The Impact of UKOER ProgrammeUKOER Final Programme meetingLondon, 13 November 2012

Joanna Wild,University of Oxford

Allison Littlejohn,Caledonian Academy

OER Impact Model, McGill et al 2011

The Impact of UKOER Programme:Investigating educators’ reuse practice

Joanna Wild & Liz MastermanAcademic IT ServicesUniversity of Oxford

OER Impact study team members:Marion Manton & David WhiteTALL, University of Oxford

Mostly qualitative: evidence of changes in practice

• - funded OER Impact Study– Understanding how, when and why reuse happens (or not)– Perceived benefits– Enabling factors (inc. Early initiatives to ‘raise OER engagement’ )

• - funded OER Engagement Study– Ways to ‘raise lecturers’ engagement’ with OER reuse– Progression from ‘novice’ to ‘expert’ OER user

• - funded World War I Centenary Project (in progress) – Usefulness and relevance of a collection of OER to academics in Oxford– Relationship between OER and other materials on the Web 3

Our research into reuse

• From ‘novice’ to ‘expert’ OER user– Changes in behaviours and awareness– Enabling factors– Where are educators now?

• ‘OER Impact Study’ – ‘Now’ – Reflection on change and continuation

OER Impact StudyOER Engagement Study

WW1 Collection

Data from 40 lectu

rers

From novice to expert OER user

The OER Engagement Ladder

Many Self OER

• Shares and reuses ER locally or within existing communities of practice

• Uses digital resources found on the web to enhance teaching and learning

• Directs students to online resources as supplementary material

Underpinning

Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by

• Little (or no) awareness of copyright and licensing operating under ‘fair use’ + misconceptions

Many Self

Social

OER

OEP

• Awareness of the concept of OER & open licences

Step 1: Understanding

Underpinning

“I knew about the CC licence but I kind of put it at the back of my mind… I thought it wasn’t that important”

Enabling factors (attitudinal)• Emerging distinction between OER

and ‘stuff on the Web’

Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by

• Reassurance that using OER is acceptable, and even, good practice

“One of my concerns about OER in general is the thought that people might see it lazy or poor practice. So it was very useful to go to this session and to received information that it’s not poor practice”

Many

Few

Self

Social

OER

OEP

• Searches for OER to fill gaps/supplement learning

• Reuses OER produced or recommended locally

Underpinning

Step 1: Understanding

Piecemeal

Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by

“E-resources team is really good, very proactive with sending stuff and circulating resources”

Few

Self OER

• Is involved in designing a online course

Step 2: Need

Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by

Underpinning

Step 1: Understanding

Piecemeal

“It all seemed a bit of a blind panic at the beginning: ‘how I am going to write all of this?’ So when they introduced us to OER, then I thought: ‘oh that's great!’”

Perceived benefit: productivity

Piecemeal

Many

Few

Self

Social

OER

OEP

• Reuses OER produced externally• Integrates OER into core teaching• Tweaks OER• Attributes the creator

Logistical barriers remain:• Discoverability • Quantity and quality of OER+ Types of licences

Strategic

Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by

Underpinning

Step 1: Understanding

Step 2: Need

Piecemeal

Enabling factors: • Support in searching, selecting and correct attribution• Technical solutions for clustering and sharing OER found elsewhere (logistical)

“If you involve the library, you’re likely to get a list of 6 or 8 resources which you might look at and decide that may be 3 or 4 are suitable”

+

Many

Few

Self

Social

OER

OEP

• Appraises the effects of using OER on students’ learning experience and own practice

Step 3: Reflection

Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by

Underpinning

Step 1: Understanding

Piecemeal

Step 2: Need

Strategic

“I now always go for images that have CC licence. I never know when I might want to upload [my resource] somewhere and share it”

“We’ll wait and see how the new module goes on a course.”

Benefit: Terms of use

• Shares own resources openly

Many

Few

Self OER

OEP

• OER is embedded into teachers’ every-day practice

• Advocates and encourages others to use OER

• [Modifies and shares back]

Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by

Embedded

Step 3: Reflection

Underpinning

Step 1: Understanding

Piecemeal

Step 2: Need

Strategic

“The more confident you feel with it, the more you use it .”

Few

Self OER

OEP

Original image geezaweezer cc by; adapted by Joanna Wild ©2012 licensed cc by

Step 3: Reflection

Underpinning

Step 1: Understanding

Piecemeal

Step 2: Need

Embedded

Strategic

‘OER Impact Study’ – ‘Now’

Glass half-full

JISC projects ->OER users

Promoting OER: OER-focused

Logistical barriers:educator’s problem

“Emergent strategic thinking”

JISC projects-> OER promoters

-> OER users

‘Natural’ embedding

support from librarians, learning tech, etc.

First examples of making OERreuse integral to existing

T&L strategies

Impact study

OER use is on the increase…… but much of this reuse still happens as a result of promotional activities which may be a by-product of initiatives to create OER

→Threat: loosing the momentum

Glass half-empty

• Motivations of producers and educators are often at odds• Producers focus on OER + Quantitative metrics

Liz Masterman, CC BY

• A----------- -----------B • Little evidence of change in teaching practice as result of engaging with OER

Glass half-empty

Need for disambiguation • Reuse: from the perspective of a resource or an educator?• O in OER (O = open) (OER = CC) • E in OER (CC licensed images = OER) • What types of OER are we talking about? • Adaption (Produces vs. Educators)

Glass half-empty

(UNESCO 2012)

Perhaps the major impact to date is

raising awareness of what is available on

the Web and how to use it legitimately

• Original drawings: Fridolin Wild, cc by: slidesha.re/UecTWE• OER Impact model: McGill, L., Falconer, I., Beetham, H. and Littlejohn, A.

JISC/HE Academy OER Programme: Phase 2 Synthesis and Evaluation Report. JISC, 2011 https://oersynth.pbworks.com/w/page/46324015/UKOER%20Phase%202%20final%20report

• Liz Masterman & Joanna Wild: OER Impact Study: Research Report: http://bit.ly/Lajesu

• David White & Marion Manton: Open Educational Resources: The Value of Reuse in Higher Education: http://bit.ly/TJThaX

• Joanna Wild: The OER Engagement Study: http://bit.ly/UEcbPi• Joanna Wild & Liz Masterman: WW1 Centenary Continuation &

Beginnings. Evaluation report, to be published

References & Acknowledgements