https://ocwc.viidea.net/2012_cambridge/2012-04-17weekly0.6https://ocwc.viidea.net/uk2012_333_hatzipanagos_learning/2012-04-27weekly0.6https://media.viidea.com/v001/5d/lxibdeyqx7fgvei5voo3mtsmhd7fqmah.jpgE-Assessment, OERs and LearningE-Assessment, OERs and Learning: exploring a relationship of dependence and mutual benefit Stylianos Hatzipanagos, King's College London, UK Conference Theme: Innovation Summary: The talk will discuss the evaluation of a set of OERs in a multidisciplinary context to establish approaches to e-assesment. Abstract: Assessment practices have been supported by technology for many years. However the main focus has been on developing tools such as objective tests rather than addressing fundamental issues, such as how they can be used to support effective assessment approaches (Nicol and Milligan, 2006). In the OER context, research has highlighted the relatively common absence of both formal and informal assessment practices, either formative or summative. An increase in non-formal and informal learning can be expected to enhance the demand for assessment and recognition of competences gained outside formal learning settings (Yuan et al 2008), and these create implications for the adoption and uptake of OERs. The talk will explore how can e-assesment components and tools can be embedded effectively in OERs and whether the OER movement can offer any innovative approaches in designing/embedding e-assessment activities in online learning materials. Against the background of an increasing use of electronic assessment in higher education, a range of assessment models will be identified, within a range of disciplinary areas. Different disciplines use different approaches to assessment, however a comparison of approaches can lead to a cross-fertilisation of good practice across the different disciplines under scrutiny. Samuelowitz and Bain’s (2002) differentiation of learning-centred and teaching centred disciplines allows a broad classification of disciplines and overcome the potential disadvantage of following a multidisciplinary approach. The outcomes will be a typology of OER e-assesment practices and tools in diferent disciplines and how they contribute to student learning. The investigation examines assessment in OERs by looking at: (i) The processes of assessing knowledge, skills and competencies gained through learning with OER and whether these processes and their attributes are implicit or explicit in the design of OER. In some cases, assessment in open education can be different from traditional assessment, for example, if a student takes an OpenLearn OU or MIT’s OCW course, there are questions of how that student should be assessed (Downes 2007). (ii) e-Assessment OERs and how they are integrated into the learning process, e.g. by assessment linked to other OERs or learning and teaching materials. The formative nature of any implicit or expicit assessment in OERs needs tol be examined and evaluated to investigate whether they allow ‘closing the loop’. Since formative assessment is interleaved with the teaching and learning process it is important to examine how OER e-assesment tools are integrated with other learning and teaching resources and whether they are (or have the potential to be) used formatively. The talk will discuss: The evaluation of a significant set of OERs from national and intenational repositories in a multidisciplinary context to establish approaches to e-assesment. The evaluation of the quality of these e-assessment OERs and the approaches in embedding dialogue with the learner, how feedback is included and how they allow ‘closing the loop’ (Sadler 1989). Whether there is an appropriate format for e-assessment OERs. A set of recommendations on good practice in designing e-assesment tools in OER resources. 1617.0https://ocwc.viidea.net/uk2012_361_tovar_linked_opencourseware_data/2012-04-18weekly0.6https://media.viidea.com/v001/e8/5bgrcxillx6bx5pzayc642i4otgsjzvw.jpgLinked OpenCourseWare DataLinked OpenCourseWare Data: a demonstration of the potential use of OCW Universia linked data Edmundo Tovar, OCW UPM, Spain Conference Theme: Innovation Summary: Presentation of data query scenarios of OCW Universia linked through semantic filters and motor selection. Abstract: OpenCourseWare (OCW) is one of the most successful emerging initiatives in the global promotion of free and unrestricted access to knowledge from the academia. In April 2001, the Massachusetts Institute of Technology (MIT) launched OCW-MIT; releasing under open license educational resources that professors could use in their teaching practices. The great impact of the initiative has led many international and prestigious universities to join the movement; creating their own projects in coordination with OCW-MIT. Such is the case of Universia, which promotes and disseminates the concept OCW-Universia in Latin America. The repositories, internal organization and structure of an OpenCourseWare project are diverse, and respond to the vision of each university. There is not a standardized way to implement OCW initiatives, however some guidelines and recommendations on the characteristics of repositories and the structure of an OCW project can be found. Even though, these agreements have offered enough momentum to drive the rapid adoption of OCW initiatives, they have created difficulties for the implementation of tools that can process OCW data automatically. Therefore, one of the greatest challenges that OCW initiatives, and in particular OCW Universia, have to face is the heterogeneity of existing OCW repositories. Heterogeneity leads to problems of interoperability and accessibility of open content among institutions and within them. The lack of interoperability shows some disadvantages in the discovery, reuse and remixing of OCWs. Universia took a step forward in trying to solve this issue, taking attributes of OCWs and creating sites on which a search engine operates (based on Google’s search engine). The limitations in this service are the same as those found in regular Web browsers; wide range of results (hundreds or even thousands of OCWs), search based on word similarities instead of meaning, ambiguity problems in the returned results, few possibilities to enable automated discoverability with concepts associated with an OCW and are stored in other open data-sets. In this paper, researchers from the Universidad Politécnica de Madrid (UPM, Spain) and Universidad Técnica Particular de Loja (UTPL, Ecuador), show how the principles of Linked Data have the ability to enhance searchability and discoverability of OCWs created and shared by the universities associated to OCW Universia. The emphasis of Linked Data is closely related to the intention of exposing heterogeneous linked resources semantically improved; contributing to the construction of a Semantic Web. Two basic elements are described: 1) an infrastructure to integrate and access content from different repositories of universities associated to OCW Universia, expressed in different RDF formats accessed via HTTP and 2) a consultation mechanism to access data from OCW Universia. The results presented reveal that Linked Data would offer a solution to filter and select semantically those open educational contents, and demonstrates how this solution allows users to obtain more information from an OCW, i.e., automatically linked to related information that is in the Linked Open Data Cloud. 1629.0https://ocwc.viidea.net/uk2012_358_nowbuth_open_educational_resources/2012-04-25weekly0.6https://media.viidea.com/v001/1b/dmn645lvu7dug2nianebzp67odks4xl6.jpgOpen educational resourcesOpen educational resources: opportunities and challenges in the tertiary education sector – Case Study- Mauritius Manta Devi Nowbuth, University of Mauritius, Mauritius Conference Theme: Collaboration Summary: The success of OERs in the field of environment and engineering is linked to collaboration and sharing of experience of users Abstract: With a view of promoting literacy in the world, open educational resources have been growing rapidly since 2001. In Mauritius the policy of the Government to promote the island as a cyber island has resulted in a number of incentives given to the public at large to increase the level of literacy in the field of information technology. This at the same time resulted in the promotion of the use of open educational resources in various levels of education, from primary up to tertiary. At tertiary level the use of open educational resources in the field of pedagogy, instructional design, environment, science, social science and engineering are being used to a large extent. In this paper the use of OERs in the field of environmental science and engineering is being discussed. Quite a vast amount of information is available on the web on the following topics: environmental management, geographical information systems, computer aided design, geology, wastewater engineering, water resources and groundwater modelling. Use of these very valuable resources are often constrained with regards to copyright issues and with regards to having to adapt them to the local situation. Subjects such as environment and engineering tend to be structured as 25% general information and 75% case studies in the local context so that students are able to appreciate the application aspects of the subjects. Hence, in these subjects adaption of course materials is crucial. A research study was carried out using OERs for teaching of subjects listed above, at tertiary level. The students were requested to look for support materials from the web in order to solve a local problem which had both an environmental aspect and an engineering aspect. The students had to place emphasis on how these education materials helped them to get started with solving the problem and how to formulate the solution to the problem. The students also had to stress on the limitation of the education materials and at the same time stress on how they came up with the solution for the local problem. From this experience the strengths and the weaknesses of OERs in engineering was highlighted. In terms of opportunities, it can be said that there is still a need for OERs in the field of environment and engineering with emphasis on case studies. In terms of challenges, it should be emphasised that engineering problems are complex and are influenced by local environmental situation, which results in solutions which work in a country may not work in another. As conclusion, this paper will thus present an approach that can be adopted in order to promote OERs in the field of engineering and environment, so that readers appreciate not only the general information about the topic but how engineering problems and solutions are influenced by environmental conditions and also by cultural practices in a country. OERs in the field of engineering can be so structured that readers get a good understanding that off shelf technologies have their limitations from country to country. 796.0https://ocwc.viidea.net/uk2012_335_hardin_creation_surveys/2012-04-18weekly0.6https://media.viidea.com/v001/4e/j2tatomnbmsr7praclk4mlyxklkvunxe.jpgOCW Creation Surveys on 4 ContinentsOCW Creation Surveys on 4 Continents Joseph Hardin, Mujo Research, US Conference Theme: Collaboration Summary: Discussion of surveys on OCW creation & use by students and faculty at schools in Europe, Africa, N. America & now Australia. Abstract: The generation of open courseware (OCW) has been seen as a key element in the ecology of open educational resources (OER) and the propagation of open models in research, teaching and learning. In addition, challenges to models of closed ownership of educational resources and access to them rest in large part on the development of a culture of contribution within our communities of scholars in higher education. What do the faculty and students in our higher education institutions think of OCW? How ready are these communities to become part of this culture of contribution? Over the past 5 years a series of survey research studies has been undertaken to gauge the state of such beliefs and the critical intentions to contribute of faculty at institutions of higher education in Europe, Africa, North America and most recently Australia. These studies focused on institutions that were early in the process of developing OCW efforts locally or were still just contemplating them. In these studies, faculty and students have been asked how familiar they are with OCW and open access (OA) efforts, what they see as the advantages of such approaches, what they see as the disadvantages, and how willing they would be to contribute their own time and materials to OCW and OA. The results of these surveys answer basic questions about the readiness of faculties and student bodies to adopt elements of open scholarship culture in their own institutions. What has been found is that, across geographical divides, and even in institutions that might otherwise be considered rather traditional or conservative in their approach to education and their evaluation of faculty for advancement, significant portions of the faculty see value to them, their students and their institutions in OCW and OA publishing, and profess a willingness to contribute their own materials to a local site. The results o this series of surveys, with an emphasis on the recent, September-October, 2011, University of Queensland survey, will be reviewed and discussed. In addition, a project to assist anyone at any institution of higher education, or in any educational context, who wishes to develop a similar survey for their population, design a sample, apply the survey and record and evaluate the results, will be presented for discussion. In cooperation with the Inclusive Design Research Center at the Ontario College of Art and Design, a web site and set of social services is being developed to deliver such assistance and help those interested generate their own surveys and analyses of OCW efforts. A central motivation for the surveys to date has been to use such surveys to develop foundational persuasive and analytic materials for development of a strategy for local OCW projects, often in hand with OA efforts. Discussion of how these types of results can be used in such strategies, and the upsides and downsides of various approaches will be presented and discussed. 1572.0https://ocwc.viidea.net/uk2012_235_cobo_required_oer_practices/2012-05-06weekly0.6https://media.viidea.com/v001/69/nh2eerjtpggzyhpmasij6vxctbhz4gs5.jpgConditions required to implement OER practices in the Higher Education of Latin AmericaThe creation of the OCW by the MIT in 2001 can be considered a milestone in the recent history of the OER. Since then an increasing number of technologies, repositories and tools that support the creation, reutilization and distribution of open resources have been created on the Internet. However the expansion of major institutionalization initiatives such as the OpenCourseWare Consortium (OCWC) in Europe or OCW Universia in Latin America do not seem to evolve with the same level of enthusiasm and visibility. The adoption of OER principles (philosophy) operates according to a multiplicity of contextual factors that varies depending on each Higher Education institution. For instance, Hattaka has identified a number of barriers that affect a broader adoption of the open contents, which can be summarized as: educational rules and restrictions; language; relevance; access; technical resources; quality; intellectual property; awareness; computer literacy; teaching capacity and traditions. For the purpose of this study, the adoption of strategies and channels that embraced the principles of openness and reusability within the context of educational institutions is considered as a key innovation. That is basically because the openness of resources can bring new possibilities of learning as well as for the creation of new knowledge (research) grounded in different contexts, disciplines and communities. Based on Rogers’ diffusion of innovation, these practices are considered closer to the ‘innovators’ and ‘early adopters’ communities. In addition, previous works in the field of ‘open innovation’ show that benefits can be obtained from bottom-up and collaborative practices of knowledge transferences. This requires the active participation of lecturers, students or researchers who explore and facilitate the adoption of OER practices in Higher Education institutions. Grounded in previous experiences and studies, this action research will explore how to stimulate OER capacity building and awareness in Higher Education institutions of Latin America (LA). In order to do that, a bottom-up, open and contextual-based OER induction training will be run within a group of 60 higher education institutions in that region. The backbone of the initiative will be an induction programme that aims the promotion, training and implementation of institutional and regional OER capabilities in LA. This study led by three European universities is supported by the EU ALFA programme (co-operation between Higher Education Institutions of the European Union and LA) and will analyse the conditions required to implement and promote OER practices in Higher Education. 1408.0https://ocwc.viidea.net/uk2012_270_hassler_orbit_oer4schools/2012-04-16weekly0.6https://media.viidea.com/v001/1d/duixekd5ghhsklun5pnkiylhuz6w5f4d.jpgORBIT and OER4SchoolsORBIT and OER4Schools: supporting effective primary and secondary school practice through OER Bjoern Hassler, University of Cambridge, UK Sara Hennessy, University of Cambridge, UK Teresa Connolly, The Open University and University of Cambridge, UK Caroline Jestaz, University of Cambridge, UK Conference Theme: Innovation Summary: We present the ORBIT and OER4Schools projects, supporting effective interactive teaching practice with OER, pedagogy, and ICT Abstract: This paper describes two interlinked projects: ORBIT and OER4Schools. Both projects seek to support more effective teaching practice (in primary and secondary education) through the use of Open Educational Resources, appropriate pedagogy, and ICT. The ORBIT project is part of the JISC OER programme, and the first formal OER programme at the Univeristy of Cambridge. It develops an “Open Resource Bank for Interactive Teaching” (ORBIT) to promote interactive teaching in primary and secondary schools in the UK. ORBIT is aimed at use in formal HE teaching (PGCE), use in training schools and by teacher mentors, as well as continuing professional development for in-service teachers. It makes existing higher education expertise on teacher education as widely available as possible. ORBIT focusses on practical aspects of interactive teaching and enquiry-based learning, illustrating pedagogical principles through concrete lesson plans and ideas. The ORBIT materials are hands-on, presenting actual activities within lessons as the primary building blocks, with theoretical ideas explicitly embedded within these blocks. We seek to make this particular approach – a hallmark of effective teacher education – more accessible and tangible. Within ORBIT, there is also a significant focus on the use of digital tools and resources within the teaching of mathematics and science, which is an important emerging area, and one which is notoriously lacking in effective pedagogical support. A collection of ORBIT resources will be collated into a self-contained open digital course book. The OER4Schools project has similar aims, but is aimed at a developing world audience, in particular Zambia (and Sub-Saharan Africa more broadly). OER4Schools produces professional development resources that can be used in pre-service education or in-service by groups of teachers working together and ultimately sharing practices with others. Like ORBIT, OER4Schools supports interactive teaching and collaborative, active learning through using ICT tools, digital open educational resources (OER) and Open Source software – as appropriate for teachers’ own purposes and settings. The materials are being participatively developed in conjunction with local stakeholders, including teachers and teacher college lecturers, as well as a broad range of partners, such as iSchool, OER Africa, TESSA, VVOB, University of Zambia (UNZA), Chalimbana University, and the Ministry of Education. The resource will feed into existing teacher education programmes (at universities and teacher education colleges), such as the Primary Distance Learning Certificate at Chalimbana University, which is studied by 4000 students a year and offered by other colleges too, potentially reaching most primary schools throughout Zambia. Research and evaluation is a key component of both projects, for instance investigating pathways for translation of theoretical knowledge into teaching practice, benefits of open resources and open academic practice, as well as questions around content discovery and re-use. 1808.0https://ocwc.viidea.net/uk2012_236_tenney_mobile_xerte/2012-04-27weekly0.6https://media.viidea.com/v001/e1/4f4fqdqmopxdew5e4xbp4iyfuquxnb5w.jpgMobile Xerte - Mobile Learning SpacesMobile Xerte - Mobile Learning Spaces Julian Tenney, University of Nottingham, UK Conference Theme: Innovation Summary: Mobile devices are creating new opportunities for the dissemination, repurposing and sharing of open learning resources. Abstract: Mobile Xerte is a new addition to the award-winning Xerte Project's suite of tools. Mobile Xerte is built around the concept of ‘learning spaces’, or collections of open resources that can be subscribed to using the application. Learning spaces can also be created using Mobile Xerte, and shared with other users, allowing content to be readily adapted and re-purposed amongst peers, or between teachers and their learners. The application has native support for a subset of content authored using Xerte Online Toolkits, and is open source software, released under the GPL. Several use cases will be discussed. The simplest is a tutor creating a set of resources for consumption in Mobile Xerte to support students’ learning throughout a module or course. The content itself can be developed using Xerte Online Toolkits and the Learning Space is made available to students who subscribe to it using Mobile Xerte and consume the content on a phone or tablet. Learning Spaces can also include existing web-based resources suitable for delivery to a mobile device. Subscription to the content can be facilitated via a URL or a QR Code, and students can easily share this content with other users of the application. This use case will be the most familiar. A second use case allows Learning Spaces to be created and shared using just the device by users of the application. A Learning Space – a collection of resources – is assembled using Mobile Xerte and shared directly from the phone using the network to push the underlying data onto a web server from where it can be subscribed to and consumed by others. Learning Spaces can be adapted and re-shared by users, allowing content to be easily re-assembled, embellished and re-contextualised by the learners themselves. In this use case, the divide between the user as a teacher and the user as a learner is significantly blurred. Furthermore, as Learning Spaces are created and shared, a highly useful collection of data about collections of OER is assembled, creating interesting opportunities for the capture of data about the learning resources, such as user ratings, related resources, user comments, and to produce new opportunities to re-surface the learning resources in novel and interesting ways. Possibilities to integrate the application with existing collections of OER such as the Xpert repository are being pursued, enhancing the user’s ability to find and re-use resources. This presentation will provide a comprehensive overview of the application and discuss the experiences in its development. 538.0https://ocwc.viidea.net/uk2012_238_law_bridge_success/2012-04-16weekly0.6https://media.viidea.com/v001/9d/tw7us52zmszk6vwyqjlqqfzj7yk4vx5x.jpgA Bridge to Success Summary: An overview of the challenges of the Bridge To Success project that takes UK open content to targeted US students. Abstract: ‘Open Learning: Bridge to Success’, a Next Generation Learning Challenges grant project, is a partnership between The Open University (OU) (UK), Anne Arundel Community College (AACC), the University of Maryland University College (UMUC), and the Massachusetts Institute of Technology (MIT) (USA). The grant has enabled these institutions to capitalise on the success of the OU’s ‘Openings’ content by modifying it for students in the US with the aim of improving retention, learner capability, confidence and motivation through the acquisition of learning skills and core maths. During a short timeframe (12 months) this has brought about the creation of versatile OER content that has drawn on the expertise of its partner institutions to develop. The OU’s ‘Openings’ courses have been shown to increase learner capability and confidence, encourage participation, result in student registration on accredited courses, and contribute to greater progression and completion. The Bridge to Success (B2S) content aims to allow remediation and practice, accelerate time to completion and open up pathways to skills. Two of the Openings courses have been adapted for B2S (Starting with Maths and Learning to Change) and enhanced with activities (pre-assessment, diagnostic activities, formative assessments) to engage adults in the learning process. Course units have been presented and developed in the OU’s free, standards-based OpenLearn LabSpace website which allows all users to contribute to, edit and initiate material. The content is therefore not only available to targeted students in the US, but anyone browsing or searching the OU’s content. Pilot institutions in the US have adopted B2S content as the recommended route for preparation to college placement. The piloting process is monitoring, supporting and evaluating the impact of materials within the colleges involved. A program offering support material for adoption by colleges and instructors has been established so that those with no formal connection to B2S can utilise the content. B2S is contributing to the American Graduation Initiative outlined by President Obama in 2009 which aims for all US citizens to obtain at least one year of post-secondary education or career training. The project will directly engage with over 3000 students and over 100 educators during the grant period. The proposed session will: Showcase the OU’s technology base from which it develops and delivers OER to scale, including the B2S content. Explain the project’s pilots: the range of US institutions adopting the content and the diversity of delivery methods. Discuss the challenges of taking UK face-to-face courses and adapting them to function in the US as both standalone OER and taught online courses. Show how the use of online formative assessment has aided remote instructors to track student progress. Provide an overview of the evaluation strategies that have been employed to ensure the delivery of quality content (usability, accessibility, developmental testing). 1646.0https://ocwc.viidea.net/uk2012_310_stapleton_allen_we_ll_always_have_paris/2012-04-16weekly0.6https://media.viidea.com/v001/27/e5w4i7cto6vnie2b4p6f24niednjr6wb.jpgWe'll always have PARiSWe'll always have PARiS…. (Promoting Academic Resources in Society) – extending OER into non-traditional areas Steve Stapleton, Andy Beggan, Sarah Speight & Julian Tenney, University of Nottingham, UK Lyndsey Allen, The Ear Foundation, UK Conference Theme: Collaboration Abstract: Building on the success of previous open learning initiatives at the University of Nottingham, the JISC/HEA funded PARiS project aims to move OER into non-traditional areas for the University and the HE sector as a whole. The project addresses 2 themes. The first extends OER into new communities by working in partnership with the Ear foundation, a 3rd sector organisation, on the collection and release of OER. This supports an identified organisational need to expand access to training for The Foundations target audience of teachers, parents and care providers of children with cochlear implants. Public and private sector funding has been directed to the development of cochlear implant technology and surgical/scientific activity but little to the community – at home and school – the Foundation addresses this. The Foundation provides a series of face-to-face workshops to support teachers and care givers of deaf students nationally, as well as the wider mainstream teacher community as appropriate. However, with over 80,000 deaf students with cochlear implants worldwide demand inevitably outstrips the available resources. The second PARiS theme centres on the creation, collection and release of OER in the area of sustainability. The University of Nottingham is strongly committed to the achievement of sustainability in its varied aspects and states this in its Strategic Plan. Nottingham is ranked second in the 2011 UI Green Metric World University rankings of the world’s most environmentally-friendly Higher Education Institutions (HEI) and is currently part of the Higher Education Academy’s (HEA) Green Academy: Curriculum for Tomorrow pilot change programme, along with 7 other HEI’s forming an informal network of ‘critical friends’. The modules being developed for this theme will be embedded within the Nottingham Advantage Award (NAA), an initiative focusing upon the development of graduate attributes. It aims to develop the kind of competencies that employers are looking for in talented new graduates. Some modules being released are existing modules which will be enhanced through the inclusion of third party OER. Some modules will be newly created modules. This will empower the academics involved to create learning materials with openness in mind at the outset of the design process. This is something that was recommended by many JISC/HEA UKOER Programme phase one projects as a way of embedding sustainability around OER processes. It will also provide data back to the community on the benefits and barriers of creating new OER, assessed against the current Nottingham model of openly publishing existing materials. This presentation provides an overview of the project and discusses the pitfalls and benefits of moving Open Educational Resources into non-traditional areas. It discusses the collaborative processes established between the University of Nottingham and The Ear Foundation to work on open content. It provides an overview of how the sustainability theme is influencing the practice of teachers, the benefits and challenges associated with re-using third party OER and how the resources are embedded within the taught curriculum. It will also discuss how this OER project helps explore and enhance understanding of sustainable practices/values in differing cultural contexts. 1384.0https://ocwc.viidea.net/uk2012_244_gome_supporting_non-traditiona_learning/2012-04-16weekly0.6https://media.viidea.com/v001/6c/nsvwup4tzjiayz54y4iet44pltuvead6.jpgSupporting formal and informal, non-traditional learning in the workplace through CPD-related OERsSupporting formal and informal, non-traditional learning in the workplace through CPD-related OERs Stephen Gomez, Pete Watton, Holger Andersson & Pete D Watton, University of Plymouth, UK Conference Theme: Impact Summary: OER impact on supporting professional development of part-time learners on an innovative degree framework Abstract: Higher Education (HE) currently caters mostly for traditional learners (ie full-time students, progressing from school to university). However, there is much HE can offer non-traditional learners (ie part-time or occasional students). By delivering tertiary education to learners in the workplace, universities can play a vital role in supporting the knowledge economy through upskilling and updating a nation’s workforce. However, delivering HE to informal learners presents numerous challenges for universities, which are geared towards discipline-focused, mass education delivered at set times of the year. Universities do not consider it always economical to address the needs of learners who request bite-sized amounts of learning on point of demand, outside normal teaching hours and at any time during the year. Plymouth University has addressed some of the challenges involved in meeting the needs of informal learners in the workplace. It has addressed this challenge on two levels. One way is by providing a work-based focussed academic framework for informal learning. The second way is by making educational materials available electronically for distance learning. The first approach mentioned above involves the production of a flexible modular framework comprising two, continuing professional development (CPD) degrees at Bachelors (undergraduate) and Masters (graduate) levels. These degrees offer a ‘shell’ framework which allows informal, non-traditional learners to study on a bite-sized, modular basis. Learners take only those modules relevant to their work or their employers’ needs. The curriculum for these awards is work-related rather than discipline-focussed. Learners can earn credit piecemeal that accumulates towards a degree qualification. The way we have addressed accessibility to learning materials was through the production of numerous open educational resources (OERs). A market research survey of the learning needs of employers and employees throughout the South West of England revealed that the following areas were of greatest value to businesses: leadership, management, mentoring, coaching, research and work based learning. A grant from the Higher Education Academy/JISC funded a project called Learning from WOeRK (cpdoer.net) which produced 360 credits of OERs covering the above mentioned subject areas to support informal learners in the workplace. Initially, the OERs were intended to support other educators so they could re-purpose the material for their own CPD-teaching context. Because we decided to produce support material (ie detailed content) for the OERs and self-contained videos, much of the material could be used directly by learners. The presentation will outline the structure of the flexible framework and then demonstrate some of the OERs produced to support the framework. Through audience participation we will explore the applicability of the CPD OER approach in the context of the delegates. 2104.0https://ocwc.viidea.net/uk2012_263_wan_collaboration_open_courseware/2012-04-25weekly0.6https://media.viidea.com/v001/c9/zhx23mt4q45lqrbsrvmmpbqxnzk5oi5h.jpgInstitutional Collaboration of OpenCoursewareInstitutional Collaboration of OpenCourseware in the Cloud Era - Experience of TOCWC Hsu-Tien Wan, Taipei Medical University & Wei-I Lee, National Chiao Tung University, Taiwan Conference Theme: Innovation Summary: a discussion of the collaboration of metadata and analytics tools we are using on our OCW content Abstract: Taiwan OpenCourseware Consortium (TOCWC) was established in 2008. By the end of 2011, there are more than 27 members. All of them are higher-education institutes. Also, we have more than 400 courses, and 75% of them have video courseware. During the past few years, we have 2 major institutional-collaborating projects running. One is the metadata engineering. Another is the analytics aggregator for understanding the usage of these OpenCourseware (OCW). Since 2009, we have built a metadata model for Taiwan OCW content by incorporating with member universities. Moreover, we have also built an indexing system based on this metadata model in order to search OCW content efficiently. The metadata model contains 8 categories and 47 fields. We plan to collect metadata from more than 135 courses in 2012. We wish this system can improve the discoverability of OCW content. We have noticed that a huge proportion of visitors went deeply into institutional sites through the Consortium site. We would like to gather more usage information by using web-analytics tools. Instead of asking members to report monthly data, we have built a cloud reporting aggregator to collect and share measurable web-analytics data automatically. This project launched in November 2011 and there are 9 member universities currently involved. We are planning to do a statistical analysis once we get enough data. We think it might give us some hints on what strategy we could use to promote the movement of OCW. 686.0https://ocwc.viidea.net/uk2012_331_fitzgerald_openness_english_language/2012-04-27weekly0.6https://media.viidea.com/v001/92/skc2ah5jobnwcld36yjv6o4nfkbbvzkf.jpgOpenness in English Language TeachingOpenness in English Language Teaching Alannah Fitzgerald, SCORE (The Open University) UK; Durham University, UK ; Concordia University, Canada Jeff Davidson, Durham University, UK Lesley Kendall, Durham University, UK Conference Theme: Collaboration Summary: An exploration of collaboration around open educational resources in English language teaching Abstract: This presentation will introduce different yet complementary empirical studies as part of the TOETOE (Technology for Open English – Training with Open E-resources) project, managed by Alannah Fitzgerald, with SCORE and Durham University’s English Language Centre (DUELC). Teaching participants involved in an OER cascade project carried out at DUELC, Jeff Davidson and Lesley Kendall, both experienced practitioners in English for Academic Purposes (EAP) will present their first-hand experience of engaging with open practices for the first time with the design, development and delivery of innovative OER for EAP courses. OER in open file format were developed for teacher and learner training across two different EAP student cohorts (intermediate and proficient users of English) of two classes each for enhancing student writing and vocabulary acquisition in their specific subject domains. Both students and teachers made impactful changes in their language learning and teaching practice by utilising a range of open content and open tools. A variety of innovative OER were employed in the study, including: open corpora derived from Google and Wikipedia collections as part of the FLAX (Flexible Language Acquisition Project) based at the University of Waikato in New Zealand http://flax.nzdl.org/greenstone3/flax; open source tools for text analysis found in FLAX and in the Compleat Lexical Tutor http://www.lextutor.ca/ centred at the Université du Québec à Montréal with the Centre for the Study of Learning and Performance at Concordia University in Canada, and; open source software for building your own corpora, AntConc, established at Waseda University in Japan http://www.antlab.sci.waseda.ac.jp/software.html. Leading English Language Teaching (ELT) practitioners were also interviewed about their work in promoting openness in ELT. An exploration of the different motivations for those practitioners’ commitment to the open agenda will be presented, including reasons for: sharing and endorsing OER and open practices for ELT; building open corpora and open platforms for data driven language learning, and; developing open source software for interactive language learning tools. A widening OER for EAP stakeholder vision will also be presented in the context of informal and formal learning communities who are now engaging with these types of OER for language learning. This is based on two scoping exercises attached to the TOETOE project, involving the newly launched OER University’s (OERu) prototype 2012 plans for accreditation and curriculum development and exploring where OER for EAP would be a ‘good fit’, and the newly formed web resources sub committee within BALEAP, formerly a British organisation but now with an outreach mandate to become ‘the’ global forum for EAP practitioners. Identifying how these different stakeholders collaborate around OER for EAP within formal face-to-face and distance education as well as informal education routes via not-for-profit organisations such as the OERu will provide insights into how effectively OER are discovered, used, shared and sustained and whether greater synergy can be attained between these different communities of practice. 1642.0https://ocwc.viidea.net/uk2012_250_pearce_students_as_content_scavenger/2012-04-27weekly0.6https://media.viidea.com/v001/64/mq6fhefe24pk6edo2daq3zr4nhebjodm.jpgStudents as Content ScavengerDeveloping Students as Content Scavengers Nick Pearce, Durham University and SCORE, The Open University, UK Conference Theme: Innovation Summary: This project looked at developing students as online content scavengers and sharer and the effects of this on their learning. Abstract: Much of the focus of OER to date has been on making open content available and accessible to a wide audience, including independent learners and teachers. This proposal will investigate a novel way to use OER by encouraging formal students to scavenge for content to be used as part of their course based learning. This has the potential to enhance their evaluation and use of OER, and digital content more generally, as well as encouraging the sharing and reuse of content. A previous, C-SAP funded project[1] by the author used focus groups to explore the pedagogic and cultural issues in using YouTube videos in teaching an introductory sociology class. This project explored the issues around using openly available material embedded within class. An unexpected outcome of this was the extent of student use of online videos in their self directed study. Students suggested their own video resources via email, some of which were incorporated into classroom sessions – to the delight of the students who made the suggestion, and to the benefit of the whole group. This presentation will explore the project which followed on from this, which was carried out whilst the author was a SCORE teaching fellow. It will look at the implications of embedding the scavenging and evaluation of OER multimedia content, broadly understood, within the curriculum of an introductory anthropology class. This class had 50 students across two groups, and was comprised of mainly international and mature domestic students, providing a diverse student body. A session within the course was given over to lab based activities which involved identifying and sharing content as revision for the course. A range of social media tools, as well as the VLE, were made available to the students to do this and this has created a large amount of data which has been analysed to evaluate the use of these tools, and the extent to which they facilitate and encourage engagement and evaluation of OER. The experience of OER scavenging was also evaluated through a series of focus groups. This was an effective means of gathering data for the C-SAP project and the author has experience in organizing and analysing this kind of data. These focus groups explored issues such as the strategies which students use to find content, their awareness and concern for openly licensed and open access resources and the values they use to assess quality. This presentation will present the findings of this research as well as discussing the issues in developing students as content scavengers. This discussion will focus on issues of relevance to the wider OER community such as the ways in which students can be trained to utilise open content more effectively and the ways in which open content can be incorporated into formal courses through student engagement. [1] http://wp.me/pJwaH-1K 1622.0https://ocwc.viidea.net/uk2012_350_fulantelli_upporting_communities/2012-04-27weekly0.6https://media.viidea.com/v001/17/c6phn7pcsuja64ka4breqxdjrdrnelqm.jpgSupporting Communities of Teachers in producing and sharing OERSupporting Communities of Teachers in producing and sharing OER Giovanni Fulantelli, Manuel Gentile, Davide Taibi & Mario Allegra, National Research Council of Italy - Institute for Educational Technologies, Italy Conference Theme: Collaboration Summary: How to motivate and support school teachers in the use and production of OER. Abstract: User-generated Open Educational Resources represent an important opportunity for schools. Since 2005, our research team has been working towards the exploitation of this opportunity, through three European funded projects: Sloop (Sharing Learning Objects in an Open Perspective, promoted by Itsos “M. Curie” Cerunsco S/N, Italy – 2005-2007), Tenegen (Connect the TEachers to reach and teach the NEt GENeration, promoted by Prompt-G Educational Centre for Informatics, Hungary, 2008-2010), and Sloop2desc (Sharing Learning Objects in an Open Perspective to develop European Skills and Competences, promoted by the Italian National Research Council – Institute for Educational Technologies, 2009-2011). All the three projects aim at improving European school teachers’ knowledge of e-learning strategies and, more in general, of the use of the Internet in education. The focus of the three projects is on the educational content for e-learning. Specifically, the idea is that open educational resources can be designed, developed and shared directly by the community of teachers who will use them. During the projects, we have co-designed and run online courses for teachers on the production of Open Educational Resources using Web 2.0 tools and environments for the production of Learning Objects. Online courses have involved teachers from different countries: Germany, Hungary, Ireland, Italy, Romania, Slovenia, Spain, Turkey. Through pilot and cascade courses, we have trained around 800 teachers in Europe on the production of OER. Hundreds of OERs have been produced by school teachers in a collaborative way, and shared in a community of teachers. All the resources have been released under Creative Commons licences. A specific web application, called FreeLOms (Free Learning Objects Management System) has been developed to simplify the management of learning objects (including SCORM-compliant resources), to handle Learning Objects metadata and, finally, to store and share educational resources produced by teachers. Stakeholders, policy makers and companies’ representatives have been involved in the projects, in order to increase dissemination and exploitation of results. Openness, standards and rights are key concepts behind our approach. Application of these principles has made it possible to re-use of learning objects from one project to another, after revision and modifications which have been necessary to achieve the specific objectives of each project. The three projects reflect an evolution of the learning approaches and environments over the time: basically, all the courses activated in the projects guide the trainees through different online learning experiences, in order to highlight how the technology is changing the way we learn (this is evident in the Tenegen project, where teachers are explicitly invited to explore the learning strategies of the net generation). Nevertheless, as the technology and the environments within which learning takes place are changing over the time, more and more informal learning approaches, social applications and web 2.0 solutions have been encouraged from a project to the following. At the same time, the school teachers’ attitude towards traditional teaching methods can impose important constraints to the design of innovative learning courses, which must be taken into account in the design of these experiences. 1566.0https://ocwc.viidea.net/uk2012_227_gruszczynska_digital_futures/2012-04-27weekly0.6https://media.viidea.com/v001/73/omr23ygojwy2wo7xxdvlesxuqkziar74.jpgDigital Futures in Teacher EducationDigital Futures in Teacher Education: exploring the opportunities and challenges of creative uses of digital literacy in schools Anna Gruszczynska & Richard Pountney, Sheffield Hallam University, UK Conference Theme: Collaboration Summary: Digital Futures in Teacher Education: opportunities and challenges of creative uses of digital literacy in schools. Abstract: This presentation will draw on early findings of a project "Digital Futures in Teacher Education" currently being undertaken as part of the third phase of the JISC (Joint Information Systems Committee) UK Open Educational Resources programme. The presentation will discuss issues emerging in the context of attempts to embed OER practice within the teacher education sector. Overall, the key goal of the project is to raise the status and quality of teaching and the level of digital literacies and the (re)use of OERs in the teaching workforce. The project considers digital literacy to be a blend of ICT, media and information skills and knowledge situated within academic practice contexts while influenced by a wide range of techno-social practices involving communication, collaboration and participation in networks. There is a pressing need for teachers to engage with digital literacy throughout education and, increasingly, the skills and experience that learners (and their teachers) have or need is changing and the baseline is being raised. The digital technologies available to students will continue to evolve alongside a greater expectation of the skills of teachers and the kind of learning resources they will encounter in further and higher education. At the same time, professional development in new pedagogies facilitated by digital technology is still patchy and, in terms of the potential of new social media for learning, relatively unaddressed. Therefore, the presentation will focus on the ways in which OERs can address the opportunities and challenges of creative and innovative uses of digital literacy in schools, with some of the questions being addressed as follows: What sorts of attitudes and understandings about digital literacy do student teachers need? What are the needs of tutors with respect to digital literacy? How do teachers use digital literacies to promote creative approaches to learning in the classroom? How do schools frame the uses of digital literacy in the classroom? Finally, the presentation will also discuss issues emerging from the methodology adopted in the project which is embedded within a framework of communities of practice and emphasises reflection in the process of learning about OERs. Accordingly, in the context of the “Digital Futures” project we will create opportunities for project participants to reflect critically on their practice and their creative engagement with new technologies so that they can become more aware of the underlying pedagogical assumptions that are often implicit in the use and reuse of OERs. At the same time, the presentation will address any challenges arising from the adoption of this collaborative and reflexive approach to teaching practice in the context of exploring digital literacies. 1671.0https://ocwc.viidea.net/uk2012_294_janssen_business_model_approach/2012-04-27weekly0.6https://media.viidea.com/v001/bf/x7dn2j2emtavwerj2odmt4yxo6yz5nuv.jpgA Business Model approach for OER in Open UniversitiesA Business Model approach for OER in Open Universities Ben Janssen, Robert Schuwer & Fred Mulder, Open Universiteit, Netherlands Conference Theme: Impact Summary: Three possible scenarios for a business model for a sustainable OER approach are explained and surveyed. Abstract: For some time the Open University in the Netherlands (OUNL) has been positioning itself as the university for lifelong learners. This includes amongst others a policy of developing and using Open Educational Resources (OER). One of the aims of this OER policy is to give lifelong learners free and open access to learning materials, publications and tools of OUNL. This free and open access to the resources of OUNL has (direct and indirect) consequences for the business model of OUNL. With 'business model' we mean the (conceptual) model showing what a company or organization does for whom at what price, and how the business is equipped for that. In this article we will discuss implications for the business model of OUNL which also may apply to other open universities embracing an OER approach. We will do this by considering three development scenarios. The first and most radical scenario is a model in which all learning materials will be made available as OER. In this scenario the business model is entirely based on additional learning services to be paid for. The second scenario is a continuation of the current model, in which OER plays a minor role, in the form of short courses in a marketing driven approach. In the third scenario OER plays a more significant but still modest role, the business model being based on a substantial share of learning materials still to be paid for plus additional paid learning services. We will present the results of two surveys of preferences of (potential) lifelong learners for these three scenarios. The first survey was conducted among a representative sample of the Dutch population. The second survey took place under OUNL students. The results are supportive of scenario 1 and thus relevant for the open universities who are generally in a deep search for a sustainable OER approach. 1614.03https://ocwc.viidea.net/uk2012_222_bliss_open_textbooks/2012-04-17weekly0.6https://media.viidea.com/v001/ca/zliyxexvzxhefcnu6kg475tb42trtijq.jpg An Examination of the Cost Savings and Learning Impacts of using Open TextbooksAn Examination of the Cost Savings and Learning Impacts of using Open Textbooks John Hilton David Wiley & TJ Bliss, Brigham Young University, US Conference Theme: Impact Summary: We report on a series of studies examining cost savings and learning impact of using OER in high school and college classrooms. Abstract: Proponents of open educational resources claim that significant cost savings are possible when open textbooks displace traditional textbooks in the classroom. We report on a series of studies we have done examining the cost savings and learning impact of using open textbooks in high school and college classrooms. In one study we worked with 20 high school science teachers (collectively teaching approximately 3500 students) who adopted open textbooks. We identified and implemented a successful model of open textbook adoption that reduced costs over 50% compared to the cost of adopting traditional textbooks. In addition, we examined the standardized test scores of students using the open textbooks and found no apparent differences in the results of students who used open textbooks. We also report on a separate study in a series of community colleges, focusing on how students and teachers perceived the open textbooks, and the correlation between the use of open textbooks and student dropout rates. 1724.0https://ocwc.viidea.net/uk2012_233_murphy_credentialing_owc_studies/2012-04-17weekly0.6https://media.viidea.com/v001/51/kerlqwkpn7zdazqp766w44dyv5dr3zxw.jpgCredentialing of OCW studies by Tertiary Educational InstitutionsCredentialing of OCW studies by Tertiary Educational Institutions Ellen Murphy, State University of New York at Empire State College, US Conference Theme: Impact Summary: Information gathered from an international survey of tertiary educational institutions regarding assessment of prior learning Abstract: Open CourseWare has provided new opportunities for access to tertiary academic content, and this has created a need for ways to document, assess, and credential the knowledge and skills gained. In 2011 we saw a number of developments designed to offer this recognition including Badges and Certificates. While both of these will certainly fill the need for recognition of learning, neither of these confers a degree. There are a large number of tertiary institutions throughout the world that provide for Assessment of Prior Learning (aka: Credit by Evaluation), which can provide official credit, towards a degree, for non-traditional learning. A survey of Tertiary Institutions was conducted, in collaboration with the OER Foundation, to determine the extent of credentialing possibilities for individuals who use Open Education Resources (particularly Open Courseware) to gain the knowledge and skills they seek. Surveys were distributed through various listservs, in newsletters, and through social networking venues. Institutions were asked to identify their current policies regarding Prior Learning Assessment and Credit by Evaluation as well as any associated costs. Additionally, schools were asked to identify the percentage of a student’s overall degree/certificate program that could be accounted for through these methods. The surveys included questions regarding Open CourseWare and ePortfolios to determine what credentialing possibilities exist for those individuals who build and submit a portfolio of learning acquired through the use of OCW. A report on the information gathered from this survey, and recommendations for further research will be presented. A comprehensive report/database will be tabulated and published as an OER so that students, who wish to do so, can plan a program of study that will allow them to obtain a credential/degree while strategically utilizing Open Courseware. 1485.0https://ocwc.viidea.net/uk2012_258_cobo_oportunidad_open_educational/2012-04-29weekly0.6https://media.viidea.com/v001/37/g7bbm7kqkuj6kqao4atf76hc3yme4om7.jpgOportUnidad - Open Educational PracticesOportUnidad - Open Educational Practices: a bottom-up approach in Latin America and Europe to develop a common Higher Education Area Cristobal Cobo, University of Oxford, UK Cristina Stefanelli, Università degli Studi Guglielmo Marconi, Italy Marcelo Maina, Universitat Oberta de Catalunya, Spain Ilaria Mascitti, Università degli Studi Guglielmo Marconi, Italy Conference Theme: Collaboration Summary: This paper focuses on making the case for what we are exploring in Latin America and Europe within the OportUnidad action. Abstract: This paper draws on the OportUnidad project co-funded with support by the European Commission under the EuropeAidALFA III Programme. OportUnidad multi-actors include twelve Universities from Europe and Latin America (Bolivia, Brazil, Colombia, Costa Rica, Ecuador, Italy, Mexico, Peru, Portugal, Spain, United Kingdom, Uruguay). European partners involved are: Università degli Studi Guglielmo Marconi (coordinator, Italy), Universitat Oberta de Catalunya (Spain), University of Lisbon (Portugal), University of Oxford (UK). The OportUnidad project explores the adoption of strategies and channels that embrace the principles of openness and reusability within the context of educational institutions. The project intends to foster the adoption and pilot of open educational practices (OEP), OCW and OER in Latin America as a bottom-up approach to develop a common Higher Education Area. The initiative also opens the possibility to provide free educational resources for self-learners, in terms of informal and lifelong learning. Based on the analysis of best practices worldwide, the project defines the OEP Agenda which outlines policies and actions to maximise the benefit of the use and re-use of OER for university course development in Latin America, as a means to equal and democratic access to knowledge. The Agenda includes items related to pedagogical approaches for OER (including teaching and learning aspects and links to social learning, constructive learning with peers), technological solutions for OER (including key technologies, standards, specifications. i.e. metadata, publishing, querying and infrastructure), organisational frameworks and procedures (roles of different actors in institutions to build OER, to re-use and remix OER and cost-effective procedures for OER), institutional business models (how do OER affect the institutional business models), cooperative models for OER between institutions. Based on the OEP Agenda, LA universities define an institutional roadmap, i.e. a declination of the Agenda to the local, cultural and institutional framework. It is a local-contextualised plan in a global strategic plan. Local teachers and educators will be trained to the use (and reuse) of OER and OCW through an on-line training course organized in a logical sequence going from the presentation and framing of the OER and OCW movement, to the integration of open practices into mainstreaming activities. The on-line training course will include the understanding of the OER movement, the definition of OER, OEP and the main related initiatives OCW (Open courseware) and Universia, the aligning of OER to course requirements and pedagogical pathways, the OER search in repositories and on the Web (identification) and OER reuse, remix, rework, localizing (repurposing), the creation of OER from scratch, the OER plan for action, incentive and inhibitors of these open practices and the OER sharing to the community. This paper details the rationale behind the OportUnidad action, highlights the challenges and notes the successes and culminates with conclusions on how openness of resources can bring new possibilities of learning to on-campus students and also beyond the walls of the institutions. 1461.0https://ocwc.viidea.net/uk2012_347_harishankar_matching_oer_ideals/2012-04-27weekly0.6https://media.viidea.com/v001/42/ikwm7j7iqarwg2bt6mxgvathp4sltmck.jpgMatching OER Ideals and Practices in India: a surveyMatching OER Ideals and Practices in India: a survey Bharathi Harishankar, University of Madras, India Conference Theme: Innovation Abstract: Open Educational Resource (OER) is a nascent phenomenon in India enabled by the growth of ICTs and Open Source technologies. It is interesting to note that OER practice has preceded theoretical formulations in India. Over the last decade, several meaningful initiatives have utilised ICT to augment the quality of education. These intiatives, which we now label as OERs, span across different levels of education (primary, secondary, tertiary) and different types of providers (government/public, private). They include: Consortium for Educational Communication (CEC) which is an inter-university centre of the University Grants Commission (UGC), a national apex body for higher education (www.cec-lor.edu.in), which produces TV programmes on syllabus based topics. These are archived in a learning object repository. National Council for Educational Research and Training (NCERT), uploads its textbooks online for free access by teachers and learners through its website – www.ncert.nic.in/textbooks. NSDL – the National Science Digital Library, an initiative of the Council for Scientific and Industrial Research (CSIR) and provides supplementary curriculum based content for free access. Ekalavya is an open educational initiative by the Indian Institute of Technology, Bombay for content development in Indian languages. It includes OSCAR (Open Source Educational Resources Animation Repository) which provides web based interactive animations as teaching resources. E-Gyankosh (www.egyankosh.ac.in) is an initiative of IGNOU (Indira Gandhi National Open University) which provides access to over 30,000 modules of courseware in the self instructional format and 1600 videos. The National Programme of Technology Enabled Learning (NPTEL), a joint effort of the Indian Institutes of Technology and Indian Institute of Science, provides digitised and web-based lectures on engineering courses to faculty and students in private engineering colleges. The Virtual Academy for the Semi-Arid Tropics (VASAT) provides non-formal “natural resource literacy” to rural communities using simple technology tools. Indira Gandhi National Open University's (IGNOU) FlexiLearn expands the scope of Open and Distance Learning by providing “free learning resources integrated with a LMS” to enhance personal learning free of cost. The National Mission on Education through ICTs (NME-ICT), and its web portal – Sakshat – that provides one stop access to e-content, e-journals and e-books. This study seeks to map the innovation in terms of technology and pedagogy and impact of some of the initiatives listed above. In doing so, the study will delineate the parameters that will define the growth trajectory of OERs in India. For instance, these initiatives cannot be evaluated for the presence of the Four Rs that inform the OER concept but can be usefully defined by the potential extent of reach and extent of use. 1156.0https://ocwc.viidea.net/uk2012_344_carter_oers_strategically_important/2012-04-28weekly0.6https://media.viidea.com/v001/d9/3hq5fgp6ivikcy7dmlsgjfeni47wvenn.jpgHow OERs can help a Strategically Important and Vulnerable Subject AreaHow OERs can help a Strategically Important and Vulnerable Subject Area - Quantitative Social Science Jackie Carter, University of Manchester and SCORE, The Open University, UK Conference Theme: Collaboration Summary: Social scientists need to be able to use data to answer real world questions. How can OERs help them do this? Abstract: The 2010 Royal Statistical Society campaign - getstats - and the Economic and Social Research Council in the UK have identified a pressing need to promote the use and understanding of statistical data and quantitative methods (QM). The ESRC recognise a QM skills deficit in UK Social Science, despite excellent research data infrastructure such as the Economic and Social Data Service and the UK Census of Population Programme. Attempts to improve data and statistical literacy have largely focused on developing good practice at institutional level and have revealed pockets of excellence in UK social science departments. Progress in ‘capacity building’ has been made at the postgraduate level and attention is now turning to the undergraduate level. A project in the UK, funded through the Open University's SCORE (Support Centre for Open Resources in Education) aims to find and share open educational resources (OERs) and good practice in those universities already working to upskill students in QM; and to focus on resources that address global issues by using real-world data. The resulting OERs will be accompanied by 'stories' or narratives of exemplar usage, engaging social science learners with QM. The focus will be away from economics and psychology which are the best served in QM in social sciences. The project, entitled 'Sharing OERs for Statistical Literacy using Real World Data' provides the subject of this paper. The work builds on a series of case studies collected from academics in the UK who use real world secondary data resources in their courses, with data made available through the Economic and Social Data Service International macrodatabanks, provided by Intergovernmental Organisations including the World Bank, the IMF and OECD. Students and teachers reported that using secondary data in their courses helped provide employable skills, In turn this led to a project undertaken with the World Bank's Head of the Data Development Group to explore how educators in the UK use data in the classroom to give students real world skills, by introducing them to realistic problems accompanied by exercises with data. The work to date has predominantly uncovered good practice in economics and econometrics. The SCORE project seeks to take this further by extending this to other social science disciplines. The paper will describe the case study approach taken, provide examples of good practice across a number of universities and departments in the UK including sociology, political science and criminology, and discuss the benefits of sharing good practice openly. The barriers to sharing OERs will also be discussed. 1821.0https://ocwc.viidea.net/uk2012_273_rolfe_support_ocr_life_cycle/2012-04-29weekly0.6https://media.viidea.com/v001/43/in336mhvxlbz546fadfovwmkjyaf4q2g.jpgUsing Open Technologies to Support a Healthy OER Life CycleUsing Open Technologies to Support a Healthy OER Life Cycle Vivien Rolfe, De Montfort University, UK Simon Griffin, Griffin Internet Marketing, UK Conference Theme: Innovation Summary: We report on the use of on-line tools and techniques to create a healthy OER life cycle of discovery, use, reuse and sharing. Abstract: The aim is to illustrate a number of on-line tools for promoting discovery and reuse of OER. With an increasing abundance of open educational resources (OER) available through the internet, one of the challenges is how to create a healthy OER life cycle. This includes the means to easily search for resources, use and/or improve them, and a means of sharing the results (Yergler 2010). Another important consideration is understanding how to sustain these open practices within the framework of an educational setting. Currently OER are spread across multiple global repositories and are available in open spaces such as YouTube and Flickr for example. Searching and finding relevant material is often time consuming and in itself a challenge to academics and students. Also critical, the notion of being truly open, accessible and reusable, the OER need to be in multiple formats or at least be easily adapted using technology solutions into new usable formats. The aim of our research is to develop effective strategies for enhancing the discovery and reuse of resources in order to support the OER life-cycle. Our approach for three UKOER projects has been to house OER on search-engine optimised websites and to use a social networking strategy mediated by Posterous.com to publicise resources and news items (Rolfe & Griffin 2011). The Virtual Analytical Laboratory (VAL); Sickle Cell Open (SCOOTER) and Health and Life Science Open Educational Resources (HALS) contain multimedia resources that rely on web-based search engines for their discovery, and they therefore reach a broad audience including educators, students, other professionals and the general public. Whilst we have endeavoured to produce files in multiple reusable formats, for example a narrated Flash animation (swf) will also be converted to video (MP4) and have an accompanying transcript (PDF), we have not been systematic in our approach. The latest on-line marketing techniques aim to produce different modalities from one content source in a more systematic way (Williams 2011). This approach offers an interesting model for widening the interoperability and accessibility of OER, and also could provide a framework for users to adapt the resources themselves. We have modified this system to produce OER in a multiple file types which are then deployed to multiple internet locations. This presentation will report on which strategies for enhancing discovery and maximising reuse of OER are most effective. This will be determined by interrogating analytical and social networking data, and by obtaining user feedback via questionnaires, comments and emails. Exploring the notions of discovery and availability are essential to the OER life cycle. Employing the myriad of on-line services and tools in a time-efficient manner is essential for a healthy and operable life cycle within the constraints of a busy academic setting. References: Rolfe VE & Griffin SJ (2011). Building online communities. OER11 Conference. Manchester 2011. Williams P (2011). Content Leverage System. Available at: http://www.nobelsamusai.com Yergler NR (2010). Search and discovery: OER’s open loop. Open Ed 2010 Proceedings. Barcelona. 1686.0https://ocwc.viidea.net/uk2012_349_johnson_oers_in_he/2012-04-28weekly0.6https://media.viidea.com/v001/8f/r6ybwwjbpsfoln3jylirjpxe4nio3sp3.jpgOERs in HE in FE: Creativity for Edupunks?OERs in HE in FE: Creativity for Edupunks? Phil Johnson & Craig Hammond, University Centre at Blackburn College, UK Conference Theme: Impact Summary: Creativity for Edupunks seeks to encourage engagement with OERs and is now a staff development programme for HE in FE tutors. Abstract: Creativity for Edupunks (C4E) is an OER that was created as a result of the authors’ involvement in C-SAP’s Open Educational Resources Phase II project: Cascading Social Science Open Educational Resources. That project investigated the dissemination of OERs from a critical social sciences perspective and involved four UK institutions. C4E was subsequently put forward as an appropriate resource for introducing OERs to lecturers working at HE in FE institutions. In September 2011 the resource was awarded staff development status at the University Centre at Blackburn College and can now be a course of study equating to thirty-three hours. This classification means that participants can claim this time as remission against their annual teaching hours and twenty-one members of staff have volunteered to do this. This figure represents almost a fifth of full-time lecturers and the resource has also been frequently referred to in internal annual programme reports and validation documents. Staff development at HE in FE institutions has long been identified as a concern (e.g. HEFCE’s “Supporting higher education in further education colleges” from 2001) and C4E therefore attempts to redress this deficiency by introducing a more appropriate form of development. The resource has eight separate ‘OER topics’ that seek to enhance OER literacy amongst HE in FE staff and to encourage their involvement in the cycles of use and re-use. The participants who have been given teaching remission are obliged to become OER producers as by the end of the academic year they must produce their own OER and deposit it into jorum. The resource uses reflexive methods to pursue these goals and equally prioritises the questions of ‘why-open’ as well as ‘how-to’. The programme aims to recognise the challenges brought by open education but also to encourage reflection on its subsequent possibilities. The open movement has enabled UCBC staff to repurpose the edupunk term from its original anti-consumerist roots bemoaning the actions of corporate e-learning giants into a more appropriate proposition for HE in FE, namely ‘anarchogogy’. It is contended that this pedagogical approach is suitable for teaching and learning in the open age and its call ‘to get out and do it’ has the potential to create a sense of identity for a frequently misunderstood branch of higher education. 1529.0https://ocwc.viidea.net/uk2012_276_ehiyazaryan_open_academic/2012-04-29weekly0.6https://media.viidea.com/v001/ea/5lakpogi2tvsxu4ukrlypddti5oddyht.jpgDeveloping Open Academic Practices in Research Methods Teaching within an HE in FE contextDeveloping Open Academic Practices in Research Methods Teaching within an HE in FE context Ester Ehiyazaryan, University Centre Doncaster and SCORE, The Open University, UK Conference Theme: Impact Summary: The experiences of research methods tutors and students of reusing OER within an HE in FE institutional context. Abstract: This paper reports on a SCORE teaching fellowship project focused on embedding open academic practices within social science research methods teaching. The host institution is a large, mixed economy (HE in FE) college where the majority of the HE provision is at full degree and postgraduate level. This requires effective research methods teaching at levels 4 to 7 and is an argument for making good use of the high quality research methods OER available through repositories such as Jorum Open, iTunesU, the National Centre for Research Methods and Merlot. However as the HE provision sits within a further education framework, historically there has been a strong emphasis on extended face time with students. As a result the introduction of blended and distance learning pedagogies to supplement or substitute this face time is a fairly new concept which is currently starting to take shape within the institution. This transition is in part driven by the learners’ own preparedness for e-learning and their increasing expectations for such provision (OLTF, 2011). This project has sought to develop tutors’ awareness of OER for research methods teaching and evaluate the embedding of such resources in academic practice. Tutors from three different disciplines engaged in evaluating research methods OER and subsequently embedding these in teaching practice. The criteria for selection of OER for evaluation was based on including a mixture of media types as classified in the Conversational Framework (Laurillard, 2002) in order to address the need for ongoing dialogue with the learner. As the evaluation of OER had a strong focus on meeting learners’ needs, the Learning Object Attribute Metric (LOAM) tool (2010) was further used to define criteria concerned with the level of support, feedback and self-direction which an OER provides to the learner. Finally, the conceptual categories developed by the ORIOLE project (Pegler, in press) provided a framework for understanding the factors which were likely to influence tutors’ decision making in reuse and students’ decision making in engaging with the resources. Within an action research framework three research methods tutors from different disciplines engaged in evaluating 22 research methods OER. Using the criteria outlined above, each tutor completed 6 evaluative questionnaires – three for OER they would like to use in practice and three for OER which they would not consider suitable for reuse. The tutors participated in extended interviews the purpose of which was to develop an understanding of their preferences and needs where reuse of the resources in academic practice was concerned. Learning designs for embedding OER in specific modules were developed on the basis of the evaluation. These learning designs applied pattern based frameworks (LDSE, 2011, Littlejohn and Pegler, 2007, Oliver et al., 2002) to plan and structure academic practice with OER. The learning designs were trialled with students at levels 5,6, and 7 on two different programmes of study. Focus group interviews were conducted with students who used the OER in a self directed way, beyond their face-to-face sessions. The findings this paper reports on are concerned with understanding the role which OER have in developing e-learning within HE in FE academic practice. In addition, the capacity of OER to meet learners’ needs in this context will be explored. Finally, the value of using learning design frameworks to support tutors in designing learning with OER in the context of research methods teaching will be discussed. References: Laurillard, D. (2002) ‘A Framework for Analysing Educational Media’ In Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies, 2nd Ed., London, Routledge. Learning Design Support Environment (2011) ‘Using Digital Technologies to Support Teachers in Designing Effective Technology-enhanced Learning (TEL)’, [Online], Available from: https://sites.google.com/a/lkl.ac.uk/ldse/, Accessed: 30/11/2011. Littlejohn, A. and Pegler, C. (2007) ‘Documenting E-Learning Blends’, In Preparing for Blended e-Learning, London, Routledge. Oliver, R., Harper, B., Hedberg, J., Wills, S., Agostinho, S. (2002) ‘Formalising the Description of Learning Designs’, Edith Cowan University Australia, [Online], ECU Publications, HERDSA, Available from: http://ro.ecu.edu.au/ecuworks/3904/, Accessed: 30/11/2011. Online Learning Task Force (2011) ‘Collaborate to Compete: Seizing the Opportunity of Online Learning for UK Higher Education’, [Online], Report to HEFCE by the Online Learning Task Force, Available from: http://www.hefce.ac.uk/learning/enhance/taskforce/, Accessed: 30/11/2011. Pegler, C. (in press) ‘Herzberg, Hygiene and the Motivation to Reuse: Towards a Three-factor Theory to Explain Motivation to Share and Use OER’, Journal of Interactive Media in Education. Windle, R, Wharrad, H., Leeder, D., Morales, R. (2010) ‘Analysis of the Pedagogical Attributes of Learning Objects’ [Online], SONET: Educational Technology Group, The University of Nottingham, Available from: http://sonet.nottingham.ac.uk/projects/loam/, Accessed: 30/11/2011. 1604.0https://ocwc.viidea.net/uk2012_300_thomson_curriculum_development/2012-05-06weekly0.6https://media.viidea.com/v001/48/javazofzuleslo4wyds7pdnikfdpsxdy.jpgOER at the Heart of Curriculum DevelopmentSummary: Leeds Metropolitan is refocussing its undergraduate programmes and use of OER is a key stratgey in resourcing the curriculum Abstract: Since establishing its institutional Repository with JISC Start Up funding in 2007, Leeds Metropolitan University’s strategy has been that this should be multi-purpose repository, for both open access research and learning objects. The University has been actively involved in the UK Open Educational Resource "movement" since the Phase One funding call in 2009. Through the JISC/HEA funded ‘Unicycle’ project we successfully kick-started the creation and collation of open resources to be made available through Leeds Metropolitan’s Repository. and established workflows and good practice associated with this. Since then the institution has continued to develop the Repository’s functionality, and has also increased the release and use of OER within the institution beyond the funded life of the project, demonstrating Unicycle’s sustainable model. Our granular approach to OER use has been a persistent theme through a number of staff development activities. The institution is now embarking upon an exercise to refocus the undergraduate curriculum, and through this process course development teams are being encouraged to consider the use of Open Educational Resources. We believe that we are one of the first UK institutions to engage every undergraduate course in identifying where they might use OER to supplement and extend the learning materials they already use. We have put OER at the heart of our curriculum design using it in a complementary form to enhance the tutors own materials, to offer alternative perspectives, to broaden the range of learning opportunities offered to students, and thereby increasing the quality of the learning experience. This session will be of interest to learning technologists, academic staff, repository managers and information professionals as well as senior managers involved in learning and teaching strategy development. The session will cover: The benefits and outcomes of a strong collaboration between the Centre for Learning & Teaching and the Libraries & Learning Innovation teams in establishing a range of workshops, training materials and resources to support course teams in understanding the range of Open Educational Resources that are available to them, their potential to enhance the curriculum, and how course teams may be supported in accessing these resources and embedding them in their teaching; An outline of how the e-learning infrastructure has been developed within the University to ensure that all stakeholders are easily able to identify and access high quality and relevant open educational resources; An analysis of the relative success the teams have had in encouraging the embedding of OERs to support the Leeds Met graduate attributes alongside subject specific content; Exemplars of how OERs have been integrated within modules across a range of subject areas, alongside tutor-created and commercially available materials to enhance the learning experience. The presenters will provide links to a range of learning and support materials used as part of the initiative being described. They will also share examples of good practice in embedding OERs in the curriculum, and case studies of academic staff’s experiences of accessing and using OERs, and the benefits and otherwise that they have encountered in doing so. 1622.0https://ocwc.viidea.net/uk2012_299_quentin_benefits_led_approach/2012-05-07weekly0.6https://media.viidea.com/v001/77/o4ab6owqu3dnuyipny7t7gsjnzjbta4c.jpgPublishOER: a benefits-led approach to embedding published content in OERMegan Quentin-Baxter, Newcastle University and Higher Education Academy, UK Conference Theme: Collaboration Summary: Investigating new business models and simple licenses when sharing educational resources with embedded third party works. Abstract: Teachers and storytellers want to use a variety of high quality sources when developing learning resources, creatively mashing-up texts, images and other recordings into new works in order to enthuse and educate learners. It is ideal to cite the most authoritative sources, such as textbooks, journals and authoritative websites, and possibly embed text and images. Where third-party published materials are embedded, they are often properly attributed and licenced, however the legal situation becomes compromised when mash-up are made digitally available for students to copy/download. Now institutions wish to enhance the student learning experience by ensuring widespread access (digital copies of course documentation/presentations and recordings of teaching episodes) via VLEs and/or preloading portable electronic devices as part of their ‘offer’ to students[1]. In the UK JISC Collections and the Copyright Licensing Agency[2] have successfully negotiated access to licensed works for use in teaching. However the terms usually require that staff and students undertake not to openly share results if they contain embedded third party content. Both CASPER[3], as part of the RePRODUCE[4] programme, and UKOER programme phases 1 & 2[5] highlighted on-going difficulties for teachers openly sharing resources containing (legitimately embedded) third party copyright works because of the terms of the licence(s). Seeking permission on a case-by-case basis is time consuming and provides publishers with minimal feedback on how their materials are used. Issues include: Openly sharing licensed works arising from existing access agreements, ensuring attribution and providing feedback to copyright owners; Potential for copying significant quantities of content from texts or journals (possibly from a variety of sources) and the overall impact on subsequent user behaviour; Modifying existing works (e.g. combining elements, annotating or labelling, animating, presenting/ recording/capturing, social media reviews, etc.) resulting in the creation of new copyright works; Ensuring authors and publishers receive fair compensation (costing, pricing, indirect payment). PublishOER is a collaboration involving forward-thinking publishers such as Elsevier exploring licence terms for on-line access to use, mash-up and re-publish copyrighted content in ways that add value for all parties. Rightscom has undertaken influential research on how to create an automated 21st century rights environment for digital resources[6]. Case studies involving staff and students from two veterinary schools (led by the Royal Veterinary College) will explore how permission-seeking processes can be accelerated and enhanced to provide publishers with information on how copyright material is being used in practice, and how publication of mashed-up content wrapped in social media can be access from the original sources. [1] Wilkinson J and B Bekhradnia (2011). Higher education: students at the heart of the system. An analysis of the higher education white paper. Higher Education Policy Institute. www.hepi.ac.uk [All URLs in this document were accessed August 2011]. [2] JISC Collections www.jisc-collections.ac.uk and the Copyright Licensing Agency (CLA) www.cla.co.uk [3] CASPER jisc-casper.org and JISC Collections (2009). Repurposing & reuse of digital university-level content and evaluation, http://www.jisc.ac.uk/whatwedo/programmes/programme_elearning_capital/reproduce [4] JISC RePRODUCE programme final report tinyurl.com/reproduce-final-report [5] JISC OER Synthesis and Evaluation Project https://oersynth.pbworks.com/w/page/29595671/OER-Synthesis-and-Evaluation-Project [6] Rightscom.uk www.rightscom.uk 1650.0https://ocwc.viidea.net/uk2012_298_gabi_oer_university/2012-04-18weekly0.6https://media.viidea.com/v001/34/gsw5uzanbs5qplziyxqsiyaevjseuxjw.jpgThe OER university: from vision to realityGabi Witthaus, University of Leicester and SCORE, The Open University, UK Conference Theme: Collaboration Summary: Diverse array of models and options under consideration for implementation of OERu: findings from a SCORE fellowship study Abstract: This presentation is based on research being carried out under the auspices of the SCORE programme with the Open University and the University of Leicester. The research project, TOUCANS (Testing the OER University Concept and Aspirations: a National Study), investigates the OER university concept and its possible future implementation within the UK Higher Education sector. The unique contribution of the OERu is its potential ability to offer low-cost accreditation by institutions on a global scale acting in partnership and employing a diverse range of implementation approaches and business models. In the first phase of the research (Nov 2011 to Feb 2012), information is being gathered from the thirteen OERTen institutions, which have signed up to pilot the OERu concept from September 2012. The aim of this phase of the study is to identify the models, frameworks and options that are being considered by these institutions for implementation of the OERu, and to make this information available in the public domain for other institutions that are interested in the OERu concept. Findings are being organised under four broad headings - curriculum, assessment, accreditation and student support, as follows: Curriculum: Decisions need to be made around whether to convert existing teaching materials into OERs, whether to use OERs already released by their own academics, or whether to use OERs created elsewhere. These are linked to decisions around the creation of learning pathways that culminate in qualifications for learners. (See accreditation below.) Assessment: some institutions might offer OERu students PLAR (prior learning assessment and recognition) in combination with “challenge exams” (taking an exam without having enrolled in the course). Certain subjects (e.g. nursing) will require practical assessment, and partnerships will need to be set up with local professional agencies to that end. Accreditation: some institutions will use existing frameworks for recognising credits from other institutions in the network; others may need to develop or enhance their accreditation frameworks to facilitate credit transfer (e.g. CoL and SAQA, 2008 http://www.col.org/tqf); others may wish to keep the credit transfer requirements to a minimum. Student support: some institutions might take a “hands-off” approach to student support; others might be more proactive about offering support or monitoring the support provided by third parties. The presentation will share the findings of the research in relation to the four areas outlined above, and will conclude with the key points emerging from the research regarding OERten members’ perceptions of the viability and credibility of the OERu, and the opportunities and challenges that lie ahead. 1906.0https://ocwc.viidea.net/uk2012_287_martinez_collaboration_he/2012-05-06weekly0.6https://media.viidea.com/v001/98/tc473r33llso74jgxncs4dynitfjpook.jpgEmployers' Curricular Collaboration in HE through OERsEmployers' Curricular Collaboration in HE through OERs Antonio Martinez-Arboleda, University of Leeds and SCORE, The Open University, UK Conference Theme: Collaboration Summary: Review and endorsement of OERs by graduate-recruiting employers in the HumBox: the educational case in HE Arts and Humanities Abstract: Whilst OERs users and researchers will have the opportunity to reflect upon the challenges and opportunities of a more open education, other members of the educational community who may not be too familiar with OERs will be able to discover new ways in which OERs can contribute to enhancing learning and teaching in HE. Therefore, the presentation will also be aimed at learning and teaching practitioners in the areas of Arts and Humanities and employers and other non-educational stakeholders interested in further engagement in FE and HE, as well as practitioners and educationalist working on employability. Following recent research carried out on attitudes towards employer involvement in the review of OERs in the area of Arts and Humanities in HE amongst users of the HumBox repository, as part of a SCORE-funded fellowship, this presentation will explore the educational case, from the perspective of HE education practitioners and institutions, for promoting such engagement. The evolving notion of openness in education will be discussed in the context of our current educational scenario in HE, as a greater focus on employability and employer involvement is being demanded. In connexion with this, the role that OERs can play in the delivery of employability through different and sometimes competing channels as well the role that employers play in the employability agenda of HE institutions will be considered in this discussion. This presentation will then look at the potential for employer engagement of several review and endorsement mechanisms currently used in different OERs repositories. The advantages of the reviewing and endorsing activities being carried out in the repository, as opposed to them taking place outside the repositories will be explored critically. Crucially, this presentation will anticipate and deal with some of the challenges resulting from the potential involvement of employers whose reviews may be perceived as extremely valuable by HE institutions. Issues such as the “commoditisation of reviews” and the “fossilisation of OERs” resulting from the “lack of transportability of reviews”, which had not been identified by research until now, will be discussed. The costs and benefits of employer involvement for the OERs movement will be considered at this point. Finally, this paper will propose to the audience a feasible and educationally enriching model of employer engagement through review and endorsement of OERs. Forthcoming research will look at this same question from the perspective of the employer and will explore the outcome of any review and endorsement of OERs that may result from this ongoing project. 1704.0https://ocwc.viidea.net/uk2012_282_singh_promotion_oer_development/2012-05-06weekly0.6https://media.viidea.com/v001/c9/zfaren3mufiujqubne5xy7ywfkleswsm.jpgPromotion of OER development in Indian UniversitiesSavithri Singh, Acharya Narendra Dev College (University of Delhi), India Conference Theme: Innovation Summary: The author describes her experiences of trying to promote OER content development for the UG level among University teachers. Abstract: Indian Universities have in recent years started uploading content on the web but usually in formats that are unaccessible to the general public. The option of them being Open Educational Resources has hardly been explored by any University. This, though the Ministry of Human resources Development - education Ministry has been stressing the importance of use of IT in educational and that of creating content thats is in the OER format. Content that is uploaded as Pdf, or as uneditable formats form the bulk of educational content. Merely providing access to content does not make it OER - understanding licences with regard to educational content has to be made a priority. Distrust of formats that allow open edit, adaption, and adoption continues to be all pervasive in the country. The author of this paper will describe her experiences of developing OER, of conducting over twenty training workshops on OER, and in guiding teachers to develop OER. 2584.0https://ocwc.viidea.net/uk2012_268_deimann_effects_open_education/2012-04-18weekly0.6https://media.viidea.com/v001/4c/jqhnthnpugc7jdif633eqxh5fc3avj73.jpgAssessing the effects of Open Education on Learning, Performance and BildungMarkus Deimann, FernUniversität in Hagen, Germany Conference Theme: Innovation Summary: This paper attempts to introduce a methodological perspective on current models of Open Education Abstract: The growing availability of Open Online Resources offers new and innovative possibilities for learning and teaching. Examples are the Peer-to-Peer University for individual learners or the Massive Open Online Courses (MOOC) for large groups (and of course for individual learners). Whereas practical guidelines and recommendations are widely produced and disseminated by well-respected institutions such as UNESCO (“Mainstreaming Open Educational Practice”) or by individual experts (e.g., Stephen Downes with http://halfanhour.blogspot.com), there is a considerable gap concerning methods to investigate educational effects of Open Education (for an example of first attempts to investigate complex open online environments see Kop, Fournier, & Mak, 2011). Against this background, this paper outlines a methodological framework that is targeted at some of the core contexts of Open Education. The framework will be complied by referring to a theoretical approach that has not yet been applied to Open Education: Bildung (self-cultivation or self-realization) that has a long and elaborated history in German educational theory. Given the high complexity of Open Education, in particular the MOOCs (see Bell, 2011) it is argued that learning theories cannot provide adequate explanations to inform learning and change. Moreover, the complex learning environments that emerge by utilizing Open Educational Resources warrant qualitative methods to trace learning paths, to unfold challenges and benefits, and to determine specific outcomes. Such a method is called reconstructive social research (Bohnsack, 1999) and is based on Alfred Schütz's (1971) definition of scientific categories as "second degree constructs", which carry out a re-construction of those "first degree constructs" formed in people's social environment. In this sense, reconstructive social research is involved in a reconstruction of implicit stocks of knowledge and the rules of social behaviour. The reconstruction or explication of communicative rules sheds light on how processes of retrieving, aggregating, and sharing of knowledge take place within Open Education. Related to this approach is a strong emphasis on generating theories in contrast to testing existing theories. An exploration of the reconstructive method will be conducted in the context of the MOOC #change11 with an analysis of different medial artifacts such as blog postings or tweets of individual participants. Special attention will be given to the development of orientation within the complex and unfamiliar environment that ensures follow up with one's goals. This relates to the overarching challenge of dealing with indeterminateness and ambiguity that has been debated in the theory of Bildung over the last few years (Jörissen & Marotzki, 2008). 1645.0https://ocwc.viidea.net/uk2012_281_borthwick_humbox/2012-05-12weekly0.6https://media.viidea.com/v001/ba/xjpflr6ysbvz2vqlgfklibwa7a7hkb6j.jpgWhat HumBox did nextWhat HumBox did next: real stories of OERs in action from users of a teaching and learning repository for the humanities Kate Borthwick, University of Southampton, UK Conference Theme: Impact Summary: HumBox: real stories of OERs and practice-change from users of a teaching and learning repository for the humanities Abstract: The HumBox is an online space for managing and sharing teaching and learning materials related to the humanities. Membership of the site is open to all and is entirely voluntary. It was created, as part of the HumBox project, with funding from phase one of the JISC OER programme and was kick-started by a collaboration of ten different UK HE institutions and 4 Higher Education Academy Subject Centres. Within the space of the project year (2009-2010), HumBox caught the imagination of many UK academics and by the end of the funding period it had a healthy 1100+ resources and 200+ users. It had become the hub of an active community of humanities professionals who were engaged in re-using and reviewing each other’s resources and making connections with each other through the HumBox system: it had become a teaching and learning repository that people actually used. Once project activities and funding had ceased, HumBox was driven almost entirely by the activities of its registered and unregistered users, and it continued to grow steadily. The number of registered users has more than trebled since the launch of the site in February 2010 and resources continue to be contributed at a slow but steady rate (currently 1514). The site is viewed by an ever-increasing number of visitors from around the world and the community activities of depositing, re-using and reviewing others’ resources continues. HumBox remains persistently popular. This presentation will report the findings from a range of monitoring activities which sought to understand how the HumBox and its resources were being used, and whether such usage could indicate changes in teaching practice. Monitoring activities included web tracking, a survey and follow-up interviews conducted with HumBox users exploring motivations for using the site, the different ways that users were engaging with the site and for what purposes. It will summarise the answers given to illustrate why people have responded positively to HumBox and the notion of publishing their work openly, and describe the areas of community activity which have not been adopted as broadly as the original project team hoped (e.g. reviewing/commenting) and reflect on why this might be. It will give a selection of case study examples of both resource usage and user experience to illustrate the range and variety of approaches to OER which can be facilitated by one repository. The presentation will conclude by analysing how responses in user feedback indicate changes in teaching and academic practice and by reflecting on how these responses relate to aspects of the repository design and the process inherent in managing the original HumBox project to lead to HumBox’s continued success as an academic community repository. 1803.0https://ocwc.viidea.net/uk2012_260_gunness_transformative_power_oer/2012-04-18weekly0.6https://media.viidea.com/v001/66/mzdjmho4pu7lsdmsgtuach7yzwlimgl5.jpgppraising the Transformative Power of OERs for learner-centred teaching in DevelopingSandhya Gunness, University of Mauritius, Mauritius Conference Theme: Innovation Summary: Open educational practices at the University of Mauritius Abstract: Barriers to using OERs include lack of awareness about OERs and intellectual property rights, academic resistance and lack of motivation to adopt technologies in their teaching owing to increasingly heavier teaching and administrative workloads and availability of just-in-time and just-in–context alternatives through search engines. A pre-workshop questionnaire was devised in parallel with an online reflection forum to evaluate to what extent academics at the University of Mauritius are aware of OER sources, how they are using Open access material, to what extent they integrate technology in the classroom and how this transforms their teaching practices. Results show that academics access OER courseware, but could do with more training programs. In terms of teaching transformation, academics are willing to “step down” and acknowledge students with more “power” and responsibility for learning but also allowing them to evaluate their learning. This move towards learner-centeredness can be achieved with the right support - professional development programmes in educational technology and encouraging policies at the University of Mauritius. 1638.0https://ocwc.viidea.net/uk2012_255_lee_peer-to-peer_learning/2012-04-18weekly0.6https://media.viidea.com/v001/c7/y7aito65il4pqg5ivb67m73jak3q6rwh.jpgPeer-to-peer Learning in Open EducationPeer-to-peer Learning in Open Education: the Open KU-KUREKA project at Korea University Hikyoung Lee, Minja Kim & Jung Sook Sung, Korea University, South Korea Conference Theme: Impact Summary: This paper explores how peer-to-peer learning is applied to an open education project, Open KU, at Korea University in Korea. Abstract: This paper explores how peer-to-peer learning is applied to an open education project, Open KU, at Korea University located in South Korea. As the open education movement evolves, the user/learner engagement has become a burgeoning concept influencing open education activities encompassing acquisition, distribution, and utilization of contents. Examples of such successful cases in user participatory projects are OpenStudy and P2PU. In order to reflect this paradigm shift in open education, Korea University has launched Open KU with the mission of being a knowledge sharing and building platform of educational contents, in winter, 2011. It is an evolved form of the Korea University OCW launched in 2008. Open KU serves as a home to Korea University produced lectures (OCWs), open educational resources (OERs), and KUREKA (coined from Korea University + eureka). Open KU encompasses all types of producers including faculty and students, and educational resources such as recorded off-line lectures and related documents, mini-lectures, special seminars, etc. KUREKA—a peer-to-peer learning project—was initiated under the recognition that students are also knowledge generators. Peer learning has been shown to stimulate the motivation to learn and provide low anxiety interaction. KUREKA was designed to consist of three parts—student-generated mini courses for both academic and non-academic subjects, learning strategies, and contents generated by international collaborative projects. KUREKA enables students to upload and study using contents their peers have generated and provides this service on web, mobile, and PC platforms. Although Open KU is nascent, three results are expected to be drawn as the project proceeds. First, KUREKA is expected to impact students’ learning since students reconstruct their knowledge in order to share it with others. In the Open KU project dimension, KUREKA is anticipated to activate open education in general by engaging students. Contents provided through the Open KU website can be updated frequently, generate interest among new users, and can encourage proactive participation in open education among faculty. As KUREKA grows, it is likely to, naturally, create a culture of sharing and a sense of community. Open education is not about teachers vs. learners, producers vs. receivers, but about participation, providing resources, and complementing one another to provide a holistic learning experience for everyone. 1502.0https://ocwc.viidea.net/uk2012_262_casey_atkinson_art_design_media_studies/2012-04-18weekly0.6https://media.viidea.com/v001/90/sdhfbgt4xcfgezrit46c7ocbkiertljw.jpgDisciplinary and Institutional Perspectives on Open Educational Practice in Art, Design and Media StudiesDisciplinary and Institutional Perspectives on Open Educational Practice in Art, Design and Media Studies: opportunities and challenges Sarah Atkinson, University of Brighton and SCORE, The Open University, UK John Casey, University of the Arts London, UK Chris Follows, University of the Arts London and SCORE, The Open University, UK Debbie Flint, University of Brighton, UK Stephen Mallinder, University of Brighton, UK Conference Theme: Impact Summary: Reflective accounts from teams at two UK universities engaged in open education projects in Art, Design and Media Studies Abstract: This paper features reflective accounts from teams at two UK universities who are engaged in open education projects supported by national agencies (JISC and the HEA). Art, Design and Media (ADM) studies, by their nature, often feature an emphasis on practical studio and workshop based activities, with a pedagogic culture marked by an emphasis on mentoring, apprenticeship and peer support. In some ways the teaching of ADM subjects can be seen to represent the epitome of the traditional campus ‘walled garden’ and face-to-face model of teaching. In many of these subject areas there can be a shortage of didactic learning and teaching materials, representing a challenge for engagement with open educational practice in relation to the production and sharing of open educational resources. Open Educational practices also present opportunities for higher education teachers in these disciplines. The contingent and provisional nature of knowledge in creative practice disciplines and the high value placed on dialogue, aligns well with the multiple perspectives and approaches afforded by open educational practices. This orientation towards practice can take advantage of the potential for sharing and co-creating skills-based resources. Similarly, those disciplines where consideration of audience for creative cultural production practices is key can also find opportunities. This paper proposes that these characteristics of the disciplinary cultures in ADM subjects provide a good natural fit with open educational practices and that by creating online environments that facilitate the sharing of practice and process lecturers will find the transition to ‘teaching in public’ less formidable. Drawing on the findings of the Practising Open Education Project, and case study examples from two SCORE Fellowships, this paper considers how the broader online ecology generally and open educational practice specifically are impacting on teachers and teaching practices in ADM subjects. Practical examples will be provided to illustrate the points made in the presentation, including emerging findings from a pilot exercise to provide an online collaborative space to support lecturers working in Art, Design and Media (ADM) studies subjects. 1255.0https://ocwc.viidea.net/uk2012_343_panagiota_open_to_interpretation/2012-04-18weekly0.6https://media.viidea.com/v001/48/jdht3jadtvbi3fh4xsgdori3t5rjutju.jpgOpen to interpretation? Participatory discourses, productive practices and audience engagement in OEROpen to interpretation? Participatory discourses, productive practices and audience engagement in OER Panagiota Alevizou, The Open University, UK Conference Theme: Impact Abstract: Recent advances in ICTs have enabled educational and cultural institutions to rethink the ways in which they conduct learning by using social media and open source software and networking tools. At the same time, several well-known - yet distinct - initiatives within elearning purport a mission of education as a 'public good', through the provision of Open Educational Resources (OER). In parallel, recent thinking as well as international policy agendas in education, have shifted the emphasis from the provision of free content, towards the promotion of creative and 'open participatory learning ecosystems', to foster both citizen engagement and the exchange of pedagogical knowledge through creative and social media platforms. At the core of these evolutionary trajectories of OER mediation, the notions of 'educational and learners' communities', 'self-directed and lifelong learning' as well as 'participatory pedagogy' become more complex. Combining notions of 'mediation' articulated by activity theory (e.g. Engestrom, 1993; Engestrom et al., 2003) with sociocultural perspectives (e.g.Thompson, 2005; Silverstone, 2005; Livingstone, 2009) the paper considers the meaning of Open Educational Resources (OERs) as participatory learning media in a global context. Drawing on a comprehensive review of the literature, and number of interviews with stakeholders from higher education institutions, members from 'informal' community initiatives, and, a series of focus group and email interviews with audiences as well as users of open resources in OECD countries, an overview and a typology of OERs’ and their audience/prod-users (Bruns, 2008) are proposed: it puts forward dimensions of institutional mediation, genre specificity and audiences’ cultural understandings or uses. It is argued that the multiple articulations of 'mediated learning' and (global) 'learning media', framing the socio-technical and pedagogical affordances and OERs, hinder many tensions pertaining: a) the definition of openness pertaining established and emerging ‘brands’, b) the nature of participation and self-representation in niche repositories or disciplinary communities, and c) the inscribed and actual purpose as well as quality of open resources. 1688.0https://ocwc.viidea.net/uk2012_248_green_creative_commons_labor/2012-05-11weekly0.6https://media.viidea.com/v001/07/a4ivy7qwiq2ylwqe4rn4znlhhijbzeki.jpgCreative Commons and the Department of Labor US$2 Billion Grant Program (CC BY required)Creative Commons and the Department of Labor US$2 Billion Grant Program (CC BY required): update and early project plans Cable Green, Creative Commons, US Conference Theme: Impact Summary: $2B C3T OER: Lessons learned thus far, leveraging the services, planning for future public OER investments. Abstract: In February 2011 the U.S. Department of Labor announced the Trade Adjustment Assistance Community College and Career Training (C3T) grant program, which will make available up to $2 billion over the next four years for community colleges to develop educational and career training programs for displaced workers. An exciting condition of the funding is that all resources must be licensed under CC BY, making C3T the largest federal investment in OER to date in the United States. Creative Commons worked quickly with its partners the Carnegie Mellon Open Learning Initiative, CAST, and the Washington State Board for Community and Technical Colleges to conceive and develop a set of infrastructure services and support for C3T grantees. Creative Commons has received funding from the Bill and Melinda Gates Foundation to lead this effort. The set of comprehensive services will lend technical support to grantees in meeting the open licensing requirement and ensure the interoperability of education and training materials. In addition, the services will guide grantees to adopt best practices for OER course design and technology, instill institutional knowledge and policies aligned with open licensing, and incorporate a robust evaluation component to track successful progress so that subsequent rounds of C3T funding continue with the important open licensing provision intact. While the project has been underway for only 6 months (3 year timeline), we'll provide an update on the work of the consortium up to this point, including crucial lessons learned with regard to communications, community outreach, and open course design and creation. We'll preview the services being provided to the first wave of grantees, and discuss the vision and planned activities for future funding rounds, and for scaling open licensing to other federal programs more generally. 1985.0https://ocwc.viidea.net/uk2012_314_lee_institutional_faculty_collabora/2012-04-18weekly0.6https://media.viidea.com/v001/37/g6vebbt7jxus3d7ygnhbzq3v3hzindhp.jpgIdentifying key elements for successful Institutional and Faculty CollaborationsIdentifying key elements for successful Institutional and Faculty Collaborations in Curriculum Development using Open Technologies and Open Content Mary Y. Lee, Gregory R. Crane & Susan Albright, Tufts University, US Conference Theme: Collaboration Summary: Interactive discussion: strategies/challenges for collaboration for institutions and faculty using open content/tools/networks Abstract: A major challenge for OCWC has been helping individual faculty as well as institutions find ways to forge effective collaborations to enhance curriculum development and implementation with open resources. The authors will share their experiences from the past 2 decades of working with open technologies and open content that range from the classics to the health sciences with international partners. Through mini-presentations, they will present brief histories of their projects, describe current initiatives, and share from their experience the common elements for successful collaborations at institutional and individual faculty levels, including how networks formed and what role open technologies played in encouraging sharing and reuse of open content. Using a multifaceted open repository and tools hosted at one institution to promote curriculum development and implementation. Perseus has been a major open resource for the Greco-Roman culture since the 1980’s, providing a rich, evolving digital repository for classical Greek and Roman collections, art and archaeology images, and user tools for students and faculty. As the leading provider of open source textual and linguistic data for Greek and Latin, Perseus’s website serves a substantial audience—884,000 visits and 9.6 million page views in November 2011 alone. Perseus’s integrated reading environment combines source texts, translations, dynamically generated links to dictionaries, and language technologies (e.g., morphological and syntactic analyses) that significantly enrich and expand the range of materials with which users at all levels can work. In addition, Perseus provides the initial framework for a new generation of e-Portfolios that not only display digital versions of traditional projects but also capture the working vocabularies language students acquire over time as well as every form of contribution that students – and faculty – can make to increasingly complex “machine actionable knowledge.” Using open software as a platform for creating institutional networks, curriculum co-development, and local content development and implementation. To leverage valuable faculty time and expertise, it is essential for institutions to share content creation, curriculum development and delivery. Direct faculty-to-faculty methods across institutions include 1) content co-development—pairing faculty who teach similar areas to share content development, and 2) curriculum co-development—sharing course development and co-teaching. We will share multiple successful faculty-to-faculty and institutional networking examples that have used the Tufts University Sciences Knowledgebase (TUSK) platform, now a fully open-source, enterprise-level software that is being used by institutions in the United States, India, Africa, and Southeast Asia. Started in 1994, TUSK was recognized in 2010 by the Association of American Medical Colleges, particularly for its institutional curriculum management capabilities. TUSK provides rich user applications for learners, faculty, and administrators, including mobile access that is essential for supporting users in remote areas, and national curriculum reform efforts in India. Its searchable content repository enables all health sciences disciplines to share one system for content development and delivery across a diverse university or network. While Perseus and TUSK are specific open systems, the lessons learned are generalizable for how faculty and institutions can promote co-creation, sharing, and reuse of open content for specific courses or broader curriculum development initiatives. 628.0https://ocwc.viidea.net/uk2012_224_okada_collaborative_networks/2012-04-18weekly0.6https://media.viidea.com/v001/d8/3dmyg3oyxcrl6ybd75yq6mn2fklehq4p.jpg"Colearning" - Collaborative networks for creating, sharing and reusing OER through social media"Colearning" - Collaborative networks for creating, sharing and reusing OER through social media Alexandra Okada, Alexander Mikroyannidis, Izabel Meister & Suzanne Little, The Open University, UK Conference Theme: Collaboration Summary: This study focuses on the use of social media tools and personal network environments for OER production Abstract: Social media have been changing the ways individuals and collectives communicate with each other, how they acquire and use information as well as how they produce knowledge. Web 2.0 technologies have created a sense of “always being in touch or reachable”, enabling at the same time the sharing, remixing and reusing of content online. Users, both organizations and people, can now self-manage and self-maintain their own communities, develop, adapt and share their learning materials together and enable formal or informal learning collaboratively. Social media play an important role in the production of Open Educational Resources (OER) due to several key factors. These factors include global audience dissemination, instantaneous responses and editing, availability for any web user without specialized skills and training, as well as little or no cost. Understanding the creation of interactive and collaborative experiences using social media will be essential for producing meaningful and useful OER. This study focuses on the use of social media tools and personal network environments for engaging learning communities in producing, adapting, sharing and disseminating OER collaboratively. The aim of this investigation is to identify new forms of collaboration, as well as strategies that can be used to make the production and adaptation processes of OER more explicit for anyone in the community to contribute. This study has been conducted within the European project OpenScout (Skill based scouting of open user-generated and community improved content for management education and training), whose objective is to provide online education services that enable users to easily find, access, use and exchange OER. OpenScout has developed a tool library (http://openscout.kmi.open.ac.uk/tool-library), which is a social network environment for sharing OER tools, practices and experiences. The OpenScout tool library represents an ecosystem of people, stories, and resources. The purpose of this ecosystem is to bring together people, groups, networks and collectives who are developing or using learning resources and provide them with the ability to share their stories and resources from different countries. This work analyses the interactions of the research group “COLEARN” in the OpenScout tool library (http://openscout.kmi.open.ac.uk/tool-library/pg/groups/839/colearn/). COLEARN is an open community of research in collaborative learning and educational technologies in the Portuguese language. This group comprises of learners, educators and researchers from diverse academic institutions in Brazil, Portugal and Spain. Their interests focus on collaborative participation through social media, colearning (collaborative open learning) using OER, Social Media and research through Web 2.0 tools. Their current activities are hosted by the OpenScout tool library. There are 26 research groups from Brazilian, Portuguese and Spanish universities currently registered, which includes more than 150 people. One of the main collaborative activities of this community in the tool library has been the production of a book project called “Web 2.0: Open Educational Resources in Learning and Professional Development”. The Colearn community has also developed some webshops to organize and engage people into this project. The outcomes of this study summarise some innovative forms of collaboration in the social network environment provided by the OpenScout tool library for facilitating technical support and best practices sharing, as well as strategies for helping users contribute to the OER production by using social media. 1473.0https://ocwc.viidea.net/uk2012_266_panel_open_practice_uk/2012-04-16weekly0.6https://media.viidea.com/v001/73/onqme2yroufpm2steco4wx5kegpy672v.jpgOpen Practice in the UKThe Changes and Challenges of Open Practice in the UK: policy directions after three years of the HEA/JISC OER programme David Mossley, The Higher Education Academy, UK Moderator: David Mossley, The Higher Education Academy, UK Panelists: Prof Craig Mahoney (CEO, Higher Education Academy) National strategy: the view from the funding bodies and Government exploring the place of open practice in a competitive HE sector and policy changes needed to support it. Dr David Mossley (Higher Education Academy) Programme: the view from JISC/HEA on the impact of the programme and how policy is implemented. Dr Jonathan Darby (SCORE, Open University) Institution: the view from an HEI engaged in open practice and OER development at all levels, discussion on the successes and challenges of such an approach and the role of senior managers in bringing about successful change. Dr Megan Quentin Baxter (MEDEV, University of Newcastle-upon-Tyne) Practitioner: the view from a successful discipline-based programme funded by HEA/JISC, exploring the impact of open practice on the disciplinary context of pedagogical development policy. Conference Theme: Impact Summary: Expert views on the UK policy context for OER after three years of the HEA/JISC programme, exploring change at all levels. Abstract: Since 2009 the Higher Education Academy (HEA) and JISC have funded and supported the ongoing development of OER and open practice across the English higher education sector. The work has been funded by the Higher Education Funding Council for England (HEFCE). The first two years of funding supported the development of a diverse range of resources aimed at addressing the needs of teachers, practitioners and students, and the exploration of effective use, reuse and adaptation of resources. The 2010-11 programme has widened the scope of the work and includes work on institutional policy and change, the student voice in OER, significant thematic development, initial and continuing professional development for staff, work with professional and learned societies, and support for senior managers. The impact of this work is emerging as a major driver of policy change in many higher education institutions keen to exploit the positive effects of open practice and OER on the student experience, recruitment possibilities and staff development. However, the funding context in UK HE is changing, new priorities and business models are being developed and the place of OER in institutional strategy is polarising. This panel discussion will explore the past, present and future of open practice and the place of OER in England and the UK more widely, focusing on the changes to policy and practice that the HEA/JISC programme has brought about. 3418.0https://ocwc.viidea.net/uk2012_keynote_3_open_education_ecosystem/2012-04-16weekly0.6https://media.viidea.com/v001/69/nhk3drbogmff3agoa44puixoiaojo6s6.jpgKeynote: The Open Education EcosystemAbstract: Introducing and promoting the concept of open education effectively within the campus territory requires a special approach. In order to identify the key critical aspects that are required to make the effort successful, a systemic yet holistic perspective on understanding the environment, as a totality of a good number of integrated parts, should be applied. This ecosystem should be well understood by any open education evangelists and practitioners in order to be used as a tool in the process of choosing the right strategy on developing and deploying the initiative. To produce the ecosystem framework, APTIKOM<OCW Indonesia – the Association of Information Technology Universities and Colleges in Indonesia – has conducted a special study and survey involving 350 Higher Learning Institutions. In conducting this research, a total of seven domains are being analysed: (i) campus infrastructure; (ii) campus superstructure; (iii) stakeholders' literacy and characters; (iv) open education initiatives portfolio; (v) alignment with the education system; (vi) value and impacts; and (vii) external community supports. By understanding these seven domains, together with all aspects within every domain, a systemic and holistic open education ecosystem framework can be generated. The ecosystem framework is developed based on the following propositions in that it should: take into consideration the whole spectrum range of open education principles that are needed to be addressed within campus society; help the campus management in promoting and implementing the open education initiatives seamlessly and effectively; be able to be used as guidance for developing and deploying campus policies, procedures, and the mechanism for putting ideas into reality; and align with all internal and external regulations set by management and government as an integrated part of the national education system. One thing that should be underlined here is that such an ecosystem framework would go beyond the boundary of the campus since open education initiatives can only become a reality in a massive mode 2 when there is a need of collaboration, cooperation, and coordination among higher learning institutions. It means that several domains would also be involved in the study, such as: (i) government regulations; (ii) economic profiles; (iii) social welfare and culture values; (iv) sustainability and scalability issues; (v) education system and nation building; (vi) globalisation force; (vii) technology enhancement and learning paradigm; and (viii) competencies and human capital assets. 3072.0https://ocwc.viidea.net/uk2012_keynote_2_fostering_governmental/2012-04-17weekly0.6https://media.viidea.com/v001/4d/juiqfudkwghvrnnhzwzkpv6g323ublew.jpgKeynote 2: Fostering Governmental Support for OER InternationallySir John Daniel, Commonwealth of Learning Abstract: In 2009 both UNESCO’s World Conference of Higher Education and its General Conference urged that awareness of the importance of OER for achieving global educational goals should be extended beyond the active groups of OER users and producers. The presentation will report on two joint projects that have been conducted by the Commonwealth of Learning and UNESCO with this aim. In 2010-2011, they ran nine workshops for educational decision makers in Africa and Asia and produced two documents: A Basic Guide to OER and Guidelines for OER in Higher Education. Their current project, Fostering Governmental Support for OER Internationally has three components: a survey of all governments about their policies and intentions regarding OER; the holding of regional policy forums, like this one for Europe, in all UNESCO regions; and the organisation of the World OER Congress in Paris in June 2012. The paper will include a summary of the responses to the survey received to date from countries in UNESCO’s Europe region. 3313.0https://ocwc.viidea.net/uk2012_220_mulder_mcgreal_unesco_chairs_in_OER/2012-04-17weekly0.6https://media.viidea.com/v001/17/c444amvqq2ikpqp3swqsq2tjwulybmnt.jpgThe UNESCO Chairs in Open Educational ResourcesPanelists: Fred Mulder Jos Rikers Susan D'Antoni Conference Theme: Collaboration Abstract: The UNESCO and UNESCO/COL Chairs will be reporting on their work for 2011- 2012. This includes reports on the following objectives: Global OER Graduate School (priority at PhD level) (coordinator OUNL) OER Knowledge Cloud (coordinator AU) Global OER Map of national and institutional OER initiatives Global balance in the network of UNESCO Chairs in OER in a UNESCO UNITWIN network Global OER Graduate School Umbrella for PhD (& Master) research on OER linked to different disciplines; Addressing fundaments, design, applications, practice, context, evaluation and monitoring; Projects being run at the network partner universities around the world. OER Knowledge Cloud Overall (free) provision of knowledge about OER: research, reports, theses, etc.; Freely available for replication, reproduction in different repositories and/or learning environments. Global OER Map intended to provide a bird’s eye view of the OER movement; information about the scale of the movement and the growth of initiatives. Global balance in the network of UNESCO Chairs in OER UNESCO Chairs will support other Chairs in OER on all continents. In addition the Chairs' collaboration with the OERu initiative will also be discussed. 3496.0https://ocwc.viidea.net/uk2012_328_promoting_oer/2012-04-17weekly0.6https://media.viidea.com/v001/b8/xbdwtb5l5kciwmeclmes44mwavqimebm.jpgPromoting OER use in UK universitiesEmbed, don't Bolt-on: promoting OER use in UK universities Joanna Wild, University of Oxford, UK Terese Bird, University of Leicester Melissa Highton, University of Oxford, UK Andy Lane, The Open University, UK Chris Follows, University of Arts London, UK Richard Windle, University of Nottingham, UK Moderator: Joanna Wild, University of Oxford, UK Panel: Terese Bird, University of Leicester Melissa Highton, University of Oxford, UK Andy Lane, The Open University, UK Chris Follows, University of Arts London, UK Richard Windle, University of Nottingham, UK Conference Theme: Innovation Summary: Academic staff needs support in using OER. Five panelists share their institutional approaches. Abstract: Findings from the recently published report on the JISC-commissioned OER impact study highlighted the need to support academic staff in use and reuse of openly licensed resources (Masterman&Wild, 2011). One of the recommendations for improving services to staff and students encourages institutions to “capitalise on existing professional development activities in order to foster a voluntary culture of sharing and reuse.” Numerous practices have emerged in this area, all sharing the same aim – to increase engagement with and use of OER within institutions – but differing in the approach to achieve this goal. These practices, however, are still isolated cases rather than mainstream practice in UK HE institutions. This panel brings together SCORE fellows coming from five UK Higher Education Institutions that took different approaches to address the challenge of promoting academics’ engagement with sharing and use of OER. The panel will contribute towards building an understanding of: Which main approaches do institutions take to promote the use of OER? What motivates their choices? What are the main challenges to overcome? What accounts for a successful practice to promote engagement with OER in different institutional contexts? The statements of the panel experts will be structured around the following questions: How is your institution trying to promote OER use amongst your academics? What was the motivation behind the practice? What is the practice trying to achieve? Which of the known barriers for use of OER is the practice trying to remove? How is the practice placed within the overall institutional teaching & learning strategy? What are the challenges in implementing this practice? What does your institution want to do next? The panel presentation and ensuing discussion will be of value to anyone still struggling to decide how best to engage own academic staff/faculty with ideas and practices surrounding OER. Panelist Topics: Terese Bird - ‘Designs for openness’ approach: In course design Carpe Diem workshops, staff are encouraged to ‘design for openness’ – to use and create OER as they design a course – helping to spread the idea of OER throughout that department, among students, and further afield. Melissa Highton - ‘Service’ approach: Lowering barriers to production of OER by providing a single, easy route to collection, sign-off, and publication, which makes it easy for academic colleagues to get involved. Integrating tools with existing well-used systems such as the VLE to encourage re-use on campus. Andy Lane - ‘Embedded systems’ approach: the use of existing technical, media and library staff employed to support education resource development for students as a central service to reach and inform course design teams on the publication and reuse of OER Chris Follows - ‘Subject-community’ approach: Using Drupal to create bespoke subject-specific frameworks and sustainable communities to support OER digital literacies Richard Windle - ‘Supported community' approach: bringing subject-specific workshops to the university schools and engaging wider stakeholder groups in OER creation and use, providing tools for helping in creation, finding, assessment, and collation of OER. 5221.0https://ocwc.viidea.net/uk2012_354_open_education_innovation_collabora/2012-04-17weekly0.6https://media.viidea.com/v001/74/or62ti2jmp2zygy54xpl2kchytojujbb.jpgOpen Education Innovation and CollaborationCommunity College Panel on Open Education Innovation and Collaboration Una T. Daly, OCWC, US James Glapa-Grossklag, College of the Canyons, US Tom Caswell, Washington State Board of Community and Technical Colleges, US Jean Runyon, Anne Arundel Community College, US Moderator: Meena Hwang, Communications Director, OCWC Panelists: Cable Green, Director of Global Learning, Creative Commons Una Daly, Community College Outreach Manager, Open Courseware Consortium and part-time faculty at Foothill Community College James Glapa-Grossklag, Dean, Educational Technology, Learning Resources, & Distance Learning at College of the Canyons and President, CCCOER advisory board Jean Runyon, Dean of Virtual Campus, Anne Arundel Community College and Co-Principal Investigator of Bridge-2-Success Next Generation Learning Learning Challenge funded project Dr. Nancy Pawlyshyn, Chief Assessment Officer in Academic Affairs, Mercy College, Dobbs Ferry, NY Dr. Braddlee, Dean of Libraries, Academic Technology and Online Learning, Mercy College, Dobbs Ferry, NY Conference Theme: Impact Summary: Community Colleges are embracing open educational practices to support innovation and collaboration and expand student access Abstract:The Community College Consortium for Open Educational Resources (CCCOER) joined the Open Courseware Consortium as an associate consortium in 2011 signaling a maturing of OER efforts at the public two-year colleges in the United States and Canada. The open access mission and unique concerns of community colleges will be described and examples of national and local OER projects will be shared in this panel discussion. The 1,100 community and technical colleges in the U.S. represent a growing and dynamic community of OER producers and users. Learn how different colleges are utilizing OER to support faculty innovation and collaboration and in the process expanding student access by lowering costs. The topics below will be introduced by the panelists and then followed by an interactive question and answer period. The Community College Consortium for Open Educational Resources was founded to give community colleges a voice in the Open Education movement. It promotes the creation and use of OER to improve teaching and learning and to make education more affordable. In partnership with the College Open Textbooks collaborative, it features resources such as an online catalog of 750+open textbooks with peer reviews, and tutorials and research information on best practices for OER. In addition, the collaborative has built a network of open textbook advocates on campuses nationwide and has supported development of multi-institutional faculty adopter communities to enhance and share discipline specific OER. The Washington State Open Course Library features 42 open courses with expertly developed educational materials including syllabi, activities, readings, and assessments, and textbook for the highest enrolled two-year college classes. Developed in Washington, these courses are now distributed in multiple OER repositories and available globally to educators and students alike. College of the Canyons is creating, collecting, and arranging OER by subject area, into "playlists" that will provide faculty and students with a rich choice of flexible content. Acquiring the skills to learn is critical, yet can often be a barrier to student success. In addition, the core area of mathematics is key to many further areas of study. Bridge to Success (B2S) offers open, free content to cross the barrier to gaining the skills to learn, providing "bridging" content in mathematics and learning to learn. The bridging approach has been shown to increase learner capability and confidence, encourage participation, and contribute to the progression of a certificate or degree completion. Project Kaleidoscope is implementing a set of fully open general education courses across eight colleges serving predominantly at-risk students. The project will dramatically reduce textbook costs and allow collaborative improvement of course design to improve student success. 0https://ocwc.viidea.net/uk2012_330_oer_kaleidoscope_for_languages/2012-04-17weekly0.6https://media.viidea.com/v001/ad/vuuezna3rrmu4lcz7fs3nv4zwzlj7dow.jpgAn OER Kaleidoscope for LanguagesAn OER Kaleidoscope for Languages Alannah Fitzgerald, Durham University and SCORE, The Open University, UK; Concordia University, Canada Anna Comas-Quinn, SCORE, The Open University, UK Antonio Martínez-Arboleda, Leeds University and SCORE The Open University, UK Ulrich Tiedau, University College London, UK Moderator: Alannah Fitzgerald, Research Fellow at the English Language Centre at Durham University and a Teaching Fellow with the Support Centre for Open Resources in Education (SCORE) at the Open University, working in the area of Open Educational Resources for English for Academic Purposes in HE institutions, and with Non Governmental Organisations to devise educational interventions for under-resourced communities and currently developing the TOETOE project (Technology for Open English - Training with Open E-resources) to provide open e-resources for training language teachers and learners to utilise, develop and share learning content derived from a range of open resources. Panel: Anna Comas-Quinn, Lecturer in Spanish at the Open University, UK, and a Teaching Fellow at the Support Centre for Open Resources in Education (SCORE). Her research is in the area of computer-mediated communication and its potential to enhance language teaching and learning, and teacher education. Antonio Martínez-Arboleda, Principal Teaching Fellow at the School of Modern Languages and Cultures at the University of Leeds. He currently teaches his specialist modules on Spanish Politics and Spanish in an Economic and Business Context, but has broad experience in developing and delivering language learning programmes in HE. Ulrich Tiedau, Senior Lecturer at the Department of Dutch and an Associate Director of the Centre for Digital Humanities at University College London. He has been involved in three UKOER projects from 2009/10 onwards and has just been nominated as a Knowledge Transfer Champion with an action plan to promote and extend the OER provision across the modern language departments at UCL (2012). Conference Theme: Innovation Summary: An overview of key and innovative Open Educational Resources projects for language learning and teaching Abstract: Looking through the kaleidoscope, this panel will explore a wider lens of OER as they pertain to issues in language learning and teaching across different stakeholder groups and communities of practice. Panelists will present views from three SCORE fellowship projects along with further JISC/HEA-funded OER projects for languages. The Languages Open Resources Online (LORO) project, a multilingual repository of OER for language teachers, developed by the Department of Languages at the Open University, will be presented by Anna Comas-Quinn, who will discuss the perceived benefits of using LORO for students, teachers and institutions and the community of practice that this project affords. Current initiatives to promote open practices amongst language teachers will be discussed, and data on the impact of LORO on the professional practice of the 300+ language teachers at this institution will be examined. Alannah Fitzgerald will present a broadening stakeholder vision with the Technology for Open English – Training with Open E-resources (TOETOE) project for the uptake of OER including open corpora and open tools for use in English for Academic Purposes (EAP), involving formal face-to-face and distance education via informal communities of practice such as BALEAP (formerly a British organisation but now the global forum for EAP practitioners) as well as informal education initiatives such as the OER University. An exploration of the HumBox Repository, focusing on its openness, will be carried out by Antonio Martinez-Arboleda. The HumBox not only allows for engagement between practitioners in Languages, Arts and the Humanities, and employers around OERs, which is the focus of Antonio’s SCORE fellowship, but it also supports learners as creators of OERs for modern languages and cultures learning, an aspect covered by the OpenLIVES project in which Antonio is also involved as part of the JISC-funded eContent Capital programme. This will encompass a discussion on the sustainability of existing and future OER for languages, reinforcing existing communities of practice and encouraging high-quality open content publication for re-use. Ulrich Tiedau will present first results from ‘Open Educational Practice @ UCL’, a 2012 Knowledge Transfer action plan for embedding the processes of creation, release and curation of OER within the Arts and Humanities subjects of his institution, and investigate the various ways in which releasing language OER can lead to impact, especially in the modern language departments. Drawing on the experiences of the UKOER pilot-phase project OER Dutch, the successive phase 2 project OER Digital Humanities, and the experiences with a collaborative OER-based distance degree programme in Dutch Studies that is based on OER, he will highlight the importance of forming communities of both practice and learning around OER for language teaching, something especially pertinent in less-widely taught subjects like Dutch, and explore the possibility of cross-language OER development. Attendees at this presentation should therefore expect to come away with not only a more inclusive understanding of OER in language teaching and learning but a finely tuned understanding of their composite parts as they continue to shape-shift through complementary findings relevant to community building in both practice and learning. 2682.0https://ocwc.viidea.net/uk2012_370_poerup_policies_for_oer/2012-04-17weekly0.6https://media.viidea.com/v001/3a/hixarcait4qw7no3s6ip2ss7c6tjg3ja.jpgPOERUP 2011-2014: Policies for OER UptakeBarry Phillips, SERO Consulting Conference Theme: Innovation Abstract: The POERUP Consortium is a group of organisations across Europe and Canada interested in understanding how better to foster the uptake of OER by governments and groups of educational institutions. It consists of: Two open universities (Open Universiteit and Athabasca University) Two campus universities, but both with capacity in distance education (University of Leicester – the Applicant – and Vidéoscop, Université Nancy 2 – the Evaluator) Two specialist e-learning consultancies (Sero – the Coordinator – and SCIENTER) One Europe-wide e-learning association (EDEN) Key outputs Three EU-wide policy papers – for schools, for universities, and for colleges and other organised education providers – on how to foster OER uptake. Seven options brief packs for EU nations/regions: UK (England, Wales and Scotland separately) Netherlands Italy Hungary France each in the national language with an Executive Summary in the national language and in English. The Workplan The POERUP Workplan has the usual components of Project Management, Dissemination, Exploitation and Evaluation. Country studies on OER in Education European Union: Belgium (Flanders), France, Hungary, Italy, Netherlands, Poland, UK Outside the EU: Australia, Canada, New Zealand, and United States Mini-studies under consideration on Germany, Romania, Portugal, Spain, Sweden, Russia, and Turkey; and outside Europe on Argentina, South Africa, and Korea volunteers welcome to help with these – to make it your study, not just ours Regional/linguistic studies on OER in Education Dutch-speaking world community Francophone community Commonwealth of Nations (including Pacific nations and territories) Arab Middle East Eastern Europe, Africa and Asia “helicopter” summaries Research on OER communities Social Network Analysis will be used to research ten case studies likely to include JISC, OpenLearn, Wikiwijs and OER u. International Advisory Committee In addition POERUP has an International Advisory Committee of renowned experts in Open Educational Resources both in Europe and further afield. This is under the chairmanship of Fred Mulder, former Rector of the Dutch Open University. 0https://ocwc.viidea.net/uk2012_303_emerging_typology/2012-04-17weekly0.6https://media.viidea.com/v001/4b/jpnrgjz64qtxtazgzj32wfuwz33tg55x.jpgAn Emerging Typology for Analysing OER InitiativesPeter Bateman, Andy Lane & Bob Moon, The Open University, UK Conference Theme: Impact Abstract: The investigation of OER initiatives requires rigorous appraisal based on theory as well as descriptions based on practice if we are to understand them and how they might be sustained. A robust typology or flexible classification scheme will enable better comparison of common elements over widely different OER initiatives and help inform and improve praxis at all levels and across all socio-economic and cultural systems. This in turn will help the variety of stakeholders to better understand what is happening and why. This paper describes how a typology was used between 2008 and 2010 to investigate three different OER initiatives in Sub Saharan Africa. The typology was first developed by careful scrutiny of the many OER and OER-related initiatives both globally and in Sub Saharan African. The typology was then both tested and further developed and refined by applying it to the TESSA, Thutong Portal and Rip, Mix, Learn initiatives. The typology uses four main categories – creation, organisation, dissemination and utilisation – and 18 sub categories to examine and analyse each initiative, with each sub category having a number of properties and possible dimensions. The data that informed this process included interviews with key personnel and the coding of a large body of white and grey literature and documentation produced by the initiatives themselves. This typology can thus be used to distinguish one type of OER initiative from another while grounding each in a wider context. For example, initially TESSA concentrated almost entirely on the ‘creation of OER’ while the Thutong Portal concentrated on the ‘Organisation of OER’ in that it spent a great deal of time and energy on the portal storage mechanisms. In other words the elements included in the Typology can be used to describe or ‘profile’ initiatives regardless of their particular emphasis or approach. None of the initiatives need possess all of the elements contained in the typology as long as they have all been considered. As there are different levels of categorisation the typology is simple at the highest level, with just four elements, for use by practitioners; but is detailed enough at other levels to enable researchers to generate research questions. Furthermore the typology is flexible enough to evolve over time as it is applied to more and more OER initiatives both within and outside Africa and also as existing initiatives change and develop over time and while new initiatives emerge. Indeed the relative immaturity of the case study initiatives used to test and refine the typology was a concern for both practitioners and researchers and it is no surprise that the studies main findings were that (a) greater investment was needed in capacity building, (b) more attention given to appropriate use of technology and pedagogy in higher educational systems and (c) more contextual research applicable to sub Saharan Africa to inform those decisions. 1145.0https://ocwc.viidea.net/uk2012_278_evolvement_open_educational/2012-04-18weekly0.6https://media.viidea.com/v001/55/kxuqxglynbndrjyrbti4mgt2l6t4gxi6.jpgThe Evolvement of Open Educational ResourcesThe Evolvement of Open Educational Resources Ming Nie, University of Leicester, UK Conference Theme: Impact Summary: A report on the key findings of the EVOL-OER project which aims to develop a deeper understanding of the reuse of OERs by academics HEIs. Abstract: This presentation reports on the key findings from a research project called EVOL-OER (www.le.ac.uk/evoloer), funded by SCORE (www8.open.ac.uk/score/). EVOL-OER aims to develop a deeper understanding of the reuse of open educational resources (OERs) by academics in Higher Education Institutions (HEIs). UK funding has largely been allocated to projects that focused on the creation of OER repositories and promotion of a sharing culture among academics in HEIs to release their resources as OERs. There is a lack of understanding of how the OERs accumulated in the repositories are being modified and reused over time. Limited research has been conducted to investigate the detail of OER reuse. Based on a study conducted as part of the SONET project (sonet.nottingham.ac.uk/), Windle et al. (2010) identified reuse patterns in terms of how reuse spreads from one institution to another. Wiley (2007) categorised types of pedagogical reuse engaged in by the end users in terms of: as-is, technical adaptations, linguistic adaptations, cultural adaptations, pedagogical adaptations, and annotation as adaptations. The ORIOLE project (orioleproject.blogspot.com/) aims to tackle questions such as motivation and concerns around reuse. These initial investigations into reuse provided a foundation on which the EVOL-OER project is based. EVOL-OER addresses drivers, barriers and strategies adopted by HEI academics for the reuse and adaptation of OERs. It also studies how the reused resources evolve over time. The project aims to develop a series of case studies to capture diverse examples of how original OERs have been reused, repurposed, and further developed. EVOL-OER uses a range of qualitative methods, including semi-structured interviews with reusers, analysis of email exchanges with reusers, and analysis of existing examples and case studies on OER reuse. The reusers are selected from the academics in both UK and overseas HEIs who have had extensive experience in reusing OERs. EVOL-OER project started on the 1st of October 2011. Its key findings and outcomes will be presented at the conference. Initial data obtained from OER reusers show that improving the quality of teaching materials, saving time and scarcity of resources are key drivers for reuse. Changing academic culture and practice, time investment and lack of support are considered key challenges in reuse. Initial evidence also shows that reusers tend to make minimum changes to the original OERs. Their reuse behaviours range from use ‘as is’ to minor changes, such as changing branding, adding acknowledgements, creating an index, removing or replacing activities, and updating content and context. Size, granularity, format of the OER, lack of technical skills and support have so far been reported as the key factors affecting the level of modification. Differences in motivation, challenges and strategies for reuse have been found in different countries. For example, in African countries, lack of access to quality resources is prominent. Limited access to computers and poor internet connections present difficulties and have an impact on the way the reused resources are shared back to the community. This presentation will collate all key project findings and present them in a format that will open up further opportunities for research into OER reuse. 1578.0https://ocwc.viidea.net/uk2012_329_learning_lessons_of_openness/2012-04-18weekly0.6https://media.viidea.com/v001/51/kh7gdwwg2plxrjawxs7vvm5hehtbtzzz.jpgLearning the Lessons of OpennessLearning the Lessons of Openness Patrick McAndrew, Rob Farrow, Gary Elliott-Cirigottis & Patrina Law, The Open University, UK Conference Theme: Impact Summary: What is needed to adopt Open Educational Practices and use OER? Lessons from OER lead to key factors and services Abstract: The OER movement is now building up a record of experience and achievements since it was formed in the last 10 years as an identifiable approach to sharing online learning materials. In the initial phase much of the activity was driven by ideals and interest in finding new ways to release content, with less direct research and reflection on the process. In this presentation we will consider the impact that OER has and the types of evidence that are being generated across initiatives, organisations and individuals. Drawing on the work of OLnet (http://olnet.org) in bringing together people through fellowships and in research projects we will consider both the messages that are emerging. The findings highlight the potential for impact of OER on policy and on practice in education but also that there are weaknesses in the evidence base. However as decisions are made to adopt OER practical guidance is needed and key factors can be identified with reasonable confidence. The way forward is therefore to accept some of these partial pieces of evidence while making their basis clear and understanding the contexts in which they can apply. We can then help new projects and initiatives to make good choices as they work with Open Educational Practices. The presentation will: Review the approach adopted by OLnet to combine research with fellowships and ways to present results. Look at the particular lessons that came out from studying projects and organisations that received funding from The William and Flora Hewlett Foundation. Identify some of the remaining research areas and how a distributed and collective approach can help address them. Consider how those challenges can be met and the services needed for adoption of open education approaches and practices The way in which the experiences from the research in OLnet have helped put OER into practice in another project, Bridge to Success, will be reviewed. This has led to identifying the range of services that are needed in adopting a more open approach. Those services will be outlined to draw out the support that can be found and examples of possible solutions. 1864.0https://ocwc.viidea.net/uk2012_291_beyond_current_concepts_ocw_oer/2012-04-18weekly0.6https://media.viidea.com/v001/5b/lnxft4xtqsuu5j4acfbmjljdrei25did.jpgBeyond Current Concepts of OCW/OERBeyond Current Concepts of OCW/OER: what you should know and why Gary W. Matkin & Larry Cooperman, University of California, US Conference Theme: Impact Summary: Presentation describes the large-scale forces that are impacting education and create an imperative for the OCW/OER movement. Abstract: Members of the OCW/OER movement are properly occupied with the current efforts of importance to the movement—increasing the supply and usage of OCW/OER, finding sustainable models, embedding OCW/OER into government and institutional contexts, and seeking ways of certifying knowledge gained through open content. As educators, we are motivated by the high-minded goal of improving access to education throughout the world through technology and free learning opportunities. However, between the focus on issues of immediate concern and the shining light of our overall goal, there is a middle ground that is not well understood by many OCW/OER proponents. That middle ground is composed of large-scale forces that are impacting education and together create an imperative for the OCW/OER movement—a movement that is so important to these trends that the vision we have for the future of OCW/OER is inevitable. This presentation describes these trends and the part that OCW/OER plays in them. The first and most important trend is the movement toward universal higher education. First identified and described by Martin Trow in 1973, universal higher education is the third stage in the evolution of higher education, following the movement from elite to mass higher education. There are two components for universal higher education. The first is the traditional notion of access by providing access to higher education to people who otherwise could not take part because of geographical or financial issues. The second component is more subtle, but no less important or visible after, the breakdown of boundaries, sequences, and distinctions between learning and life. This presentation will describe how universal higher education is becoming clearly evident and offer some examples of how OCW/OER is a major component in the advancement of universal higher education. The second trend is the “commoditization” of education. A good or service is “commoditized” when it becomes ubiquitously available at no or very low cost. There are clear patterns of behavior that occur when an important aspect of an industry becomes commoditized. These patterns are evident in the commoditization of content (Google, Wikipedia, YouTube) and communications (Facebook, Skype, Twitter), both of which are important elements of education. Education itself is showing signs of becoming commoditized. Commoditization pushes the “value proposition” to the periphery of the good or service. This presentation will describe that value add shift in higher education, what it means to the OCW/OER movement, and how we can take advantage of this trend. Advocacy on behalf of the OCW/OER movement is an important role for the OCWC and its members. That advocacy can be most effective when all of us understand the social and economic dynamics that shape our movement. OCW/OER is here to stay in ever greater volume and utility because it is aligned with major social, economic, and educational forces. This presentation will provide a conceptual model for understanding those forces and how participants in the movement can take advantage of them. 2401.0https://ocwc.viidea.net/uk2012_364_from_project_to_mainstream/2012-04-18weekly0.6https://media.viidea.com/v001/b1/wewg3rwqdj3bvdauwd7pws6xvqwxvrdf.jpgFrom Project to Mainstream in a constrained environment: towards openness at the University of Cape TownFrom Project to Mainstream in a constrained environment: towards openness at the University of Cape Town Laura Czerniewicz, Glenda Cox, Cheryl Hodgkinson-Williams & Gregory Doyle, University of Cape Town, South Africa Moderator: Glenda Cox Panelists: Laura Czerniewicz is an Associate Professor in the Centre for Higher Education Development. She is currently the Director of the OpenUct Initiative, a Mellon Foundation funded project that launched in July 2011. Cheryl Hodgkinson-Williams is an Associate Professor in the Centre for Educational Technology at UCT where she teaches on a Masters in Information Communication Technology in Education programme and supervises PhD students. She is a former director of the UCT OER project and former project manager of the OpeningScholarship project at UCT. Glenda Cox is a Lecturer in the Centre for Educational Technology at UCT. Glenda is the Project manager for OpenContent UCT, UCT's open educational resource directory. Greg Doyle is the Education IT Manager in the Faculty of Health Sciences at UCT. He has been the Primary Investigator for the Health OER Project led by the University of Michigan since 2009. Conference Theme: Impact Summary: Panel discussion highlighting some of the key lessons learned by members of the UCT OER project. Abstract: Initially completely reliant on funding from the Shuttleworth Foundation, a small team at the University of Cape Town launched an open initiative in 2007. This growing venture was supplemented by funding from an international inter-institutional project, OER Health, funded by the Hewlett Foundation. In 2011 the Mellon Foundation granted funds to support a more integrated open initiative that includes both open educational resources (OER) and open access (OA) scholarly publications. This panel discussion highlights some of the key lessons learned by members of the UCT OER project and the newer and more encompassing Open UCT project. The four member panel will recount the growth of OER at UCT and how the signing of the Cape Town Open Education Declaration and the development of the UCT OpenContent directory spurred the expansion of the project-based OER initiative to a more institutionally integrated ‘open initiative’ across the institution. Specific attention will be paid to four key issues: the challenges of institutional change; the growing understanding of what encourages UCT academics to contribute (or not) to the UCT OpenContent directory; the usefulness of using postgraduate students to assist busy academics to adapt current teaching materials into OER; and the organisational, legal, technical and financial management required to foster this fledgling open initiative with a relatively small number of people, mostly on a part-time basis. 4802.0https://ocwc.viidea.net/uk2012_288_issue_of_ocw_university_credit/2012-06-18weekly0.6https://media.viidea.com/v001/0f/b7uow4qdxgkwigagywzhuoi67qkez3ro.jpgStudents and Learners: The Issue of OCW and University CreditStudents and Learners: The Issue of OCW and University Credit Larry Cooperman, OCWC, US Moderator: Larry Cooperman has worked in continuing education for 15 years and will discuss the opportunity for continuing education wings of the university to award continuing education units (CEUs) through technology-assisted assessment. Panelists: Bekka Kahn has worked with the Peer 2 Peer University since its founding in 2009. A South African based mostly in London, she is currently a PhD student at King's College, London. Preetha Ram is president and co-founder of OpenStudy.com. She will discuss her organization's transitional plans. Prof. Eko Indrajit is President of the Indonesian Association of Higher Education Institutions in Computing Studies (APTIKOM). He will discuss the OCW usage issue many of the Consortium's members face and how degree-bearing credit provided a bridge from an OCW project with lofty goals to an institutionalized part of a degree path. Steve Carson is External Relations Director for MIT OpenCourseWare. He will explain the MITx initiative. Conference Theme: Impact Summary: The panel will present the thorny issues and promising projects that attempt to connect students and learners alike to OCW. Abstract: It seems like every day a new announcement is made of a major project involving the production of significant quantity of open content – textbooks, OERs, OCWs, even complete open curricula. Yet how close are we to the vision of making higher education universally accessible in a meaningful way? One of the missing links in the chain seems to be the opportunity to convert serious study from OCWs into a verifiable and meaningful educational background for an individual learner or matriculated student. This panel will present a variety of perspectives and projects related to this conversion issue, ranging from the growing field of open study groups (Peer2Peer University, OpenStudy.com), government/university collaboration (Aptikom/Indonesia), continuing education (UC Irvine Extension) and non-credit participation certification (FGV Online). Collectively, this panel will examine specific questions: 1. What are the implications for higher education of the growth of concurrent and alternative OCW-based educational paths? How do opportunities for combining open study with degree and certification paths change the higher education landscape? 2. Individual study, while requiring changes in the instructional design of resources, does not pose particular platform issues. Group study has its shares of platform design challenges, whether it is in integrated with university study, parallel to university study, or completely independent from university study. 3. What are the potential mechanisms for assessment of independent study of OCW? Are these assessments valid? If valid, what are the barriers to widespread acceptance? 5276.0https://ocwc.viidea.net/uk2012_future_of_open_education/2012-04-18weekly0.6https://media.viidea.com/v001/4c/jquytewsjzczlc6olacuuyuzwnpk775w.jpgPlenary: The Future of Open Education2622.0https://ocwc.viidea.net/uk2012_240_moxley_commons_peer_open_textbooks/2012-04-16weekly0.6https://media.viidea.com/v001/1d/dw4no5wby6o2d7pjqjfdri3lp3bj76t4.jpgWriting Commons, Peer Production, and the Future of Open TextbooksWriting Commons, Peer Production, and the Future of Open Textbooks Joe Moxley, University of South Florida, US Conference Theme: Innovation Summary: Peer reviewed by distinguished academics, Writing Commons, http://writingcommons.org, fosters student writing and learning. Abstract: This presentation introduces the Open Education/ Open Courseware Community to Writing Commons, http://writingcommons.org, which is a creative learning space for students in courses that require college-level writing. Peer reviewed by distinguished academics (http://writingcommons.org/mission-statement/editorial-board-), Writing Commons is used by a variety of higher education students, including University of South Florida students enrolled in ENC 1101 or 1102. Presently, Writing Commons is being viewed by approximately 20,000 distinct IP addresses per year. Yet given we are in the quiet stage of our development, we believe the potential audience for Writing Commons is much larger, with 55,000 students enrolled in composition courses in the U.S. As the scope of the project expands, thanks to the miracle of peer production, Writing Commons could help hundreds of thousands of college students. The presentation will include: a tour of Writing Commons, showcasing existing articles, explaining ways we hope to develop the project, outlining the peer-review process, and speculating about ways to develop a new kind of writing/learning space, one that is more interactive and multimodal a showcase of Web 2.0 features — the social media and blogging tools speculation about the future of open textbooks from a faculty member’s perspective the benefits to faculty of writing their own pedagogical materials and publishing them as an OER (open education resource) as opposed to giving up copyright to a traditional commercial, trade, or academic publishers or alternative publishers such as Flat World Knowledge or Connexions authoring tools, such as Drupla, Joomla, Wordpress, and SharePoint proposed changes to the U.S. academic reward system that need to be enacted to foster the development of commons-based OER resources 683.0https://ocwc.viidea.net/uk2012_218_martinez_work_with_open_education/2012-04-17weekly0.6https://media.viidea.com/v001/ec/5tjvxmqidnmcb4nwpffkom2o27qybvzj.jpgLearning to Work with Open Educational ResourcesLearning to Work with Open Educational Resources Sergio Martinez, University of Cantabria, Spain Conference Theme: Impact Summary: Professors of our University are learning to work with a new mentality, thanks to the support of OCWs in the High Education Abstract: When the OCW Project started in the University of Cantabria, there were few professors who had knowledge about open educational resources or their possibilities. Step by step we were publishing different courses, but without using all the possibilities of new educational technologies. With much effort by the Area of Quality and Education Innovation it was possible to change the perception of Open Education in our University. Nowadays, our University has more than 120 courses published; some of them are only text materials, but others are real virtual courses, with many different resources (HTML, Flash, self-learning materials, etc.). Nevertheless, the quality of the materials is as important for us as the satisfaction of the professors who make them. There are a lot of professors yet who do not trust virtual education, but OCW can be a way to come to know this new world of possibilities. In our University we are working in two different ways: with the individual work of every professor; and with the common work of several faculties (Nursery, Economics, Mines, Energy Resources). In the individual work, every year we issue a call for courses. Professors have the support of the OCW Department and we seldom have problems, because they are the most interested in the project. When we are working with the Faculties, it is possible to have more problems. We make a global arrangement with the Degree and all the teachers have the obligation to participate. Sometimes, there are professors that do not want to collaborate. Nevertheless, the work of our Department has gone well, because in the four degrees we only have four courses that have not been published. In both possibilities (full degrees or single courses) there are professors who see OCW as just a place to show their materials, while other professors have used it as a tool to improve their courses. In the University of Cantabria there are professors who are using OCW with their classes in the classroom, with different materials: lessons, exercises, videos, self-learning activities, exams, readings... The experience and the comments of these professors let us to improve our OCW website and to spread the best educational resources all over the world. Moreover, the facilities we give to the professors (ISBN, technical and didactic help, statistics...) are the necessary boost to improve their work day by day. So, OCW is a lively project in our university, with more repercussion in education innovation than we thought when we started five years ago. But it is necessary to keep improving: What do professors need? What do they expect from OCW? How can we improve OCW? We will try to provide answers to these questions. 1333.0https://ocwc.viidea.net/uk2012_365_williamson_high_impact_oer/2012-04-17weekly0.6https://media.viidea.com/v001/24/erew6oypxpopv2j5i2fim5svveijemwd.jpgHigh Impact OER: Connexions and OpenStax CollegeHigh Impact OER: Connexions and OpenStax College Daniel Williamson, Richard Baraniuk & David Harris, OpenStax College, US Phyllis Hillwig, Words and Numbers, US Conference Theme: Impact Abstract: Limited access to higher education is one the greatest challenges facing students today both in the US and abroad. For many years, going to college was an opportunity to which only the wealthy could aspire. Yet, even with the great amount of scholarships and government aid available, many students still cannot afford college. One of the commonly overlooked costs associated with college affordability and student success is the ever-increasing price of textbooks and other learning resources. This is especially visible in the US community college space, where the cost of textbooks often exceeds the price of tuition. It has been documented that students are simply choosing not to purchase textbooks. OpenStax College, an initiative of Connexions (cnx.org), one of the world's first and largest OER repositories, is improving student access to quality learning materials. OpenStax College (openstaxcollege.org) brings together the innovative publishing features of Connexions with the rigors of professional content development and academic peer-review. OpenStax College plans to provide turn-key open textbook solutions for the 20 most popular US community college courses and beyond. 1565.0https://ocwc.viidea.net/uk2012_279_harrington_rodan_connecting_the_dots/2012-04-17weekly0.6https://media.viidea.com/v001/b9/xgtuicpnf24keaoqqkggohnhvrsnl64g.jpgConnecting the DotsConnecting the Dots Camie Rodan & Alana Harrington, Saylor Foundation, US Conference Theme: Innovation Summary: Connecting the Dots will cover the Saylor Foundation’s open content aggregation process for free college-level courses. Abstract: When the Saylor Foundation surveyed the open education space three years ago, we identified four problems: Excellent content is disaggregated and often hard to find. Many content providers “recreate the wheel,” duplicating the efforts of others while leaving entire subjects largely devoid of useful content. The quality of content is difficult to assess due to a lack of validation metrics. Even where excellent, discoverable content exists, there are no end-to-end solutions that organize and contextualize the content a student needs to master within a given subject, course, or discipline. We sought to address all four issues by developing a structured content curation process, by which professors seek, vet, frame, and add to existing resources in order to yield complete courses, hosted on a central site, and tied to learning outcomes, assessments, and pre-defined learning taxonomies. An ideal presentation for educators, open content creators, and OER proponents looking for best practices in the compilation of open content, Connecting the Dots will focus on Saylor’s content aggregation process, which encourages the sharing and reuse of open content. We work with over 170 professors to aggregate content into college-level courses. To find accurate, accessible resources, we acquaint our professors with known open content repositories and textbook sites, and encourage discipline teams to share discipline-specific resources. By beginning our process with learning taxonomies and outcomes in place, we are able to focus content searches, identifying only those resources needed for content mastery. We have also made the strategic decision to include copyrighted materials in our content aggregation process: while we are able to host some content, we continue to link to copyright-protected materials with the hope that we will either obtain permission to host the resource permanently or replace it with a more effective, openly licensed version. Our structured aggregation technique addresses all four of the initially stated problems while offering salient benefits to stakeholders in the OER space. First, it addresses the needs of students and educators searching for content by contextualizing and vetting content. Students visiting Saylor.org will know that a professor has canvassed the web on his or her behalf and, therefore, that they can trust the quality of content contained in each course. They will also understand how content fits within a chosen course and its projected outcomes. Second, our process enables us to identify gaps in existing content and to avoid unnecessary duplication, thus assisting content developers and funders in the sensible use of time and resources when developing new OER content. Third, our process promotes open practices and engages the academic community in the OER space. When a copyrighted resource is deemed superior to an openly licensed variation, we reach out to the copyright holder to encourage relicensing or sharing of content. Finally, we draw attention to the work of content providers who have previously remained relatively undiscovered. Presentation attendees will come away having learned about the Saylor Foundation and how its content aggregation procedure encourages the sharing and reuse of OCW content. 1580.0https://ocwc.viidea.net/uk2012_320_hughe_mckenna_impact_developing_oers/2012-04-17weekly0.6https://media.viidea.com/v001/84/qsicqfjjne2cllshghedmfsar65h5bij.jpgThe Impact of Developing OERs on Novice OER DevelopersThe Impact of Developing OERs on Novice OER Developers Jane Hughes & Colleen McKenna, HEDERA, UK Conference Theme: Impact Summary: Academics’ transformative experience as new OER developers was explored. Findings suggest the OER creator role is central Abstract: We will discuss research into the impact that creating OERs has had on academics who were developing open resources for the first time. In particular, we will address themes including educational values, audience, authorship and identity as well as considering the effect of working in new institutional collaborations. Funded by the UKOER programme, a group of academics worked with technical and rights experts to create around 300 study hours of open educational resources (CPD4HE, http://www.ucl.ac.uk/calt/cpd4he/). The materials originated in a selection of masters level courses. None of the academics had previously had any active involvement with the OER/Open Courseware movement. The working process devised by the project team gave individual teachers responsibility for developing OERs on one or more of the topics that they taught. After consultation with the project’s rights and licensing adviser, the teacher-developers made their own decisions about whether to include third party material and, if necessary, negotiated permission to use it. They also worked within guidelines on technical standards, with backup from the project technical specialist. In talking informally about their OER development work, the questions that engaged the teachers most strongly were about audience - who would use the materials and how they would use them; about pedagogy – how to provide an active and interactive learning experience for an unknown audience in an unknown context; and about the Creative Commons licensing of their own resources – particularly whether to include the non-commercial (NC) restriction. The project provided guidance for potential users of the resources in the form of audio-recorded interviews with the teacher-developers (see http://www.ucl.ac.uk/calt/cpd4he/resources/). Informal response from the teachers suggested that they had found the interview process rewarding. When asked what they had gained from the project as a whole, the responses justified a claim in the project report that “the most visible impact is on the teachers involved in the project”. We also believed collaboration between academics and support staff could have a lasting impact. We followed this up, after the project end, by interviewing all members of the project team, not only the teachers but also those supporting them in library and technical services. Analysis of the interview material has enabled us to make claims about the heightened awareness of issues surrounding Open Education that OER developers had attained. We would suggest that if institutions want to embed OER approaches and practices they need to be alert to the experiences of teaching staff as they engage with this broad area, particularly in relation to the shift in ownership of IPR, and to provide opportunities and support for them to share their materials more widely. Specifically, in this talk we will describe the context for the project and this study in relation to the conference themes of impact and innovation, then present some observations on ways in which institutions can more fully support the processes and context for OER development. 1655.0https://ocwc.viidea.net/2013_bali/2013-05-23weekly0.6https://ocwc.viidea.net/ind2013_carson_the_mechanical_mooc_its_alive/2013-05-08weekly0.6https://media.viidea.com/v002/bc/xqno66kj4g3wvzpupm6kengmzzsv3p4z.jpgThe Mechanical MOOC: It's alive!1337.118https://ocwc.viidea.net/ind2013_howell_oer_initiatives/2013-05-08weekly0.6https://media.viidea.com/v002/bb/xn777yl6qzagraft3f3ista35gtktxfy.jpgOER Initiatives for Academic Success1145.523https://ocwc.viidea.net/ind2013_lee_learners_needs_analysis/2013-05-08weekly0.6https://media.viidea.com/v002/9c/ttymywkv6poe2nuyag4tnd34vwzjukkp.jpgLearners' needs analysis of meet-up support mobile system design for Massive Open Online 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