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The Academy/JISC Open Educational Resources Programme University of Ulster, 3 June 2010

The Academy/JISC Open Educational Resources Programme University of Ulster, 3 June 2010. Sharon Waller, Senior Adviser Higher Education Academy. Higher Education Academy/JISC Open Educational Resources Programme.

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The Academy/JISC Open Educational Resources Programme University of Ulster, 3 June 2010

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  1. The Academy/JISC Open Educational Resources ProgrammeUniversity of Ulster, 3 June 2010 Sharon Waller, Senior Adviser Higher Education Academy

  2. Higher Education Academy/JISC Open Educational Resources Programme • The impetus for the Higher Education Funding Council for England (HEFCE) funded OER programme • Overview of the OER pilot programme • OER Phase 2, programme scope and call for projects • Questions

  3. OER Milestones • 1998 - Open Content Initiative • 2000 - UNESCO conference • 2001 - Wikipedia • 2002 - MIT Open Course Ware – OCWC movement • 2002 - Creative Commons • 2006 - OU OpenLearn • 2007 – Cape Town Open Education Declaration • 2007 – IREL-Open • 2009 - HEFCE/Academy/JISC Open Educational Resources Pilot Programme (CETIS presentation, JISC Conference 2009)

  4. A global movement:International OER Initiatives • OpenCourseWare Consortium: • full membership: 35 countries from Afghanistan to Vietnam e.g. USA: 22 institutions including Kaplan university • associate membership: 9 countries including:- • China Open Resources for Education (CORE) (10 HEIs) • Japan OpenCourseWare Consortium (JOCW) (23 HEIs) • Open CourseWare Iran (6 HEIs) • Taiwan Open Courseware Consortium (TOCWC) (13 HEIs) • Turkish Open Courseware Consortium (45 HEIs) • OER Africa • IREL-Open: government funding for 3 years w.e.f. April 2007 for institutional federated open access repositories: • Irish Universities Association, Higher Education Authority, Health Services Exec.

  5. Pilot phase: 29 year long projects • release a significant amount of resources openly, • adapt processes and policies to ensure release is sustained, • test “business models” for open release, • contribute to understanding of the practicalities of open release in different contexts. 7 Institutional pilots @ up to £250k 14 Subject consortia pilots @ up to 250k (18 Subject Centres) 8 Individual pilots @ up to £20k Support and Evaluation @ £450k

  6. Rationale • Encourage sharing of educational resources between institutions, academics and within communities of practice. • Enable resources to be shared universally – locally, nationally and globally to support learning. • Encourage development and uptake of tools and processes supporting release of OERs that will enhance both productivity and relevance by being customisable and adaptable by both academics and students. • A marketing tool enabling students to view resources produced by an institution prior to applying to study there.

  7. What does that mean? Building capacity and expertise. Cultural Change. Developing Sustainable processes. Although we were looking for an effective sustainable model, the first phase was a pilot and therefore a learning experience.

  8. Potential Benefits • Greater value for money in resource creation for UK HE. • Greater use of investment in digital content by providing ways to reuse and repurpose existing resources. • Significant increase in open availability and re-use of high quality online resources. • Support for new models of online learning e.g using web 2.0 tools. • Increase in student satisfaction with quality of learning materials. • Marketing benefits for lecturers, HEIs and UK education • Enhancement of global academic reputation of UK HE. • Increase in applications to UK HEI from non-traditional and international learners. • UK HE contribution to the public good and developing world.

  9. Challenges • Institutional policies and processes e.g. QA/QE, IPR, hosting. • Fear and uncertainty – individual and institutional. • Costs, reward and recognition (WIFM). • Understanding of reusability and repurposabilty of OERs in different contexts as a result of: • decontextualisation of content e.g. technically, educationally and organisationally, • disaggregation and repackaging of learning objects. • Sustainability.

  10. Making an impact … • Institutional projects e.g. • OTTER (Leicester) – a partnership approach, 8 depts. (Open, Transferable & Technology-enabled Educational Resources) • BERLiN (Nottingham) – institution-wide strategy(Building Exchanges for Research & Learning in Nottingham) • Individual projects e.g. • University College Falmouth – MA Professional Writing • University of Westminster – Multimedia Training Videos • University of Lincoln – Chemistry FM

  11. Making an impact … • Subject area strand • Working with subject communities, professional bodies and national subject associations. • 14 consortia of 3 – 21 partners including: HEIs based in N.Ireland (2), Scotland (8), Wales (4) and Spain (1), 3 FE colleges, 4 CETLs & 1 commercial partner. • Some HEIs involved in several projects. • Art, design and media – third party IPR. • HumBox project – sharing across humanities at disciplinary and interdisciplinary level • ICS – working with the RLO CETL to release core materials • Maths, Stats and OR – 3 groups of partners: resource providers, software engineers & QTI specialists and end-users

  12. Evaluation and synthesis • Ongoing iterative evaluation at level of both project and programme. • To see which models work, what is effective, what is economical, what is efficient - what is sustainable. • Programme level Evaluation & Synthesis project led by team from Glasgow Caledonian University – final report due 30 June 2010. • Interim report to HEFCE Teaching, Quality and Student Experience Strategic Committee (TQSE) informed decision to award £4m for phase 2

  13. Evaluation and synthesis interim findings* • participating institutions and individuals recognise benefits of ‘showcasing’ resources, in some cases resulted in increased recruitment during project; • communities already sharing practice are more likely to share OERs, therefore release within such communities is likely to be most sustainable; • general low level of awareness of OERs amongst staff, users unsure about level of granularity to enable reuse, use of OERs within Academy accredited programmes could help address some issues; • tendency to adapt OER quality processes from existing institutional quality processes and strategies; • variable IPR support within institutions from high level endorsement to individuals initiating OER release, highlighting ownership issues raising the danger of risk aversion; • sustainability – developing push & pull strategies to enable potential users to find relevant OERs. * available from: http://www.caledonianacademy.net/spaces/oer/index.php?n=Main.HomePage

  14. Phase 2 OER: 31 August 2010 – 31 August 2011 • £4m HEFCE capital funding • 3 areas of work: • Extending the range of materials openly available. • Documenting benefits offered by OER to those involved in the learning process. • Enhancing the discoverability and use of OER materials • Open to Higher Education (HE) Institutions funded by HEFCE, FE institutions in England that teach HE to more than 400 FTEs and Academy Subject Centres. • Institutions in Northern Ireland, Scotland and Wales may be involved as partners in proposals led by an eligible institution.

  15. Strands A & C: calls for projects

  16. Strand B: Documenting benefits offered by OER to those involved in the learning process. • a research project examining the benefits of OER reuse - £50,000; • 10 case studies of the reuse of UKOER material - £1,000 to be awarded for each case study; • continuing the monitoring of pilot project OER reuse - £1,000 to be awarded to each of the 29 pilot projects.

  17. Academy contacts Sharon Waller, Senior Adviser sharon.waller@heacademy.ac.uk Jo Masterson, Programme Manager jo.masterson@heacademy.ac.uk Ellie Colley, Project Officer ellie.colley@heacademy.ac.uk General enquiries oer@heacademy.ac.uk http://www.heacademy.ac.uk/oer

  18. Any questions?

  19. References • Cetis Briefing Paper (2008), Open Educational Resources –Opportunities and Challenges for Higher Education , http://wiki.cetis.ac.uk/images/0/0b/OER_Briefing_Paper.pdf • Community Dimensions of Learning Object Repositorieshttp://www.jisc.ac.uk/whatwedo/programmes/digitalrepositories2005/cdlor • wm share - Promoting shared use of digital content across the regionhttp://www.jisc.ac.uk/whatwedo/programmes/edistributed/wmshare.aspx • Cormier, D. (2009) Open Educational Resources: The implications for educational development. Educational Developments, December 2009, Issue 10.4,SEDA. Also available via author’s blog: http://davecormier.com/edblog/2009/11/24/open-educational-resources-the-implications-for-educational-development-seda/ • Open Educational Resources infoKit (under development): https://openeducationalresources.pbworks.com/

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