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EVALUATING THE PRACTICE OF OPENING UP RESOURCES FOR LEARNING AND TEACHING IN SOCIAL SCIENCES
Darren Marsh, C-SAP
Anna Gruszczynska, C-SAP
Social sciences perspective on OERs
Motivations Challenges Critique Communities of practice model Collaborative methodology
Materials submitted: 6 partners, 4 subjects, 360 credits
Partner name/ institution Modules released Credit weighting
No. of discrete items (usually includes module handbook, lecture slides, assessment material etc.)
Pam Lowe, Aston University [Sociology]
Comparative sociology 10 10Embodiment 10 10Gender and society 10 11Race and ethnicity 10 10Sociology of health and illness
10 9
Sociology of reproduction 10 11Angels Trias i Valls, Regent’s College (materials were produced during a previous role at Lampeter University) [Anthropology]
Anthropological ideas 20 1Exploring religions and cultures
20 27
Visual anthropology 20 25
Cathy Gormley-Heenan, University of Ulster [Politics]
Government of UK and Ireland
20 13
Public policy 20 12State crime 20 12
Jon Parker, Keele University [Politics]
Mass media in America 15 17Why politics matters 15 11Politics of sustainability 15 24British politics since 1945 15 13
Dave Harris, MARJON (Plymouth) [Sociology]
Sociology of leisure 3010
Introduction to research methods
30 11
Helen Jones, Manchester Metropolitan University [Criminology]
International e-communication exchange
15 9
Learning and employability 15 7Gender, crime and justice 15 15Crime and violence 15 12
Series of development activities
“Before” and “after” narratives
Encouraging reflection
Mapping the modules
Providing the context
An iterative process
Shared working space: pbworks wiki
Teaching materials
Tacit understandings Localised Context-bound Located on institutional VLEs The need to tease out the teaching
rationale
Some propositions for pedagogical frameworks
What is a pedagogical framework? The point is not to construct one ideal pedagogical framework; but neither are all possible frameworks equally satisfactory.
Goodyear, P & Jones, C (2004) Pedagogical frameworks for DNER (Distributed National Electronic Resource)
Some propositions about the framework for the use and re-use of open educational resources: Part 1
a. courses are designed as 'sets' of modules (i.e. they have been modularised)
b. modules (in line with HE convention and practice) are aligned with learning outcomes, and a form of assessment
c. the contextualisation of modules involves intent that is often implicit / tacit / invisible - and constructing them to be shared requires this intent to be re-examined by a) the originator b) future user(s)
Some propositions about the framework for the use and re-use of open educational resources: Part 2
d. the re-use of modules that require strong context might afford (cultural) reproduction rather than a (re)design for learning
e. stripping away contextual info in modules in order that they might be re-used is problematic in that insufficient structure may remain for others to use
Dimensions of transformation:
translation ownership re-userecontextualisation
Producing materials which are:
Shareable Customisable Accessible Pedagogically robust Open (CC licensing)
Case studies
Partners’ reflections on the process: before, during, after
Focused around one module but reflect across the scope of the project
Project toolkit
MapDiagnose
Generate (work in progress!)
Questions? Comments?