1

Are we ready for OER?

Peter HartleyNational Teaching FellowProfessor of Education Development

University of BradfordVisiting Professor, Edge Hill Universityp.hartley@bradford.ac.uk

A few words of introduction.

Myself – see this weblink Career as teaching academic, then

moved into educational development. National Teaching Fellowship and

development projects. Involvement with OER as ‘user’,

‘developer’, and through projects at Bradford.

2

Reflecting on change in UK HE It was 40 years ago today …

Then Students were ‘top 3%’ Binary divide CNAA validated Polytechnics Professional teaching support ? Research/scholarship in LT? Teaching roles in Faculties? No ‘e’ National student voice? Degree structures course-based Degree classification system

Now

Then and Now compared …

Then Students were ‘top 3%’ Binary divide CNAA validation for Polys only Professional teaching support? Research/scholarship in LT? Teaching roles in Faculties? No ‘e’ National student voice? Degree structures course-based Degree classification system

Now (and potential) 40%/50% targets; WP League tables for all Univs QAA: Audit, NQF, Prog Specs HEA and UKPSF Growing evidence/outlets NTFS, Univ Fellowships Email, MS Office, VLE, Web 2 NSS-National Student Survey Modules, CATS, Semesters PDP, Burgess report & HEAR

Enormous change across HEBUT …

Have the ‘standard’ course design, teaching, and assessment processes changed in any significant way?

Can I (or should I be able to) survive as lecturer/tutor with the same skills from 40 years ago?

Are we taking sufficient advantage of new flexibilities and new technology?

5

And a question to reflect upon …

Are you ‘worried’ about where we are going with new technologies?

6

The worry … A famous philosopher (X) once said …

“Y would lead the culture down a treacherous path of intellectual and moral decay.”

(from Joshua Foer, Moonwalking with Einstein, 2011See the review athttp://www.nytimes.com/2011/03/08/books/08book.html)

Who said this?Which social/educational practice is Y?

7

This session

Please use this presentation as a resource. All links checked 17/7/12. (I will not talk through all the slides)

Please contact me as we go along: Text on 07777 697111 profpeterbrad on Twitter

Please email any subsequent comments.

8

My brief today …

… “address Staff Development and its relationship to Open Educational Resources within institutions, touching upon what you see as the challenges and opportunities for the future.”

9

5 propositions re OER1. OER is a continuum and we should

take advantage of the full spectrum.2. OER provides new opportunities for

curriculum design.3. OER threatens the self-concept of

many academic teaching staff4. OER can offer new teaching roles.5. SED must fully embrace OER or it will

not happen.10

1. OER AS A CONTINUUM

11

Searching for a definition

“materials used to support education that may be freely accessed, reused, modified and shared by anyone.”

Stephen Downes athttp://halfanhour.blogspot.co.uk/2011/07/open-educational-resources-definition.html

12

Searching for a definition

“materials used to support education that may be freely accessed, reused, modified and shared by anyone.”

Stephen Downes athttp://halfanhour.blogspot.co.uk/2011/07/open-educational-resources-definition.html

Do you agree? The human clicker –

left eye is ‘yes’ and right eye is ‘no’.13

3D textured model of an individual with leprosy

JISC funded project (PI: Dr. Andy Wilson) commencing Nov 1 2011 for the use of 3D laser scanning to digitise important pathological type specimens in Bradford and London

“informing clinical understanding of chronic conditions affecting the skeleton using archaeological and historical

exemplars”

Example 1

Digitised diseases: implications for OER

Quality of images which can be manipulated onscreen.

Can be made available anywhere on different devices.

Opportunities for use in teaching and assessment, e.g. identification and problem-solving/diagnosis.

15

Making Groupwork Work:Supporting student groupwork through multimedia and web …

University of BradfordUniversity of Leeds

Example 2

Freely available at this website

Key features of the resource

Flexible for both staff and students Encourage students to inquire into

group process Must not offer ‘one best way’ Must have potential for further

expansion and development

Key design points

Web delivery structured around ‘episodes’ ‘believable’ video clips different perspectives for

analysis/discussion flexibility for staff and students ability to add further links/resources

Group work Timeline:Example Episodes

The first meeting

How do we get started?

Rob isn’t committed

How do we behave on presentation day?

Do we need a leader?

Structure of the final product

Overview The ‘descriptive’ screen

Video of the group in action Background info and discussion points

The ‘analysis’ screen Alternative or additional video Analysis of interaction Hints and tips Links to further resources

Recent activity

Success at ALT-C09: 2 awards JORUM Learning and Teaching Competition ALT/Epigeum Use of Video

Continuing development: Peter Hartley & Mark Dawson,

University of Bradford Carol Elston & Julia Braham,

University of Leeds Looking at mobile devices

Example 3: Inclusive teaching

24

http://labspace.open.ac.uk/course/view.php?id=6224

Example 4: C-Link What we all have in common?

We all ask students to ‘present and represent’ their understanding of particular topics and/or issues

This means they have to manipulate and relate concepts

We should be showing them different ways of doing this

And we all do it ourselves

And so?

Mind maps and concept maps are two interesting and useful ways of representing ideas and concepts (especially concept maps – Novak, 2009)

We now have the software to do it (and to share them) more easily

Can now link information searches into concept mapping (C-Link into Cmap)

Info Search into Cmap: C-Link

A new search approach to identify links and paths between concepts

Currently set up for Wikipedia but can be (and will be) set up for other uses

To explore and use C-Link: Go to www.conceptlinkage.org/

To go straight into the tool: www.conceptlinkage.org/clink/

Example map generated by C-Link

28

Example 5:will we all go to MIT? Courseware

available for some time.

Now offering course plus assessment.

Plans for further development?

29

MITx aims: … it will offer the online teaching of MIT

courses to people around the world and the opportunity for able learners to gain certification of mastery of MIT material. Second, it will make freely available to educational institutions everywhere the open-source software infrastructure on which MITx is based.

Quoted from - http://web.mit.edu/newsoffice/2011/mitx-faq-1219.html

30

Project funded by

Dynamic Learning Maps

http://learning-maps.ncl.ac.uk

Simon Cotterill

Curriculum maps for the Web generation

Example 6: Dynamic Learning Maps

See the: Website, blog and demo.

About: Dynamic Learning maps

Interactive ‘Web 2.0Sharing , rating and reviewsHarvesting multiple sources (‘Mashups’ )Facilitating communities of interest

Curriculum MapsOverview , Prior learning, Current & Future learning

Personal LearningPersonalised, sharing , reflective notes and evidencing outcomes

Linking Learning ResourcesCurriculum & External Resources

Achieved: Navigable Curriculum Maps

Integrates withPortfolio (Leap2A)

Share, rate, discussExtend maps & connect topics

Maps as a MetaphorFor other stakeholders

• Teachers (incl. occasional teachers)• Curriculum Managers• Administrators• External regulators

ReflectionReflection

ContextualisationContextualisation

PreparationPreparation

What should the students already know?

What should the students already know?

Where is topic X taught in the curriculum ?

Where is topic X taught in the curriculum ?

Career choicesCareer choicesCurriculum choices

Curriculum choices

Where is my specialty covered in the curriculum ?

Where is my specialty covered in the curriculum ?

uk

Synthesis / Metacognition

Synthesis / Metacognition

PlanningPlanning

For the student:

Where have I been?

Where am I now?

Where am I going?

Example 7: G4 PBL you can try yourself:

Website

Example 8: The PASS project workshop

Website

Back to definitionLow High

Access

Reuse

Modify

Share

37

2. OER AND CURRICULUM DELIVERY

38

Much traditional or conventional University teaching is based on:

Limited access to ‘stuff’ Resources limited by library budget Limited range of resources available

Focus on print/text materials

And so …

Lecture is seen as the main vehicle for introducing and ‘overviewing’ each topic or section of the module.

Workshops and seminars follow lecture.

Students depend on ‘good notes’.

Alternative models

‘Flip’ the classroom

41

Making Groupwork Work:Examples of use from Bradford Effective Groupwork Workshops – LDU.

sessions open to all students (using clips). Communication in an Information Age.

Using Screen 1 first week, then Screen 2 the following week, then reflection.

Psychology at Level 1. Introduced problems of group work leading

to group project supported by reflection.

3. OER AS THREAT

43

Much traditional or conventional University teaching is based on:

Limited access to ‘stuff’ Focus on print/text materials Lecturer seen as ‘guru’/expert Lecturers see themselves as

‘responsible for my module’ (consider the psychological and emotional implications of ‘ownership’)

Lecturer is ‘author’

And so …

Lecture is seen as the main vehicle for introducing and ‘overviewing’ each topic or section of the module.

Workshops and seminars follow lecture.

Lectures are ‘personally crafted’ and owned (and may take up significant amounts of time).

Unlimited resources?

Old teaching And now?

Library texts Library texts

Film and video/off-air

YouTube and BOB (in the UK)

Web searches (note C-Link later)

Wikipedia

iTunesU

Collections, e.g. TED

Specific University websites

Resource banks: JORUM, Merlot etc.

A personal example: Zimbardo’s prison expt

Old teaching

And with OER?

Few Library texts

Library texts: books and journal articles – still limited

Film too costly; limited off-air

YouTube: original experiment with footage of participants, both now and then; commentaries; replications and simulations

Google videos: clips and documentaries; SlideShare: Yr 12 Psych example.

BOB – allows download and edits

Web searches (note C-Link later today): 75,000 results; you can quickly find both the Prison website and Zimbardo’s website, and the challenging BBC Prison Study

Wikipedia: dedicated page (where first year students will go first!)

iTunesU: e.g. OU Critical Social Psychology course – inc transcripts

Web Collections, e.g. TED has Zimbardo profile with links plus 2008 talk inc photos from Abu Ghraib (how people become monsters) plus links plus blog;

Specific University websites: MIT OpenCourseWare; OU OpenLearn;

How to teach Zimbardo?

An old way Issues

Lecture Any preparation?

leads to

reading Can everyone get hold of it?

which takes you into

seminar discussion

Does everyone participate?

New flexibilities … one possibility

An old way A new possibility

Lecture Everyone watches TED and chooses one key question

leads to points at

reading resources

which takes you into

which (individually or collectively) take you into

seminar discussion

online posting or discussion, which then leads into

class session (may be mix of lecture and seminar activity)

which generates

the next questions …

Technology to match course needs

Technologies used …

Higher Education Practice

Circular Economy

Environment Moodle NingDelivery Elluminate Elluminate

Tutorial Skype Skype

Bookmarking Diigo Diigo

Key texts LibraryThing LibraryThing

Updating   TwitterDocument share   Google Docs

50Contact Will Stewart, CED, Bradford

Contrasting technologies on 2 postgraduate certificates:

4. NEW ROLES FOR TEACHING STAFF

51

New roles?

Lecturer as ‘Disc Jockey’ Lecturer as ‘investigator of the

most helpful OER’ (so students don’t keep them to themselves)e.g. the resources facilities in Dynamic Learning Maps.

Lecturer as ‘curriculum designer’

52

5. ROLE FOR SED

53

Opportunities for SED

OER into the PGCert. e.g. the Bradford projects

Develop a licence policy Use OER in all ‘nudge’ the institution

If OER is so ‘dangerous’ why are MIT and Harvard doing it?

‘hassle’ the professional organisations.

54

What could/should we have done in this session? Could have:

Survey Monkey in advance

Collaborate the whole session

Did: Google Doc ‘Back-channel’ Examples

55

Bradford projects

56

Important trends re OER Taking advantage of improved graphics

and visual quality (e.g. new iPad) Expansion of materials available.

NB Note developments in JORUM Repurposing materials to add

educational value. Focus on involving staff and increasing

usage.

57

58

Thank you for your interest and participation

Peter HartleyProfessor of Education DevelopmentUniversity of Bradfordp.hartley@bradford.ac.uk

A famous philosopher (X) once said …

“X feared that Y would lead the culture down a treacherous path of intellectual and moral decay.” (Foer, 2011)

X was SocratesY was ‘writing’, the fear being that:

‘people will become empty vessels’59