- This area pulls together materials to communicate & engage with the SCORE community
Purpose of early meeting with SCORE:
- Overview of this wider UK OER review (bringing together HEFCE funded OER work UKOER/SCORE)
- Share with SCORE fellows what's been done in UKOER/Evaluation & Synthesis
- Emphasis on formative feeding forward across the programme (rather than separate strands/phases/initatives)
- Gather SCORE documentation on progress & emerging findings/outcomes
- Opportunity for SCORE fellows to input/shape the OER review framework & find common/distinct ground
Ultimately, we'd like to get a clearer view across UKOER/SCORE on:
- Overlaps/progression of people to projects (& define 'participation' i.e. have released OERs; released + used OERs; have supported these)
- Shared/distinct focus areas/questions; direct/indirect beneficiaries/stakeholders
- Types of evidence being used (indicators/measures & level of actual 'research' beyond project evaluation)
Consult with SCORE on:
- Overview of the HEFCE OER review aims & anticipated outcomes
- Framework focus areas & how it's changing to incorporate each UKOER phase and now SCORE
- Questions we should be asking, who/how to ask.
:
Visual map of institutional strand from pilot phase
HEFCE OER review questions- Culture & Practice - Releasing & Using OERs - Processes for Sustainability - Impact & Benefits
SCORE projects/fellows to consider & feedback to us by email to jay@belanda-consulting.co.uk or add comments below (ideally by Friday 4th May):
A. How do your activities map to the framework?
UKOER clearly v. focused on R&U, what are SCORE most connected to? Have you referred to the UKOER framework at all? What gaps have you noticed in provision of OER in your area? also as users?
B. Do these match the kinds of questions/methods you are using to evaluate your own activities?
E.g. How are you building evidence of the impact of OER in your context (v.v. SCORE aims 2.) What 'prompts' for change are you asking about? What quantitative targets/measures are you expecting to provide?
C. How are you engaging your stakeholders?
What's working well? Whose perspectives haven't we considered within institutions, in partner institutions, across sectors? How wide do you go with stakeholders? (Note: UKOER phase 3 much wider reaching.)
How to engage with the Evaluation & Synthesis work to date:
Shortlink for this page: http://bit.ly/oerscore
Shortlink for the framework page: http://bit.ly/oerdraftframework
Comments (6)
Jay Dempster said
at 12:58 pm on Apr 27, 2012
General points from the meeting itself:
-- 30 fellows (R&D projects) & 60 short term fellows (course participants) represent considerable diversity, so not all questions will be relevant to any one individual. The meeting represents only SCORE fellows, need to take account of other aspects of SCORE's work. Notable here is:
1. the distinction between SCORE fellows doing projects who are generally already fairly knowledgeable and experienced in RLOs and/or OERs and short term 'course' fellows who satisfy more the 'developmental' aims for SCORE in terms of staff knowledge, understanding & skills in OER.
2. the level def the audience - influences IN (on the individuals' thinking/practice) as well as OUT (influence ON others, sometimes incidental); personal accounts vs. final report.
-- most of the questions were felt to have more of an institutional focus - research outreach, employability engagement, but that the locus of impact was important (interventions/changes are not across everything in the institution but very context defined)
-- looking for (changes in) policies around OER as an indicators of impact kind of misses the point, which should be more about how OER informs existing policies & strategies.
-- key question is 'what does your institution do and how do they go about OER: in T&L, in research, how do OERs help those functions?
-- feeding forward is not only about 'what happens next' it's about what you see going forward as the continuing evolving picture. Do you expect to be doing more/less of this; what are the ways things have mutated in your context/experience?
-- Two main components for this review from HEFCE's perspective? 1. Did we get value for money, 2. So what? (what is this going to be like in 5 years time if we do/don't put money into OERs, how are we enhancing/shifting the culture/environment (given sustainable communities of practice are fairly fragile)? What are the institutional expectations? What needs to go on at a policy level?
--
Lou McGill said
at 5:25 pm on Apr 27, 2012
re the point about looking for changes in policies. we have found that some institutions create new policies around OER whilst others seek to change existing policies in light of being informed by oer interventions. Not sure what this means here though - do you mean that even without changes to existing policies as a result of OER interventions we should try to capture how they have infomed them - difficult to evidence this unless they are changed. sorry may be misunderstanding.
Lou McGill said
at 5:31 pm on Apr 27, 2012
re institutional focus - the questions have been applied to both subject communities and individual as well as at institutions. Within institutions these questions may have been relevant to activities across institutions or only within one faculty or even department. the questions try to tease this out by referring to stakeholders - as this often highlight the context and how broad the evidence is - ie if stakeholders cross several instituions or just part of one institution.
isobel.falconer@... said
at 9:22 pm on Apr 28, 2012
Thanks for the helpful notes, Jay.
I'm wondering where your last comment ("two main components...") came from, since these are things that I thought we explicitly agreed that the review was not about. Are you reporting misconceptions that the SCORE fellows had, or what?
Jay Dempster said
at 1:12 pm on Apr 27, 2012
Continued:
-- How would institutions, communities, individuals (staff, students, support , IT, libraries...) navigate OERs if there had been no initiatives? Who are the ‘thought leaders’ in shared learning (even if in pockets)? (This fits in with our final fourth ‘anticipated outcome’ about international claims for the UK.)
a. Will the evaluation incorporate some comparison to countries outside England (not even UK wide coverage):
b. international comparison? E.g. Scotland had very little OER work going on & very low level of awareness; Ireland some funding through DNLR; Netherlands are ahead of the game; some activity in France/franco speaking countries; European initiatives like POERUP (cf. Paul Basisch, SERO); UNESCO work across China, Russian speaking countries.
c. sector comparison (e.g. high OER in college sectors (about to go open, commissioned to add to JORUM?), but less so in universities (despite business & community engagement type initiatives).
-- What areas are attracting attention/funding and can OER box clever about the connections (portray OER as a framework/model for doing what you want to do, but go where the money is, OER under different umbrellas?)
Jay Dempster said
at 1:21 pm on Apr 27, 2012
Processes for sustainability, comments at the meeting:
-- long life vs short term use - currency is part of sustainability, but doesn't mean long shelf life, particularly relevant in different disciplinary contexts
-- play around with granularity 'nuggets' cf. RLOs debate - experiences of JORUM/interoperability, now lots of stuff but hard to FIND OERs.
-- interpretations/views about OERs influenced heavily by an individual's roots (do they come from creating/using RLOs, metadata, licensing, IPR etc)
-- cautionary tales of over-engineering - are RLOs an overly complex solution to a simpler problem?
-- with reference to David Mossley's presentation on Student Attitudes to OER (from NUS survey HEA commissioned)
- some interesting questions that probe students' expectations of growth in OER practices of institutions, teaching staff, researchers, students' own use.
- relation to digital literacies - what students THINK OERs and OER practices are and their skills in collating resources for their assignments (issues around guidance on proper use, plagiarism, students' own IPR of collections of resources)
- 70% of students say they 'use' OERs but what do they understand OERs are? how are they using them exactly?
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