Open Education Resources in Practice: Webinar to JCU
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OER in Practice: The Big Idea of Open Education Open education is currently a big idea that is playing out globally in higher education with potentially transformative effects on the sector. Already we can see that openness in education takes different forms: in some instances, resources may be accessible but not free to use - conditions apply. OER offers more than accessible education resources, it is also a standard for reusable and participatory education. The OER movement is a particular form of global open education that is now in its second decade of growth. The type of openness provided through OER implies specific practices of use, reuse, licensing and repurposing. This Webinar will give a quick tour over the OER global landscape, mark out some controversies and spaces to watch, and also demonstrate how to put OER into practice at the local level
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Open Education Resources in Practice: Webinar to JCU
- 1. OER in Practice: The Big Idea of Open Education John Hannon, La Trobe Learning & Teaching Simon Huggard, La Trobe University Library La Trobe University 2014 latrobe.edu.au CRICOS Provider 00115M
- 2. Practice: The Big Idea of Open Education 1. OER: What it is, what it looks like. 2. Impact: OER as a Big Idea 3. OER in practice 4. Levels of OER: From access to read-write (RW) 5. OER matters: Transformative? 6. OER Challenges 7. OER to OEP: Open Education Practices 8. Embedding OER: Examples. What you can do? Click to edit Master text styles 2
- 3. Open education OER: What resources it is, what (OER) it looks like OER is Open Education Resources: OER “are educational materials which are licensed in ways that provide permissions for individuals and institutions to reuse, adapt and modify the materials for their own use.” OER Foundation. http://wikieducator.org/OERF:Home Definitions: https://wiki.creativecommons.org/What_is_OER RATIONALE for OER: “the simple and powerful idea that the world’s knowledge is a public good and that technology in general and the Worldwide Web in particular provide an extraordinary opportunity for everyone to share, use, and reuse knowledge." The William and Flora Hewlett Foundation Click to edit Master text styles 3
- 4. Open education resources (OER) OER: What it is, what it looks like Full courses, textbooks, streaming videos, exams, software, and any other materials or techniques supporting learning Learning content: courseware, modules, objects, collections and journals Tools: software to support the development, use, re-use and delivery of learning content Implementation Resources: eg. intellectual property licenses to promote open publishing, design principles of best practice and localisation of content Bossu et al. (2014) Adoption, use & management of OER..., OLT Report. wikiresearcher.org/OER_in_Australia Click to edit Master text styles 4
- 5. Impact: OER as a big idea The NMC Horizon Report: 2013 Higher Education Edition (Johnson et al. (2013) The OLCOS Roadmap (Geser 2012) OPAL Report (2011) Beyond OER: Shifting Focus to Open Educational Practices They argue that: open practices of knowledge creation challenge the arrangements for university teaching Click to edit Master text styles 5
- 6. Impact of OER: Australia OLT Report, Bossu et al. (2014) OER worldwide - a “rapid global expansion” distance providers reaching “millions of learners” OERs increase collaboration institutionally and internationally; can save time and avoid duplication of effort; can improve quality of educational materials; can increase access and participation in HE across Australia Bridging the gap: Teaching adaptations across the disciplines and sharing content for curriculum renewal (The Adapt Project) Final Report 2013 University of Tasmania (lead institution) Professor Imelda Whelehan (project leader) Professor David Sadler Dr Lisa Fletcher Monash University Dr Christopher Worth The University of Queensland Associate Professor Jason Jacobs Associate Professor Frances Bonner The University of Western Australia Dr Hila Shachar Report Authors: Felix Wilson, Professor Imelda Whelehan and Professor David Sadler www.adapt.edu.au Bridging the gap: Teaching adaptations across the disciplines and sharing content for curriculum renewal (The Adapt Project) Final Report 2013 University of Tasmania (lead institution) Professor Imelda Whelehan (project leader) Professor David Sadler Dr Lisa Fletcher Bridging the gap Develop national “subject-based communities” in CoP methodologies Link “dispersed and possibly atomised scholars across institutional boundaries” Click to edit Master text styles 6
- 7. Impact of OER: global Best practice examples http://www.dehub.edu.au/publications/occasional-papers/ List of courses, lectures, videos, textbooks, simulations Open Professionals Educational Network, US Dept of Labor. http://open4us.org/find-oer/ PRACTI Openlearn: “free learning from The Open University” UK. http://www.open.edu/openlearn/ Disciplinary, cross-institutional global projects Medici Project: A multi-disciplinary, sustainable resource for blended learning initiatives in tertiary medical education, OLT. http://www.emedici.com/ JISC/HEA. Open Educational Resources (OER). http://www.heacademy.ac.uk/oe The HumBox: http://humbox.ac.uk Click to edit Master text styles 7
- 8. Impact of OER: global Medici Project: A multi-disciplinary, sustainable resource for blended learning initiatives in tertiary medical education, OLT eMedici is an educational resource containing clinical case studies, examination materials and topics for continuing professional development.. http://www.emedici.com/ eMedici Modules Case of the week Psychology A Miscellany Core Curriculum in Ophthalmology Core Curriculum in Psychiatry Core Curriculum in Health Psychology Core Curriculum in Obstetrics and Gynaecology Isolated skin lesions - 1 Selected Topics in General Surgery Continuing Professional Development: Carcinoma of the Oesophagus Cardiology Vignettes Venous Thromboembolism Ethical issues, practice and risk management: The Seven Deadly Sins - 1 Click to edit Master text styles 8
- 9. Impact of OER: global to local 1. OER global: UNESCO, JISC, Wikieducator, 2. OER national: OLT, ACER National policies: Gov 2.0, Ausgoal, ARC and NHMRC 3. OER local innovation: institutional T&L strategy, IP policy 4. OER individual innovation: OER Commons images, content & activities Hannon et al. (2013) Accessible, reusable, participatory:.. Ascililte Click to edit Master text styles 9
- 10. OOpEeRn iend upcraatcitoinc er:e sPoOuLrLc es (OER) A curriculum puzzle: How to avoid re-inventing the wheel You need to prepare an introductory Anatomy unit for a large cohort of first year Health Science students. So you: 1. require students to buy a print textbook for $80 2. acquire an e-textbook through the University Library 3. purchase an e-textbook licence from an academic publisher, with pre-made quizzes (cost $100,000) 4. produce original images for each topic 5. source open education resources and activities 6. adopt another strategy Click to edit Master text styles 10
- 11. OER in Practice Search Evaluate Adapt Use Share Embed into courses, activities, assessments OER sources •wikimedia commons •OER commons •OER disciplinary sources: medici Open courseware Check license restrictions •How CC licenses work creativecommons.org/licenses/ Student-generated resources •class textbook •class wiki: Digital media across Asia Click to edit Master text styles 11
- 12. OER in Practice: Finding media 1. Wikimedia Commons, the free media repository: http://commons.wikimedia.org/wiki/Main_Page 2. OER Commons: https://www.oercommons.org/ 3. Creative commons: http://search.creativecommons.org/ 4. Open Professionals Educational Network, US Dept of Labor. http://open4us.org/find-oer/ http://www.google.com/advanced_image_search Select “free to use, share or modify, even commercially Search for: Phrenology 5. Google images – advanced: "OER Logo" by Unknown - Unknown. Licensed under Public domain via Wikimedia Commons - http://commons.wikimedia.org/wiki/File:OER_Logo.svg#mediaviewer/File:OER_Logo.svg Click to edit Master text styles 12
- 13. OER in Practice: Finding media 1. Wikimedia Commons, the free media repository: http://commons.wikimedia.org/wiki/Main_Page Click to edit Master text styles 13
- 14. OER in Practice: Finding media 1. Wikimedia Commons, the free media repository: http://commons.wikimedia.org/wiki/Main_Page Click to edit Master text styles 14
- 15. OER in Practice: Finding media Text about Science, pseudo-science and Phrenology http://creativecommons.org.au/le arn/licences/ "Phrenology-journal clean". Licensed under Creative Commons Attribution-Share Alike 3.0 via Wikimedia Commons - http://commons.wikimedia.org/wiki/File:Phrenology-journal_ clean.jpg#mediaviewer/File:Phrenology-journal_clean.jpg Click to edit Master text styles 15
- 16. OER in Practice: Finding media Questions? Observations? Your experiences? Click to edit Master text styles 16
- 17. Levels of OER: from access to RW Search Evaluate Adapt Use Share Reuse, revise, remix, redistribute (Wiley’s 4Rs) OER access •Finding an image •Finding content Open courseware: cross-institutional, Check license restrictions •How open? disciplinary projects Read-write (RW) activity •Reinvent & recreate (Lessig 2008) •Student-generated resources Wiley, D. & Gurrell, S. (2009): A decade of development..., Open Learning: The Journal of Open, Distance and e-Learning, 24 (1), pp. 11-21. Lessig, L. (2008) Remix: Making Art and Commerce Thrive in the Hybrid Economy. Bloomsbury Academic Click to edit Master text styles 17
- 18. Levels of OER: from access to RW Student-generated resources Example: James Neill Students collaborate to generate a textbook on Motivation and Emotion Third year final semester unit Each student produces a chapter as well as a multi media presentation of that chapter. http://en.wikiversity.org/wiki/Motivation_and_emotion By Sunshine Connelly (Own work) [CC-BY- SA-3.0 (http://creativecommons.org/licenses /by-sa/3.0)], via Wikimedia Commons Click to edit Master text styles 18
- 19. OER matters: is it transformative? Landmark, 2004 Charles Robb Challenges Slow adoption of OER Institutional support for OER Awareness & Incentives for staff Bossu et al. 2014 University business models OPENNESS Click to edit Master text styles 19
- 20. OER matters: is it transformative? The future of the university 1 Click to edit Master text styles 20 Landmark, 2004 Charles Robb The 21st century university (Barnett 2011): from the “metaphysical” research corporate university Barnett, R. (2011) The idea of the university in the twenty-first century: Where’s the imagination?
- 21. OER matters: is it transformative? The future of the university 2 Click to edit Master text styles 21 Landmark, 2004 Charles Robb “refashioning” the university “do more than simply redesign curricula, but go further and redesign the organizing principle” …through new relations between academic, public and knowledge creation Neary and Winn (2009) The student as producer: reinventing the student experience in higher education
- 22. the early development of MOOCs, various open learning platforms have been set up by elite institutions; examples 2012 include MIT edX and OU’s Futurelearn. A key message that emerges is that the evolution of MOOCs is leading more players in the market as HEI and private organisations seek to take advantage of these innovations in online Figure 1: MOOCs and Open Education Timeline OOpeEnR eCdhuaclaletinogne rsesources (OER) http://commons.wikimedia.org/wiki/File%3AFigure_1_MOOCs_and_Open_Education_Timeline_p6.jpg Yuan, Li, and Stephen Powell [CC-BY-3.0 (http://creativecommons.org/licenses/by/3.0)], via Wikimedia Commons Click to edit Master text styles 22
- 23. OER Challenges Openness that is not so open xMOOCs as marketing for elite universities: Harvard: a $35 billion endowment, educates 10th of 1% of US students (Shirky 2012) Predatory publishing Academic journal publishing worth $65 bn shift from textbook to digital e-texts new forms of digital containment/licensing that tend to increase costs to students and exclude university libraries (Hallam 2012) contravening the HES Act “Business as usual” OER is poor fit with transmissive approaches of LMS awareness and opportunities for staff to practice Click to edit Master text styles 23
- 24. OER to OEP: Open Education Practices Shift from viewing content as “canned products” (OLCOS Roadmap 2012) to open practices of knowledge creation that challenges the arrangements for university teaching Shift to openness encountered “institutional inertia” NMC Horizon Report: 2013 Higher Education Edition Need for policies for “networks of innovation” OPAL Report (2011) Beyond OER: Shifting Focus from Resources to Practices Click to edit Master text styles 24
- 25. OEP: Starting at the local ESmcableed: dinindgiv OidEuRa li n– tinhset iotrugtaionnisaal t–io gnlo: bal vertically: through policies, and guidelines horizontally: through meso-level of the university Technologies: digital repository that connects to OER Practices: disciplinary & academic HOW? What connections, negotiations, structures in policy, guidelines, technologies and institutional practices are needed? Click to edit Master text styles 25
- 26. OEP 1: Institutional Library Repository Library Digital Infrastructure Team • Digital repository work • Mostly includes publications to support promotion of La Trobe research • Moving towards a more diversified range of data (research outputs, conference papers, grey literature, working papers, manuscript versions, theses) • OER material, videos, etc Click to edit Master text styles 26
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- 34. 2: Curriculum partnership in Wikiversity https://en.wikiversity.org/wiki/Indigenous_and_Intercultural_Health Click to edit Master text styles 34
- 35. 2: Curriculum partnership in Wikiversity Click to edit Master text styles 35
- 36. Embedding OEP: Individually Design OEP into your curriculum: source OER content share OER across your discipline; in an OER repository design student participation in open assessments share OER in communities of practice Click to edit Master text styles 36
- 37. Embedding OEP: Institutionally Connect disparate parts of the University: Develop institutional policies to support OEP and IP: Gov 2.0, NHMRC and Feasibility Protocol (Bossu et al. 2013) Embed practices: Establish projects that model OEP: from curriculum as “canned content” to knowledge creation in the discipline Harness Library expertise: repurpose existing digital repositories Visibility: Guides for busy academics: source & create high quality resources and images Which license? What does NC mean? http://www.oerafrica.org/copyright-and-licensing-toolkit/what-does-non-commercial-mean Raise awareness of predatory publishing practices Click to edit Master text styles 37
- 38. OEP: a long game Scale: individual – institutional – global The configuration of traditional educational resources has developed over centuries OER is in its early years – leading open education and knowledge sharing – a key goal of the Web http://commons.wikimedia.org/wiki/File%3A1623_Shakespeare_Folio-edition-p-xvii..png William Shakespeare [Public domain], via Wikimedia Commons Click to edit Master text styles 38
- 39. OEP/OER References http://flexible.wikispaces.com/OEP Click to edit Master text styles 39
- 40. Thank you Dr John Hannon Snr Lecturer, La Trobe Learning & Teaching, La Trobe University http://www.latrobe.edu.au/ltlt/about/staff-profiles/profile?uname=JHannon Simon Huggard Digital Infrastructure Manager La Trobe University latrobe.edu.au CRICOS Provider 00115M
Notas do Editor
- Enabled by Internet connectivity
- Lots of stuff Show open4us.org, (humbox), medici
- Participate – the high end – will show examples, but first
- If I wanted to illustrate pseudo science
- An open license identifies permissions described by Wiley as Reuse content as is; revise – adapt, modify or alter, eg. Translate; remix – combine with other content; redistribute - share the revised or remixed content
- MOOCs have taken the limelight despite being latecomers Much talk of bus models, rather than pedagogy Open education is contradictory with MOOCs
- “The idea of the university has, of course, undergone many shifts and been subject to varying conceptions over time. For some hundreds of years, the idea of the university was as it might be said connections with God, or the Universe, or Truth or Spirit or even the State. That conception gave way to the research university which in turn is giving way to that of the entrepreneurial university, which is closely allied to the emergence of a tacit idea of the corporate university. What is striking about this conceptual journey that the idea of the university has undergone over nearly one thousand years is that it has gradually shrunk. Whereas the metaphysical university was associated -understanding and relationships with the world, the idea of the university has increasingly and now especially in its contemporary entrepreneurial and corporate incarnations closed in. The entrepreneurial university is expected to fend for itself, and attend to its potential impact on particular segments of the economy, and become distinctive. This university has abandoned any pretence with universal themes. “The idea of the university, therefore, has closed in ideologically, spatially and ethically. Ideologically, it is now intent on pursuing narrow interests, particularly those of money (in the service of a national learning economy); spatially, it is enjoined to engage with its region, especially with industrial and business organisations in its environs; and ethically, it becomes focused on its own interests. It will, as a result, close departments in chemistry, or physics, or modern languages or philosophy because it sees such closures as serving its own (usually financial) interests rather than being placed in a wider set of public interests.“
- OER open and collaborative initiatives has the disruptive potential to challenge the relations for the production of academic knowledge – conflicts with commercialisation opportunities. through a process of open and public knowledge creation or “business as usual”
- Are MOOCs the main game? Since 2000 the concept of openness in education has been evolving rapidly, MIT established OpenCourseWare in 2002 early development of MOOCs set up open learning platforms by elite institutions; MIT edX and OU’s Futurelearn. the evolution of MOOCs is leading to more players in the market as HEI and private organisations seek to take advantage of these innovations in online learning. Different ideologies have driven MOOCs in two distinct pedagogical directions: the connectivist MOOCs (cMOOC) which are based on a connectivism theory of learning with networks developed informally; content-based MOOCs (xMOOCs), which follow a more behaviourist approach. In many ways, this is the same learning process versus learning content debate that educationalists have had for many decades and failed to resolve.
- xMOOCs not the main game Publisher bundling of anatomy and excluding libraries Teacher-centred education ; Practices
- embedding OEP cannot be achieved by proceeding in a “business as usual” manner, with OER as “bolted-on” to existing learning technology systems or information repositories. Rather, OEP entails a fundamental shift in thinking about knowledge in the university: a shift from a view of content as “canned products” (Geser 2007, p. 44) with fixed boundaries, formats and timeframes, to one with open practices of knowledge creation that challenge the arrangements for university teaching, how it is located, what its boundaries are, and whether it should be protected and promoted as a reusable and adaptable resource.
- Two examples
- Skills/attributes/roles: Systems integration; Data analysis (scholarly content) and data migration/ingest/management ; Persistent identifiers and metadata management Application management (at in-depth level); Technical troubleshooting; Problem logging, analysis, resolution; Technical requirements Vendor and ICT liaison; Advocate for open data, linked data, open access; Supporting research from grant application to data management to publication to “archiving”
- Front page of the repository
- Development of the subject required the collaboration of a range of physically and institutionally dispersed stakeholders, a number of whom were not university staff and could not access the university LMS and other systems. It was critical that both the development and the actual resources produced be openly viewable, usable and modifiable by the communities, health and social care agencies local to each of La Trobe’s campuses. Then access is not restricted to staff and enrolled students, and access to the resource after completion enabled ongoing partnership with practitioners. Open access for ongoing collaboration with the community partner teachers was seen as being integral to delivery
- the OER took the form of the unit of study Indigenous and Intercultural Health, in a process that established connections beyond the institution through an open wikiversity location. Curriculum development in wikiversity was then reflected in the LMS, and this coupling of two platforms made curriculum work more sustainable. The embedded LMS arrangements were not resisted or disrupted, rather a “workaround” or unofficial system (Brown 2013) was deployed that accomplished the curriculum projects goals. Significantly, the wikiversity case demonstrated an inclusive community partnership that did not exclude participants with closed university systems and staff/student logins
- OEP and open education in general is a long game – Just as the configuration of traditional resources has developed over centuries - an arrangement involving set textbooks, academic publishers, their markets embedded in undergrad courses, and their attempts to translate the bounded ness of these market models to digital forms and licences. So open education is modelling and testing new arrangements, more fluid and less contained formats of knowledge, resources that are shared instances of knowledge generation that are never complete. Shifts to OER and open publishing for academic journals, both challenge existing long embedded models of contained content. Weller 2011: 24 The open education movement is still in its relative infancy, and so if it hasn’t seen the widespread disruption to higher education some had hoped for, we shouldn’t be too surprised. Education, as we know it today, has had several hundred years to develop the lecture based model, do to expect an open model to radically alter this in just a few years may be expecting too much…. In the OER movement, its probably fair to say that they are leading the thinking and development of concepts about free education, not responding to a social demand.