A strategic approach to embedding OERs and OEPs as part of curriculum design for online developments across a university.

1. Online and Open:
strategic approaches to institutional practice
Professor Linda Creanor, Sheila MacNeill, Jim Emery
Blended Learning Team, GCU LEAD
Glasgow Caledonian University
l.creanor@gcu.ac.uk
@lcreanor
This work is licensed under a Creative Commons Attribution 4.0 International License.
ALT-C 2015, 8-10 September

2. Overview
• Transformational change
• The role of strategy and policy
• So where does OPEN fit in?
• Embedding in practice
• Where now and where next?
• Summary

3. Transformational change

4. Effecting transformational, cultural
and attitudinal change takes time
and sustained effort
(Garrison, 2011)
Distributive Leadership,
which has been described as a
distribution of power within the
sociocultural context of universities,
provides a valuable model for
encouraging scholarship and
innovation in learning and teaching.
(Creanor, 2014)
Transformation is by nature a
difficult concept to
measure. It implies change from a
known state to one that can only be
described at the level of principle.
(Gunn et al, 2014)

5. http://www.gcu.ac.uk/theuniversity/socialinnovation/

6. Inspirational
approaches to
learning, teaching
and assessment
which embrace
innovation and
the imaginative
use of learning
technologies
Enabling
our people
Students as
partners
Digital
development
Student
support
systems
Campus
development
University
systems
Evidence base
for
enhancement
Partnership
&
collaboration
GCU Strategy for Learning (2015-
20)
Enablers
www.gcu.ac.uk/gaq/strategyforlearning2015-2020/

7. OER Policy
http://bit.ly/1J4RZAK

8. ‘Proof of concept’
www.gcu.ac.uk/gameson/

9. Online Development
FOCUS
DESIGN
REVIEW
Monthly Cross-University Support Sessions

10. Methodology

11. The Design Process

15. How useful have OERs & OEPs been, or will be, in your
learning & teaching activities?
Next year
Staff survey April 2015
29%
13% 15%
28%
15%
38%
12%
16%
19%
15%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Not at all
useful
Slightly
useful
moderately
useful
very useful extremely
useful
OER OEP
Current year
32%
16%
26%
18%
8%
42%
12%
31%
8%
7%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Not at all
useful
Slightly
useful
moderately
useful
very useful extremely
useful
OER OEP

16. How confident are you in -
46%
15%
23%
9%
7%
Creating & sharing OERs
Not very confident
Slightly confident
moderately confident
Very confident
Extremely confident

17. Which of the following do you actually use in your modules?
7%
15%
48%
29%
31%
31%
13%
25%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Regularly Sometimes Occasionally Never
Embedding external content (e.g. Youtube, flickr,
slideshare, twitter feeds)
Creating & sharing OERs

18. Summary
A Awareness
Informal
sessions
Our own
practice
Social media
CCPD
Creative
commons
Creating ,
sharing,
finding &
using OERs
E Examples
Shared
examples
Encouraging
colleagues
T
I
M
E

19. Transformed….?
www.gcu.ac.uk/campusfutures/media/

20. References
Blackboard Coursesites www.coursesites.com/
BYOD4L open online event byod4learning.wordpress.com
‘Carpe Diem’ design model www.gillysalmon.com/carpe-diem.html ,
Creanor, L. (2014), Raising the profile: an institutional case study of embedding scholarship and innovation
through distributive leadership, Innovations in Education and Teaching International 51 (6), 573-583,
http://www.tandfonline.com/doi/pdf/10.1080/14703297.2013.796716
Garrison, D.R. (2011). E-Learning in the 21st Century. New York: Routledge
GCU Games On Case study bit.ly/1LKFvyB
GCU OER Policy bit.ly/1J4RZAK
Gunn, C., Creanor, L., Lent, N. Smyth, K. (2014), Representing Academic Development, in Journal of Perspectives
in Applied Academic Practice, 2 (2), jpaap.napier.ac.uk/index.php/JPAAP/article/view/92
Hybrid learning model cetl.ulster.ac.uk/elearning/hlm.php
MacNeill, S. (2015) Blog post howsheilaseesit.wordpress.com/2015/03/25/using-trello-for-learning-design/
Trello Project Planning trello.com/