OERCaFE

• increased OERs awareness and nascent expertise in two major colleges with significant HE offerings and very little prior experience of OERS
• Ccolleges are active in a number of important FE networks and are in a good position to disseminate the lessons learned
• at Warwickshire College, formal strategies are being developed with input from the OERCaFE team, to include a new expectation that all staff will use e-resources in their teaching.

ADM

1. Project and focus group processes engaged colleagues, developed understanding and raised the profile of open educational practise within the participating departments.

'[The focus groups] were extremely useful in targeting our discussion, leading us and most importantly capturing the essence of our explorations and discussions.' (University of Hertfordshire)

'[The focus group] Indicated support of staff and willingness to showcase staff and student work through OERs.' (Kingston University)

'This project has provided a real kick start to helping promoting and improving the sharing of teaching and learning materials within the School of Art.' (Winchester School of Art)

2. The project has supported the development of appropriate policies for OER development and use:

'[We have] set up own area on StudyNet (VLE), a blog for discussion, updates and newsletters/ JISCmail list useful for communication and “updates”. [It enables] examples and resources that are available to all staff.' (University of Hertfordshire)

3. In some cases the project has extended partners’ capacity to develop open educational practise:

'(We) received the award of a SCORE short term fellowship' (Kingston University)

RIPPLE

1. Enhanced institutional readiness for OER at partner colleges:

“it has given us huge confidence at this end” Harper Adams Lead

2. Enhanced infrasctructures and processes

'The project has accelerated the pace of development both on workflows and on infrastructure for the wider scale release of OER... the main way has been learning from others, a range of experts through the workshops who have been through this process' (Oxford Brookes lead)

'It has drawn support for the development of iTunesU from the Chief Information Officer, directly as a result of our involvement in Ripple' (Oxford Brookes lead)

3. Increased awareness among staff in different roles and with different expertise

4. Increased the number of people actually undertaking OER release:

'partner institutions are ready for more widespread release of OER and steps are being taken to sustain the process' (Ripple final report)

C-SAP

1.  Staff are more aware and inclined to use Open Educational Resources developed outside of their own institutions e.g. via OpenLearn. This is very significant bearing in mind that these staff knew very little about OERs before the onset of the project.
2. Staff are more aware of the tools that can be used to develop OERs such as voicethread and prezi
3. The participatory and reflective processes of the project have allowed impact to be sustained.

“This project has exceeded our expectation in the sense that it has enabled a deep level of thought that I did not think would have been possible”

“The reflexive approach of this project was the right choice although difficult at first”

“Anything that brings people together and gets them to work together is a good thing”.

In the final report the project commented that the impact could have been greater if they had not been required to bring completely new partners on board for phase 2: 'Deeper and new perspectives would have been gained from the pilot project had the decision been made to support partners from the pilot project to cascade “within” their own institutions and to embed OERs in the curriculum.'

Also cascading to such different institutions made it difficult to evaluate which approaches might have been more successful than others.

OSTRICH

• IPR policy and documentation has developed at both institutions. At Bath there is a new Deed of Licence and discussions about support to be offered to academic staff: at Derby IP policy is being updated by a Working Group and a YouTube policy is under consideration (http://tinyurl.com/youtube-at-derby).

• New copyright resources are available to staff with implications for good practice in learning materials beyond OERs.

• Panopto lecture capture has been further developed at Bath, with new guidance available (http://go.bath.ac.uk/sktc).

• Development of a repository containing OERs from both institutions, including new repository code from Bath.

• Learning/awareness gains for a range of stakeholders at both institutions about open access and OERs, as evidenced by the internal evaluations (http://go.bath.ac.uk/pxdg and http://tinyurl.com/derby-internal-eval) and external evaluation.

• Senior management at both institutions seeing OER as a marketing tool: e.g. at Derby, the Dean of the Faculty responsible for the Environmental module was eager to release half the module, in the expectation that potential fee-paying students would enrol in order to have access to the whole module.