OTTER OER, by Richard Mobbs, University of Leicester
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Transcript of OTTER OER, by Richard Mobbs, University of Leicester
OTTER Project
By: Dr Richard Mobbs Beyond Distance Research Alliance
Learning TechnologistOTTER [email protected]
http://www.le.ac.uk/otter/
http://www.le.ac.uk/oer/
Presentation outline1. The OTTER context
2. The CORRE evaluation framework
3. Issues regarding transforming teaching materials into Open Educational Resources (OER).
4. Use of indicative evidence in the CORRE evaluation framework
5. Questions and comments
OTTER – creating OERs• Open• Transferable• Technology-
enhanced• Educational• Resources
• OTTER is funded by JISC and the Higher Education Academy
• Project started in April 2009 and due to end in April 2010
• OTTER works with 9 departments in the University of Leicester to release the equivalent of 360 credits of OERs into:
o Jorum Open
o UoL Plone
o EvidenceNet
o EduCommons
o iTunes U etc
• CORRE is an evaluation framework in the development of OERs
• Emerged from the OTTER (Open, Transferable and Technology-enabled Educational Resources) project
Background to OTTER & CORRE
University of Leicester Context• Web server introduced in 1993 to
support STILE Project (TLTP Phase I)• Tools produced for “diy” Web page
creation• CWIS Project launched in 1996
University of Leicester Issues• Staff only could publish to the Web• No quality control• No transformation• No context• No idea!
Why OTTER?
• Quality OERs enhance the University's image
• Quality OERs attract students• Knowledge sharing across diverse
contexts
CORRE model – how the team works
The world is “Open”‘We are on the cusp of a global revolution in teaching and learning. Educators worldwide are developing a vast pool of educational resources on the Internet, open and free for all to use. These educators are creating a world where each and every person on earth can access and contribute to the sum of all human knowledge… [OERs] will help nourish the kind of participatory culture of learning, creating, sharing and cooperation that rapidly changing knowledge societies need.’
(The Cape Town Declaration, 2007)
The world is “Open”Global initiatives
• MIT OpenCourseWare
• Open University’s OpenLearn
• OER Africa
• MORIL The Pan-European OER project
• China Open Res. for Educ. Consortium
Tools and services
• Authoring tools e.g. LAMS, GLO Maker II, Xerte and COMPENDIUM;
• Open licenses e.g. Creative Commons; GNU
• Repositories e.g. iTunes U and OER Commons
Issues regarding the transformation of teaching materials into OERs• Staff attitudes to open access ( King et al., 2008)
• Transforming existing teaching materials into OERs (Lane, 2006)
• Degrees of openness (Hodgkinson-Williams & Eve Gray, 2009)
• Design for openness (Boyle, 2006; McAndrew and Weller, 2005)
• Open teaching (Laurillard, 2008)
• Evaluating learning objects for re-usability (Schoonenboom et al.,
2009)
• Open licensing for educational resources (Bissell, 2009)
• Sustainability (Downes, 2006)
“my bag contents on a special day “ courtesy tnarik (flckr) some rights reserved
The CORRE evaluation framework
“C” is for CONTENT
The CORRE evaluation framework
CONTENT refers to teaching materials from UoL partners.
1. Indicative evidence for Gathering content.
•Has the teaching material been used in an educational context at
UoL?
•Are there gaps in the material? e.g. missing units
•Has the credit weighting been checked?
•Has “partner agreement” been agreed?
The CORRE evaluation framework
Indicative evidence for screening CONTENT
• What type of content is it e.g. lecture?
• Are there editorial issues?
• Is the language offensive?
• Is the language formal (e.g. jargons) or informal?
• Are changes required to the learning design?
The CORRE framework
“A room with a view” by loungerie -http://www.flickr.com/photos/97041449@N00/3415698043/
The CORRE evaluation framework:
“O” is for OPENNESS
The CORRE evaluation framework
OPENNESS involves transforming teaching materials to make them publicly usable learning objects
1. Indicative evidence for assessing the pedagogic dimension of openness:
• Are changes required to learning goal(s)?
• Are changes required to learning activity(ies)?
• Are changes required to learning outcome(s)?
• Are changes required to the assessment?
• Is learning support required to use this material?
• What level of users is the material aimed at?
The CORRE evaluation framework
OPENNESS: (cont).
2. Indicative evidence for assessing the legal dimension of openness
• Does the learning object contain copyright material?
• Is the material still in copyright?
• Have 3rd party materials/IPR been duly acknowledged?
• Has written permission been obtained from rights holders?
• Is it cost effective to negotiate a quote or reject the material?
• Has an appropriate Creative Commons license been assigned to the learning object?
The CORRE evaluation framework
OPENNESS: (cont).
3. Indicative evidence for assessing the technical dimension of openness
• Is the learning object (LO) available in a range of formats?
• Is the learning object standalone or does it refer to related resources?
• Are other tools/software required by end-user to use the LO?
• Will the LO be compatible with other repositories?
• Does the LO have the potential to evolve as technology develops?
• Does the end-user require further technical help to use the LO?
“Coke scooter” by Gertrud K. - http://www.flickr.com/photos/11946969@N00/165507542/
“RR” is for REUSE/
REPURPOSE
The CORRE evaluation framework:
The CORRE evaluation framework
REUSE/REPURPOSE are focused on “adaptability” and “modification” of the OER
This is done through reality checking and validation by:
• OTTER project team
• UoL academic partner
• Other UoL academics
• Students
• External educators
The CORRE evaluation framework
REUSE/RE-PURPOSE: Indicative evidence:
• Is the CC license appropriate?
• How clear is the learning goal?
• How engaging or interactive is the learning activity?
• How clear is the learning outcome?
• How easy is it to navigate through the learning material?
• Is the OER ready to be released to various repositories?
• What improvements are further required if any?
“E” is for EVIDENCE
The CORRE evaluation framework
Scales Of Justice by VaXzine. http://www.flickr.com/photos/vaxzine/485424742/
The CORRE evaluation framework
Indicative evidence for tracking evidence - web statistics.
• Number of of views
• Number of downloads
• Google analytics
• Web bugs
• Star ratings
EVIDENCE is focused on tracking use, reuse, adoption and impact of the OER.
The CORRE evaluation framework
EVIDENCE (cont.)
Indicative evidence for tracking evidence - web survey
• What is the title of the OER you downloaded?
• From which geographical region of the world are you accessing the OER?
• What changes or modifications did you make to the OER?
• What difficulties did you encounter using or accessing the OER?
• In what specific way did the OER benefit your teaching or learning?
• How would you rate the quality of the OER: “excellent”, “good”, or “poor”?
• Would you recommend the OER to others?
• How can the OER be improved?
The CORRE evaluation framework
CONTENTCONTENT REUSE/REPURPOSEREUSE/REPURPOSE EVIDENCEEVIDENCEOPENNESSOPENNESS
Gathering
Rights Clearance
Internal validation
Tracking
Screening
Transformation
External validation
Release to repository
Formatting
Sustainability : The OTTER Future
?• Self-service + Library Copyright team
• CORRE
• iTunes
Questions & comments on
OTTER Thank You.
www.le.ac.uk/otter
References1. Bissell, A. N., (2009). Permission granted: open licensing for educational resources. Open learning: The journal of open and
distance learning. vol 24, No. 1. pp. 97 – 106.2. Boyle, T., (2006). An Agile method for developing learning objects. In L. Markauskaite, P. Goodyear, & P. Reimann (Eds.)
Proceedings of the 23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education: Who’s Learning? Whose Technology? (pp. 91-99). Sydney: Sydney University Press.
3. Downes, S., (2006). Models for Sustainable Open Educational Resources. Interdisciplinary Journal of Knowledge and Learning Objects. vol 3. 2007. pp. 29 – 44.
4. Hodgkinson-William, C., and Gray, E., (2009) Degrees of openness: The emergence of Open Educational Resources at the University of Cape Town. International journal of education and development using ICT. Vol. 5. No. 5.
5. King, M., etal (2008). Analysis of academic attitudes and existing processes to inform the design of teaching and learning material repositories: A user-centred approach. Active learning in higher education. Vol 9. No. 2.
6. Laurillard, D., (2008).Open Teaching: the key to sustainable and effective open education. In Opening up education: the collective advancement of education through open technology, open content and open knowledge. Iiyoshi, T., and Kumar, M.S.V., (eds). MIT Press. Pp. 329 – 335.
7. Lane, A., (2006). From Pillar to Post: exploring the issues involved in repurposing distance learning materials for use as Open Educational Resources. Found at: http://kn.open.ac.uk/public/document.cfm?docid=9724 [ Accessed: 22 October 2009]
8. McAndrew, P., and Weller, M., (2005). Applying learning design to supported open learning In Learning Design: A handbook on modeling and delivering networked education and training, Koper, R. and Tattersal, C., Berlin: Springer-Verlag. pp. 281-290.
9. Schoonenboom, J., Sligte, H., Kliphuis, E., (2009). Guidelines for support re-use of existing digital learning materials and methods in higher education.ALT-J Research in learning technology. Vol. 17, no. 2. pp. 131 – 141.
10.Straub, R., (2008). Is the World Open? Found at: www.elearningpapers.eu. 1 Nº 8. pp. 1-5. [ Accessed: 19 October 2009]11.Yaun,L., MacNie, S., and Kraan, W., (2008). Open Educational Resources – Opportunities and Challenges for Higher Education .
Found at : http://learn.creativecommons.org/wp-content/uploads/2008/09/oer_briefing_paper.pdf [ Accessed: 19 October 2009]
Image AcknowledgementsAll images from Flickr, published under Creative
Commons licences :Slide 10: “A room with a view” by loungerie -
http://www.flickr.com/photos/97041449@N00/3415698043/
Slide 11: “Coke scooter” by Gertrud K. - http://www.flickr.com/photos/11946969@N00/165507542/
Slide 12: “Crayon scene investigation” by adamneilward - http://www.flickr.com/photos/36720649@N05/4081501000/