Screening involves a brief appraisal of the work required in transforming the material into OERs focused on:
Content screening – indicative questions
Screening existing teaching materials
What is the nature of the teaching material e.g. lecture notes?
What is the learning design e.g. instructional? Case-based learning? etc
Are changes required to the learning goal(s) or activity, etc?
What format does the material come in, e.g., print-based, podcast, etc?
Is the material standalone or does it refer to other materials?
Are web links embedded in the content and are they functional?
Are there editorial issues?
Is the language offensive?
Content screening – an example
Any questions or issues concerning the module should be addressed to Dr. Kostas Saltzis (firstname.lastname@example.org)
40% of the marks for this course come from the coursework assignments (2x1500-2000 word essays), 50% from an examination at the end of the module (2 hours), and 10% from a seminar presentation. The presentation will be scored as per CMCR’s prescribed regulations governing student presentations. For more information refer to your BSc Course Handbook.
Details on assessment, essays and exams
You must sign to confirm that the essay you are handing in is you own work and that you have acknowledged all your sources. (Please read carefully the section on ‘Plagiarism and Referencing’ that is in your BSc Course Handbook). The cover sheets for your essays can be found in the 8th floor foyer nearer the deadline time for submission of your essays.
One copy of your essay and a filled in cover sheet should be placed inside an A4 envelope and posted in the BSc Essay Posting Box in the 8th floor foyer. It is essential that you have written on the front of the envelope your name, candidate number, year and the module number of the essay.
DEPARTMENT OF MEDIA COMMUNICATION
CENTRE FOR MASS COMMUNICATION RESEARCH
The Study of Media Audiences
Tutor: Kostas Saltzis
BSc Communications, Media & Society
Semester 2 2008/9
Openness – Intellectual property
This concerns copyright clearance and ensuring that materials are legally compliant with reference to intellectual property and copyright ownership
Openness & Creative Commons
You let others copy, distribute, display, and perform your copyrighted work - and derivative works based upon it – but only if they give credit the way you request it.
You allow others to distribute derivative works only under a license identical to the license that governs your work
You let others copy, distribute and perform your work – and derivative works based upon it – but for non commercial purposes only.
No Derivative Works
You let others copy, distribute and perform only verbatim copies of your work, not derivative works based upon it
Intellectual property– indicative questions
Has the author granted permission to turn the materials into OERs?
Are there elements of the material whose copyright is owned by a 3rd party i.e., content not owned by the institution?
Is the 3rd party material still covered by copyright?
Who is the 3rd party rights holder of the material?
Have the policies, terms and conditions and licences of the rights holders been checked by a university copyright administrator?
Do 3rd party copyright holders allow use in all cases?
Has the 3rd party material been acknowledged in the correct manner and all licence requirements met?
Has 3rd party right holder granted written permission for the material to be used as OER?
If a quote or charge has been supplied is the quote acceptable is it cost effective to negotiate?
Has the appropriate Creative Commons licence been determined and applied to the material?
Intellectual property – an example
Differences between viewing film in the cinema & on TV
Radio use as a background medium
Most of media consumption happens at home
Openness - Transformation
Transformation is about enhancing the pedagogical usability of existing teaching materials as OERs in other learning contexts. This involves:
Decoupling: Removing material linked to institutional VLEs
Scaffolding: Aligning learning goals and learning activities
Is the learning activity or presentation engaging?
Is it easy to navigate through the OER?
Are further improvements required to the OER?
Reuse/Repurpose – an example
OERs used as-it-is
OERs modified for use
To develop teaching processes for staging student’s work.
Use interesting bits to grab students attention.
Incorporate into teaching material
Used to support teaching large student numbers
To add to power-point
Use structure of OER but fill with own content.
Take image/diagram and embed in teaching.
Re-caption video to improve quality.
Take bits that work with facilitation.
Adapt written instructions to existing video.
The extent to which I have adapted them really depends on the nature of the original OERs. in some cases where they’ve been a large kind of teaching materials I have used the structure and then filled it in with my own content, all the way down to just taking an image or diagram that I particularly like and embedding that in my teaching.
I had AVS take out a little bit so I could put it into my power-point.
“Evidence” concerned with assessing the value and usefulness of OERs released through a process of tracking and gathering end-user feedback. This can be done using Google analytics and/or an end user survey
Indicative questions for tracking use of the OER
What is the title of the OER you downloaded?
From which geographical region of the world are you using this OER?
Which of the following apply to you, student, lecturer etc?
Did you modify, change or adapt the OER? If Yes in what way?
Did you encounter any difficulty using the OER? If "Yes" what was the nature of difficulty?
How useful was the OER for learning about this subject/topic?
How would you rate the quality of OER?
Would you recommend the OER to others?
Are there any other comments you would like to make about the OER?
Evidence – an example
Multiple student study skills OER's downloaded
Primarily to change css to customize to institution and minor edits to adapt for local use
These resources are a fantastic addition to our skills development materials. They are good, look nice and should be attractive to our students. Their consistency (format) makes re-purposing simple (Head of Learning and Research Development)
A framework for transforming teaching materials into OERs
Take your materials through CORRE
What are the key challenges you’d need to address as you turn your own materials into OERs? Map them against each stage of CORRE, using the indicative questions as appropriate. A few examples have been provided.
Stage in CORRE
Are the materials usable out of context (e.g. without seminar input)?
Have I copyright cleared all 3rd party content (e.g. images) embedded in my materials?
Reuse & Repurpose
Are all authors happy with the CC licence assigned to the new version of the materials?
Who is my OER primarily aimed at? Future Leicester students? Academics in other universities? Others?
How will I track who has used it and what they have done with it?