A framework for transforming teaching materials into OERs presented by Alejandro Armellini, 9 February 2011

1. A framework for transforming teaching materials into OERs Alejandro Armellini

2. Open Educational Resources (OERs) Digitised materials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research.’ (OECD) Educational materials and resources offered freely and openly for anyone to use and under some licences to re-mix, improve and redistribute.’ (Wikipedia)

3. OTTER Open, Transferable and Technology-enabled Educational Resources www.le.ac.uk/otter Phase 1, institutional OER project, 2009-10

4. OER development around the world

6. OTTER academic partners

8. Leicester on the global OER map

9. Research evidence on student use of OERs

10. Raised institutional awareness of OERs

11. Put-up and take-down policy

12. OER toolkit

15. IPR

17. Scaffolding

18. Meshing

19. Sequencing

21. Media and format

22. Structure & layout

23. Language

25. Librarians

27. Standardisation

28. Metadata

29. Pedagogical wrap around Upload to repository Institutional (Plone) JorumOpen Others CORRE: A framework for transforming teaching materials into OERs ‘Non-public’ teaching and learning material Open teaching and learning material Open Educational Resources (OERs)

30. Taking our materials through CORRE

31. Pros Visibility Quality: if my stuff is open, I’ll think twice Esteem: others may use my material Value to courses, learners and self-learners Time: what I need may exist

32. Cons Quality assurance Licensing and abuse Enforcement hardly possible Insecurity & trust, both ways The status quo, including publishers The family silver Pareto: the 80-20 principle

33. Research findings (1): staff Supportive but sceptical about value and impact Willing to make use of and contribute, but not full force Reward and recognition, especially non-financial Lack of awareness of CC Team effort

34. Research findings (2): students Supportive and enthusiastic Highly satisfied with OTTER OERs Concerned about trustworthiness of external OERs Preferred access via VLE as hub 1/3 unwilling to turn their own stuff (e.g. lecture notes) into OERs

35. Research findings (3): librarians Concerns: 3rd party copyright, currency, quality, funding, management support, institutional policies and metadata requirements See themselves as managers of OER repositories, developers of generic OERs, indexers, cataloguers and promoters

36. Key messages Institutional policy on who owns what CORRE as a robust framework Clearance of 3rd party materials Designing for openness & culture shift Put-up & take-down policy Supply vs demand-driven approaches Sustainability Visibility

37. OERs

38. High OER-enhanced curriculum delivery Curriculum design Low High OER design

39. OTTER lives on OSTRICH (www.le.ac.uk/ostrich) – a cascade project with Bath and Derby Universities TIGER – a ‘new release’ project with De Montfort and Northampton Universities