Opening Practice on Participatory Course Production - OEPS OE Global17
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Presentation given at OE Global Conference 2017 on 10 March in Cape Town by Anna Page for the Opening Educational Practices in Scotland Project. How can open educational practices be used to enable more learners to benefit from specialist knowledge online in accessible, engaging ways? Opening Educational Practices Project (OEPS) is collaborating with external partners to develop course creation skills they need to deliver their first free, open online courses.
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Opening Practice on Participatory Course Production - OEPS OE Global17
- 1. Opening Educational Practices in Scotland Opening Practice on participatory course production Anna Page, Pete Cannell, Ronald Macintyre (OEPS) 10 March 2017 for OE Global CC BY
- 2. Opening Educational Practices in Scotland About us The Opening Educational Practices in Scotland project facilitates best practice in Scottish open education. We aim to enhance Scotland’s reputation and capacity for developing publicly available and licenced online materials, supported by high quality pedagogy and learning technology. “”
- 3. Opening Educational Practices in Scotland What do we mean by OEP? We think of Open Educational Practices as those educational practices that are concerned with and promote equity and openness. Our understanding of ‘open’ builds on the freedoms associated with “the 5 Rs” of OER, promoting a broader sense of open, emphasising social justice, and developing practices that open up opportunities for those distanced from education. “”
- 4. 4 Opening Educational Practices in Scotland Working in partnership
- 5. 5 Opening Educational Practices in Scotland Reasons for engaging with OER • Purpose – may have material to share – their expertise and knowledge of learner context • Existing and potential audience – wider exposure and uptake of their material • Interested in using collaborative supportive networks but need advice • Want guidance on level and tone to suit their audience
- 6. 6 Opening Educational Practices in Scotland Working in partnership Partnership as a design process* • Explore the Partner’s needs and what they know about the learners • Explain the different types of open courses/OER • Learning through doing – participatory design • Draw out their expertise, they draw on our education expertise • Help them identify uncertainties, build expertise and revise their content • Build their confidence in course creation • Challenge our thinking – for example is existing OER relevant for their context? * Cannell, P., Macintyre, R. and Hewitt, L. (2015) ‘Widening access and OER: developing new practice’, Widening Participation and Lifelong Learning, 17(1), pp. 64-72.
- 7. 7 Opening Educational Practices in Scotland Models • Curation and supported pathways • Single-authored (one organisation or one person authoring) • Multi-authored (several organisations or several people authoring) • With or without open review ‘Curate’ drawn by Beck Pitt, from Anna Page (OEPS Project) OE Global 2017 CC BY 2.0 https://flic.kr/p/Srhwyj Logo for Writers and Poets Portal, Kontos, Public Domain https://commons.wikimedia.org/wiki/File:P_author.svg Working together teamwork puzzle concept, Scott Maxwell CC BY-SA 2.0 https://flic.kr/p/4fUsNL Symbol of Review, Stephen Baum, CC BY-SA 3.0 https://commons.wikimedia.org/wiki/File:Review.png
- 8. 8 Opening Educational Practices in Scotland Curation and supported pathways Union Learning • Unite are developing their own VLE portal using guidance from OEPS. • This will guide learners to existing OER and help them think about their readiness for online courses and other learning options. • It will also provide guidance for Union Learning Reps about running supported group learning activities in the workplace for learners using existing OERs.
- 9. 9 Opening Educational Practices in Scotland Single-authored (one organisation) Understanding Parkinson’s • OEPS guided Parkinson’s UK through the process of creating an open course from existing workshop materials which they had previously shared online via PDFs. • OEPS assisted with adapting materials, with Parkinson’s UK approving final content • OEPS assisted with writing the quizzes for assessment as existing questions in workshop materials was geared for face-to-face use only.
- 10. 10 Opening Educational Practices in Scotland Single-authored (one organisation) My seaweed looks weird • OEPS guided Scottish Association of Marine Sciences through the process of creating an open course about seaweed parasites for a small international postgraduate level audience. • OEPS reviewed the content and provided editorial feedback to authors. • OEPS assisted with writing the quizzes for assessment.
- 11. 11 Opening Educational Practices in Scotland Multi-authored (single organisation) OEPS – Becoming an open educator • OEPS wanted to write a course about open educational practices • Whole OEPS team collaborated, initial drafts by Beck Pitt revised by whole team after open review • Shared online documents for content authoring • Quiz questions suggested by whole team and refined by Rosemarie McIlwhan and Anna Page
- 12. 12 Opening Educational Practices in Scotland Multi-authored (2 teams) How to make an open online course • OU expertise in learning design and course production • Course authored by Free Learning Team at The Open University with 2 sections co-authored by OEPS project • Free Learning team and OEPS team collaborated, initial drafts by different team members revised by whole team after review • Shared online documents for content authoring • Quiz questions suggested by authors and refined by two members of the Free Learning team
- 13. 13 Opening Educational Practices in Scotland Multi-authored (several organisations) Introduction to Dyslexia and Inclusive Practice • Content from several organisations curated and authored by a single person from one organisation • OEPS guided author through the process of creating an open course and helped review the content • OEPS provided advice on quiz writing and reviewed the quiz questions • Already writing two more courses as this is the first of a set of 3 linked courses
- 14. 14 Opening Educational Practices in Scotland OEPS open courses so far Created collaboratively with partners • Understanding Parkinson’s http://www.open.edu/openlearncreate/UnderstandingParkinsons Case study at http://www.oeps.ac.uk/create-your-own/building-oer-partnership-understanding-parkinsons Evaluation early findings https://oepscotland.org/2016/07/14/preliminary-findings-evaluation-pilot-cohort-studying-under • My Seaweed looks weird http://www.open.edu/openlearncreate/SAMS_SeaweedWeird • Introduction to Dyslexia and Inclusive Practice – about to be published at http://www.open.edu/openlearncreate/dyslexia-inclusive-practice • Social Determinants of Death – final weeks of production Created collaboratively by the OEPS team with open review • Becoming an open educator http://www.open.edu/openlearncreate/becoming-open-educator • How to make an open online course
- 15. 15 Opening Educational Practices in Scotland Understanding Parkinson’s • Published April 2016 • By 1 March 2017 there are 527 enrolments • By 1 March 2017 144 badges issued • Course in 5 sections with ungraded practice quizzes at the end of first 4 sections and a graded end of course quiz at the end of section 5. • To receive badge users need to look through all materials and complete the quizzes, passing the last quiz. • Course being used by Health and Social care workers though can also be used by general users interested in knowing more about Parkinson’s and how it is treated and managed
- 16. 16 Opening Educational Practices in Scotland Understanding Parkinson’s learner feedback Users liked the format of the course • “I found it very good and easy to follow step by step” (Care worker) •“it was easy to understand, information was clear and video interviews were helpful” (Senior social care worker) •“Best online course I’ve done. I’d be very interested in doing more that were set out like this.” (Senior social care worker) •“Good level of information, good mix of written, videos and quizzes to consolidate learning.” (Speech & Language Therapist)
- 17. 17 Opening Educational Practices in Scotland Understanding Parkinson’s learner feedback • “Thoroughly enjoyed this course. Very informative and the videos were very personnel and definitely added to the learning process.“ (5 stars) Some learners used the downloadable versions of the materials • “I loved being able to download and work on the course offline, it meant I could take it anywhere with me to do a little bit of work when I could.” (Care home manager) • “I found it easier to read the sections this way, just my personal preference.” (Senior social care worker)
- 18. 18 Opening Educational Practices in Scotland Understanding Parkinson’s learner feedback Some liked the reflective log they were invited to complete as they worked through the course •“I thought it was an excellent way of learning. I really thought the CPD part was a great way of retaining information and perfect for keeping as a reference.” (Senior social care worker) •“The reflective parts were good as it made you really reflect on how you would feel in those situations which I always think is the only way we can really and truly treat every individual.” (Care Home Manager)
- 19. 19 Opening Educational Practices in Scotland Understanding Parkinson’s learner feedback Some learners said they would change their practice as a result of studying the course •“Will have a better understanding when assessing someone with Parkinson’s for care management. Hope to pass knowledge gained on to colleagues. Important thing I learned is the impact of not getting drugs on time.” (Care Manager) •“Will promote and enable discussion with colleagues and where appropriate with people affected by dementia within my remit where Parkinson’s or Parkinsonism is a feature or a concert, with appropriate signposting to health professionals and support networks.” (Dementia advisor)
- 20. 20 Opening Educational Practices in Scotland Next steps for Understanding Parkinson’s Parkinson’s UK are: • Running their own survey of learner feedback • Actively promoting the course to their known audience and online via social media • Monitoring learner progress • Writing two new Parkinson’s courses with some advice from OEPS but taking the lead on authoring and production based on their experiences of creating the first course • Building their own quizzes for the new courses
- 21. 21 Opening Educational Practices in Scotland Becoming an open educator • Published September 2016 • By 1 March 2017 there are 66 enrolments • By 1 March 2017 12 badges issued • Course in 5 sections with ungraded practice quizzes at the end of first 4 sections and a graded end of course quiz at the end of section 5. • To receive badge users need to look through all materials and complete the quizzes, passing the last quiz.
- 22. 22 Opening Educational Practices in Scotland Becoming an open educator feedback • “Great course, lots of attention to detail and practical application in becoming an Open Educational Practitioner ... and you get a lovely open digital badge (what's not to love ?)” (4 stars) (Debbie Baff) • “Awesome!!” (5 stars) (Nikesh Balami) • (5 stars) (Anil Mathew) • Promoted so far via twitter, blog posts and OEPS newsletter • Honourable mention 2017 @OEConsortium awards
- 23. 23 Opening Educational Practices in Scotland How to make an open online course • Published November 2016 • By 1 March 2017 there are 21 enrolments • By 1 March 2017 3 badges issued • Course in 10 sections with an ungraded practice quiz after section 5 and a graded end of course quiz at the end. • To receive badge users need to look through all materials and complete the quizzes, passing the last quiz. • Promoted so far via twitter, blog posts and OEPS newsletter
- 24. 24 Opening Educational Practices in Scotland My seaweed looks weird • Published May 2016 • By 1 March 2017 there are 16 enrolments • By 1 March 2017 5 badges issued • Course in 3 sections with an ungraded practice quiz after section 1 and a graded end of course quiz at the end. • To receive badge users need to look through all materials and complete the quizzes, passing the last quiz. • Course written for a very specific small specialist audience
- 25. 25 Opening Educational Practices in Scotland How can the OEPS experience of collaborative partnership be reused by others?
- 26. 26 Opening Educational Practices in Scotland Development of new content and new practices Practice based knowledge Practice based knowledge Technical capability Technical capability OEPS team Partner Academic knowledge Academic knowledge Collaboration via adapted course team methodology Collaboration via adapted course team methodology Skills in educational design Skills in educational design Intellectual property Intellectual property Quality processes for production Quality processes for production LearnersLearners NetworksNetworks Contributions
- 27. 27 Opening Educational Practices in Scotland Development of new content and new practices Quiz co- authoring Quiz co- authoring Video editing (use external contractor) Video editing (use external contractor) OEPS team Partner Advice and guidance Advice and guidance Current roles and responsibilitiesCurrent roles and responsibilities Quiz co- authoring Quiz co- authoring Video filming (external contractor) Video filming (external contractor) Content tagging, rendering Content tagging, rendering Authoring, identify assets Authoring, identify assets Quiz testingQuiz testing Critical reading Critical reading Critical reading Critical reading Quiz building and testing Quiz building and testing Draft Course reviewing Draft Course reviewing Badge set upBadge set up Badge designBadge design
- 28. 28 Opening Educational Practices in Scotland Development of new content and new practices Quiz co- authoring Quiz co- authoring University Partner Advice and guidance (on OEPS hub) Advice and guidance (on OEPS hub) Future roles and responsibilitiesFuture roles and responsibilities Video filming & editing (external contractor) Video filming & editing (external contractor) Authoring, identify assets Authoring, identify assets Quiz building and testing Quiz building and testing Critical reading Critical reading Draft Course reviewing Draft Course reviewing Badge design and set up Badge design and set up Content upload Content upload What services might be offered? What services might be offered?
- 29. 29 Opening Educational Practices in Scotland Open production checklist Allow time for discussion to understand about OER, purpose of online course, potential audience, open licenses, possible course structures and assessment options, including badging Allow time to adapt existing materials as they might not be suitable for online learning – follow good practice guidelines for online learning Agree roles and responsibilities for course management, authoring, asset compiling and creating, quiz writing and building, badge design, set up of course materials online, testing quiz, set up of badge, making course live Use a sample schedule early in discussions to inform discussion, expectations, roles, responsibilities and future planning leading to an actual production schedule Compile an asset register as the course is written to keep track of all assets, their Title, Author, Source and Licence (TASL) Involve partner in every element of the process – enable them to take ownership Use ‘How to make an open online course’ and ‘Becoming an open educator’ as good practice guidance
- 30. 30 Opening Educational Practices in Scotland What are the implications for Widening Participation? If partners use OER to fill structural holes in individual learning journeys, what are the implications for formal learning providers with a remit for widening participation in Higher Education? Does this exclude formal providers from widening participation? Do formal providers partner with external organisations to enhance the formal curriculum and fill these holes?
- 31. 31 Opening Educational Practices in Scotland References and courses Cannell, P., Macintyre, R. and Hewitt, L. (2015) ‘Widening access and OER: developing new practice’, Widening Participation and Lifelong Learning, 17(1), pp. 64-72. Kemmis, S. (2010). Research for praxis: Knowing doing Pedagogy, Culture and Society, 18, 1, 9- 27. Macintyre R. (2015) Designing Open Learning Journeys http://www.oeps.ac.uk/create-your- own/designing-open-learning-journeys [accessed March 2016] Understanding Parkinson’s http://www.open.edu/openlearncreate/UnderstandingParkinsons My Seaweed looks weird http://www.open.edu/openlearncreate/SAMS_SeaweedWeird Becoming an open educator http://www.open.edu/openlearncreate/becoming-open-educator How to make an open online course http://www.open.edu/openlearncreate/how-to-make-course
- 32. Opening Educational Practices in Scotland Contact Us: Email: OEPScotland@gmail.com Social media: @OEPScotland www.oepscotland.org www.oeps.ac.uk
Notas del editor
- The project encompasses a number of activities over a three year period (2014-2017): Analysis of current open educational practices Events programme across Scotland to raise awareness of OEP Development of an online hub to encourage and share best practice in open education Development of a small number of high quality OERs of particular benefit to Scotland Badging of informal learning Learning design for widening participation Research and evaluation building a strong evidence base Evaluation of various economic models of openness
- Over 60 organisations and groups have engaged with OEPS since the project started in 2014 Advice on reusing and remixing resources, coproduction of courses, exploring open practice, sharing knowledge on evidence of good practice, advice on supported portal redesign for open learning, co-presenting a conference Some impact case studies will follow shortly 15 partnerships are currently live
- External organisations new to open learning may have some material to share They may already use traditional methods of teaching/training Seek to get wider exposure and uptake of their material – OER is one way of doing this Keen to harness collaborative working through supportive networks but not sure how to start OEPS works with partners to explore what openness and the power of their existing networks might do which they might not have been able to do before Aim to embed open practices within networks or organisations This partnership approach is important to OEPS – we’re using it both with HE and organisations outside the academy. The range of organisations who are interested in and starting to engage in open educational practices goes beyond the traditional formal learning routes of FE and HE. Partner might have published workbooks to accompany f2f workshops Cannot just assume “built it and they will come” – work with them to identify users, needs, behaviours and methods which would work best for their context
- OEPS has treated partnership as a design process – build on an understanding of the partner’s needs and what they know about their learners. Both the partner and OEPS learn through the doing as we participate in designing an open course, it has not just been a ‘transmit our expertise’ exercise as we have learned an enormous amount in the process from their questions and while using and updating existing OU systems Partners may not want to expose the initial discussions about their plans to explore ‘open’ – they may want to understand the options and possible routes to sharing materials before committing to share assets openly – it is brave to do open How ‘open’ – public scrutiny at course development stage or later at community review stage? - Even after committing to share assets, partners may want to work only with OEPS team to develop the assets for online use rather than expose the development of their online courses or resources to public scrutiny as they are built, even if there are advantages with public scrutiny OEPS works with them to identify where uncertainties exist and where expertise is needed to complement and strengthen what the partner is proposing to share openly In future, after developing one course and gaining confidence, partner might be more willing to develop course in the open from the start During discussions with partners, OEPS explains about the different types of online courses and resources OER which don’t require enrolment MOOCs (start/end dates) BOCs (perpetually open or series of cohorts) Supported or unsupported (teacher/tutor or standalone) Assessment for informal learning? Methods (quiz, reflective learning) Rewards (badge, statement of participation/certificate)
- Who does the curation? Who does the authoring? Who reviews the course?
- Work in progress – pilot stage is using four Badged OpenLearn and OpenLearn Create courses Introducing Practical Healthcare Caring for Adults Digital Literacy: succeeding in a digital world Succeed with Maths – Part 1
- OEPS working with partners is illustrated by this diagram showing what each partner contributes. Collaborative partnership – bringing together expertise to create an open course Valuing all contributions and using an adapted course team methodology to create a good quality open online course
- Roles and responsibilities – what each partner did in the course production process for the first collaboratively built courses
- Future roles and responsibilities after OEPS project – what each partner would do in the course production process OEPS project comes to an end in July 2017. It leaves learning and principles about how to work in partnership to build open courses which could be adopted by any university offering their expertise to potential partners. What service to offer? In our experience the design aspect is key to getting it right. Depending on balance of work we might also offer production support or even do the production for the partner. Existing OU system of production for formal learning is not flexible enough or cost effective for one off bespoke short courses with partners, though its OpenLearn course production system for short courses is evolving and improving on this model.
- For example a series of PDFs of workbooks which are used in a f2f workshop may not transfer into an guided online learning experience particularly well Sometimes a series of LD discussions are needed to familiarise the partner with open learning concepts and practices – this needs to be built into the timescale for the project with the partner A production schedule can help expose all the steps that might need to be taken depending on what the OER is likely to include SCHEDULE: A sample production schedule is a crucial tool in early meetings as it helps inform discussion, expectations, roles, responsibilities and future planning leading to an actual production schedule Encouraging a partner to compile an asset register helps them re-evaluate the content they want to share Compiling the asset register reminds the partner to seek copyright information about the assets they wish to use and to confirm that they can share them openly. For example some video they might previously have used in f2f sessions might not have the relevant permission from participants for sharing on the open web so may need to be re-filmed or placed online behind a password. Taking care of the actual production on behalf of a partner can risk preventing them from learning how to do it themselves, so keeping the partner involved in every step and decision is importantIt is very tempting to take complete control as it might seem quicker but the whole purpose is to embed unfamiliar practices by learning together – empowering them to do it for themselves another time - Partner with subject expertise redrafts their existing material with OEPS team providing guidance on appropriate pedagogy- Ideal if the partner has someone to do the content upload otherwise OEPS arranges this activity Production issues with OU and external partner model Roles and responsibilities need to be agreed in the early production stages to avoid misunderstandings and delays Authoring – who is writing it and what impact on their time? Assessment – who writes quiz questions? If badged, who is designing the badge? Who sets up and tests the materials? Internal OU production methods are geared to OU materials for students or OpenLearn, for example video production Some OU systems not ‘open’ to external users – a direct authoring tool for OpenLearn Create is coming, but is several months away Getting things done in time depends partly on who is leading/driving the work – is OEPS driving it or is the partner driving it? Who is authoring the content, what is their motivation and is it done on the fringes of their time or have they been specifically contracted to author the course? Internal processes for video production resulted in long delays and frustration – in future we advise contracting external video production expertise if using OU platform for hosting the course Direct authoring – OU platform OpenLearn Create is Moodle and supports OU structured content. Moodle is open for anyone to edit, but OU SC is OU staff only. Other platforms may be easier for the partner to use instead, though may not have all the features of OU open platform.
- Does increase in external organisations using OER squeeze out formal providers? Or can they work together? OU is successfully using OER as a bridge to formal learning Learners can be provided with qualifications relating to career and lifelong learning