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Developing patterns in technical approaches for Open Educational Resources,[object Object],R. John Robertson (1) and Lorna Campbell (1), & Phil Barker (2),[object Object],JISC CETIS. Presentation at OER 11, Manchester, May 11th 2011,[object Object], ,[object Object],1 Centre for Academic Practice and Learning Enhancement, University of Strathclyde, 2 Institute for Computer Based Learning, Heriot-Watt University,[object Object],This work is licensed under a Creative Commons Licence. Individual Images in this presentation may have different licences .,[object Object]
overview,[object Object],Some Context,[object Object],Big and Little OER,[object Object],Global Patterns,[object Object],UKOER Patterns,[object Object],Possible Trends,[object Object]
Context: JISC CETIS,[object Object],[object Object]
participating in standards bodies
providing community forums for sharing experience about educational technologies and interoperability standards
providing strategic advice to JISC and supporting JISC development programmes3,[object Object]
Context: UK OER and more,[object Object],[object Object]
Other OER work in the UK and globally as well as other related technical developments4,[object Object]
Is there a sustainable and consistently successful technical approach to sharing OER?,[object Object],Option A,[object Object],Yes, use your (institutional) repository and /or VLE ,[object Object],Option B,[object Object],Yes, use your (personal) blog,[object Object]
Big and Little OER,[object Object],In the wider OER community there are two distinct approaches to sharing open content for education. ,[object Object],Weller characterises these as Big and Little OER (http://nogoodreason.typepad.co.uk/no_good_reason/2009/12/the-politics-of-oer.html),[object Object]
Big and Little OER,[object Object],Big OER,[object Object],Institutional effort,[object Object],Often polished and high quality,[object Object],High reputation,[object Object],Technical approach likely to use centrally managed system; favours CMS/VLE/Repository,[object Object],Little OER,[object Object],Individual effort,[object Object],Often ‘as is’ or ‘work in progress’,[object Object],Personal and word of mouth reputation ,[object Object],Technical approach likely to use tools to hand which author can use; likely blogs, wikis, slideshare,[object Object]
Global patterns – ‘Big’,[object Object],Emergence of ‘support’ communities and beginning of consideration of accreditation  (e.g. OpenStudy for OpenCourseWare; parts of P2PU; OERU),[object Object],Approach is web scale hosted communities creating or supporting given courses,[object Object]
Global patterns – ‘Big’,[object Object],Federal US Government Initiatives around open content,[object Object],Focus on sharing of content to meet workforce needs,[object Object],Interest in usage data – Learning Registry work to aggregate and share data to support discovery services,[object Object],Point of interest: as yet unknown how particular discovery services deal with packaged content,[object Object]
Global patterns – ‘Big’,[object Object],OpenTextBooks,[object Object],US and wider interest in ‘tangible’ OER,[object Object],Services like Flatworldknowledge (semi-commercial model) offering online adapt your own book tools,[object Object],But some initiatives such as opencourselibrary taking a very flexible technical approach,[object Object]
Global Patterns ‘Little’,[object Object],Use of blogs, YouTube, and other platforms to share resources and make tools,[object Object],Professional networks,[object Object],OL Daily,[object Object],OSS,[object Object],Open Attribute,[object Object]
Global Patterns ‘Little’,[object Object],Open Courses like:,[object Object],Ds106 and other MOOCs,[object Object],Using existing tools,[object Object], # and blogs,[object Object],Innovative outputs, process, and forms of feedback and assessment. Infrastructure not innovative,[object Object]
Middle OER?,[object Object],Initiatives like UKOER,[object Object],model of institutional support to allow individuals to release OER using institutional tools,[object Object],model of Institutional release of OER using 3rd party tools,[object Object]
Phase 1 technical overview,[object Object]
Phase 2 technical overview,[object Object]
Provisional differences in UKOER 1 &2,[object Object],Talking about tech issues less (Strand A+B),[object Object],More concentration of platform and standards choices,[object Object],Many projects less concerned with tech choices – using whatever is to hand,[object Object],In particular increased use of institutionally supported systems,[object Object],Slight shift towards wordpress, drupal, rss,[object Object],Lower use of externally hosted web 2.0 platforms ,[object Object],Less content creation (in scope of call),[object Object],Less focus on file format,[object Object],Much less use of QTI,[object Object],Outside of collections strand very little technical development,[object Object],Collection projects tending to build destination sites,[object Object],Development in collections stand largely around existing platforms not form scratch,[object Object]
Observations from OER hackday & bids,[object Object],What people worked on:,[object Object],Wordpress widgets,[object Object],2 different Bookmarking tools,[object Object],Google CSE based course catalogue,[object Object],A windows install packager for OERbit (drupal based OER production tool),[object Object],Extracting paradata (attention metadata) from mediawiki,[object Object],Data visualisations,[object Object],Patterns,[object Object],Mostly built in existing tools and platforms,[object Object],Lots of ideas that we didn’t have time to work on,[object Object],Mini-projects,[object Object],Open process,[object Object],2 bids funded ,[object Object],a focus on users,[object Object],online tools – bookmarking and citation,[object Object]
Provisional Trends,[object Object],Beginning to see more examples of online and distributed educational or edu support opportunities outside of institutions or alongside course offerings ,[object Object],Web scale,[object Object],Destination more than  ‘sharing’ ,[object Object]

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