirteachingstafftoshareresourcesopenly

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TheCollegessurvey

ContextTheOpeningEducationalPracticesinScotland(OEPS)project1facilitatesbestpracticeinScottishopeneducation.TheprojectaimstoenhanceScotland’sreputationandcapacityfordevelopingpubliclyavailableandlicensedonlinematerials,supportedbyhighqualitypedagogyandlearningtechnology.

Partoftheproject’sobjectivesistoidentifycurrentawarenessofopeneducationalresources(OER)andopeneducationalpractice(OEP)inScotlandacrosstertiaryeducationandinformallearning.Thissurveyispartofthatwork.Asimilarsurveyhasbeenconductedfortheuniversitysector.Bothsurveysformpartofawiderengagementwithtertiaryeducation.Dialoguewithcollegestaffandothersinvolvedineducationandtraininghastakenplacethroughfouropenforums,workshopsandevents,andthroughcollaborativeactivitywithcollegestaff,theCollegeDevelopmentNetworkandtheTQFEteamatStirlingUniversity.Theprojectteamseetheprojectasalarge-scaleactionresearchprojectinwhichqualitativedataisgarneredthroughaniterativecycleofaction,evaluationandreflection.ThisprocessofparticipatoryeventsandcollaborativeactivityhasbeenasourceofvaluableinsightsintothelevelofawarenessofOERandOEPinScottishcolleges.

IntroductionTheOpenEducationalPracticesinScotland(OEPS)Projectconductedasurveytofindoutaboutthelevelofawarenessofopeneducationalresources(OER)andopeneducationalpractices(OEP)amongcollegestaffinScotland.ThesurveyquestionswereadaptedfromresearchinstrumentsbytheOpenEducationResearchHub2(OERH),theBabsonSurveyResearchGroup3andtheBostonConsultingGroup4,whichallowed,toacertainextent,forcomparisonofresultsacrosseducationalcontextsaroundtheglobe.ThesurveywasconstructedinSurveyMonkeyandsharedonlinebyinstitutionalcontacts.Intotal236validresponseswerecollectedinaseven-weekperiodfromFebruary1st,2016toMarch20th,2016.Thesurveywasdistributedin24Colleges,andresponseswereobtainedfrom16ofthem;however,asFigure1shows,mostrespondentscamefromEdinburghCollege(n=50),WestCollegeScotland(n=40),NewCollegeLanarkshire(n=38),FifeCollege(n=25)andGlasgowKelvinCollege(n=25),makingunadvisableanyconclusionthattheseresultsarenecessarilyrepresentativeofthesectorasawhole.Havingsaidthat,itisworthhighlightingthatfindingsherebyreporteddonotdifferradicallyfromfindingsobtainedin

1www.oepscotland.org

2http://oerhub.net/

3http://www.onlinelearningsurvey.com/oer.html

4http://www.hewlett.org/sites/default/files/The%20Open%20Educational%20Resources%20Ecosystem_1.pdf

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previousresearch(delosArcos,Farrow,Perryman,Pitt,&Weller,2014;Allen&Seaman,2014;delosArcos,Farrow,Pitt,Perryman,Weller&McAndrew,2015).

Figure1.Distributionofresponses

CharacteristicsofthesampleThesample(Table1)comprisesofamajorityoffemale(56.4%,n=133),highlyexperiencededucators–32.2%(n=76)withover20yearsofteachingexperience.Mostteachfull-time(71.6%,n=166),face-to-face(89.8%,n=211)andatbothNationalCertificateandHighernationallevel(51.9%,n=120).Figure2showsabreakdownofresponsesbydisciplinetaught.

2.1%

3.8%

0.4%

6.8%

5.1%

21.2%

10.6%

0.4%

1.7%

10.6%

0%

0%

0%

16.1%

0%

1.7%

0%

0%

0.4%

0%

0%

0%

16.9%

1.7%

0.4%

Ayrshire College

Borders College

City of Glasgow College

Dumfries & Galloway College

Dundee and Angus College

Edinburgh College

Fife College

Forth Valley College

Glasgow Clyde College

Glasgow Kelvin College

Inverness College UHI

Lews Castle College UHI

Moray College UHI

New College Lanarkshire

Newbattle Abbey College

North East Scotland College

North Highland College UHI

Orkney College UHI

Perth College UHI

Sabhal Mòr Ostaig UHI

Shetland College UHI

South Lanarkshire College

West College Scotland

West Lothian College

College Development Network

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Table1.SampleCharacteristics

ALLRESPONSESN=236

Gender Female56.4%Male42.4%

Teachingexperience

>20years32.2%16-20years16.1%

Teachingmode Full-time71.6%Part-time28.4%

Teachingcontext Face-to-faceteaching89.8%Blendedteaching9.8%Onlineteaching.4%

Teachinglevel NC31.2%HN16.9%

Figure2.Breakdownofresponsesbydiscipline

Hairdressing & Beauty 7%

Education & Training

2% Art & Design

1% Construction

5%

Engineering 10%

Media 2%

Performing Arts 1%

Business & Management

8%

Care 12%

Science 3%

Social subjects

8% Sport & Leisure

5%

Computing & ICT 12%

Hospitality & Tourism

7%

Language & ESOL 3% Other subject

8%

Core skills 3%

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AwarenessofOERRespondentswereaskedtoself-reporttheirawarenessofOER,afterreadingthefollowingdefinition:

“OERareteaching,learning,andresearchresourcesthatresideinthepublicdomainorhavebeenreleasedunderanintellectualpropertylicensethatpermitstheirfreeuseandre-purposingbyothers.Unliketraditionallycopyrightedmaterial,theseresourcesareavailablefor‘open’use,whichmeansthatuserscanedit,modify,customize,andsharethem.”

ResultsshowthatlevelofawarenessofOERinthisparticularsampleisverylow:amajorityofrespondents(54.2%,n=128)indicatedtheywereunawareofOER,39%(n=92)thattheyheardofOERbutdidn’tknowmuchaboutthem,andonly6.8%(n=16)thattheywereawareofOERandknewhowtousethemintheclassroom.Notethat3outofthe16respondentswhodeclaredthemselvesawareofOERalsosaidthattheydidnotuseOER;accordingly,responsesweremergedtocreatethreegroupsforcomparativeanalysis,asshowninTable2.

Table2.Categoriesofsurveyrespondents

ALLRESPONSESN=236

Count % Valid%

OERusers 13 5.5 5.5

OERawarebutnon-users 95 40.3 40.3

OERunaware 128 54.2 54.2

Total 236 100 100

ThelackofawarenessofOERamongteachingstaffinScottishCollegesmirrorsthefindingsoftheScottishUniversitysectorsurveythatwasalsoconductedbytheOEPSproject5.ItisalsoinlinewiththeresultsreportedbytheBabsonSurveyResearchGroup(Allen&Seaman,2014)intheirexaminationoftheattitudes,opinionsanduseofOERamongteachingstaffinUShighereducation,whereinonly20%ofthosesurveyedclaimedtobeawareorveryawareofOER.

5https://oepscotland.org/2016/10/05/awareness-of-oer-and-oep-in-scottish-he-institutions-survey-results/

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SelectingresourcesforteachingAllrespondentswereaskedtorateonafour-pointLikertscaleaseriesoffactorsinrelationtotheirselectionofresourcesforteaching.Nearlyallrespondentsselected‘high-qualityandfactuallycorrect’(99.6%,n=235)asimportantorveryimportant;subsequenthighpercentagescorrespondtoselectingresourcesthatare‘proventoimprovestudentperformance’(98.7%,n=228),‘currentandup-to-date’(97.9%,n=231)and‘covermysubjectareasufficiently’(97.5%,n=230).

Whencomparinggroups(Table3),wefoundthat100%ofOERusersselectteachingresourcesthatareproventoimprovestudentperformance,ofhigh-quality,factuallycorrect,current,up-to-date,easytouseandallowingadaptation.Non-OERuserscoincidewithOERusersinchampioningresourcesthatareofhighquality.ThoseunawareofOERfavourimprovedstudentperformanceoveraccuracyandquality.

Table3.Factorsinfluencingselectionofteachingresources

ALLRESPONSES

N=236

OERusersn=13

OERnon-users

n=95

OERunawaren=128

Count Valid% Count Valid% Count Valid% Count Valid%

Cost 182 81.3 10 83.3 75 81.5 97 80.8

Proventoimprovestudentperformance

228 98.7 13 100 92 97.9 123 99.2

Easytofind 210 90.1 11 91.7 82 87.2 117 92.1

IncludesallthematerialsIneed

199 85 10 76.9 79 84 110 86.6

High-qualityandfactuallycorrect

235 99.6 13 100 95 100 127 99.2

Coversmysubjectareasufficiently

230 97.5 13 76.9 94 98.9 123 96.1

Mappedtolearningoutcomes

180 77.3 10 83.3 73 77.7 97 76.4

Current&up-to-date 231 97.9 13 100 95 100 123 96.1

Easytouse 215 91.9 13 100 85 90.4 117 92.1

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UsedbyothercolleaguesinmyDepartment

115 49.1 7 58.3 48 51.1 60 46.9

Providedbymycollege 101 43.5 5 38.5 40 43 56 44.4

Readytouse 182 77.4 10 76.9 75 79.8 97 75.8

Adaptable/editable 222 95.3 13 100 89 95.7 120 94.5

Invitedcommentsonotherfactorsthatinfluencechoiceofteachingresourceshighlightapreferenceforlocalizedmaterials–“Iteachhistory.Iliketouseresourcesrelatingtolocalhistoryifpossible”,“TailoredtoScottishcurriculum.ItannoysmetomakedowithwhatwasproducedforEngland”;andlearner-centered–“Engagingforstudents”,“Interactiveforstudentinvolvement”.

UseofrepositoriesThethreemostcommonlyusedrepositoriesandeducationalsitesreportedinthisparticularsampleareYouTube(94.9%,n=224),followedbySQAOpenAccess(44.5%,n=105)andTEDTalks(39.8%,n=94)(Figure3).Thispatternofusecontinueswhenlookingatdatafromthethreeseparategroups,butitisworthemphasizingthatuseofOERrepositories(i.e.OpenLearn,Jorum)byOERusersismuchhigherthanthosewhoarenotawareordon’tuseOER.

Figure3.Useofrepositories

SharingteachingresourcesResultsindicatethatsharingteachingresourcesiscommonpracticeamongsurveyededucators,withonly1.1%(n=3)declaringtheirunwillingnesstopartwiththeirmaterials.Overall,amajorityshareviatheircollege’sVLE(69.1%,n=163),inperson(61.4%,n=145)andviaemailifasked

28.8%

94.9%

39.8%

1.7%

28.4%

14.8% 9.3%

3.8% 9.7%

19.9%

3.8% 1.7%

16.1%

44.5%

19.1% 26.3%

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privately(56.4%,n=133).InthissampleofeducatorsinScottishcolleges,only9.3%(n=22)publishtheirteachingmaterialspubliclyonline.

Figure4showsthedifferencesinsharingpracticebygroup.RespondentswhouseOERalsoengageinsharing(andsharingpubliclyonline)moreoftenthantheircounterparts.

Figure4.Sharingteachingresources

ThefollowingquotesunderlinesomeoftheissuesthatneedtobeaddressedifsharingpracticesaretobeencouragedinthecollegessectorinScotland:

“Yes,[Ishare]andIhavebeenbothnationallyandinallcollegesIhavetaughtinoverthelast30years.SomuchsoIoftenseemyownworkrebadgedandrebrandedassomeoneelse’s.”

“[Isharevia]professionalemailnetwork-onlyacoupleofstaff(includingmyself)tendtocontributeresourcesanddespiterequestsforfeedbackondevelopmentonwhatI'veputupverylittleresponsesreceived.”

AwarenessofCreativeCommonsLicensesRespondentswereaskedtoratehowtheyperceivedtheirawarenessofPublicDomain,CopyrightandCreativeCommons(CC)licensesonafour-pointLikertscale.90.7%(n=214)saidtheywereawareorveryawareofCopyright,68.2%(n=159)thattheywereawareorveryawareofPublicDomain,andalower38.1%(n=88)awareofCClicenses.Notethedisparity:whileoverallawarenessofCCstandsat38.1%(countingonly‘Aware”and‘VeryAware’responses),awarenessofOERstandsat17%.

Acomparisonofresponsesbygroup(Table4)revealsthatawarenessofCCishighamongOERusers(butnotat100%),whileitisatitslowestamongthoseunawareofOER(butnotat0%).

0%

77%

22.5%

31%

62%

0%

73%

5%

52%

52%

2.3%

65.6%

10.2%

68%

59.4%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Don’t share

Through institution's VLE

Publicly online

In person

Via email, privately

OER unaware

OER non-users

OER users

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Table4.Awarenessoflicensingbygroup

OERusersn=13

OERnon-usersn=95

OERunawaren=128

Count Valid% Count Valid% Count Valid%

PublicDomain 13 100 76 80.9 70 55.6

Copyright 13 100 89 93.7 112 87.5

CreativeCommons 12 92.3 47 50.5 29 23

OERusers:typesofOERused,purposeandimpactUsersofOERinthisparticularsample(n=13)reportedusingOERregularlyassupportingmaterialtoenhanceteachingorasfurtherreferenceforstudentsratherthanprimarycoursematerial(46.2%versus30.8%respectively).

Figure5showsthewiderangeofOERusedbysurveyededucators:slidesandclasspresentationsareusedbyallrespondents;videos(92.3%,n=12)andimages(84.6%,n=11)arethesecondandthirdmostpopulartypeofOER,whileatthelowerendofthescalewefindwholecourses(15.4%,n=2)andopendatasets(23.1%,n=3).Thesefindingscoincidewiththosereportedinpreviousresearch(BCG,2013;delosArcosetal.,2014;Allen&Seaman,2014;delosArcosetal.,2015).

Figure5.TypesofOER

PurposeofOERusebyeducatorsinthisparticularsampleisshowninTable5.Thehighestpercentagescorrespondtousingopenresourcestoprepareforteaching,togetnewideasandinspiration,tobroadentherangeofresourcesavailabletostudentsandtoengagelearnersmore

92.3%

38.5%

84.6%

53.8%

46.2%

76.9%

76.9%

69.2%

100%

15.4%

61.5%

61.5%

23.1%

Videos

Audio podcasts

Images

Infographics

Games/simulations

Video lectures/tutorials

Tests/quizzes

Open textbooks

Slides/ class presentations

Whole course

Elements of a course

Lesson plans

Open datasets

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fully.UsingOERtomakeamoreculturallydiverseclassroomortoaccommodatediverselearnerneedsreceivedthesmallestnumberofresponses,contrarytofindingsofresearchconductedbyOERHubinaninternationalsetting(delosArcosetal.,2016).

Table5.PurposeofusingOER

ALLRESPONSESn=13

Count % Valid%

Toprepareformyteaching 12 92.3 92.3

Togetnewideasandinspiration 12 92.3 92.3

Tobroadentherangeofmyteachingmethods 10 76.9 76.9

Tobroadentherangeofresourcesavailabletomystudents 12 92.3 92.3

Tomakemyteachingmoreculturallydiverse 9 69.2 69.2

Tostayup-to-dateinasubjectortopicarea 11 84.6 84.6

Toengagemystudentsmorefullyinatopicarea 12 92.3 92.3

Tointeresthard-to-engagelearners 11 84.6 84.6

Tobeabletoaccommodatediverselearnerneedsinclass 9 69.2 69.2

WhenaskedaboutthemostimportantreasonwhytheyuseOER,flexibilityandmodularityofmaterialswererankedhighest,followedbytrustedqualityandsubjectcoverage.Thefewestnumberofpreferenceswererecordedinrelationtoefficacy,andmaterialsbeingsuggestedbytheCollege/Department.AstudybytheBostonConsultingGroup(2013)reportssimilarfindingsinthecontextofK12education:29%ofUSschoolteachersadoptOERmainlyfortheflexibilitytheyaffordtoadaptthecontent,andtheirlowcost.

Aminority(41.7%,n=5)ofOEPS-surveyedcollegeeducatorssaidtheywereawareofOERbeingusedbystudentsbutdidnotvolunteeranyexamples.However,amajority(75%,n=9)saidtheyencouragetheirstudentstouseOER–“Someofthebestresourcesarerecommendedbystudentsthemselves!”.

Table6showshoweducatorsperceiveOERhavinganimpactonteachingandlearning.AmajorityagreethatOERuseleadstoimprovementinstudentsatisfactionandperformance,andthattheopenaspectofOERcreatesdifferentpatternsofusageandadoptioncomparedwithotheronlineresources.

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Table6.ImpactofOERuse

EngaginginstaffdevelopmentorCPDopportunitiesOveralldata(Table7)showthatthepercentagesofthosewhohaveattendedCPDeventsweregenerallymuchhigheracrossalldevelopmentopportunitiesinthegroupofusersofOERcomparedwithnon-usersofOER.

Table7.DevelopmentopportunitiesattendedbyOERusers/non-users

ALLRESPONSESN=97

OERusersn=12

OERnon-usersn=85

Count Valid% Count Valid%

Openlicensing 5 41.7 14 16.5

UseofalreadyexistingOER 10 83.3 49 58.3

OERusersn=13

Count % Valid%

UseofOERleadstoimprovementinstudentperformance 9 81.8 81.8

UseofOERleadstoimprovementinstudentsatisfaction 9 81.8 81.8

TheopenaspectofOERcreatesdifferentusageandadoptionpatternsthanotheronlineresources

9 81.8 81.8

Openeducationalmodelsleadtomoreequitableaccesstoeducation,servingabroaderbaseoflearnersthantraditionaleducation

7 63.6 63.6

UseofOERisaneffectivemethodforimprovingretentionforat-riskstudents

8 72.7 72.7

OERadoptionataninstitutionallevelleadstofinancialbenefitsforstudentsand/orinstitutions

7 63.6 63.6

UseofOERleadstocriticalreflectionbyeducators 7 63.6 63.6

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CreationofnewOER 6 50 25 29.4

RemixingofOER 5 41.7 11 13.4

Openeducationalpractice 5 41.7 12 14.3

Openscholarship 1 9.1 0 0

Openresearch 3 25 8 9.6

BarrierstotheadoptionofOERUSschoolteacherswhoself-classifyasnon-OERusersmentionthatlackofawareness,andnotbeingsurehowtouseOER,togetherwithtimeconstraintsarethemainbarrierstotheiradoptionofOER(BostonResearchGroup,2013).OEPSsurveyresultscorrespondtothesefindings.AmajorityofOEPScollegerespondentsconsideredlackofawarenessofOERthebiggestbarrierfortheadoptionofOER–83.3%(n=10)ofthosewhouseOER,91.8%(n=78)ofthosewhodon’tuseOERdespitebeingawareofthem,and84.6%ofthoseunawareofOER(n=104)(Figure6).Knowinghowtouseresourcesisthesecondbiggestbarrierforthethreegroups.UsersofOERrankthirdmostimportantbarriertotheadoptionofOERthelackofknowledgeaboutpermissiontouseorchangeOER(60%,n=6).Thisseriousconcernwithlicensinganditsimplicationswhenusingand/oradaptingopenresourceshasalsobeenfoundinresearchbyAllen&Seaman(2014)concerningUSHEeducators.

Figure7.PerceivedbarrierstoadoptionofOER

76.9%

72.7%

55.6%

55.6%

30%

40%

70%

33.3%

60%

50%

30%

30%

50%

91.8%

72.6%

25.3%

29.3%

11.3%

12.5%

18.1%

18.1%

26.5%

32.1%

17%

12.2%

25.3%

84.6%

70%

18.1%

12.8%

7.7%

8.5%

10.3%

7.7%

10%

18.6%

7.7%

8.5%

20.3%

Lack of awareness about OER in general

Not sure how to use OER

Too hard to find

Not enough subject coverage

Not high-quality

Not current/up-to-date

Not relevant to one's local context

Too fragmented

Not knowing about permission to use/change

Lack of support from colleges

Too difficult to change/edit

Not effective at improving student performance

Not used by colleagues in my Department/Faculty/Curriculum Area

OER users

OER non-users

OER unaware

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DiscussionTherelativelylowresponserateforthissurveyfrominstitutionsandfromindividualswithininstitutionswasdisappointing.IntheOEPSteam’sotherengagementwithcollegesitisclearthatlevelsofawarenessofOERandOEParelowandthismayhavecontributedtothelowlevelofengagement.Asaresultitmaybethecasethattheresponsestothesurveyareskewedtowardsstaffwithsomeinterestinopeneducation.Thesmallsamplesizeandtheaboveprovisosmeanthattheresultsofthesurveyshouldbetreatedwithcaution;however,theyunderlinesomeImportantissuesforthesector.LevelsofawarenessarelowerincollegesthaninScottishHEIs.Nonetheless,thesurveyindicatesthatthereisahighlevelofuseofmaterialfromYouTubeandsimilarsitescoupledwithlowlevelsofawarenessofcopyrightandopenlicenses.InordertotacklethisissueotherfindingsfromtheOEPSprojectsuggestthatifpracticeistobechanged,CPDneedstogobeyondatechnicalunderstandingofcopyrighttoaddresssomeofthepositivereasonswhyawarenessoflicensetypesandtheaffordancesofopenlicensescansupportgoodeducationalpractice.

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References:

Allen,I.E.&Seaman,J.(2014).OpeningtheCurriculum:OpenEducationalResourcesinU.S.HigherEducation,2014.Availablefromhttp://www.onlinelearningsurvey.com/reports/openingthecurriculum2014.pdf

BostonConsultingGroup,The(2013).TheOpenEducationResourcesecosystem:AnevaluationoftheOERmovement’scurrentstateanditsprogresstowardmain-streamadoption.Availablefromhttp://www.hewlett.org/sites/default/files/The%20Open%20Educational%20Resources%20Ecosystem_1.pdf

delosArcos,B.,Farrow,R.,Perryman,L.-A.,Pitt,R.&Weller,M.(2014).OEREvidenceReport2013-2014.OERResearchHub.Availablefromhttp://oerresearchhub.org/about-2/reports/

delosArcos,B.,Farrow,R.,Pitt,R.,Perryman,L-A.,Weller,M.&McAndrew,P.(2015).OERResearchHubData2013-2015:Educators.OERResearchHub.Availablefromhttp://www.slideshare.net/OER_Hub/oerrh-data-report-20132015-educators

delosArcos,B.,Farrow,R.,Pitt,R.,Weller,M.&McAndrew,P.(2016).Personalisinglearningthroughadaptation:EvidencefromaglobalsurveyofK-12teachers’perceptionsoftheiruseofopeneducationalresources.JournalofOnlineLearningResearch,2(1):23-40.Availablefromhttp://oro.open.ac.uk/46145/

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AcknowledgementsTheOpeningEducationalPracticesinScotlandprojectgratefullyacknowledgesthesupportofeachhighereducationinstitutionwhodistributedthesurveyandtotheparticipantswhocompletedthesurvey.

WealsoacknowledgethefinancialsupportoftheScottishFundingCouncilwhichfundstheproject.

ThisreportisreleasedunderaCreativeCommonsAttribution4.0International(CCBY4.0).

Surveydataavailableathttps://figshare.com/account/projects/16323/articles/3990582

Suggestedcitation:delosArcos,B.,Cannell,P.,&McIlwhan,R.(2016).Awarenessofopeneducationalresources(OER)andopeneducationalpractice(OEP)inScottishCollegesSurveyResults:InterimReport.Edinburgh,OpeningEducationalPracticesScotland

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GetintouchOpeningEducationalPracticesinScotland

Email:oepscotland@gmail.comWeb:www.oepscotland.organdwww.oeps.ac.ukTwitter:@oepscotland