V Rolfe STEM 2012 Employer Engagement in OER 12April2012
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Transcript of V Rolfe STEM 2012 Employer Engagement in OER 12April2012
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Building ExternalPartnerships to Enhance
STEM Education Opportunities
Dr Mark Fowler & Dr Viv Rolfe
CC BY-SA 2.0 (with the exception of the JISC and DMU logo)
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Building ExternalPartnerships to Enhance
STEM Education Opportunities
Presentation for STEM Annual Conference 2012‘Aiming for excellence in STEM learning and teaching’
Imperial College London, 12-13 April 2012
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Background
• The Health and Life Science Open Educational Resource (HALSOER) project is releasing OER for STEM subjects including Forensic, Biomedical and Medical Science.
• Funded by UKOER Phase 3.
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Other DMU STEM projects
• 2009 Virtual Analytical Laboratory (VAL)(UKOER Pilot) – content supplied internally.
• 2010 Sickle Cell Open (SCOOTER)(UKOER Phase 2) – some content from external organisations.
• 2011 SCORE Fellowship – on-line lab skills module.
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Why work with external partners?
• National public sector changes suggest organisations should work more closely (BIS 2011, DOH 2010).
• Graduate employability is high on the agenda (Brown 2010).
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Our aim and approach
• To investigate how partnerships can be identified and grown from potential commercial and non-commercial partner organisations.
• To evaluate our experience by recording our observations, and interviewing collaborators to identify best practice.
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HALS team approach
• Faculty of Health and Life Science, DMU.
• ~20 academics are identifying existing and new partners within their subjects.
• Initial scoping meeting.
• Agree deliverables and process.
• Set sensible time frames for producing OER.
• Contractual agreements / copyright.
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Who are our partners?
MEDICAL / BIOMEDICAL
Oxford University Press
National Health Service•Nurse counselling service•Pathology Department LRI / NG•Gastroenterology Unit LRI•Nutrition Service LRI
LRI = Leicester Royal InfirmaryNG = Northampton General
FORENSIC
Leicestershire Constabulary
Forensic Focus
The Fingerprint Society
Leicester schools and colleges
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OER pipeline (2011)
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Example scoping exercise
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Level of participation
External Partner Participation Approval Decision
Leicestershire Constabulary
Producers, end-users Organisational
National Health Service Producers, end-users Individual / teams
Oxford University Press End-users Organisational
Forensic Focus Producers Organisational
The Fingerprint Society Quality control Organisational
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Level of approval
• Organisational i.e. board approval, senior management sign off, senior management approval of time and commitment.
• Individual basis / small teams were happy to collaborate.
• No partnership agreements / contracts required.• Licensing permissions to release materials using
Creative Commons gained at a departmental leadership level (form 4).
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Attitude
• All discussions with external collaborators regarding the concept of OER positively received.
• Staff at all levels are all supportive.
• Partners always comply with the Creative Commons license required by the project (BY SA).
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Types of OER
Case studies
Lecture notes
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Types of OER
Instructional podcasts
Animated image galleries
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OER summary
• Wide range of materials in terms of:
– File formats (PDF, SWF, MP4, MP3, JPG…..)
– Granularities (images, lecture notes, on-line training packages with content and assessment)
• Interoperable, accessible, OPEN!
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Motivation for involvement
External Partner Business Model
Leicestershire Constabulary Graduate employability
National Health Service Graduate employability / staff continual professional development (CPD)
Oxford University Press Business development / quality supplementary information
Forensic Focus Business development
The Fingerprint Society Maintaining quality of professional materials
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Mutual benefits?
• OER for science undergraduates are used by junior staff professional development.
– Histology OER for final year Biomedical Science students are relevant for NHS biomedical scientists requiring Health Professions Council registration.
– OER used for junior histopathologists seeking registration with the Royal College of Pathologists.
– Constabulary and the Fingerprint Society ensure the forensic science resources are of high quality to meet professional body requirements.
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Unexpected benefits?
• Discussions about OER has led to wider collaborations:
– New opportunities for final year research project students.
– MSc / PhD post-graduate opportunities for university students and NHS staff.
– Visiting professorships support undergraduate teaching.
– Ideas for further funding applications.
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Summary
• HALS is exploring processes and attitudes to external partnerships working on OER.
• Initial observations suggest partnerships are easily established and are more often mutually beneficial.
• OER pipeline facilitiates OER flow but takes time to manage.
• OER is mutually beneficial and catalyses dialogue around a whole range of collaborative opportunities.
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Next steps
• Continue research as part of HALS project.
• Explore student benefits:– Short-term – use and impact of new high quality OER.– Longer-term – outcomes of new teaching and
research collaborations.
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Resources
• BIS (2011). Students at the Heart of the System: Consulting on the future of Higher Education. Available: http://discuss.bis.gov.uk/hereform/white-paper/
• Browne, J. (2010). Securing a sustainable future for higher education. Available: http://www.delni.gov.uk/index/publications/pubs-higher-education/browne-report-student-fees.htm
• DOH (2010). Equity and Excellence: Liberating the NHS. Available: http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_117353
• HALS Project Website: http://www.biologycourses.co.uk
• OER Pipeline (2011). http://www.sicklecellanaemia.org/open-education-resources/training/producing-open-educational-resources