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OER reducing costs in an accelerated course

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A brief presentation of changes made to my Beg Acc course last year as a result of critical reflection.

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OER reducing costs in an accelerated course

  1. 1. Open practices with OER Reducing textbook costs in an accelerated course. (LL262) Teresa MacKinnon
  2. 2. Openness is…. • “a constantly negotiated space” (Cronin, 2017) • “rooted in the human right to access high-quality education” (OER Commons) • “about our values: access, equity, innovation & creativity” (Ryan Merckley, Creative Commons) • “draws upon open technologies that facilitate collaborative, flexible learning and the open sharing of teaching practices that empower educators to benefit from the best ideas of their colleagues.” (Cape Town declaration)
  3. 3. Openness isn’t… • Risking your privacy and sharing your data without a care in the world! • A licence for others to take your intellectual property and claim it as their own • A means for others to monetise your creations leaving you working for free • Easy!
  4. 4. • UK tuition fees vary depending on your home country. For home students, English universities can charge up to a maximum of £9,250 per year for an undergraduate degree. • In 2017, international students paid between £10,000 and £35,000 annually for lecture-based undergraduate degrees. An undergraduate medical degree can cost overseas students up to £38,000 per year. • In 2017, the average student rent came to £125 per week, or £535 a month • The average weekly food bill in the UK is £50 • Including self-catered accommodation, food, course costs, transport, socialising and utility contracts, the average living cost a year for 2016 was £8,990 – amounting to £26,970 across a three-year period
  5. 5. Designing to reduce student cost • Reworking Scheme of work to include OER • Sources include COERLL (University of Texas), Creative Commons search, open textbooks advanced search on google (creative commons licenced resources) YouTube, Flickr (the commons), language networks. • Making your own eg. Livebinders (= littleOER) (a guide) • Embedding technology into course design through social media and open resources.
  6. 6. What are “Little OER” ? • Grassroots resources shared openly online on channels such as YouTube • Small scale, high granularity, low production values, “quick and dirty” • Often use open licences (Creative Commons) for ease of reuse and recognition of origin • Invite participation and re-contextualization on the part of the consumer cum producer
  7. 7. 6 easy steps to open your work • Set up your own professional digital presence (video clip) • Curate resources which are relevant to your work (Pearltrees, Diigo, Scoop.it) • Author and share resources openly (e.g. Slideshare, Quizlet, Haiku Deck) • Join an open learning community (e.g. #LTHEchat, #BYOD4L, #makingsense18) • Use social media to connect with others (e.g.Twitter, YouTube, LinkedIn) • Blog or contribute to a shared blog
  8. 8. Sustainability of language teaching? • Sustainability of education (MacKinnon et al, 2016) is concerned with the ongoing ability of an educational endeavour to meet its goals. • Open practice driven by shared conviction of the significance of language and intercultural learning for all. • a "commons thinking" approach (see Kenrick, 2009), drawing together university's wider role in stewardship of knowledge creation and the academic discourse which facilitates it through recognising OEP and the value of workload considerations in order to foster a culture of collaboration.
  9. 9. • Bruns, A. (2005). Some exploratory notes on produsers and produsage. Retrieved 25.11.15, from http://snurb.info/index.php?q=node/329 • Bradley, R and Vigmo, S. (2016). Pedagogical framing of OER - The case of language teaching. Open Praxis [online] vol. 8 (4), pp. 283–295. Available at https://openpraxis.org/index.php/OpenPraxis/article/view/336 [Accessed 13th Jan. 2018]. • Cronin, C. (2017) Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education. IRRODL [online] Available http://www.irrodl.org/index.php/irrodl/article/view/3096 [Accessed 13 Jan.2018] • MacKinnon, T & Pasfield-Neofitou, S. (2016) OER “produsage” as a model to support language teaching and learning. education policy analysis archives, [S.l.], v. 24, p. 40. Available at: http://epaa.asu.edu/ojs/article/view/1825 • MacKinnon, T et al., (2016). A Meta-Analysis of Open Educational Communities of Practice and Sustainability in Higher Educational Policy. Alsic [En ligne], Vol. 19. http://alsic.revues.org/2908 • Weller, M. (2011) The Digital Scholar. London: Bloomsbury References

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