Tutors considered several key factors when deciding whether to reuse open educational resources for research methods teaching, including interactivity, media richness, feedback, and academic credibility. Both smaller and larger resources had advantages, with smaller resources supporting more autonomous learning but less credibility, and larger resources requiring more work to introduce but being more credible. While context-free resources may be more reusable, tutors would need to do more work setting them in a subject-specific context. The size and level/context specificity of resources influenced how autonomous learners could be as well as the tutor workload.

1. Embedding Open Educational Resources in Research Methods Teaching in Education, Social Science and Criminology Dr Ester Ehiyazaryan, Lecturer University Centre Doncaster, SCORE Fellow Ester.ehiyazaryan@don.ac.uk Tel: 01302553809

3. Build evidence of the impact of OER in HE

4. Address issues such as IPR and support the establishment of a legal framework for rights management

6. ePortfolio – used for formative assessment and feedback; peer support; recording PDP

7. Online assessment - Turn it in

8. SPACE project, Performing arts: www.space.fusedworks.com(Phase 2 JISC/OER) ‘The term ‘blended e-learning’ recognises that the opportunities for using e-learning on its own are far fewer than where e-learning is integrated into (blended with) other approaches as a form of blended learning.’ (Littlejohn and Pegler, 2007, p.1)

10. Collaborative evaluation and embedding of OER in research methods teaching

11. A scaffolding approach to introducing OER – OER research methods collection:http://cloudworks.ac.uk/cloud/view/5548

12. Embedding Open Educational Resources in Research Methods Teaching in Education, Social Science and Criminology Repositories used: Jorum Open: http://www.jorum.ac.uk/ HumBox – humanities teaching resources on the web: http://www.humbox.ac.uk/ SlideShare– sharing presentations online: http://www.slideshare.net/ iTunesU– audio and video OER available from the iTunes store NCRM – the National Centre for Research Methods – developed by the ESRC and part of a strategy to improve the quality of research methods teaching: http://eprints.ncrm.ac.uk/view/subjects/ (see also John MacInnes report to ESRC: ‘Proposals to Support and Improve the Teaching of Quantitative Research Methods at Undergraduate Level in the UK’.

13. Embedding Open Educational Resources in Research Methods Teaching in Education, Social Science and Criminology Criteria for selection By Masked-Bob http://www.flickr.com/photos/29602148@N08/2760640158/ By Profound Whatever http://www.flickr.com/photos/hoyvinmayvin/4177413458/ By Bruce Fingerhood http://www.flickr.com/photos/springfieldhomer/39079430/ 16. GRANUALITY 18. CONTEXT-FREE 21. INNOVATION Does size matter? Is it easier to reuse small bits of content (assets), or is it preferable to search for big, significant resources? One theory is that stripping out context-specific information makes resources more easy to reuse. What do you think? Resources which make innovative use of technology can be difficult to produce. Is this is a good reason to reuse them? Purpose Purpose Purpose Concerns Concerns Concerns Quality Quality Quality Technology Technology Technology Resources Resources Resources (Chris Pegler, ORIOLE project) Chris Pegler’s reusable card game is available here: http://orioleproject.blogspot.com/p/shop_16.html

14. Embedding Open Educational Resources in Research Methods Teaching in Education, Social Science and Criminology Criteria for selection Interactivity (no interactivity  >50% of RLO is interactive) Media richness (no visual or audio elements  Media elements are of exceptional quality) Feedback (none included Feedback is adaptive to learners needs) (Learning Object Attribute Matrix (LOAM), Windle, Nottingham University)

16. What was the USP of OER as identified by tutors (what differentiates OER from current provision)

19. media rich and visually attractive

20. works in an interdisciplinary way

23. Supports autonomous learning

24. Creates less work for the tutor in introducing for autonomous use - flexibilitySome ideas on how to make your questionnaire more attractive, D. Harris at Marjohn

26. Would require a higher level of self directedness from the learner.

27. Would create more work for the tutor in introducing for autonomous useOnline QDA, Huddersfield University

29. Level specificity is where the workload for the tutor comes in where reuse is concerned (this does not necessarily imply repurposing)

30. Working 'at different levels' is what OER naturally do and this underlying pedagogical principle supports the theory of ZPD (Vygotsky).

32. A context free OER would require the educator to carry out further work in setting the resource in a subject specific contextBy Masked-Bob http://www.flickr.com/photos/29602148@N08/2760640158/ 18. CONTEXT-FREE One theory is that stripping out context-specific information makes resources more easy to reuse. What do you think? Purpose Concerns Quality Technology Resources

33. Embedding Open Educational Resources in Research Methods Teaching in Education, Social Science and Criminology Conclusions The interdisciplinary nature of OER aids narrative construction; allows learners to internalise knowledge (constructivism); has the potential to address some of the difficulties which learners have with research methods learning. The size of the resource (granularity) …influences learner autonomy; …affects perception of the resource by tutors (academic credibility); …determines the level of work the tutor will have to do in introducing the resource in a programme of study. Context and level specificity – rigid level specificity detracts from the flexibility and reusability of the resource. Level and context specificity is where the real work for the tutors comes in. This is what creates a clash with the assumption of time saving – the time will still have to be put in, in making the resources context and level specific, but not in creating of new content – moving away from creating content and towards designing learning.