OEPS at OER17 - from OER to OEP

Opening Educational Practices in ScotlandFrom OER to OEP – enabling

open educational practices via platform development and open course building exemplarsAnna Page (OEPS) 5 April 2017 for OER17

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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From Labspace to OpenLearn CreateEvolution of OU experimental OER platform to an open course platform for everyone

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OU Labspace

http://www.olnet.org/content/openlearn-labspacehttp://alexlittle.net/blog/2008/07/30/revise-this

http://www.olnet.org/content/openlearn-labspace

http://alexlittle.net/blog/2008/07/30/revise-this/

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OU Labspace projectsA number of OU partnership and research projects started to publish on Labspace

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OpenLearn Works

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Limitations of OLW design• Home page design restrictive and not mobile responsive• Large proportion of home page taken up with twitter feed• Featured projects on home page difficult to edit• Top navigation didn’t help course creators or learners easily find

what they needed• Search and Browse functions limited (no taxonomies)• Guidance for course creation incomplete and confusing (step by

step written in 2015, still incomplete)• Course pages view standard Moodle, enrol button not obvious to

learners• Not possible for course creators to create or manage their own

project category• No access to authoring in OU structured content (using Oxygen)

for non-OU users, though could upload own XML files• Only had course star ratings, no review facility until 2016

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OpenLearn Create• Existing OER platform hosted

by the OU – sister platform to OpenLearn

• Free public space for people to run their own open learning projects or share OER – both OU projects and external and partnership projects

• Redesigned and developed for improved navigation and usability

• Further redesign and functionality improvement work ongoing

• Can host collections of courses• www.open.edu/openlearncreate

http://www.open.edu/openlearncreate

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(home page link on OpenLearn Works)

Get started: create a course


The create a course form has been updated to include subject and skill taxonomies, as well as provider, level, licence chooser, study hours, teaching language and course collection (default is OER).The course enrol button can be hidden if it is an OER which doesn’t require enrolment

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Free courses on OpenLearn Create(home page link onOpenLearn Works)


Filter system on Free courses page


Finding a course on social care, workforce development, level 0 or 1


Google custom search of the site content.Also a Google custom search for other OER sites so that course creators can find other OER they might reuse or remix into their course.

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Collections of courses(home page link on OpenLearn Works)

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A collection of courses

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Create collection

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New form for creating a collection allows users to set up their own collection

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Ongoing developments• Make the site Mobile responsive • Plan to use direct authoring tool which the OU is

developing, not available yet• Course pages still being redesigned• Moodle Stats and data dashboard being designed and

developed• Article functionality – create a standalone article in

Moodle which the system recognises as an article not a course

• Guide/handbook functionality – option for the creator to identify that the OER being created is a guide or handbook rather than a course

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Badged courses on OLC

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OEPS Working in partnership

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Reasons for engaging with OER• Purpose – may have material to share – their

expertise and knowledge of learner context• Existing and potential audience – wider exposure

and uptake of their material• Interested in using collaborative supportive

networks but need advice • Want guidance on level and tone to suit their

audience

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Working in partnership to change cultures• Explore the Partner’s needs and what they know about

the learners• Explain the different types of open courses/OER• 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?

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Development of new content and new practices

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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Single-authored (one organisation)Understanding Parkinson’s

OEPS guided Parkinson’s UK through the process of creating an open course. This included assisting with adapting materials face-to-face materials and writing quizzes. By 1 March 2017: 527 enrolments and 144 badges issuedhttp://www.open.edu/openlearncreate/UnderstandingParkinsonsNow Parkinson’s are: •Running their own survey of learner feedback•Actively promoting the course to their known audience and online via social media•Monitoring learner progress•Writing two new Parkinson’s courses with some advice from OEPS but taking the lead on authoring and production based on their experiences of creating the first course•Building their own quizzes for the new courses

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



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Multi-authored

Introduction to Dyslexia and Inclusive Practice (Mar 2017)

• Shared online documents for content authoring and reviewing

• Quiz questions suggested and refined collaboratively between partners

• Dyslexia Scotland are already writing two more courses as this is the first of a set of 3 linked courses

http://www.open.edu/openlearncreate/becoming-open-educatorhttp://www.open.edu/openlearncreate/how-to-make-coursehttp://www.open.edu/openlearncreate/dyslexia-inclusive-practice

OEPS – Becoming an open educator (Sept 2016)How to make an open online course (Nov 2016)

http://www.open.edu/openlearncreate/becoming-open-educator

http://www.open.edu/openlearncreate/becoming-open-educator

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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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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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Open production checklist Allow time for discussion to understand about OER, purpose of online

course, potential audience, open licenses, possible course structures and assessment options, including badging

Allow time to adapt existing materials as they might not be suitable for online learning – follow good practice guidelines for online learning

Agree roles and responsibilities for course management, authoring, asset compiling and creating, quiz writing and building, badge design, set up of course materials online, testing quiz, set up of badge, making course live

Use a sample schedule early in discussions to inform discussion, expectations, roles, responsibilities and future planning leading to an actual production schedule

Compile an asset register as the course is written to keep track of all assets, their Title, Author, Source and Licence (TASL)

Involve partner in every element of the process – enable them to take ownership

Use ‘How to make an open online course’ and ‘Becoming an open educator’ as good practice guidance

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What are the implications for Widening Participation?If partners use OER to fill structural holes in individual

learning journeys, what are the implications for formal learning providers with a remit for widening participation in Higher Education?

Does this exclude formal providers from widening participation?

Do formal providers partner with external organisations to enhance the formal curriculum and fill these holes?

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ReferencesD’Antoni, S. (2013) ‘Open Educational Resources: Access to knowledge – A

Personal Reflection’ in McGreal, R., Kinuthia, W. and Marshall, S. (eds) (2013) Open Educational Resources: Innovation, Research and Practice. Vancouver: The Commonwealth of Learning and Athabasca University https://oerknowledgecloud.org/sites/oerknowledgecloud.org/files/pub_PS_OER-IRP_web.pdf#page-153

Welsh Government (2014) “Open & online: Wales higher education and emerging modes of learning”, Report of the Online Digital Learning Working Group http://gove.wales/docs/dcells/publications/140402-online-digital-learning-working-group-en.pdf

Becoming an open educator http://www.open.edu/openlearncreate/course/view.php?id=2274 (Opening Educational Practices in Scotland Project team, lead author Beck Pitt, 2016), CC BY 4.0

How to make an open online course http://www.open.edu/openlearncreate/course/view.php?id=2221 (Free Learning team at The Open University, 2016), CC BY SA NC 4.0

OEPS hub of educational practices www.oeps.ac.uk (Opening Educational Practices in Scotland Project)


Contact Us:Email:[email protected]

Social media:@OEPScotland

www.oepscotland.orgwww.oeps.ac.uk

OEPS at OER17 - from OER to OEP

Education

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