1. Template Sections for completion:
Case Study Title:
Multimedia Training Videos, University of Westminster
Case Study Country:
UK
Type of organisation described by the case study, address of organisation,
hyperlink to organisation, hyperlink to case study source:
HE
http://www.multimediatrainingvideos.com/
Case Study Contributed by:
Andreia Inamorato dos Santos
Sections 1-10
1. Mandatory - A brief summary of the institution to be used as a case study
About 500 words please on a description of the institution, its OER history
and approach.
The OER initiative of the University of Westminster is driven by the individual
initiative of the lecturer Russell Stannard. Russell develops and supports the
website wwwmmultimediatrianingvideos.com, which aims at teaching
language teachers around the world how to use new technologies to enhance
their classes, either face-to-face or in distance learning courses. Russell's
initiative is supported by JISC and the funding runs from April 2009 - April
2010.
2. Quality – OER/OEP
How does the institution approach quality in OER? Is there any current
indication of a quality concept or process? Does the institution perceive
quality from the perspective of the quality of open educational resources or
the quality of open educational practice? How does the institution show
quality through OEP versus quality of OEP? What methods, concepts and
practices are used to enhance the quality of OEP?
Russell seems to perceive quality from both perspectives, but mostly in terms
of the type of educational practice, which is open. The videos were created
using his own initiative, and he did them as a hobby initially. When realising
the amount of hits and downloads in his website, and the numerous emails
he received from teachers who were thanking him for the videos he made
available, Russell realised there was a need for such resources for teachers. In
order to produce more videos and to make them available free of charge
worldwide, Russell, supported by the University of Westminster, applied for a
grant at JISC, which was approved.

2. Quality therefore did not seem to be the main issue, but the openness of the
process of making such video resources available for teachers.
3. Innovation
How can OER/OEP innovate educational practices? What current innovative
practices are there in the institution? Please do not regard innovation from
just a technology perspective!
Innovation in this case is in the self-initiative of the staff member, who
started producing OER without the need for institutional recognition or
financial support.
4. Policy
What are the current OER/OEP policy arrangements at institutional and
national level across Europe/the World?
In the case of Westminster university, it falls into the OER UK national
initiative funded by JISC.
5. Actors
What actors are involved in OER/OEP? Is there any evidence to show that
OER actors do not always promote OEP but “only” access to OER?
• Academics
• University decision makers
• Teachers worldwide
In this particular case there is evidence of both OER and OEP.
6. Initiatives
What OER/OEP initiatives can be evidenced? Is there any evidence to show
that OER initiatives do not always promote OEP but “only” access to OER?
The Westminster University example shows that OEP, in this case, preceded
OER. There was an ‘intention’ to open up the process of teaching with new
technologies, and the videos (OER) were just an output to make it possible.
7. Open Educational Practices
Can you identify some case studies/ descriptions which form the illustrative
base for a more general model of OEP?
One possible thing to highlight in this model is self-initiative of staff
members.
8. Tools and Repositories
What tools and repositories are being used to deliver OER/OEP? For example
GLOW, Connexions
The tools Russell and his team use are all Opensource.

3. 9. Strategies
Can you identify any strategies for organisations to use OER/OEP? Can you
identify any business models that promote OER/OEP?
As per the Westminster University example, investment in individual staff
members that are motivated to produce and reuse OER may be an
interesting option.
10. Current barriers and enablers
What are the barriers to the use of OER/OEP? Is there any evidence to how
these barriers have been overcome? What are the enablers to the use of OER/
OEP?
Within the University of Westminster context, most teachers argue they do
not know how to use web2.0 tools to improve their teaching and learning.
Given that most OER are delivered and repurposed this way, this is a
potential barrier.