Learn to Share to Learn,A joint conference from the South Western Regional Library Service and the JISC Regional Support Centre South West.Taunton Rugby Club March 23rd 2011

1. Librarians and Open Educational Resources: a match made in...Learn to Share to Learn,A joint conference from the South Western Regional Library Service and the JISC Regional Support Centre South West.Taunton Rugby Club March 23rd 2011 R. John Robertson JISC CETIS, Centre for Academic Practice and Learning Enhancement, University of Strathclyde robert.robertson@strath.ac.uk@kavubob This work is licensed under a Creative Commons Licence.[please note individual logos or photos may have separate licences where indicated]

2. Outline Introduction Context A role for librarians A role for libraries Survey results Reflections 2

3. Introduction: JISC CETIS JISC CETIS is a JISC Innovation Support Centre, supporting the sector through: participating in standards bodies, providing community forums for sharing experiences in using particular technologies and standards providing specific support for JISC funded development programmes such as the UKOER programme.

4. Introduction: UKOER Programmes The Open Educational Resources Programme is a collaboration between the JISC and the Higher Education Academy in the UK. The Higher Education Funding Council for England (HEFCE) provided an initial £5.7 million of funding, for a pilot programme (April 2009 to March 2010) and a subsequent £5 million of funding (August 2010- August 2011) for a follow-up programme both of which explore how to expand the open availability and use of free, high quality online educational resources.

5. Context: changes in how we get and use resources of all types Independent and corporate provision is now more likely to be operating of resources is likely to be operating at a western if not global scale Local provision, and control of resources is changing Wider context of (limited) openness Some of the skills to navigate this new environment are new but many should be familiar 5

6. Context: an open landscape Openness Open Source software Open Access Open Data (& Open Gov) Open Licensing: in particular Creative Commons Existing practices of sharing Potential business models 6

7. Context: a rough guide to Open Education characterised by a commitment to create, share and use/remix educational resources. no set choices of platform, standard, format, or type of material, but lots of lightweight and informal approaches use of clear licensing and some avoidance of resources with restricted license. Beginning to move towards the educational mainstream?

8. OER initiatives (1/3)

9. OER initiatives (2/3)

10. OER initiatives (3/3) MIT OpenCourseWare OU OpenLearn Carnegie Mellon Open Learning Initiative OpenMichigan CCLearn/ Creative Commons UKOER iTunesU (not necessarily open) 10

11. Context: What is an Open Educational Resource? (1/2) It can be an image or a whole course with learning design, outcomes, and contents Example formats of OER are: pdf, course designs ppt, lecture videos, images, animations question items textbooks 11

12. Context: What is an Open Educational Resource? (2/2) Distinguishing features... Open license (frequently CC) Usually non-transactional granting permissions without further request Educational origin/ association/ purpose/ function... 12

13. OER examples 13

14. OER examples 14

15. Reflection What skills do you think are needed to find, use, and manage OER? 15

16. A Role for Librarians 16

17. What is librarianship all about... “Libraries are not about books! Books are merely the manifestation of the real object of librarianship -- processes surrounding information” Eric Lease Morgan, University of Notre Dame http://twitter.com/ericleasemorgan/status/44903319935782912 17

18. The Open Access parallel? University libraries are highly involved in Open Access: Advocacy Establishing permissions and managing IPR Running and supporting software required Providing services to faculty and students to support OA and adding value Often, increasingly ties into institutional research management and may contribute to raising research profile 18

19. Reflection revisited What skills and knowledge are needed? 19

20. Relevant LIS skills? Reference Enquiries Metadata and resource description Information management and resource dissemination Digital or Information literacy (finding and evaluating OERs) Subject-based guides to finding resources Managing Intellectual Property Rights and promoting appropriate open licensing Preservation 20

21. Digital literacy – example What do students need to know to find and use OERs? Find it Evaluate it Understand what they actual need Know how to engage with/use it in a way that will help them 21

22. Digital literacy – example part 2 Some of those skills and knowledgefit directly with ‘traditional’ information literacy courses which librarians often provide and it would be possible to easily include OERs as examples in those classes Some of those skills and knowledge fit naturally with ‘traditional’ study skills providing by others (units on campus, schools, council intiatives) An opportunity for libraries to collaborate and embed in wider processes 22

23. Knowing our limits? Educational context/ understanding pedagogy Assessing educational needs (vs information literacy enquiry) Supporting student study skills (libraries are just part of the picture) -> Partnerships needed 23

24. Possible pitfalls Libraries can be slow to adapt and support new services or modify existing ones OERs are often ephemeral and require a lighter touch and different forms of access than traditional research materials [a danger of cataloguing to death] New applications of skills may be required OERs require a degree of risk management , not just risk avoidance – libraries are traditionally risk averse 24

25. A Role for Libraries 25

26. What do learners need? 26

27. What do learners need? Access to IT Space – (formal and informal) Advice Resources Links to /part of educational What are the challenges? 27

28. Academic Libraries and OERs: a survey 28 These laws are: Books are for use. Every reader his [or her] book. Every book its reader. Save the time of the reader. The library is a growing organism.

29. In conclusion:Ranganathan [adapted] These laws are: OER are for use. Every user his [or her] OER. Every OER its user. Save the time of the user. Open collections are growing organisms. 29

30. Further Information http://blogs.cetis.ac.uk/johnr/oers-and-libraries/ http://jisc.cetis.ac.uk//topic/oer http://wiki.cetis.ac.uk/Educational_Content_OER Belliston, C. Jeffrey. Open Educational Resources: Creating the instruction commons C&RL News, May 2009 Vol. 70, No. 5 http://tinyurl.com/yhoezak

31. Libraries and OERs survey: audience and caveats Responses and incompletes Audience survey of OER initiatives (not libraries as such) Mainly academic audience but went out more widely Design of last question caused some confusion in responses 31

32. Survey respondents: 36 32 About 52% librarians, all based in libraries

33. Academic Libraries and OERs survey 33

34. Academic Libraries and OERs survey 34

35. Academic Libraries and OERs survey 35