OER!

OER?

more CC BY !!!

Learning to Re(use) Open Educational Resources, P2PU

25 February 2016

Joanna WildCreative Digital Solutions

Photo credit: Ladder by geezaweezer CC BY Adapted by Joanna Wild ©2012 licensed CC By

OER & I

RESEARCH @ University of Oxford (2010-2013)

• OER Impact Study (JISC-funded)• OER Engagement Study (HEA-funded)

The REUSE side of the coin

PRACTICE @ Creative Digital Solutions

“extra learning opportunities, for reinforcement and preparation”

“if I can pick up three visualisations for one I’ve created it means potentially I’m reaching the students in a deeper way”

“no copyright issues, there’s no worries”

“to make sure that I was creating something that looked equivalent or better”

“put materials to be shared and distributed […] in a way that then allows feedback to come”

“found a module on genetics of obesity”

Perceived benefits

• To improve learner experience, not save time

…Majority of materials (c80%) still their own

“…adding richness to your course. […] I would never imagine it’d save time, it’s just that you carry on just getting it better and better.”

Key points about benefits

And if I want to build a course based mainly on reused material?

… then careful contextualisation, pedagogical wrapping, and signposting are crucial

https://www.khanacademy.org/partner-content/tate

OER Engagement Model

Many Self OER

• Shares and reuses ER locally or within existing communities of practice

• Uses digital resources found on the web to enhance teaching and learning

• Directs students to online resources as supplementary material

Underpinning

Many Self

Social

OER

OEP

Step 1: Understanding

Underpinning

“I knew about the CC licence but I kind of put it at the back of my mind… I thought it wasn’t that important”

• Reassurance that using OER is acceptable, and even, good practice

“One of my concerns about OER in general is the thought that people might see it lazy or poor practice. So it was very useful to go to this session and to received information that it’s not poor practice”

Many

Few

Self

Social

OER

OEP

• Searches for OER to fill gaps/supplement learning

• Reuses OER produced or recommended locally

Underpinning

Step 1: Understanding

Piecemeal

Many

Few

Self

Social

OER

OEP

Underpinning

Step 1: Understanding

Piecemeal “There is definitely a comfort zone of: ‘My institution has already validated these things so I am not going to get in trouble for using these’”

Few

Self

• Is involved in designing a online course

Step 2: Need

Underpinning

Step 1: Understanding

Piecemeal

“It all seemed a bit of a blind panic at the beginning: ‘how I am going to write all of this?’

Few

Self

Step 2: Need

Underpinning

Step 1: Understanding

Piecemeal

Perceived benefit: productivity

“So when they introduced us to OER, then I thought: ‘oh that's great!’”

Piecemeal

Many

Few

Self

Social

OER

OEP

• Integrates OER into core teaching• Tweaks OER• Reuses OER produced externally

Strategic

Underpinning

Step 1: Understanding

Step 2: Need

Piecemeal

+

Piecemeal

Many

Few

Self

Social

OER

OEP

Logistical barriers:• Discoverability • Quantity and quality of OER• Licences

Strategic

Underpinning

Step 1: Understanding

Step 2: Need

Piecemeal

+

“It’s difficult to find the kind of resources I need… I gave up”

Piecemeal

Many

Few

Self

Social OEP

Strategic

Underpinning

Step 1: Understanding

Step 2: Need

Piecemeal

Enabling factors (strategic): • Support in searching, selecting and correct attribution

“If you involve the library, you’re likely to get a list of 6 or 8 resources which you might look at and decide that may be 3 or 4 are suitable”

+

Many

Few

Self

Social

OER

OEP

• Appraises the effects of using OER on students’ learning experience and own practice

Step 3: Reflection

Underpinning

Step 1: Understanding

Piecemeal

Step 2: Need

Strategic

“We’ll wait and see how the new module goes on a course.”

Many

Few

Self

Social

OER

OEPStep 3: Reflection

Underpinning

Step 1: Understanding

Piecemeal

Step 2: Need

Strategic

• Shares own resources openly

“Until you get to this point it’s: ‘I found something, it is helpful for me’. And you have to be really engaged with it before you think: ‘this is good for everybody!’”

Many

Few

Self OER

OEP

• OER is embedded into teachers’ every-day practice

• Advocates and encourages others to use OER

Embedded

Step 3: Reflection

Underpinning

Step 1: Understanding

Piecemeal

Step 2: Need

Strategic

“The more confident you feel with it, the more you use it .”

Enabling factors:• Acceptance by students

If you share, share CC BY

• ND, SA, NC add unnecessary complexity – e.g. CC BY NC (Non commercial use) can actually

prevent use within the public and non-profit sector as well, as the definition of non-commercial is ambiguous

Credits and References• The content of this presentation is unless otherwise specified

• Drawings credit: Fridolin Wild, cc by: slidesha.re/UecTWE• Photo credit: Ladder by geezaweezer CC BY, Adapted by Joanna Wild

©2012 licensed CC BY• Joanna Wild: The OER Engagement Study: http://bit.ly/UEcbPi &

presentation http://www.slideshare.net/askawild/from-expert-to-novice-oer-user-the-oer-engagement-ladder

• Liz Masterman & Joanna Wild: OER Impact Study: Research Report: http://bit.ly/Lajesu

Thank you

Joanna WildCreative Digital Solutionshttp://creativedigitalsolutions.org/Twitter: @CDigitalS or @askawild