Oer16 tmc

Slides for Wed PM session. OER research project update.

1. OER Research Interviews Discussions from two HEA research project interviews

2. HEA Research Projects Academic Practice team requested support Time and Opportunity to conduct research Keep up to date Represent with some authenticity Promote practices Engage HEA with community interest, and vice versa Gather various leading practitioners to reveal issues together . Drive HEA towards an ‘Open’ strategy ? No ‘business opportunity’ perceived

3. Further restructure in 2015 Academic Practice team reduced Left HEA September 2015

4. 4 Subject Centre - sharing practices Search Engine replaced for all HEA

5. Avalanche or Flood? Steady state or fluid? – Don’t re-position, learn to float/ swim/ submerge!

6. 6 Recent adventures with OER for DL

7. Dave Lewis (Leeds) – Bioscience Education Kay Hack (Ulster) – Employability in Biosciences Bob Newmann (Newman) – Health Psychology Jane Guiller (GCU) – Cyberpsychology Kate Borthwick (Southampton) – XML project for Languages Jamie Wood (Lincoln) – Making Digital History Abbie Thomasson (Myerscough) – Teacher Training Sarah Atkinson (Brighton) – Digital Practice and Pedagogy (MA) XERTE OER Project participants

8. Rapid ‘Solution’ Gather representatives of roles Fund meetings Two: Edinburgh and Bristol (UWE) HEA involved in the ‘mix’ HEA Output into community Inform OER strategy Meetings part of the goal Capture audio and transcribe (~100 pages) Analyse for patterns with Social Science methods / Software ( Nvivo , NacTem )

9. Keyword Hypothesis Performance OER improve student performance/satisfaction Openness People use OER differently from other online materials Access OER widen participation in education Retention OER can help at-risk learners to finish their studies Reflection OER use leads educators to reflect on their practice Finance OER adoption brings financial benefits for students/institutions Indicators Informal learners use a variety of indicators when selecting OER Support Informal learners develop their own forms of study support Transition OER support informal learners in moving to formal study Policy OER use encourages institutions to change their policies Assessment Informal assessments motivate learners using OER OER Research Hub 2015

10. NVIVO Coding

11. Intelligent Word Cloud Word Cloud using NacTem Termine + Wordle custom

12. Word Trees

13. Context Queries

14. JORUM

15. Meet #1 Edinburgh Policies for practices Getting Institutional Alignment Teaching practices Greater opportunities, TEF Productivity gains Reward and recognition, Careers UKPSF, Institution awards Business models Dark arts Funding objectives understood? No JISC/HEA expectations Expenditure

16. Awards Martins ‘Battle for Open’ – what are the ‘Battle honours’? Leading OE forward as part of your SFHEA rather than retrospective recognition works better for developing institution Maximise practice in your role e.g. Open Press (library) Institution awards bring out practitioners (three for price of one etc.) Spotlight practitioners Progress award levels the field Enhancement-led Institution Award (QA driven)? Would raise awareness at senior levels Institution rewards department as “beacon of openness” so colleagues work together (vs individual awards ) Influence Award – improve staff recognition

17. Dark Arts (identifying barriers) How to “mess up ” OpenNess Not reading the restrictive digital contract (that actually closed the resource ) Managerialism and metrics Lack of evaluation Organisational boundaries muddied – where do I get funding/recognition? Buried under other ‘impact’ metrics - KPIs Buried under MOOCs Buried under VLE habits Lack of HEA Academic exemplars Competition not collaboration

18. General Tactics In UKPSF (K, Values etc ) In PGCERT (with using resources) Sharing Policies e.g. Leeds  Ed+Gla informally Calculate £ saving (as USA with textbooks) but be aware of difference in models (better for colleges)

19. JORUM to ‘Retire’! Meeting 1 - Edinburgh Meeting 2 - Bristol

20. Meet #2 Bristol (UWE) Policies Assumptions History and pre-histories Standards and frameworks (Digitally capable organisation) Infrastructure Research and Impact Pedagogy KPIs Roles

21. Barriers and Challenges WikiPedia – a modern miracle Needs to tackle misconceptions with quality examples and academic exercises Illustrates policies from outset Doesn’t hide dirty laundry (not image obsessed like HE can be!) Free time contributions from Academic are reducing Acronym soup!! JORUM, JISC, UKOER Is OER a ‘discipline’ too hard to define? Has to be frictionless Jorum – undermined by competitors e.g. HEA, local repositories, federated search engines e.g. SOLVONAUTS Google – good enough, quick enough? ‘In there somewhere’ factor LRMI Markup – will it catch on? Link ‘evaporation’ – we are learning how fluid resources are. SEO is not academically driven – swamped with KHAN etc

22. Open Policies Funder mandates Requirements for Openness DEFRA, TAACCT, Research Councils, Welcome trust, EPSRC, DCS ( Jisc ) Open Research data sources mandated Funding strategies c/OER/MOOC/* gets new money!

23. Communities OER conference community is strong and sustainable New communities spring up or ‘lurking’ Open is everywhere Development of a “new cultural practice” through emergent Open subject communities

24. Open Profiles Academics and other roles keeping their options ‘open’ Highlighting Open connections Using existing data and practices Funding Orchid, LinkedIn, ResearchGate and profiles to get jobs (better than a PhD) Discipline contributions are OK – not anti or pro institution Student progression is the key impact – individual and team metrics

25. Career/Culture issues “So actually when we’re pushing forward open practices and open education values we’re actually pushing traditional academic ethos against the more sort of corporate ethos .” “I wonder if there is a kind of a cultural thing as M said that in research you kind of want to be seen to be standing on the shoulders of giants whereas in teaching it feels slightly dirty to be using someone else’s stuff .” HE VS FE – FE culture shares to cope !

26. Assumptions & expectations RLO Dream – lots, easy to find and fit Democratic access to knowledge Senior academics NOT obsessed by numbers Students can be primary producers Classroom exhausts – take them afterwards Diversity of motivations exists: belief is strong Numbers are vital Students are here to be consumers

27. Ways forward Friendly policies to all roles Not an aim, but a highlighted clear OPEN benefit Similar tactic to Accessibility Personal Profiles of Open works encouraged PG Cert - highlight Open Practices CC licences for self, discipline and institution Academic role has too much influence – weighted towards robust historic practice not innovation Trust – Paradata value. Profile building. Sustainable resources as DOIs

28. Ways forward Mandate Deposit 5-10% from funded projects Student-led production to discipline community Separate recognition unlikely – only institutional objectives matter. OER is a tactic within Digital Practice and Scholarship Get on with it in your role as a productivity and digital practice benefit. Share through internal means building social practice. Policies matter – write a better one to get what you want for your role

29. XERTE tactic Free software for existing servers Apereo backed https ://www.apereo.org/content/projects-communities Changes the model of production Builds d emand for LT skills, improves employability Production for community (discipline) output requires thinking differently for a wider audience More course content for next year Teaching students to be open producers requires academic investment in the principle - through to assessment (EE Significant disruptor CC licence included Accessible practitioners – HE very poor at teaching this to students

30. XERTE.ORG.UK