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Dr David Mossley - Open Education: Practices and Resources

Dr David Mossley - Open Education: Practices and Resources. Introduction. Surveying the conceptual field …. Defining open educational resources Concepts and debates: contested issues about (re)usability Identities and cultures The New to Teaching Toolkit. Defining OERs.

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Dr David Mossley - Open Education: Practices and Resources

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  1. Dr David Mossley - Open Education: Practices and Resources

  2. Introduction Surveying the conceptual field … Defining open educational resources Concepts and debates: contested issues about (re)usability Identities and cultures The New to Teaching Toolkit

  3. Defining OERs Open Commons (http://wiki.oercommons.org) Open Educational Resources (OER) are teaching and learning materials that are freely available online for anyone to use, whether you are an instructor, student, or self-learner. OER can exist as smaller, stand-alone resources that can be mixed and combined to form larger pieces of content or as larger course modules or full courses. OER is also a process of engaging with the materials. This process involves sharing materials that you have created, either individually or in groups with other teachers and/or learners; using and adapting others’ materials for your own use; and sharing back modifications to or comments about others’ materials so that future users can benefit. In this course, when we use the term OER, we are talking about the process of engaging with the materials.

  4. The Four R Framework David Wiley (Brigham Young University)

  5. Discussion For discussion … How would you define OERs? Which aspects of the definition present the most challenges?

  6. Contested Ideas Epistemology …

  7. Identities and Cultures Barriers to change … Fanghanel & Trowler, 2008 the discipline the department the institution pedagogical beliefs academic labour; and external factors

  8. Identities and Cultures Barriers to change … Fanghanel & Trowler, 2008 We have suggested that if enhancement initiatives were underpinned by more sophisticated theories of change allowing for reconstruction, adaptations and agentic responses, more realistic and more useful outcomes would ensue based on contextually relevant reflexive approaches and not on mechanistic moves to jump through quality and regulation hoops. (p. 311)

  9. Discussion 2 For discussion … What are your institutions strategies for examining disciplinary use of resources to overcome barriers of engagement (if any)? What recommendations would you make? How would you revise your initial definition of OER to promote it to your colleagues in your own discipline?

  10. New to Teaching Toolkit http://www.heacademy.ac.uk/new-to-teaching-toolkit

  11. References Derry, J. (2009). Technology-Enhanced Learning: A Question of Knowledge. In R. Cigman, & A. Davis, New Philosophies of Learning (pp. 142-155). Chichester: Wiley-Blackwell. Fanghanel, J., & Trowler, P. (2008). Exploring academic identities and practices in a competitive enhancement context: a UK-based case study. European Journal of Education, 43(3), 301-13. Tuomi, I. (2006). Open Educational Resources: What they are and why do they matter. Paris: OECD. Retrieved from www.oecd.org/edu/oer Tuomi, I. (2013). Open Educational Resources and the Transformation of Education. European Journal of Education, 48(1), 58-78. Wiley, D. (2006). Expert Meeting on Open Educational Resources. OECD.

  12. Thanks for listening and taking partDavid Mossleydavid@davidmossley.co.ukCLL ConsultantThis work is licensed under the Creative Commons Attribution-ShareAlike 3.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/3.0/.

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