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OER in Practice: The Big Idea of Open Education
John Hannon, La Trobe Learning & TeachingSimon Huggard, La Trobe University Library
La Trobe University 2014
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OER in Practice: The Big Idea of Open Education
1. OER: What it is, what it looks like. 2. Impact: OER as a Big Idea3. OER in practice 4. Levels of OER: From access to read-write (RW)5. OER matters: Transformative?6. OER Challenges7. OER to OEP: Open Education Practices8. Embedding OER: Examples. What you can do?
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Open education resources (OER)
OER is Open Education Resources: OER “are educational materials which are licensed in ways that provide permissions for individuals and institutions to reuse, adapt and modify the materials for their own use.” OER Foundation. http://wikieducator.org/OERF:Home
Definitions: https://wiki.creativecommons.org/What_is_OER
RATIONALE for OER: “the simple and powerful idea that the world’s knowledge is a public good and that technology in general and the Worldwide Web in particular provide an extraordinary opportunity for everyone to share, use, and reuse knowledge." The William and Flora Hewlett Foundation
OER: What it is, what it looks like
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Open education resources (OER)
Learning content: courseware, modules, objects, collections and journals
OER: What it is, what it looks like
Tools: software to support the development, use, re‐use and delivery of learning content
Full courses, textbooks, streaming videos, exams, software, and any other materials or techniques supporting learning
Implementation Resources: eg. intellectual property licenses to promote open publishing, design principles of best practice and localisation of content
Bossu et al. (2014) Adoption, use & management of OER..., OLT Report. wikiresearcher.org/OER_in_Australia
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The NMC Horizon Report: 2013 Higher Education Edition (Johnson et al. (2013)
The OLCOS Roadmap (Geser 2012)
OPAL Report (2011) Beyond OER: Shifting Focus to Open Educational Practices
Impact: OER as a big idea
They argue that: open practices of knowledge creation challenge the arrangements for university teaching
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OLT Report, Bossu et al. (2014) OER worldwide - a “rapid global expansion” distance providers reaching “millions of learners”OERs increase collaboration institutionally and internationally;can save time and avoid duplication of effort;can improve quality of educational materials;can increase access and participation in HE across Australia
Impact of OER: Australia
Bridging the gapDevelop national “subject-based communities” in CoP methodologiesLink “dispersed and possibly atomised scholars across institutional boundaries”
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Best practice exampleshttp://www.dehub.edu.au/publications/occasional-papers/
Impact of OER: global
Disciplinary, cross-institutional global projectsMedici Project: A multi-disciplinary, sustainable resource for blended learning initiatives in tertiary medical education, OLT. http://www.emedici.com/
JISC/HEA. Open Educational Resources (OER). http://www.heacademy.ac.uk/oeThe HumBox: http://humbox.ac.uk
List of courses, lectures, videos, textbooks, simulationsOpen Professionals Educational Network, US Dept of Labor. http://open4us.org/find-oer/ PRACTIOpenlearn: “free learning from The Open University”UK. http://www.open.edu/openlearn/
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Impact of OER: global
Medici Project: A multi-disciplinary, sustainable resource for blended learning initiatives in tertiary medical education, OLT
eMedici is an educational resource containing clinical case studies, examination materials and topics for continuing professional development..http://www.emedici.com/
eMedici ModulesCase of the weekPsychologyA MiscellanyCore Curriculum in OphthalmologyCore Curriculum in PsychiatryCore Curriculum in Health PsychologyCore Curriculum in Obstetrics and GynaecologyIsolated skin lesions - 1Selected Topics in General SurgeryContinuing Professional Development:Carcinoma of the OesophagusCardiology VignettesVenous ThromboembolismEthical issues, practice and risk management:The Seven Deadly Sins - 1
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1. OER global: UNESCO, JISC, Wikieducator, 2. OER national: OLT, ACER National policies: Gov 2.0, Ausgoal, ARC and NHMRC 3. OER local innovation: institutional T&L strategy, IP policy4. OER individual innovation: OER Commons images, content & activities
Hannon et al. (2013) Accessible, reusable, participatory:.. Ascililte
Impact of OER: global to local
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Open education resources (OER)OER in practice: POLL
A curriculum puzzle: How to avoid re-inventing the wheel
You need to prepare an introductory Anatomy unit for a large cohort of first year Health Science students. So you:
1. require students to buy a print textbook for $802. acquire an e-textbook through the University Library3. purchase an e-textbook licence from an academic publisher, with
pre-made quizzes (cost $100,000)4. produce original images for each topic 5. source open education resources and activities 6. adopt another strategy
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Search ShareEvaluate Adapt Use
Check license restrictions•How CC licenses workcreativecommons.org/licenses/
OER sources•wikimedia commons•OER commons•OER disciplinary sources: medici Open courseware
Student-generated resources•class textbook•class wiki: Digital media across Asia
Embed into courses, activities, assessments
OER in Practice
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OER in Practice: Finding media
1. Wikimedia Commons, the free media repository: http://commons.wikimedia.org/wiki/Main_Page
Search for: Phrenology
2. OER Commons: https://www.oercommons.org/
3. Creative commons: http://search.creativecommons.org/
4. Open Professionals Educational Network, US Dept of Labor. http://open4us.org/find-oer/
5. Google images – advanced: http://www.google.com/advanced_image_search Select “free to use, share or modify, even commercially
"OER Logo" by Unknown - Unknown. Licensed under Public domain via Wikimedia Commons - http://commons.wikimedia.org/wiki/File:OER_Logo.svg#mediaviewer/File:OER_Logo.svg
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OER in Practice: Finding media
1. Wikimedia Commons, the free media repository: http://commons.wikimedia.org/wiki/Main_Page
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OER in Practice: Finding media
1. Wikimedia Commons, the free media repository: http://commons.wikimedia.org/wiki/Main_Page
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OER in Practice: Finding media
Text about Science, pseudo-science and Phrenology
"Phrenology-journal clean". Licensed under Creative Commons Attribution-Share Alike 3.0 via Wikimedia Commons - http://commons.wikimedia.org/wiki/File:Phrenology-journal_clean.jpg#mediaviewer/File:Phrenology-journal_clean.jpg
http://creativecommons.org.au/learn/licences/
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OER in Practice: Finding media
Questions?
Observations?
Your experiences?
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Search ShareEvaluate Adapt Use
Check license restrictions•How open?
OER access•Finding an image•Finding content Open courseware: cross-
institutional, disciplinary projects Read-write (RW) activity•Reinvent & recreate (Lessig 2008)•Student-generated resources
Reuse, revise, remix, redistribute (Wiley’s 4Rs)
Levels of OER: from access to RW
Wiley, D. & Gurrell, S. (2009): A decade of development..., Open Learning: The Journal of Open, Distance and e-Learning, 24 (1), pp. 11-21. Lessig, L. (2008) Remix: Making Art and Commerce Thrive in the Hybrid Economy. Bloomsbury Academic
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Student-generated resources
Levels of OER: from access to RW
Example:James Neill Students collaborate to generate a textbook on Motivation and Emotion Third year final semester unit
Each student produces a chapter as well as a multi media presentation of that chapter.
http://en.wikiversity.org/wiki/Motivation_and_emotion
By Sunshine Connelly (Own work) [CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons
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Landmark, 2004Charles Robb
OER matters: is it transformative?
ChallengesSlow adoption of OERInstitutional support for OERAwareness & Incentives for staff
Bossu et al. 2014
University business models
OPENNESS
20Click to edit Master text stylesLandmark, 2004Charles Robb
OER matters: is it transformative?
The future of the university 1 The 21st century university (Barnett 2011):from the “metaphysical” research corporate university
Barnett, R. (2011) The idea of the universityin the twenty-first century: Where’s the imagination?
21Click to edit Master text stylesLandmark, 2004Charles Robb
“refashioning” the university
“do more than simply redesign curricula, but go further and redesign the organizing principle”…through new relations between academic, public and knowledge creation
Neary and Winn (2009) The student as producer: reinventing the student experience in higher education
OER matters: is it transformative?The future of the university 2
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Open education resources (OER)OER Challenges
http://commons.wikimedia.org/wiki/File%3AFigure_1_MOOCs_and_Open_Education_Timeline_p6.jpg Yuan, Li, and Stephen Powell [CC-BY-3.0 (http://creativecommons.org/licenses/by/3.0)], via Wikimedia Commons
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“Business as usual”OER is poor fit with transmissive approaches of LMSawareness and opportunities for staff to practice
OER Challenges
Predatory publishingAcademic journal publishing worth $65 bnshift from textbook to digital e-textsnew forms of digital containment/licensing that tend to increase costs to students and exclude university libraries (Hallam 2012)contravening the HES Act
Openness that is not so openxMOOCs as marketing for elite universities: Harvard: a $35 billion endowment, educates 10th of 1% of US students (Shirky 2012)
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Need for policies for “networks of innovation” OPAL Report (2011) Beyond OER: Shifting Focus from Resources to Practices
Shift to openness encountered “institutional inertia” NMC Horizon Report: 2013 Higher Education Edition
Shift from viewing content as “canned products” (OLCOS Roadmap 2012) to open practices of knowledge creation that challenges the arrangements for university teaching
OER to OEP: Open Education Practices
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OEP: Starting at the local
Scale: individual – institutional – globalEmbedding OER in the organisation: vertically: through policies, and guidelines horizontally: through meso-level of the university Technologies: digital repository that connects to OER Practices: disciplinary & academic
HOW? What connections, negotiations, structures in policy, guidelines, technologies and institutional practices are needed?
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Library Digital Infrastructure Team• Digital repository work
• Mostly includes publications to support promotion of La Trobe research
• Moving towards a more diversified range of data (research outputs, conference papers, grey literature, working papers, manuscript versions, theses)
• OER material, videos, etc
OEP 1: Institutional Library Repository
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OEP 2: Curriculum partnership in Wikiversity
https://en.wikiversity.org/wiki/Indigenous_and_Intercultural_Health
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Design OEP into your curriculum:
source OER content
share OER across your discipline; in an OER repository
design student participation in open assessments
share OER in communities of practice
Embedding OEP: Individually
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Connect disparate parts of the University: Develop institutional policies to support OEP and IP: Gov 2.0, NHMRC and Feasibility Protocol (Bossu et al. 2013)
Embed practices: Establish projects that model OEP: from curriculum as “canned content” to knowledge creation in the discipline
Harness Library expertise: repurpose existing digital repositories
Visibility: Guides for busy academics: source & create high quality resources and images
Which license? What does NC mean? http://www.oerafrica.org/copyright-and-licensing-toolkit/what-does-non-commercial-mean
Raise awareness of predatory publishing practices
Embedding OEP: Institutionally
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Scale: individual – institutional – global
The configuration of traditional educational resources has developed over centuries
OER is in its early years – leading open education and knowledge sharing – a key goal of the Web
OEP: a long game
http://commons.wikimedia.org/wiki/File%3A1623_Shakespeare_Folio-edition-p-xvii..pngWilliam Shakespeare [Public domain], via Wikimedia Commons
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