Are we ready for OER?

1. Are we ready for OER? Peter Hartley National Teaching Fellow Professor of Education DevelopmentUniversity of Bradford Visiting Professor, Edge Hill University p.hartley@bradford.ac.uk

2. A few words of introduction. • Myself – see this weblink • Career as teaching academic, then moved into educational development. • National Teaching Fellowship and development projects. • Involvement with OER as ‘user’, ‘developer’, and through projects at Bradford.

3. Reflecting on change in UK HE It was 40 years ago today … Then Now • Students were ‘top 3%’ • Binary divide • CNAA validated Polytechnics • Professional teaching support ? • Research/scholarship in LT? • Teaching roles in Faculties? • No ‘e’ • National student voice? • Degree structures course-based • Degree classification system

4. Then and Now compared … Then Now (and potential) 40%/50% targets; WP League tables for all Univs QAA: Audit, NQF, Prog Specs HEA and UKPSF Growing evidence/outlets NTFS, Univ Fellowships Email, MS Office, VLE, Web 2 NSS-National Student Survey Modules, CATS, Semesters PDP, Burgess report & HEAR • Students were ‘top 3%’ • Binary divide • CNAA validation for Polys only • Professional teaching support? • Research/scholarship in LT? • Teaching roles in Faculties? • No ‘e’ • National student voice? • Degree structures course-based • Degree classification system

5. Enormous change across HEBUT … • Have the ‘standard’ course design, teaching, and assessment processes changed in any significant way? • Can I (or should I be able to) survive as lecturer/tutor with the same skills from 40 years ago? • Are we taking sufficient advantage of new flexibilities and new technology?

6. And a question to reflect upon … • Are you ‘worried’ about where we are going with new technologies?

7. The worry … A famous philosopher (X) once said … “Y would lead the culture down a treacherous path of intellectual and moral decay.” (from Joshua Foer, Moonwalking with Einstein, 2011See the review athttp://www.nytimes.com/2011/03/08/books/08book.html) • Who said this? • Which social/educational practice is Y?

8. This session • Please use this presentation as a resource. All links checked 17/7/12. (I will not talk through all the slides) • Please contact me as we go along: • Text on 07777 697111 • profpeterbrad on Twitter • Please email any subsequent comments.

9. My brief today … • … “address Staff Development and its relationship to Open Educational Resources within institutions, touching upon what you see as the challenges and opportunities for the future.”

10. 5 propositions re OER • OER is a continuum and we should take advantage of the full spectrum. • OER provides new opportunities for curriculum design. • OER threatens the self-concept of many academic teaching staff • OER can offer new teaching roles. • SED must fully embrace OER or it will not happen.

11. 1. OER as a continuum

12. Searching for a definition • “materials used to support education that may be freely accessed, reused, modified and shared by anyone.” • Stephen Downes athttp://halfanhour.blogspot.co.uk/2011/07/open-educational-resources-definition.html

13. Searching for a definition • “materials used to support education that may be freely accessed, reused, modified and shared by anyone.” • Stephen Downes athttp://halfanhour.blogspot.co.uk/2011/07/open-educational-resources-definition.html • Do you agree? • The human clicker – left eye is ‘yes’ and right eye is ‘no’.

14. Example 1 “informing clinical understanding of chronic conditions affecting the skeleton using archaeological and historical exemplars” JISC funded project (PI: Dr. Andy Wilson) commencing Nov 1 2011 for the use of 3D laser scanning to digitise important pathological type specimens in Bradford and London 3D textured model of an individual with leprosy

15. Digitised diseases: implications for OER Quality of images which can be manipulated onscreen. Can be made available anywhere on different devices. Opportunities for use in teaching and assessment, e.g. identification and problem-solving/diagnosis.

16. Example 2 Making Groupwork Work:Supporting student groupwork through multimedia and web … University of Bradford University of Leeds Freely available at this website

17. Key features of the resource • Flexible for both staff and students • Encourage students to inquire into group process • Must not offer ‘one best way’ • Must have potential for further expansion and development

18. Key design points • Web delivery • structured around ‘episodes’ • ‘believable’ video clips • different perspectives for analysis/discussion • flexibility for staff and students • ability to add further links/resources

19. Group work Timeline:Example Episodes The first meeting Do we need a leader? Rob isn’t committed How do we get started? How do we behave on presentation day?

20. Structure of the final product • Overview • The ‘descriptive’ screen • Video of the group in action • Background info and discussion points • The ‘analysis’ screen • Alternative or additional video • Analysis of interaction • Hints and tips • Links to further resources

23. Recent activity • Success at ALT-C09: 2 awards • JORUM Learning and Teaching Competition • ALT/Epigeum Use of Video • Continuing development: • Peter Hartley & Mark Dawson, University of Bradford • Carol Elston & Julia Braham, University of Leeds • Looking at mobile devices

24. Example 3: Inclusive teaching http://labspace.open.ac.uk/course/view.php?id=6224

25. Example 4: C-Link What we all have in common? • We all ask students to ‘present and represent’ their understanding of particular topics and/or issues • This means they have to manipulate and relate concepts • We should be showing them different ways of doing this • And we all do it ourselves

26. And so? • Mind maps and concept maps are two interesting and useful ways of representing ideas and concepts (especially concept maps – Novak, 2009) • We now have the software to do it (and to share them) more easily • Can now link information searches into concept mapping (C-Link into Cmap)

27. Info Search into Cmap: C-Link • A new search approach to identify links and paths between concepts • Currently set up for Wikipedia but can be (and will be) set up for other uses • To explore and use C-Link: • Go to www.conceptlinkage.org/ • To go straight into the tool: • www.conceptlinkage.org/clink/

28. Example map generated by C-Link

29. Example 5:will we all go to MIT? • Courseware available for some time. • Now offering course plus assessment. • Plans for further development?

30. MITx aims: • … it will offer the online teaching of MIT courses to people around the world and the opportunity for able learners to gain certification of mastery of MIT material. Second, it will make freely available to educational institutions everywhere the open-source software infrastructure on which MITx is based. • Quoted from - http://web.mit.edu/newsoffice/2011/mitx-faq-1219.html

31. Example 6: Dynamic Learning Maps Dynamic Learning Maps http://learning-maps.ncl.ac.uk See the: Website, blog and demo. Curriculum maps for the Web generation Project funded by Simon Cotterill

32. About: Dynamic Learning maps Personal Learning Personalised, sharing , reflective notes and evidencing outcomes Curriculum Maps Overview , Prior learning, Current & Future learning Linking Learning Resources Curriculum & External Resources Interactive ‘Web 2.0 Sharing , rating and reviews Harvesting multiple sources (‘Mashups’ ) Facilitating communities of interest

33. Achieved: Navigable Curriculum Maps Integrates with Portfolio (Leap2A) Share, rate, discuss Extend maps & connect topics

34. Maps as a Metaphor Where have I been? Where am I now? Where am I going? • For other stakeholders • Teachers (incl. occasional teachers) • Curriculum Managers • Administrators • External regulators For the student: Revision Reflection What should the students already know? Contextualisation Synthesis / Metacognition Where is topic X taught in the curriculum ? Preparation Planning Where is my specialty covered in the curriculum ? Curriculum choices Career choices uk

35. Example 7: G4 PBL you can try yourself: Website

36. Example 8: The PASS project workshop Website

37. Back to definition

38. 2. OER and Curriculum DeLiverY

39. Much traditional or conventional University teaching is based on: • Limited access to ‘stuff’ • Resources limited by library budget • Limited range of resources available • Focus on print/text materials

40. And so … • Lecture is seen as the main vehicle for introducing and ‘overviewing’ each topic or section of the module. • Workshops and seminars follow lecture. • Students depend on ‘good notes’.

41. Alternative models • ‘Flip’ the classroom

42. Making Groupwork Work:Examples of use from Bradford • Effective Groupwork Workshops – LDU. • sessions open to all students (using clips). • Communication in an Information Age. • Using Screen 1 first week, then Screen 2 the following week, then reflection. • Psychology at Level 1. • Introduced problems of group work leading to group project supported by reflection.

43. 3. OER as threat

44. Much traditional or conventional University teaching is based on: • Limited access to ‘stuff’ • Focus on print/text materials • Lecturer seen as ‘guru’/expert • Lecturers see themselves as ‘responsible for my module’(consider the psychological and emotional implications of ‘ownership’) • Lecturer is ‘author’

45. And so … • Lecture is seen as the main vehicle for introducing and ‘overviewing’ each topic or section of the module. • Workshops and seminars follow lecture. • Lectures are ‘personally crafted’ and owned (and may take up significant amounts of time).

46. Unlimited resources?

47. A personal example: Zimbardo’s prison expt

48. How to teach Zimbardo?

49. New flexibilities … one possibility

50. Technology to match course needs Contrasting technologies on 2 postgraduate certificates: Contact Will Stewart, CED, Bradford