Design for openness: a workshop on Open Educational Resources 3 September 2010 by Samuel Nikoi, Alejandro Armellini, Gabi Witthaus, Emma Davies, Terese Bird



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Design for openness: A workshop on Open Educational Resources   3 September 2010 by Samuel Nikoi, Alejandro Armellini, Gabi Witthaus, Emma Davies, Terese Bird

Open Educational Resources (OERs)

  • Digitised materials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research.’ (OECD)
  • OERs are educational materials and resources offered freely and openly for anyone to use and under some licenses to re-mix, improve and redistribute.’ (Wikipedia)

OER development around the world

  • Part of the World
  • OER Programme
  • UK
  • University of Leicester – www.le.ac.uk/oer
  • Open University - “Open Learn” http://openlearn.open.ac.uk/
  • University of Nottingham - BERLiN http://unow.nottingham.ac.uk/berlin.html
  • University of Oxford - OpenSpires http://openspires.oucs.ox.ac.uk/
  • USA
  • MIT Open Courseware project - http://ocw.mit.edu/index.htm
  • Rice University - Connexions http://cnx.org/
  • Utah State University - USU OCW http://ocw.usu.edu/
  • Europe
  • ParisTech OCW. - http://graduateschool.paristech.fr/?langue=EN
  • MORIL. A Pan-European OERs initiative - http://moril.eadtu.nl/
  • Asia
  • China Open Res. for Educ. Consortium - http://www.core.org.cn/en/
  • Japanese OCW Consortium - http://www.jocw.jp/
  • Others
  • OER Africa - http://www.oerafrica.org/
  • WikiEducator - http://wikieducator.org/Main_Page
  • AEShareNEt in Australia - http://www.aesharenet.com.au/

Open, Transferable and Technology-enabled Educational Resources (OTTER) project.

    • Project funded by the JISC and Higher Education Academy
    • Ran from May 2009 to April 2010 as pilot OER project
    • Enabled evaluation of systems and processes to support release of high-quality OERs in Leicester
  • Maximised the affordances of the JorumOpen platform and Plone.

OTTER academic partners

  • Academic Departments
  • Academic units
  • International partner
  • Archaeology and Ancient History
  • Criminology
  • Education
  • Genetics
  • Institute of Lifelong Learning
  • Law
  • Media and Communications
  • Politics and International Relations
  • Psychology
  • Beyond Distance Research Alliance
  • Staff Development Centre
  • Student Support and Development Service
  • South African Institute of Distance Education (SAIDE)

OTTER achievements

    • Produced OERs equivalent to 360 credits
    • Promoted the UoL and the UK higher education sector globally
    • Research evidence on student satisfaction at the UoL and elsewhere, in the availability, quality and ease of use of open learning materials
    • Put-up take down policy on OER
    • UoL OER toolkit
    • The CORRE framework for turning teaching materials into OERs

CORRE:

  • Formatting
    • Conversion
  • Standardisation
  • Metadata
  • Pedagogical wrap around
  • Upload to repository
  • Institutional e.g. Plone
  • National e.g. JorumOpen
  • Others
  • CONTENT
  • REUSE & REPURPOSE
  • EVIDENCE
  • OPENNESS
  • Gathering
    • Collect existing materials
  • Credit weighting
    • Memorandum of understanding
  • Transformation
  • Decoupling
  • Scaffolding
  • Meshing
  • Sequencing
  • Editing
  • Internal Validation
  • OER project team
  • Academic partners
  • Students
  • Tracking
  • Downloads
  • Adaptations
  • User feedback
    • Emerging user community
  • Rights clearance
  • Copyright
  • IPR
  • Licensing
  • External Validation
  • Students
  • Librarians
  • Educators
  • Non-public teaching and learning material
  • Open teaching and learning material
  • Open Educational Resources (OERs)
  • A framework for transforming teaching materials into OERs

Content gathering

    • Gathering is about collecting all relevant content and ensuring that there are no gaps in them
  • Memorandum of understanding

Content gathering – indicative questions

  • Dimension
  • Indicative questions
  • Collection
  • Has the material been used in an educational context in the institution?
  • Are there gaps in the materials?
  • Are there immediate and obvious concerns about third-party rights?
  • Memorandum of understanding
  • Has the contributing author(s) been identified?
  • Has an OER file type been agreed with the author(s), e.g. PDF, etc?

Content gathering – an example

  • http://www.flickr.com/photos/34094515@N00/314764408/

Content screening

  • Screening involves a brief appraisal of the work required in transforming the material into OERs focused on:
  • Learning context
  • Learning design
  • Media
  • Structure
  • Language

Content screening – indicative questions

  • Dimension
  • Indicative questions
  • Screening existing teaching materials
  • Learning context
      • What is the nature of the teaching material e.g. lecture notes?
  • Learning design
  • What is the learning design e.g. instructional? Case-based learning? etc
  • Are changes required to the learning goal(s) or activity, etc?
  • Media
  • What format does the material come in, e.g., print-based, podcast, etc?
  • Structure
  • Is the material standalone or does it refer to other materials?
  • Are web links embedded in the content and are they functional?
  • Language
  • 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 (ks82@le.ac.uk)
  • 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
  • INCORPORATING THE
  • CENTRE FOR MASS COMMUNICATION RESEARCH
  • The Study of Media Audiences
  • MS1001
  • 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

  • Conditions
  • Symbols
  • Explanation
  • Attribution
  • (BY)
  • 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.
  • Share Alike
  • (SA)
  • You allow others to distribute derivative works only under a license identical to the license that governs your work
  • Non-Commercial
  • (NC)
  • You let others copy, distribute and perform your work – and derivative works based upon it – but for non commercial purposes only.
  • No Derivative Works
  • (ND)
  • You let others copy, distribute and perform only verbatim copies of your work, not derivative works based upon it

Intellectual property– indicative questions

  • Dimensions
  • Indicative questions
  • Copyright
  • 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?
  • Licensing
  • 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?
  • Attribution
  • Has the appropriate Creative Commons licence been determined and applied to the material?

Intellectual property – an example

  • Observations
  • 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
  • Meshing: Adding or replacing images, audio files or tables
  • Sequencing: Structuring the content for easy navigation
    • Editing: Removing inappropriate, words, jargon, and acronyms

Transformation: Indicative questions

  • Dimensions
  • Indicative questions for transformation of content
  • Decoupling
  • Is use of the content dependent on the institutional VLE?
  • Should part of the content be removed or replaced?
  • Is further material needed to be added to the content?
  • Scaffolding
  • Should the instructional design be changed?
  • Should the learning goal (s) be changed or amended?
  • Should the learning activity (ties) be changed or amended?
  • Meshing
  • Should an image or audio file be added?
  • Should images, audio file, table/graphs be added, replaced or removed?
  • Are all embedded web links active?
  • Sequencing
  • Is the teaching material standalone?
  • Is the material well laid out with appropriate headings?
  • Is it easy to navigate through the material?
  • Editing
  • Have all editorial issues been resolved?
  • Are there offensive materials that need to be removed?
  • Have all acronyms or jargons been explained?

Transformation – an example

  • http://www.le.ac.uk/oerresources/media/ms1001/handbook/index.htm
  • The Study of Media Audiences : Handbook
  • http://www.le.ac.uk/oerresources/media/ms1001/lecture6/index.htm

Openness - Formatting & standardization

  • This relates to the technical formats of the OERs and whether they are re-usable or re-adaptable in other learning context.
  • Formatting is also about metadata and compatible with open resource repositories

Formatting & standardization – indicative questions

Formatting & standardization – an example

Formatting & standardization – an example

Reuse/Repurpose

  • It is about reality checking based on gathering of views and opinions from stakeholder regarding the OERs

Reuse/Repurpose - Indicative questions

  • Dimensions
  • Indicative questions for reality checking
  • OER team
  • Has the OER been IPR cleared and transformed?
  • Has a suitable Creative Commons license been assigned to the OER?
  • Is the OER properly formatted for use?
  • Is something else required before the OER is released?
  • Academic staff
  • Is the content of the OER accurate?
  • Is the title suitable?
  • Are the media appropriate?
  • Is the structure and layout clear for user navigation?
  • Is the assigned Creative Commons license acceptable?
  • What else is required before release of the OER into a public repository?
  • Students
  • Is the learning goal and learning activity clear?
  • Is it easy to navigate through the OER?
  • On a scale of 1 (low) to 5, (very high), how would you rate the quality of this OER?
  • Are further improvements required to the OER?
  • Is the learning goal clear?
  • 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

  • Stakeholder
  • OERs used as-it-is
  • OERs modified for use
  • Quote
  • Academic staff
  • 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

  • “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

Evidence

  • Dimensions
  • Indicative questions for tracking use of the OER
  • Tracking
  • 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

  • OER downloaded
  • Multiple student study skills OER's downloaded
  • Modifications made
  • Primarily to change css to customize to institution and minor edits to adapt for local use
  • Quote
  • 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)
  • DISCIPLINES
  • RESOURCES
  • PAGE VIEWS
  • UNIQUE PAGE VIEWS
  • The number of visits during which one or more of these pages was viewed
  • 29 June 2010 - 29 July 2010
  • 29 May 2010 - 28 June 2010
  • % Change
  • 29 June 2010 - 29 July 2010
  • 29 May 2010 - 28 June 2010
  • % Change
  • Student Support and Development Services
  • Study-skills
  • 40
  • 34
  • 17
  • 35
  • 29
  • 20
  • Essay-writing
  • 14
  • 19
  • -26
  • 13
  • 12
  • 8
  • Research-skills
  • 19
  • 21
  • -9
  • 16
  • 20
  • -20
  • HRM
  • 29
  • 0
  • 100
  • 24
  • 0
  • 100
  • Writing-skills
  • 15
  • 6
  • 150
  • 15
  • 6
  • 150
  • Presentation-skills
  • 11
  • 6
  • 83
  • 11
  • 6
  • 83
  • Psychology
  • Training-and-development-introduction-and-overview
  • 74
  • 48
  • 54
  • 66
  • 44
  • 50
  • Producing-large-Microsoft-word-documents
  • 14
  • 2
  • 600
  • 11
  • 2
  • 450
  • Research-methods-getting-to-grips-with-research-design
  • 15
  • 3
  • 400
  • 15
  • 2
  • 650
  • Dissertation-writing-an-effective-executive-summary
  • 12
  • 0
  • 100
  • 9
  • 0
  • 100
  • Dissertation-writing-a-good-abstract
  • 9
  • 0
  • 100
  • 6
  • 0
  • 100
  • personnel-selection-assessment-psa
  • 8
  • 6
  • 33
  • 7
  • 5
  • 40
  • Institute of Lifelong Learning
  • Research-managing-information
  • 11
  • 11
  • 0
  • 9
  • 10
  • -10
  • Strategic Planning
  • 10
  • 6
  • 66
  • 7
  • 5
  • 40
  • Qualitative evidence
  • Quantitative evidence

CORRE:

  • Formatting
    • Conversion
  • Standardisation
  • Metadata
  • Pedagogical wrap around
  • Upload to repository
  • Institutional e.g. Plone
  • National e.g. JorumOpen
  • Others
  • CONTENT
  • REUSE & REPURPOSE
  • EVIDENCE
  • OPENNESS
  • Gathering
    • Collect existing materials
  • Credit weighting
    • Memorandum of understanding
  • Transformation
  • Decoupling
  • Scaffolding
  • Meshing
  • Sequencing
  • Editing
  • Internal Validation
  • OER project team
  • Academic partners
  • Students
  • Tracking
  • Downloads
  • Adaptations
  • User feedback
    • Emerging user community
  • Screening
    • Learning and teaching context
  • Media and format
  • Structure & layout
  • Language
  • Learning design
  • Rights clearance
  • Copyright
  • IPR
  • Licensing
  • External Validation
  • Students
  • Librarians
  • Educators
  • Non-public teaching and learning material
  • Open teaching and learning material
  • Open Educational Resources (OERs)
  • 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
  • Challenges
  • Content
  • Are the materials usable out of context (e.g. without seminar input)?
  • Openness
  • 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?
  • Evidence
  • 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?

Sharing

  • http://www.flickr.com/photos/89165847@N00/4839209045/

Implications for design for openness

  • http://www.flickr.com/photos/26235754@N05/3039881498/

Useful resources

  • JISC
  • https://openeducationalresources.pbworks.com/Pilot-Programme%3A-OER-Release-Outputs
  • OTTER
  • website [http://www2.le.ac.uk/departments/beyond-distance-research-alliance/projects/otter]
  • OERs[http://www2.le.ac.uk/departments/beyond-distance-research-alliance/projects/otter/the-oers]
  • Blog post [http://projectotter.wordpress.com/]
    • Final report [http://www2.le.ac.uk/departments/beyond-distance-research alliance/projects/otter/documentation/projectfinalreport.pdf]
  • CORRE framework [http://www2.le.ac.uk/departments/beyond-distance-research-alliance/projects/otter/about-oers/Corre-web.pdf]
    • Put-up take down policy. [http://www2.le.ac.uk/departments/beyond-distance-research-alliance/projects/otter/documentation/putuptakedown.pdf]
  • OER toolkit [http://www2.le.ac.uk/departments/beyond-distance-research-alliance/projects/otter/documentation/oer-toolkit.pdf]
  • Sample partnership agreement [http://www2.le.ac.uk/departments/beyond-distance-research-alliance/projects/otter/documentation/samplepartneragreement.pdf]
  • Creating e-books format for the Sony Reader [http://www2.le.ac.uk/departments/beyond-distance-research-alliance/projects/duckling/duckling-blog/creating-e-book-formats-for-the-sony-reader-505]

Directory: departments -> beyond-distance-research-alliance -> projects
departments -> Analysis Writing 5-Paragraph Essay
departments -> National association for asian and pacific american education 33rd National Conference on
departments -> It is better for children to grow up in a single-parent family where there is love than in a dysfunctional two-parent family where there is bitterness and hostility. Do you agree or disagree?
departments -> Outline format I. Thesis Statement II. Topic Sentence (1st body) cd with citation III. Topic Sentence (2nd body) cd with citation IV. Ideas for your conclusion ou will be writing a 4-paragraph
departments -> Resources to Assist Students with Writing a Persuasive Personal Statement
departments -> Health Science Pre-Professional (hspp) Evaluation Committee Directions
departments -> A brief bio-data of dr. Ravi kumar 'anu' Date of Birth : 24-5-1958 (Ferozepur) Academic Qualification
departments -> Doctoral Program in Clinical Psychology pqe portfolio Checklist for Students Work Sample Elaboration Choice
projects -> Dr Palitha Edirisingha Pal Eilde & Professor Gilly Salmon: Genevieve Simons University of Leicester


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