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Three Years of UKOER

David Kernohan

Everything we’ve funded is...

• Built for sustainability• Built for openness and sharing –

materials and learning.• Published in open repositories and on

the open web• Properly documented, analysed and

synthesised in order to support the community.

The UKOER infokitMaterials repository: Jorum

UKOER phase 1

UKOER phase 2

UKOER phase 3, JISC Digitisation & Content…

How can institutions, individuals, consortia best release OER?What do creators want to do with it?Is it sustainable?

How can we best encourage discovery and use of OER?How can we extend and grow existing approaches to OER?What do users want to do with it?Is this sustainable?

How can we use OER and related practices to meet identified strategicand cultural needs? How can technology support these practices and use cases?What does everyone want to do with it?Is this sustainable?

E&S reportOER infokitOER use case studiesOER use reportStudent use of OER lit. review

E&S reportOER infokit

E&S reportOER infokitOER miniguideGuide to terminologyTechnical eBook

The first three years

Support: CETIS technical support, OER IPR support, E&S wikiSocial Media: #ukoer , @ukoer , blogging. Repositories: Jorum, Xpert

In summary

• We now know that OER release is sustainable in a variety of contexts and settings.

• We now know that end user OER engagement is aided by working with user communities during the design and release process.

• We know that OER practice can support institutional strategic goals around employer and community engagement.

Reputational benefits

• We are a world class centre for expertise in OER.• We have built and sustained an international

community around our work in this and related areas.

Images: twitter activity visualisations by Martin Hawksey

Institutional benefits

We’ve seen evidence that:• OER is an aid to student recruitment• OER can establish and promote an

institutional and individual reputation• OER can engage staff and managers

with issues around the quality of teaching materials.

• OER promotes a greater understanding of IPR and licensing.

See the phase 1 and phase 2 reports from the Evaluation & Synthesis project, based at Glasgow Caledonian University

UKOER was a programme aimed at building a community of practice around open education. It is now a self-sustaining community of practice.

The quality and integrity of the UKOER approach has been recognised worldwide in 2012 the UK was represented at the prestigious “Open

Education” conference in an unprecedented 10 papers. Reports and publications from projects and the programme

are routinely cited as standard reference points globally. Advice from the programme is frequently sought from those

planning similar initiatives in other regions

The brief was for English HE to become a “world leader” in open education.75

%of EnglishHEI’s haveengaged with open education as a result of UKOER

A vibrant international community has formed around UKOER.(the image behind these words shows a snapshot of the extent of this community on twitter)

In spring 2013 (nearly 6 months after the close of the programme) a self-funded community managed conference attracted more than 200 delegates. The conference (OER13) was covered in detail by the national press.

Material Creation and Deposit

Visualisation by Martin Hawksey based on Jorum dataHow it was done.

Community benefits

UKOER projects have supported adult learners, and charities working with people with severe disabilities.Open online learning has drawn people of all ages, backgrounds and interests into the world of education.

Like MOOCs, but better...

http://phonar.covmedia.co.uk/

Further work

• We need to investigate the implications of Open Practice on academic and institutional life.

• We need Open Practice to become mainstream where it is effective.

• We need to continue to stay at the forefront (both in thought and action) of this emerging field