EmpOERing students and academics through large-scale open content initiatives
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POERUP presentation for EDEN, 22 Oct 2012
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EmpOERing students and academics through large-scale open content initiatives
- 1. EmpOERing students and academics through large-scale open content initiatives Gabi Witthaus, Ming Nie and Gráinne Conole University of Leicester EDEN Research Workshop Leuven, Belgium and Online: 22 October 2012
- 2. Session outline 1. “OER 101”: Open session on defining OER 2. Presentation: major OER initiatives in Europe, based on research from POERUP project (www.poerup.info) 3. A “moving debate” about the potential impact of OER on students and academics in Europe 4. Brainstorm and discussion: what can you do to increase the benefits of OER for students?
- 3. Session 1: “OER 101”: Open session on defining OER
- 4. Open Educational Resources are… A. Anything I can find on the Web for use in teaching and learning? B. Free, web-based resources? C. Resources that are published under an open licence? D. Both B and C? E. None of the above (I have a better definition)
- 5. OECD defines OER as… “Digitised materials offered freely and openly for educators, students and self- learners to use and reuse for teaching, learning and research” (OECD, 2007, p. 133)
- 6. Session 2: Presentation: major OER initiatives in Europe, based on research from POERUP project (www.poerup.info)
- 7. POERUP partners • Sero, UK • University of Leicester, UK • Open University of the Netherlands • Althabasca University, Canada • University of Lorraine, France • SCIENTER, Italy • EDEN, Hungary
- 8. Context and rationale • Over ten years of the OER movement • Hundreds of OER repositories worldwide • Evaluation shows lack of uptake by teachers and learners • Shift from development to community building and articulation of OER practice
- 9. POERUP focus • Stimulating the uptake of OER through policy • Building on previous initiatives (OPAL, OLNET) • Producing country reports and case studies • Evaluating successful OER communities
- 10. POERUP will produce: • An inventory of more than 100 OER initiatives • 11 country reports and 13 mini-reports (http://poerup.referata.com/wiki/Countries) • 7 in-depth case studies • 3 EU-wide policy papers
- 11. Differences in education, internet, e-learning •Diversity of educational contexts •Diversity of internet provision Country Internet (in 2011) Broadband (in 2011) Australia 87% 83% UK 73% 71% Italy 62% 52% Hungary 66% 61% •Diversity of use of e-learning – Distance Learning is a feature of educational system, Canada and Australia – State of e-learning below EU average, Hungary
- 12. Differences in policy support • OER to be a policy priority in the near future • The Ministry of Education had clear OER strategies • OER as part of educational strategy planning documents – National Education Technology Plan, United States – Wikiwijs Programme Plan 2011-2013, Netherlands • Most institutions don’t have an OER strategy
- 13. Differences in funding • Funding from governments: – JISC/HEA 3-phase OER Programme with around 100 OER initiatives, UK – Wikiwijs Programme, Netherlands – Digital School Programme, Poland • Funding from state or province governments: – BC campus initiative, British Columbia, Canada – Open licensing of public sector information, state governments, Australia • Institutionally supported initiatives: – OpenCourseWare Consortium – OERu – iTunes U – MOOCs • Funding goes to HE/FE, little goes to schools
- 14. Emerging themes • Shift from development to OER practices • Shift from basic OER awareness to OER maturity and embedding • Broader notion of open practices – open learning, teaching and research • Use of social and participatory media to foster OER communities
- 15. Session 3: A “moving debate” about the potential impact of OER on students and academics in Europe
- 16. Statement 1: OER will have a major impact on students' learning in the next five years. • I agree • I disagree • Undecided
- 17. Statement 2: OER are better quality than commercially published textbooks. • I agree • I disagree • Undecided
- 18. Statement 3: I will use more OER in my teaching/learning in future. • I agree • I disagree • Undecided
- 19. Session 4: Brainstorm and discussion: what can you do to increase the benefits of OER for students and what are the challenges to uptake?
- 20. What can we all do to increase the benefits of OER for our students? • Key points:
- 21. What are the challenges to uptake? • Key points:
- 22. Useful references POERUP Website: www.poerup.info Wiki: http://poerup.referata.com/wiki/Countries OECD report OECD. (2007). Giving knowledge for free - the emergence of Open Educational Resources: OECD, available online at http://www.oecd.org/dataoecd/35/7/38654317.pdf. Guidelines for OER in HE http://www.col.org/resources/publications/Pages/detail.aspx?PID=364 OLNET: http://www.olnet.org OPAL: http://www.oer-quality.org