UKOER Lessons for Sustainable OER Communities
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This document summarizes the key lessons learned from the UKOER program, which aimed to encourage the creation and use of open educational resources (OER) in UK higher education. The three main lessons are: 1) OER were embraced by a wide range of stakeholders but partnerships may impact openness; 2) Not all OER are truly open and accessible; and 3) Sustaining a culture of openness faces challenges without ongoing support. The document also reflects on tensions between community approaches and openness, and how to maintain momentum around OER into the future.
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UKOER Lessons for Sustainable OER Communities
- 1. Image source: 1, Timmy @ flickr CC-Attribution-Non-Commercial-Share Alike 2.0 except background images and logos ( ) What can we learn from UKOER? Allison Littlejohn Lou McGill David Kernohan
- 2. UKOER phase 1 UKOER phase 2 UKOER phase 3, JISC Digitisation & Content… How can institutions, individuals, consortia best release OER? What do creators want to do with it? Is it sustainable? How can we best encourage discovery and use of OER? How can we extend and grow existing approaches to OER? What do users want to do with it? Is this sustainable? How can we use OER and related practices to meet identified strategic and cultural needs? How can technology support these practices and use cases? What does everyone want to do with it? Is this sustainable? E&S report OER infokit OER use case studies OER use report Student use of OER lit. review E&S report OER infokit E&S report OER infokit Stakeholder Engagement IntoThe Wild ebook HEFCE OER review The first three years Support: CETIS technical support, OER IPR support, E&S wiki Social Media: #ukoer , @ukoer , blogging. Resources: Jorum Or search “ukoer”
- 3. Evaluation & Synthesis Professor Allison Littlejohn, Dr Isobel Falconer, Helen Beetham, Lou McGill Led by Glasgow Caledonian University, Caledonian Academy
- 4. Capturing outcomes • How can we capture emerging lessons and developments around Open Educational Resources and Open Educational Practice? • How do we measure Impact? • What kinds of things do we want to find out about? Please type in your thoughts into the text chat box….
- 5. Unique focus on practice & culture change • Individuals (Academics, Support Staff, Students) • Educational Institutions (HE, FE, Schools) • Communities of practice (Subject, Professional) • Other sectors (Public, Private, Charities) • Looking at technical, legal, quality, curriculum, process, sustainability aspects through this lens http://bit.ly/oerevalsynth Image: Gold Evening Sandals– cc-by-nc-sa by Staffordshire University
- 6. Evaluation & Synthesis framework • Iterative across all phases – informing and reflecting key evaluation questions of projects – supporting project reporting – evaluation framework for the programme (big picture) – supporting synthesis of lessons learned http://bit.ly/UKOERframework Image Spongopyle osculosa Dreyer – cc-by-nc-sa by Prof Simon Haslett)
- 9. Endorsing the E & S approach “The use of a Synthesis and Evaluation team as an explicit component of the UKOER Programme, since its inception, has been advantageous in three respects. Firstly, evaluation became a visible and important concept from the outset of a project funding period. Secondly, the use of systems such as ‘evaluation buddies’ precipitated a sharing of thinking and practices amongst clusters of similar projects. Thirdly, having such evaluation consistently throughout all three phases of the Programme, ensured that a large body of evidence has been compiled relating to OER / OEP activities on a national scale. This model of a ‘Synthesis and Evaluation team’ is certainly one that should be applied to future project funding schemes and programmes.” CORE-SET
- 10. Evaluation buddies • Sharing ideas, experiences, expertise, resources • Neutral sounding board • Support mechanism – enhancing UKOER community development Anna Gruszczynska, DEFT Project blog post – Buddying up with Orbit • Peer review – evaluation questions, content, interfaces, and other practical outputs from the projects http://bit.ly/EvalBuddies
- 11. UKOER community Images: twitter activity visualisations by Martin Hawksey
- 12. The great tag debate Should we still use #UKOER Lorna Campbell, CETIS, blog post - the-great- ukoer-tag-debate/ Image: Ni Superalloy– cc-by-nc-sa by DoITPoMS, University of Cambridge;(A C Yeh)
- 13. Community approaches What benefits are there to taking community approaches to release or to supporting use/re-use? Community might be subject discipline network or community, professional, institutional community (some common purpose, goals, approaches) Please type in your thoughts into the text chat box….
- 14. Activity framework analysis • Tools • Subject • Object • Outcome • Rules • Community • Roles Engeström, Y. (1987) Learning by expanding, Helsinki: Orienta-konsultit. Available from http://lchc.ucsd.edu/mca/Paper/Engestrom/expanding/toc.htm [accessed 23/12/11]
- 15. UKOER – Benefits of community approaches • Existing communities – shared practices • Trust is a key factor in changing professional practice • Common goals and aims • Existing tools and technologies – known and trusted – not needing new skills • Hosting platforms often have social community building elements incorporated • Quality – rules and expectations already established
- 16. Tensions around bounded communities • Changing roles – familiar and changing practice • Rules – changing or adapting • Tools/Platforms – reflect community needs not wider unknown users • OER – reflect community needs Image: Ready mix mortar silo– cc-by-nc by HEA Engineering Subject Centre
- 17. Tensions around bounded communities Communities – may seem closed and inaccessible by those outside – may result in resistance to change – may conserve traditional practice and roles – may want to release content only within that community – may result in OER that is pedagogically or technically inaccessible outside that community – May not trust or re-use resources from
- 18. Forthcoming chapter “while communities may encourage first steps into open practices, they sometimes seem antithetical to the basic philosophy of open release of resources. We found a contradiction between the aim of the UKOER programme to openly release OER and limited practices within some communities, resulting in release of OER within bounded communities. These contradictions present major barriers to successful OER release.” Falconer, I., Littlejohn, A, and McGill, L. Forthcoming chapter:
- 19. Discussion Have you experienced any of these tensions? How might we benefit from the strengths of community approaches but mitigate the risks Please type in your thoughts into the text chat box…. Image: Bradford’s Assay Kit – cc-by-sa by HALS OER (Dr Viv Rolfe)
- 20. Some UKOER3 Key Lessons • OEP was embraced by a wide range of stakeholders • Institutions have developed new & adapted existing strategies, processes and infrastructure to support OEP • Open courses and OER both offer an opportunity to transform existing practice and pedagogy • Partnerships and collaborative approaches can support engagement but may impact on openness and accessibility • Not all OER are open, accessible or adaptable for wider use both technically or pedagogically • There is a significant appetite outside the sector to investigate open approaches – much effort & support http://bit.ly/UKOER3Summary
- 21. Some UKOER3 key lessons • Third party materials still present a significant barrier to release and use • OER release in a variety of formats and across multiple platforms improves discoverability and accessibility and allows presentation at different levels of granularity • High dependence on open feeds and metadata - this also requires appropriate licensing to ensure discovery and use • Capturing and managing Paradata (activity data about a learning resource) complements existing metadata by providing an additional layer of contextual information and additional information about user activity can help to http://bit.ly/UKOER3Summary Technology for Open Educational Resources - Into The Wild CETIS
- 22. Reflections & the future • How do we support community approaches and ensure openness, accessibility and adaptability • How do we maintain the UKOER community • How can we sustain culture change within educational institutions given current financial challenges • How do we take forward the first steps from those stakeholders outside the sector – particularly commercial publishers…
- 23. OER & OEP Terminology Guide http://bit.ly/OERterminology
Notas del editor
- David - intros
- David - overview
- Allison – into to team
- Allison – getting them going…. Lou and David to support text box responses
- Allison – and handover to lou
- Lou – big picture – eval of programme trends/issues across programme
- Lou eval and synth – dimensions – complex contexts broad brush sweep – specific areas
- Lou
- Lou – highlight eval buddies and lead into next slide
- Lou highlights community aspect and leads into next slide
- David to come back in for a bit
- David and link through to community approaches to release and use being an interesting model that has been investigated
- David - Anticipating mainly positive aspects… Allison and Lou to support chat and help with responses
- Allison
- Allison Best progress made when project teams were already in existing communities, eg subject communities – people already sharing teaching materials or practice However we also found that in projects where people did not have existing, working relationships, new collaborations were difficult to initiate. For example, project teams found it difficult to convince university support staff to allow collaborators from outside their community access to institutional repositories. In many cases, when trust was not apparent, peoples’ willingness to open access to resources was reduced (for a more detailed description Falconer et al, 2013).
- Allison while communities may encourage first steps into open practices, they sometimes seem antithetical to the basic philosophy of open release of resources. We found a contradiction between the aim of the UKOER programme to openly release OER and limited practices within some communities, resulting in release of OER within bounded communities. These contradictions present major barriers to successful OER release.
- Allison please add in a ref to the pink book here in the green bar at the bottom
- Allison but all to discuss
- Lou No .3 raises questions about old ways – existing practice
- Lou
- David
- David
- David