OER Synthesis and Evaluation / Release-Outputs
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Release-Outputs

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Guidance materials

Learning from WOeRK

Guidance materials for OER production

SWAPBox

TIGER

DHOER

  • Painless Introduction to OER’ workshop on 8 February 2011, with about 20 participants across UCL faculties. Part of the UCL Centre for Digital Humanities 'Painless Introductions’ series to introduce researchers to basic concepts and techniques in Digital Humanities
  • UKOER programme-wide event, jointly organised by DHOER and the OER IPR Support project at UCL on 24 November 2010: Before You Start: OER, IPR and Licensing Workshop, led by Naomi Korn from Web2Rights Ltd and Jason Miles-Campbell from JISC Legal, with about 40 participants

SCOOTER

SPACE

ALTO

  • Prototype Learning Design Template for Practice Based Subjects - As a result of the collaborative learning design exercises that the project undertook, a template was created to allow course designers to express arts practice-based subjects in a consistent way. This should be useful in providing a framework for capturing and preserving practice based knowledge in endangered subjects. This prototype and the work leading up to it were written up in a conference presentation and journal paper for the 2011 International Journal of Art and Design Education. see blog post
  •  Lecture and Event Video Capture IPR Release Forms and Guidance notes. These were deposited in The ALTO Filestore
  • Legal and Quality Assurance Guidance Resources for staff and students. A range of short clear guidance materials were created and made available under the ‘Help’ link in the ALTO system, together with links to sources of further advice and licensed under Creative Commons licences
  • UAL Commons Licence - This was modelled on earlier work in Canada in the province of British Columbia (https://creativecommons.org/weblog/entry/26963) this licence was based on the Creative Commons BY-NC-SA licence with additional restrictions to restrict use to within the UAL. This was meant to address the issue of building trust between the staff from the six highly autonomous individual colleges that constitute the UAL to support inter-college sharing. This was also seen as an important first step in engaging staff with the idea of releasing their educational resources more openly. see Blog post on licensing
  •  Generic Terms and Conditions for UAL OER sites
  • UAL ALTO Repository User and Administration Manuals
  • ALTO and benefits of putting resources online  video of Stephen Farthing Rootstein Hopkins, Research Chair of Drawing at the university of Arts London gives his reactions to the idea of sharing learning resources and the ALTO project.

OSIER

  • Template licence files for OSIER resources
    These files are designed to be added to resources submitted to OSIER so that copyright and CC licence are stated clearly. Files are supplied for word processor documents (.doc), presentations (.ppt) and spreadsheets (.xls). The project default CC licence of CC-BY-NC-SA is used in each file. Simply copy or insert the file into your resource document
This resource contain documents that set out requirements and standards for resources submitted to the OSIER repository. They cover copyright, licensing and usability. The short checklist summarises the requirements as a series of questions, whilst the longer document includes more detail and a 'traffic light' classification. Both documents are available as word processor files (.doc) and PDF.
The resource contains a short accessibility and usability checklist, and a more detailed set of guidelines. Wherever possible, OSIER resources should conform to the criteria in the short checklist. Both documents are supplied as word processor files (.docx) and PDF 
A template document for aggregating several web links (URLs) and contextual information MS Word .doc
  • OSIER project: extended resource description template
    Template document for writing an extended description of a resources in OSIER, including these headings: 1. Introduction and background; 2. Context; 3. Evaluation and feedback; 4. Potential for re-use and re-purposing; 5. Inclusivity, usability and accessibility; 6. Other information. MS Word .doc

ORBEE

PORSCHE

OERs released 

Learning from WOeRK

360 credits of OER to support accredited work-related CPD activities available under open licence through three channels

SWAPBox

  • SWAPBox Repository To date there are 170 individual users registered on SWAPBox; 10 active groups (of which one is a service user group; another a local authority led group)

TIGER

DHOER

  • Curated sets of Open Educational Resources on topics and methodology ofDigital Humanities, derived from the teaching and learning materials from the modules ‘Legal and Social Aspects of Electronic Publishing’, ‘Electronic Publishing’ and ‘XML’, deposited or in the process of being deposited on HumBox, Jorum and the DHOER website, and to be followed by.‘Introduction to Digital Humanities’, ‘Digital Tools for Research and Teaching: An Introduction’
  • Project website <http://www.ucl.ac.uk/dhoer/> on the basis of the XML-based Open Source Content Management System Silva
    http://www.infrae.com/products/silva/, also including RSS feed feed://www.ucl.ac.uk/dhoer/project_news/rss.xml, twitter channel (hashtag #ucldhoer); SEO tools and Google Analytics.

 SCOOTER

  • 81 individual OERs have been released under the Creative Commons BY SA Licence. SCOOTER OERs
  • OERs have been released in multiple formats to ensure accessibility and interoperability with 232 items of OER in total.
  • 54% was recreated from existing content; 6% was adapted from other OER; 40% was entirely new content created by SCOOTER contributors.

DeSTRESS

  •  A question bank with approximately 200 question styles that provides the user with millions of question realisations. Questions have been contextualised to be relevant to each of the four chosen social sciences: economics, politics, sociology and geography.

  • Twenty video units, each 12 – 20 minutes in length, that link the statistical concepts to real world situations across the four chosen social sciences. 

  • A selection of data driven graphs that illustrate core statistical concepts and can be manipulated by the user in order to demonstrate the cause and effect of different factors. 

  • A wiki that bring together teaching and learning materials created by academics from across the four chosen disciplines.   De–STRESS: Depository of Resources for Statistics in Social Sciences

SPACE

LEARNING LEGACIES

Learning Legacies resources

  • Case Studies and Discussion Starters (58) -
  • Short summary based resources on a range of current and past Olympic topics useful for using with students in support of teaching and learning activities.
  • LOCOG (23)
  • - A set of original materials from Olympic organisations like LOCOG
  • Routledge (25) -
  • Journal based articles around a range of Olympic themes and topics of current interest
  • SPEAR (10) -
  • A research Guide and nine topic research resources
  • Institute of Hospitality (5)
  • - Articles on hospitality management
  • LINK BC - To be part of an additional category on Radar comprising resources developed by the Consortium of HEIs related to the Vancouver Winter Games of 2010
  • LA 84 - Also part of the  additional category which highlights some relevant academic resources from the website set up after the Los Angeles Games in 1984
  • Olympic Studies Centre, Barcelona - A number of resources, including books, are already licensed under Creative Commons and will linked to the additional category on Radar

ALTO

  • UAL ALTO Learning Resources Repository  - The name chosen for this is the ALTO Filestore (the term repository is not well known or understood by our target users), and is planned for public release in October 2011

OERs have been created for a wide range of subjects and deposited in:

As part of the project several UAL web sites were prepared for licensing with Creative Commons licences after being audited for IPR issues. Each site was linked to a unique metadata record in the repository via an ALTO logo on the front page of each site. The metadata record for each site in turn has a ‘back link’. This approach allowed existing online resources to be converted into OERs with the minimum of work, helping sustainability by lowering the threshold to OER engagement and should lead to more UAL sites becoming ALTO OER Affiliates. Sites planned for conversion included:

OSIER

  • Repository site used to upload and share OERs, and to support users to discover and re-use and to share feedback
  • 148 resources and resource collections resources for the teaching of sustainable development and global citizenship

ORBEE

  • Open Resources for Built Environment Education - makes accessible a huge variety or learning materials that are useful to learners with a variety of objectives, including those who wish to learn about one specific issue, through those who would like to study several packages.  Materials can provide extra support for existing undergraduates in the field as well resource materials for tutors.

PORSCHE

  • An open collection of learning resource metadata is available to harvest form the NeLR OAI-PMH feed
  • Further learning resources metadata will continue to be populated as more learning resources are cleared for sharing. These will be derived from a pool of 138 content packages currently identified and forthcoming repository content.

 

Communications and presentations

Learning from WOeRK

SWAPBox

TIGER

DHOER

  • New high profile institutional website OER@UCL, including mailing-list and RSS feed, developed together with CPD4HE project.
  • Organisation of institution-wide launch event of the OER@UCL website on 30 March 2011
  • Paper on ‘Open Educational Resources in the Digital Humanities’ on the OER11 conference in Manchester (11–13 May 2011), conference strand on ‘Academic practice and digital scholarship’. The presentation and book of abstracts have been published on the conference website
  • A chapter by Simon Mahony, Irish Sirmons and Ulrich Tiedau on ‘Open Access and Online Teaching Materials for Digital Humanities’ to a new compendium on Digital Humanities in Practice, ed. by ClaireWarwick, Melissa Terras and Julianne Nyhan, to be published by Facet Publishing, a publisher specialising in publications for the information professions, in early 2012.
  • Presentation at the Digital Humanities 2011 (DH2011) Conference in Stanford (CA), United States, in June 2011, the major international conference in the field of the Digital Humanities. Book of abstracts available online
  • Flyers, posters, and leaflets, distributed on numerous occasions in the UK and worldwide

SCOOTER

DeSTRESS

SPACE

LEARNING LEGACIES

ALTO

OSIER

ORBEE

PORSCHE

 

Technical

TIGER

SPACE

ALTO

PORSCHE

Reports

Learning from WOeRK

SWAP

TIGER

DHOER

SCOOTER

DeSTRESS

SPACE

LEARNING LEGACIES

ALTO

OSIER

ORBEE

 

PORSCHE

Evidence of sustainability and embedding

Learning from WOeRK

 Increased institutional awareness of OER characteristics, requirements and opportunities, and debate about future OER engagement

  • Enhanced awareness and commitment amongst development team, as a result of project activities above.
  • Enhanced awareness amongst Teaching and Learning pedagogic practitioners at Plymouth University, as a result of the above.
  • Enhanced awareness and discussion amongst key Teaching and Learning and CPD gatekeepers (i.e. senior management) as a result of the above.

Capacity building

  • Cross-disciplinary team of academic developers, experienced in the development of OERs, some engaged as full-time, some as sessional staff, others as free-lance consultants.
  • Learning Technologists experienced in supporting academic developers with technical and IPR issues.
  • Enhanced use of the UPlaCe repository for publishing project and other University OER.
  • Review of OER project experience and paper to University Learning and Teaching Committee, November 2011.
  • Resources to enhance capacity for Work-Based Learning, including supporting work-based mentors.
  • Development of Staff Guide on OER drawing on experience of project and other Plymouth University OER teams for potential use in the PGCAP programme.
  • Quality review framework developed by Project Evaluator and IPR consultant to support OER evaluation. (forthcoming)

Communities of Practice

  • Emerging community of practice evolving around the project development group, with focus on OER development for the workplace and related pedagogies.
  • Emerging  community of practice focused on the technical considerations of OER development for the workplace, formed around the Project Director and Learning Technologists.

The sharing, use and re-use of a significant body of open licensed material to support CPD delivered through workplace learning

  • 365credits of OER shared through Jorum and UPlaCe and accessible through project website.  Resources optimised for the work place and work place learning.
  • In early stages of use with some CPD modules which are now being piloted.
  • Staff engaged with the project using the resources in their own teaching.
  • Early evidence of interest and some uptake by employers.
  • Exploration of alternative uses of the resources, e.g. for students undertaking the Plymouth Award.

Sustainable institutional systems for recording IPR clearance activity and evidence of due diligence linked to each OER

  • Project level systems developed for recording IPR decision making and due diligence.

SWAPBox

  • SWAPBox is central to SWAP’s sustainability planning. SWAPBox is an accessible and easy to use Open Educational Resource which can be self regulated by the social work and social policy academic communities with limited administrative support. To date 170 users have signed up and 758 resources have been added. In addition to a range of individual users (academics, learners, practice educators, voluntary organisations) a number of groups have also been created (see below).

TIGER

  • OER policy documents - (Currently Leicester and DMU draft policy documents are awaiting strategic approval prior to release.)
  • A piloted model process and criteria that promote and enable extensive adoption of the concept and use of OERs in the future within the consortium. Previous established research to practice, innovation to mainstream, pilot to scale capability has shown that a substantial and well-executed pilot is likely to lead to true transformation in the university.
  • Wider, improved institutional understanding of and commitment to the value of free OERs for promotion and positioning purposes in a global HE market, across all levels and categories of staff including senior managers, supporting its extensive distance and work-based learning marketing efforts.
  • Departmental and institutional awareness of OERs and associated process and benefits within the consortium.
  • Departmental and institutional workflows for managing content and resources  - The TIGER quality process has been developed to advise on the process of creating the OERs.
  • Understanding of the limitations and benefits of different file formats for OERs by technologists within the TIGER team and at respective institutions.
  • Understanding of the advantages and pitfalls of different platforms for OER sharing to inform future institutional choices.
  • Articulation of mechanisms for search engine optimisation and resource discovery such as tagging.
  • Enhanced capacity across all subjects involved in the generation and release of high quality OERs.

DHOER

  • New high profile institutional website OER@UCL, including mailing-list and RSS feed, developed together with CPD4HE project. Top-level directory required institutional ‘buy-in’ by Senior Management.
  • Significant contributions to the OER section of the new institution-wide UCL Teaching and Learning portal (texts, interviews, examples). As of the time of writing this new portal, which is supposed to replace the existing one, has not yet been made publicly available.
  • Instruction and guidance for the use and re-purposing of OERs should be included in the mandatory training given to new probationary teaching staff to ensure that this becomes part of the normal workflow and so ensure sustainability.

SCOOTER

  • The SCOOTER network comprises of over 3000 visitors in total to web pages and online services, 300 individuals responding to surveys, over 50 individual emails, and 45 registered users of the Forum. To enhance the notion of a CoP using social networking it is now clear that championing these activities is a significant task. Companies using SEO techniques will often outsource social networking tasks for example setting up and maintaining on-line profiles, creating comments and discussions in a strategic way. Whilst we did set up and maintain over 30 social network profiles, we did not appreciate the time to generate the dialogue, and this needs to be an important consideration for projects who wish to achieve a genuine online community, beyond just a network of users.
  • OER released are of high-quality (student evaluations), and are well used on a global basis. Level of reusability is difficult to ascertain: 30% of SCOOTER visitors are people returning, so this could be interpreted as reuse. The use of online Surveys is harvesting user information, and comments provided by email do indicate that people want to reuse. 
  • SCOOTER has shared its trials and tribulations with the UKOER community through presentations, conference discussions and online networking. I believe our outputs (listed) do include some useful solutions, for example the interactive OER Pipeline.
  • There is an extensive network of online users, and an emerging online communities of practice. The most effective community involved in producing and collaborating on resources is presently off-line and done face-to-face. So how will SCOOTER be sustainable in the future? Its users will still find the website and resources through all the on-line marketing and the SCOOTER team will continue dialogue and activity through the social networking spaces and continue to evaluate the dynamics of building a community of practice. 

SPACE

  • The project involved Doncaster College working with the NSA and PALATINE as ‘clients’ and ‘commissioners’ of the resource. The aim was to create new and replicable processes for the development of OERs in future. The processes are documented on the project website, and the NSA’s plans to take forward the resource in future bode well for the sustainability of the process.
  • Increased communication networks in the following areas: cross college communication at Doncaster College;  improved the profile for FusedWorks as a resource developer; established new relationships between Doncaster College and other strategic organisations e.g. NSA, HEA etc

LEARNING LEGACIES

  • The challenge of engaging the wider subject community in the project was made more difficult by the uncertainties surrounding the HE Academy structure and the future of the HLST Subject Network.  The building of a constituency of HLST academics with OER skills is vital to the sustainability of the project.  Engagement with the wider HLST network and the embedding of OER skills should be priorities for the Project Officer in the next phase of the project.  These tasks would be enhanced by locating the OER current project into the emerging structure of the HE Academy as quickly as possible.

ALTO

  • The challenge of sustainability is serious issue for the future of the OER movement and in the context of institutional initiatives this is closely linked to issues of quality perception, IPR, risk management and pedagogic cultures. We made good progress on the IPR issues including addressing risk aversion and have provided a simple, clear and persuasive rationale for engagement. As the JISC OER Phase 1 ‘Leeds Manifesto’ stated, easy to use tools for creating and publishing OERs are needed, we addressed this by devising the ALTO ecosystem approach that provided a range of methods for publishing and sharing OERs; from ‘badging’ an existing site after an IPR audit, to sharing a file via a repository, through to using a social networking tool (Process.Arts) to share resources in an engaging manner that also provides Web 2.0 features. The aim of these diverse approaches was to lower the threshold to participation, in this connection we also decided that staff should be able to publish content directly without any mediation, as this was known to have a strong deterrent effect from experience with the UAL research repository. We also argued that OERs do not have to have high production values to be useful and used, unrealistic expectations in this area can be (along with IPR fears) one of the main stumbling blocks to sustainability. One of our biggest aids in this respect was to show UAL staff the MIT OCW site (and other OER projects) to demonstrate that ‘ordinary’ resources (word documents, PDFs, reading lists etc.) can be highly effective OERs.

OSIER

  • This raises issues in relation to sustainability.  As with some projects in UK OER phase 1, OSIER has concerns that it might not reach a critical mass before funding ceases.  This situation is exacerbated by the changes in the sector, with the loss of HEA support for subject centres after July 2011, in addition to upheavals in the education sector generally and in ESD in particular.
  • The future impact of the OSIER project is very much dependent on the sustainability of the repository and on the expansion of the user community.  Assuming that these two conditions are met, OSIER will have established an important and easily accessed repository that will support and foster the use of OERs in the training and development of teachers in ESD/GC.  This development will be especially important at a time when there are so many pressures on the sector.
  • Project sustainability is a key part of the funding requirements within UK OER.  However, there is a risk that potentially successful projects will only just have reached maturity by the end of their funding period, and that subsequent support will be very limited.  This makes it difficult to allow a project like OSIER to attract more users and grow in a self-sustaining way.  The repository site is also vulnerable.  Whilst accepting that the UK OER programme cannot provide support to a growing body of OER repositories, it seems that little consideration has been given to the medium-term future of repositories created within UK OER.  Jorum does not appear to evolved into a multi-purpose super-repository, and several UK OER projects have clearly demonstrated the value of bespoke repositories.  Is a distributed rather than a centralised model more appropriate?  Recommendation: HEA/JISC should consider ways in which project legacies can be guaranteed, including examination of minimal-cost systems support and improved cross-repository searching.

ORBEE

  • A loose framework for maximising the potential of ORBEE has been developed to maximise impact in the built environment sector.  Inevitably this is based on a large proportion of learning packages produced and uploaded.  Given resources, timeframes and aims we intend to continue:

 

    • Combining awareness raising and also attempt to 'sell /engage users' more directly: this would include HEIs, companies and harnessing existing strong links in the partnership through Sector Skills Councils and Professional Bodies.
    • Extending existing communication pieces about the ORBEE initiative, how it works:  launch through sector specific magazines and also use it as the basis for contacting companies and for a marketing piece that can be distributed to employers and employees aimed at encouraging use.
    • Obtaining feedback /monitor performance:  include this in the ORBEE communication piece itself and suggest we could make an offer to support the first users through, or invite companies to pilot the material, or ask companies for subscriptions in exchange for continuing involvement and feedback/new product development.
    • Amplifying the message by using either Facebook, Linked In or YouTube (which will also be written into the marketing material /processes
    • Working towards sustainability: use ambassadors to disseminate and contact key stakeholder groups (e.g. heads of department, companies, intermediaries, professional bodies and wider Sector Skills Alliance).

 

  • External funding has been secured from North West Universities Association to develop learning packages with certain elements of OERs being developed around future skills interventions focusing on ‘low carbon criticality’.  Further bids are envisaged into EU funding streams around Lifelong learning and initial dissemination of ORBEE to several European partners has resulted in the development of a bidding consortium.

PORSCHE

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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