Learning the Hard Way: Lessons in Designing OER in, for and through Partnership

Opening Educational Practices in ScotlandLearning the hard way:

lessons in designing open educational resources in, for and through partnership [1326]Ronald Macintyre and Anna Page (OEPS), 6 September 2016 for ALTC

https://twitter.com/hashtag/OEPSforum2?src=hash





Opening Educational Practices in Scotland

About usThe Opening Educational Practices in Scotland project facilitates best practice in Scottish open education. We aim to enhance Scotland’s reputation and capacity for developing publicly available and licenced online materials, supported by high quality pedagogy and learning technology.

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What do we mean by OEP?

We think of Open Educational Practices as those educational practices that are concerned with and promote equity and openness. Our understanding of ‘open’ builds on the freedoms associated with “the 5 Rs” of OER, promoting a broader sense of open, emphasising social justice, and developing practices that open up opportunities for those distanced from education.

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Development of new content and new practices

Working in partnership – typical scenario• External organisations new to open learning may have

some material to share • They may already use traditional methods of

teaching/training• Seek to get wider exposure and uptake of their material

– OER is one way of doing this• Keen to harness collaborative working through

supportive networks but not sure how to start• OEPS works with partners to explore what openness and

the power of their existing networks might do which they might not have been able to do before

• Aim to embed open practices within networks or organisations

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Working in partnership – partnership as a design process*

• Explore the Partner’s needs and what they know about the learners

• Learning through doing – participatory design• Draw out their expertise, they draw on our education expertise• Help them identify uncertainties, build expertise and revise their content• Build their confidence in course creation• Challenge our thinking – for example is existing OER relevant for their context? * Cannell, P., Macintyre, R. and Hewitt, L. (2015) ‘Widening access and OER: developing new practice’, Widening Participation and Lifelong Learning, 17(1), pp. 64-72.

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Emerging issues• EXISTING MATERIALS: Materials may exist online

already but not in a format best suited for online learning

• TIME FOR DISCUSSION: • Learning Design discussions to work out the audience and reasons for creating an online version take time• A series of discussions might be needed for partners to understand about OER, open licenses, possible course structures and assessment options, including badging

• SCHEDULE: A sample production schedule is a crucial tool in early meetings as it helps inform discussion, expectations, roles, responsibilities and future planning leading to an actual production schedule

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Good practice• Encouraging a partner to compile an asset register

helps themre-evaluate the content they want to share

• Involve partner in production• OEPS is documenting the production process to share

openly for others to try out and revise for their context• Case studies about partner created OERs shared on

OEPS hub

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Practice based knowledge

Technical capability

OEPS team PartnerAcademic

knowledge

Collaboration via adapted course team methodology

Skills in educational

design

Intellectual property

Quality processes for

production

Learners

Networks

Contributions

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Quiz co-authoring

Video editing (use external contractor)

OEPS team PartnerAdvice and guidance

Current roles and responsibilities

Quiz co-authoring

Video filming (external

contractor)

Content tagging,

rendering

Authoring, identify assets

Quiz testing

Critical reading

Critical reading

Quiz building and testing

Draft Course reviewing

Badge set up Badge design

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Case Study – a UK national health charity

Face to face workshops for health care workers

Workbooks and activities

Video and Audio assets Shared Workbooks

as open PDFs online

Scale and Reach limited

F2F Learner feedback positive

Retain

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Create open online course based on Workshop materials, including

video & audio assets

Quiz 1

Quiz 2

Quiz 3

Quiz 4

Quiz 5

Self-reflection log

Course badge

Later maybe formal accreditation

Some kind of informal accreditation

Reuse, Revise and Remix

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Learning Design workshops – identified audience, aims, tools

for delivery

Partner compiled Asset list to keep track

of assets and copyright permissions

Video introductions to each section filmed

Quiz 1

Quiz 2

Quiz 3

Quiz 4

Quiz 5

Video re-filmed to with new re-use

permissions

Some images re-drawn for

online animation

Questions in workbooks re-written for online quizzes

Workbook content revised slightly

Activities reviewed

Reuse, Revise and Remix

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Release new open course on an open

platform

Partner compiled Asset list to keep track of

assets and copyright permissions

Hold open online events focussing on the course

themes

Encourage learners to share and discuss

via social media

Redistribute

Retain

Scale and Reach wide

CC licence allowing others to reuse and remix for their

context

Promote the course to network of contacts

Invite and analyse feedback, share

findings on OEPS hub

Learners show badge online

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Production issues with OU and external partner model

• Roles and responsibilities need to be agreed in the early production stages to avoid misunderstandings and delays• Authoring – who is writing it and what impact on their time?• Assessment – who writes quiz questions?• If badged, who is designing the badge?• Who sets up and tests the materials?

• Internal OU production methods are geared to OU materials for students or OpenLearn, for example video production

• Some OU systems not ‘open’ to external users – a direct authoring tool for OpenLearn Works/Create is coming, but is several months away

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Quiz co-authoring

University Partner

Advice and guidance (on

OEPS hub)Future roles and responsibilities

Video filming & editing (external

contractor)

Authoring, identify assets

Quiz building and testing

Critical reading

Draft Course reviewing

Badge design and set up

Content upload

What services might be offered?

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OEPS open courses so farCreated collaboratively with partners• Understanding Parkinson’s

http://www.open.edu/openlearnworks/UnderstandingParkinsons

Case study at http://www.oeps.ac.uk/create-your-own/building-oer-partnership-understanding-parkinsons Evaluation early findings https://oepscotland.org/2016/07/14/preliminary-findings-evaluation-pilot-cohort-studying-understanding-parkinsons/

• My Seaweed looks weird http://www.open.edu/openlearnworks/SAMS_SeaweedWeird

Created collaboratively by the OEPS team with open review

• Becoming an open educatorhttp://www.open.edu/openlearnworks/becoming-open-educator




http://www.oeps.ac.uk/create-your-own/building-oer-partnership-understanding-parkinsons

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ReferencesCannell, P., Macintyre, R. and Hewitt, L. (2015) ‘Widening access and OER:

developing new practice’, Widening Participation and Lifelong Learning, 17(1), pp. 64-72.

Grant, R. M. (2010) Contemporary Strategy Analysis, 7th edn, Oxford, Blackwell Publishing.

Kemmis, S. (2010). Research for praxis: Knowing doing Pedagogy, Culture and Society, 18, 1, 9-27.

Lane, A. (2012) Collaborative Development of Open Educational Resources for Open and Distance Learning, HE Academy, http://www.heacademy.ac.uk/assets/documents/oer/OER_CS_Andy_Lane_Collaborative_development_of_OER_for_distance%20learning.pdf last accessed 16th of August 2013

Macintyre R. (2015) Designing Open Learning Journeys http://www.oeps.ac.uk/create-your-own/designing-open-learning-journeys [accessed March 2016]


Contact Us:Email:[email protected]

Social media:@OEPScotland

www.oepscotland.orgwww.oeps.ac.uk

Learning the Hard Way: Lessons in Designing OER in, for and through Partnership

Education

Transcript of Learning the Hard Way: Lessons in Designing OER in, for and through Partnership