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Introductory slides for a workshop on updating the e-learning quality assurance benchmarks of the E-xcellence NEXT project http://www.eadtu.nl/e-xcellencelabel
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QA in Open Educational Resources (OER):Open access to quality teaching resources
E-xcellence NEXT
European Seminar on QA in e-learning
UNESCO, Paris, 16-17th June 2011
What goes under banner of OER?• OECD: ‘digitised materials offered freely and openly for
educators, students and self-learners to use and reuse for teaching, learning and research’– Categories of users– Content – but also tools, licences, practices…
OECD (2007). Giving Knowledge for Free: The Emergence of Open Educational Resources. doi:10.1787/9789264032125-en
What ‘Resources’?• Size
– Courses / courseware– Learning objects– Assets
• Formats– Learning objects: SCORM– Text: PDF, XML– Assets: images, audio, video– Interaction: Flash, applets, QTI
Stakeholders• Policy makers• QA agencies• Institutions• Teachers• Learners• Funders!
Complicated by fact that roles e.g. for teacher can be both creators and consumers
Motivations• Government
– Widen participation, social inclusion– Promote life-long learning– Bridge gap between informal and formal learning– Development / aid agenda
Motivations• Institutions
– Altruism: traditional academic values– Material created with public funds should be widely available– Reduction in cost by reuse and sharing– Quality improvement by sharing expertise– Showcase to attract new students– Alternative business models– Improve internal reuse and record keeping– Research, funding, partnerships…– Panic!
Motivations• Individuals
– Altruism: traditional academic values– Improved reputation & visibility, ie non-traditional
publishing– Not worth the effort to exploit– Quality improvement by collaboration, dialogue…
Intellectual property rights• Creative Commons spectrum
– Public domain, CC0 (no rights reserved)
» Attribution (CC-BY)
» Attribution Share Alike (CC-BY-SA)
» Attribution No Derivatives (CC-BY-ND)
» Attribution Non-Commercial (CC-BY-NC)
» Attribution Non-Commercial Share Alike (CC-BY-NC-SA)
» Attribution Non-Commercial No Derivatives (CC-BY-NC-ND)
– Full copyright (all rights reserved)
• Issues– licence incompatibility when combining works
– attribution stacking
http://creativecommons.org/
Other rights & other info• Web 2 Rights
– http://www.web2rights.org.uk/• OER IPR Support
– http://www.web2rights.com/OERIPRSupport
Patterns of use• Generators or consumers?• Top-down or bottom-up?• Developed world:
– Teachers use to enrich teaching– Institutions use for marketing– Individuals use for informal learning
• Developing world:– Institutions use to refresh curriculum
Use and reuse• Discovery & retrieval
– Metadata– Folksonomies– Standards
• Use and reuse– Standards
Quality
Is it possible to evaluate quality of components in isolation, or only in the context of their use?
ProvenanceReputation
Brand
ProvenanceReputation
Brand
creation use
user recommendationpeer review
OERrepositor
y
OERrepositor
y
Quality points
checking
Quality dimensions• Content• Pedagogical effectiveness• Ease of use• Reusability
Quality dimensions• Content
– Accuracy– Currency– Relevance
Quality dimensions• Pedagogical effectiveness
– Learning objectives– Prerequisites– Learning design– Learning styles– Assessment
Quality dimensions• Ease of use
– Clarity– Visual attractiveness, engaging– Clear navigation– Functional!
Quality dimensions• Reusability
– Format– Localisation– Discoverability: metadata
Just how open is ‘open’?• Technological barriers
• bandwidth / software / tools• Interoperability• Disability• Culture / localisation• Digital preservation
Capability maturity modelsAssumes institutions evolve to higher forms…
Use OERs Adapt OER material Create OER material
• See, for example, OPAL OEP Guidehttp://opal.innovationpros.net/publications/guide/
Trends with greater use of OER / OEP
use create
teacher centred learner centred
transmission constructivism
(sage on stage) (guide on side)
focus on outcome focus on process
standardised personalised learning
individual social/ peer learning
See OPAL (Open Education Quality Initiative) http://oer-quality.org/
Connected ideas…• Web 2.0• Social networking• Co-construction• …
OER & E-xcellence NEXT• How might OERs contribute to high quality in e-learning?• What risks to quality might arise?• Which of the existing E-xcellence quality benchmarks
might apply in this context?• Are any new benchmarks needed to cover this
scenario?
Case studies• OpenLearn• Connexions• TESSA• WikiEducator• MIT OpenCourseware• OpenED
www.open.ac.uk/openlearn
cnx.org
www.tessafrica.net
wikieducator.org
ocw.mit.edu
www.open-ed.eu
Use cases• Individual life-long learner finding material for own use• Individual teacher obtains assets and uses in own
material• Course uses podcasts from iTunes U• Course uses a 10-hour unit• Entire 100-hour module reused, with new assessment• Course and assignments in OER; tutorial / marking /
accreditation offered for fee• Consortium develops material for own use and ‘frees’ it
Issues raised in preparation session• Rights restricted to users within borders of country – esp
important that visible at start. Really only partly open.• Business model – teasers to recruit• (Poland) Specially prepared material for users with
disabilities but only open for those users• Poland: future publicly funded material will be open• When is a resource an educational resource?• How do we assure quality of materials used in learning?• Skill / added value / quality in joining resources together
OER Feedback• Maybe better to have specific benchmarks rather than extend
existing ones (which would become too complex, too multifaceted)• Alternative view: use general benchmarks so that don’t need to
change with new technology. Use manual / assessor notes to expand
• Difficult to track actual use of OERs• Most important on list are institutional policies and internal QA
mechanisms• Indicators on grid don’t say anything about pedagogy• Quality of bits: may be problematic re accessibility re levels etc• Assumed context of open & lifelong learning
Social networks feedback• Pragmatic answer: add new benchmarks as needed• Issue of student’s confidentiality / privacy on 3rd party• Possible to be partly anonymous even in public networks
so get input from crowd but not expose individuals• Benefit of social networking but risk of destroying
structure. Keep separation of academic and social discussions
• Need to moderate / validate discussion – or not.
Quality• Quality process
– Checking– Peer review– Feedback– Rating / voting / recommendation– Branding / provenance / reputation
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