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OER!
OER?
more CC BY !!!
Learning to Re(use) Open Educational Resources, P2PU
25 February 2016
Joanna WildCreative Digital Solutions
Photo credit: Ladder by geezaweezer CC BY Adapted by Joanna Wild ©2012 licensed CC By
OER & I
RESEARCH @ University of Oxford (2010-2013)
• OER Impact Study (JISC-funded)• OER Engagement Study (HEA-funded)
The REUSE side of the coin
PRACTICE @ Creative Digital Solutions
“extra learning opportunities, for reinforcement and preparation”
“if I can pick up three visualisations for one I’ve created it means potentially I’m reaching the students in a deeper way”
“no copyright issues, there’s no worries”
“to make sure that I was creating something that looked equivalent or better”
“put materials to be shared and distributed […] in a way that then allows feedback to come”
“found a module on genetics of obesity”
Perceived benefits
• To improve learner experience, not save time
…Majority of materials (c80%) still their own
“…adding richness to your course. […] I would never imagine it’d save time, it’s just that you carry on just getting it better and better.”
Key points about benefits
And if I want to build a course based mainly on reused material?
… then careful contextualisation, pedagogical wrapping, and signposting are crucial
https://www.khanacademy.org/partner-content/tate
Many Self OER
• Shares and reuses ER locally or within existing communities of practice
• Uses digital resources found on the web to enhance teaching and learning
• Directs students to online resources as supplementary material
Underpinning
Many Self
Social
OER
OEP
Step 1: Understanding
Underpinning
“I knew about the CC licence but I kind of put it at the back of my mind… I thought it wasn’t that important”
• Reassurance that using OER is acceptable, and even, good practice
“One of my concerns about OER in general is the thought that people might see it lazy or poor practice. So it was very useful to go to this session and to received information that it’s not poor practice”
Many
Few
Self
Social
OER
OEP
• Searches for OER to fill gaps/supplement learning
• Reuses OER produced or recommended locally
Underpinning
Step 1: Understanding
Piecemeal
Many
Few
Self
Social
OER
OEP
Underpinning
Step 1: Understanding
Piecemeal “There is definitely a comfort zone of: ‘My institution has already validated these things so I am not going to get in trouble for using these’”
Few
Self
• Is involved in designing a online course
Step 2: Need
Underpinning
Step 1: Understanding
Piecemeal
“It all seemed a bit of a blind panic at the beginning: ‘how I am going to write all of this?’
Few
Self
Step 2: Need
Underpinning
Step 1: Understanding
Piecemeal
Perceived benefit: productivity
“So when they introduced us to OER, then I thought: ‘oh that's great!’”
Piecemeal
Many
Few
Self
Social
OER
OEP
• Integrates OER into core teaching• Tweaks OER• Reuses OER produced externally
Strategic
Underpinning
Step 1: Understanding
Step 2: Need
Piecemeal
+
Piecemeal
Many
Few
Self
Social
OER
OEP
Logistical barriers:• Discoverability • Quantity and quality of OER• Licences
Strategic
Underpinning
Step 1: Understanding
Step 2: Need
Piecemeal
+
“It’s difficult to find the kind of resources I need… I gave up”
Piecemeal
Many
Few
Self
Social OEP
Strategic
Underpinning
Step 1: Understanding
Step 2: Need
Piecemeal
Enabling factors (strategic): • Support in searching, selecting and correct attribution
“If you involve the library, you’re likely to get a list of 6 or 8 resources which you might look at and decide that may be 3 or 4 are suitable”
+
Many
Few
Self
Social
OER
OEP
• Appraises the effects of using OER on students’ learning experience and own practice
Step 3: Reflection
Underpinning
Step 1: Understanding
Piecemeal
Step 2: Need
Strategic
“We’ll wait and see how the new module goes on a course.”
Many
Few
Self
Social
OER
OEPStep 3: Reflection
Underpinning
Step 1: Understanding
Piecemeal
Step 2: Need
Strategic
• Shares own resources openly
“Until you get to this point it’s: ‘I found something, it is helpful for me’. And you have to be really engaged with it before you think: ‘this is good for everybody!’”
Many
Few
Self OER
OEP
• OER is embedded into teachers’ every-day practice
• Advocates and encourages others to use OER
Embedded
Step 3: Reflection
Underpinning
Step 1: Understanding
Piecemeal
Step 2: Need
Strategic
“The more confident you feel with it, the more you use it .”
Enabling factors:• Acceptance by students
If you share, share CC BY
• ND, SA, NC add unnecessary complexity – e.g. CC BY NC (Non commercial use) can actually
prevent use within the public and non-profit sector as well, as the definition of non-commercial is ambiguous
Credits and References• The content of this presentation is unless otherwise specified
• Drawings credit: Fridolin Wild, cc by: slidesha.re/UecTWE• Photo credit: Ladder by geezaweezer CC BY, Adapted by Joanna Wild
©2012 licensed CC BY• Joanna Wild: The OER Engagement Study: http://bit.ly/UEcbPi &
presentation http://www.slideshare.net/askawild/from-expert-to-novice-oer-user-the-oer-engagement-ladder
• Liz Masterman & Joanna Wild: OER Impact Study: Research Report: http://bit.ly/Lajesu