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Three Years of UKOER

Three Years of UKOER. David Kernohan. except background images and logos ( ). Everything we’ve funded is. Built for sustainability Built for openness and sharing – materials and learning. Published in open repositories and on the open web

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Three Years of UKOER

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  1. Three Years of UKOER David Kernohan except background images and logos ( )

  2. Everything we’ve funded is... • Built for sustainability • Built for openness and sharing – materials and learning. • Published in open repositories and on the open web • Properly documented, analysed and synthesised in order to support the community. The UKOER infokit Materials repository: Jorum

  3. The first three years UKOER phase 1 E&S report OER infokit How can institutions, individuals, consortia best release OER? What do creators want to do with it? Is it sustainable? UKOER phase 2 How can we best encourage discovery and use of OER? How can we extend and grow existing approaches to OER? What do users want to do with it? Is this sustainable? E&S report OER infokit OER use case studies OER use report Student use of OER lit. review UKOER phase 3, JISC Digitisation & Content… How can we use OER and related practices to meet identified strategic and cultural needs? How can technology support these practices and use cases? What does everyone want to do with it? Is this sustainable? E&S report OER infokit OER miniguide Guide to terminology Technical eBook Support: CETIS technical support, OER IPR support, E&S wiki Social Media: #ukoer, @ukoer, blogging. Repositories: Jorum, Xpert

  4. In summary • We now know that OER release is sustainable in a variety of contexts and settings. • We now know that end user OER engagement is aided by working with user communities during the design and release process. • We know that OER practice can support institutional strategic goals around employer and community engagement.

  5. Reputational benefits • We are a world class centre for expertise in OER. • We have built and sustained an international community around our work in this and related areas. Images: twitter activity visualisations by Martin Hawksey

  6. Institutional benefits We’ve seen evidence that: • OER is an aid to student recruitment • OER can establish and promote an institutional and individual reputation • OER can engage staff and managers with issues around the quality of teaching materials. • OER promotes a greater understanding of IPR and licensing. See the phase 1 and phase 2 reports from the Evaluation & Synthesis project, based at Glasgow Caledonian University

  7. UKOER was a programme aimed at building a community of practice around open education. It is now a self-sustaining community of practice. In spring 2013 (nearly 6 months after the close of the programme) a self-funded community managed conference attracted more than 200 delegates. The conference (OER13) was covered in detail by the national press. A vibrant international community has formed around UKOER. (the image behind these words shows a snapshot of the extent of this community on twitter) The brief was for English HE to become a “world leader” in open education. • The quality and integrity of the UKOER approach has been recognised worldwide • in 2012 the UK was represented at the prestigious “Open Education” conference in an unprecedented 10 papers. • Reports and publications from projects and the programme are routinely cited as standard reference points globally. • Advice from the programme is frequently sought from those planning similar initiatives in other regions 75% of English HEI’s have engaged with open education as a result of UKOER

  8. Material Creation and Deposit Visualisation by Martin Hawkseybased on Jorum data How it was done.

  9. Community benefits UKOER projects have supported adult learners, and charities working with people with severe disabilities. Open online learning has drawn people of all ages, backgrounds and interests into the world of education.

  10. Like MOOCs, but better... http://phonar.covmedia.co.uk/

  11. Further work • We need to investigate the implications of Open Practice on academic and institutional life. • We need Open Practice to become mainstream where it is effective. • We need to continue to stay at the forefront (both in thought and action) of this emerging field

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