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www.le.ac.uk YouTube and iTunes U for Beyond-Text OER SPIDER: Sharing Practice with iTunes U Digital Eduational Resources Terese Bird Learning Technologist and SCORE Fellow University of Leicester/Open University Openness & Learning Design OSTRICH seminar 26 October 2011

YouTube and iTunes U for Beyond-Text Open Educational Resources

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Page 1: YouTube and iTunes U for Beyond-Text Open Educational Resources

www.le.ac.uk

YouTube and iTunes Ufor Beyond-Text OER

SPIDER: Sharing Practice with iTunes U DigitalEduational ResourcesTerese BirdLearning Technologist and SCORE FellowUniversity of Leicester/Open University

Openness & Learning Design OSTRICH seminar26 October 2011

Page 2: YouTube and iTunes U for Beyond-Text Open Educational Resources

What’ll we talk about?

• Beyond text OER

• YouTube and iTunes U

• Evidence of use

• Creative Commons

• Tips

Photo courtesy of cowfish on Flickr

Page 3: YouTube and iTunes U for Beyond-Text Open Educational Resources

Beyond-Text OER

• Audio

• Video

• Animations

• Simulations

Still from Demonstration of Practical Physics Experiments, University of Worcester on iTunes U

Page 4: YouTube and iTunes U for Beyond-Text Open Educational Resources

Why beyond-text?

• “Engineers are very visually driven…so I need something for them to hang a concept off. So a lot of the OER I grab off the web is to allow me to explain things in a visual or in an interactive way so that they can interact with things.”

• “Part of the reason I use the videos is that it saves me the time of creating them myself…” (Masterman et al, 2011, p.17)

• If not their own subject

Page 5: YouTube and iTunes U for Beyond-Text Open Educational Resources

YouTube.edu and iTunes UYouTube iTunes U

Ease to publish Easy Not so easy

Ease to grab Easy Easy

Ease to adapt Not so easy Not so easy

CC Catered but hidden Not explicit

Formats Video (and audio) Audio, video, epub

Academic quality Mixed Very Good

Internet connection Required at the time Not required at the time

Software Any browser Free iTunes software

Time limit 10 – 15 minutes* None

Restrictions Banned in China, others

None

Restrictions in UK Schools don’t like Some unis don’t like

Mobile-ready Smartphones, tablets Mp3, smartphones, best with Apple products

Page 6: YouTube and iTunes U for Beyond-Text Open Educational Resources

Evidence

Photo courtesy of cowfish on Flickr

Page 7: YouTube and iTunes U for Beyond-Text Open Educational Resources
Page 8: YouTube and iTunes U for Beyond-Text Open Educational Resources

Evidence – how used• As is – no adaptation (so they are ‘open

enough’)

• To incorporate ideas into own teaching (Geng, 2011)

• Reference, discussion

Page 9: YouTube and iTunes U for Beyond-Text Open Educational Resources

Comments on Creative Commons

• YouTube – they removed the CC search!

• iTunesU – you need to get lucky!

• If you create YouTube and iTunes U resources, embed your license! Make it obvious!

Page 10: YouTube and iTunes U for Beyond-Text Open Educational Resources
Page 11: YouTube and iTunes U for Beyond-Text Open Educational Resources

Tips: YouTube

• Retrieve a file from YouTube using Firefox Video DownloadHelper Addon

• Must use Firefox for this to work

• Please don’t be illegal. If it was posted illegally on YouTube, you should not download it. If in doubt, use the link directly to YouTube

Page 12: YouTube and iTunes U for Beyond-Text Open Educational Resources

Tips: iTunes U

• On a Mac or PC, retrieve an iTunes U file from your hard drive – iTunes Media folder

• Can import iTunes U videos into iMovie to edit

• To link to a file within iTunes, left-click and select Copy Link as below. When user clicks on link, iTunes will launch or they will be prompted to download iTunes

Page 13: YouTube and iTunes U for Beyond-Text Open Educational Resources

References • White, D., Wild, J., Masterman, L., Manton, M. (2011)

JISC OER Impact Study: Research Report. Retrieved from http://www.jisc.ac.uk/whatwedo/programmes/elearning/oer2/oerimpact.aspx

• Geng, F., Marshall, C., Wilson, R. (2011) Listening for Impact: Final report. A JISC funded study by Oxford University Computing Services