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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
Gabi Witthaus, Ming Nie and Gráinne Conole University of Leicester
EDEN Research WorkshopLeuven, Belgium and Online: 22 October 2012
Session outline
1. “OER 101”: Open session on defining OER2. 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?
Session 1:“OER 101”: Open session on defining OER
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)
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)
Session 2: Presentation: major OER initiatives in Europe, based on research from POERUP project (www.poerup.info)
POERUP partners
• Sero, UK• University of Leicester, UK• Open University of the Netherlands• Althabasca University, Canada• University of Lorraine, France• SCIENTER, Italy• EDEN, Hungary
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
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
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
Differences in education, internet, e-learning•Diversity of educational contexts•Diversity of internet provision
•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
Country Internet (in 2011) Broadband (in 2011)
Australia 87% 83%
UK 73% 71%
Italy 62% 52%
Hungary 66% 61%
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
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
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
Session 3: A “moving debate” about the potential impact of OER on students and academics in Europe
Statement 1: OER will have a major impact on students' learning in the next five years.
• I agree• I disagree• Undecided
Statement 2: OER are better quality than commercially published textbooks.
• I agree• I disagree• Undecided
Statement 3: I will use more OER in my teaching/learning in future.
• I agree• I disagree• Undecided
Session 4: Brainstorm and discussion: what can you do to increase the benefits of OER for students and what are the challenges to uptake?
What can we all do to increase the benefits of OER for our students?
• Key points:
What are the challenges to uptake?
• Key points:
Useful references
POERUPWebsite: www.poerup.infoWiki: http://poerup.referata.com/wiki/Countries
OECD reportOECD. (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 HEhttp://www.col.org/resources/publications/Pages/detail.aspx?PID=364
OLNET: http://www.olnet.orgOPAL: http://www.oer-quality.org
Further information
www.poerup.info