expanding the reach of oers through professional, statutory and regulatory bodies (psrbs) professor...
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Expanding the reach of OERs through Professional, Statutory and Regulatory Bodies (PSRBs)
Professor Stephen Gomez, Alex Fenlon & Dr Rebekah Southern
@profgomez OCWC13
Barriers to uptake of OERs
Freely available Unregulated Can be produced by anyone Can be altered by anyone ‘Pedigree’ is not recorded
All these points Negative perceptions of quality Barrier to use & production
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A question of quality
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Higher Education Academy (HEA)
http://www.heacademy.ac.uk/
3 years of HEFCE funding ~£13million
(182,000,000,000 rupiah)
3 phases, multiple calls per phase; 115+ projects.
66 different institutions (HEI’s, FEC’s, and professional bodies).
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UK Open Educational Resources Programme- HEA & JISC
Russell Group
Post 92
94 Group
FEC
University Alliance
UKADIA
Million +
Professional Body
Unaffiliated
Phase 1 2009 – 2010 £5.7mil
Development of resources for teachers, practitioners and students, and the exploration of effective use, reuse and adaptation of resources.
Phase 2 2010 – 2011 £5mil
Built on phase 1, using partnership models to cascade information; issues around reuse and tracing released resources, reward and recognition for staff...
Phase 3 2011 – 2012 £2.8mil
Institutional policy and change; student voice in OER, significant thematic development, initial and CPD for staff, work with professional and learned societies, and support for senior managers. 5
UK Open Educational Resources Programme- JISC & HEA
UKOER3 JISC Academy ukoer 3 themes and focus areas —Lou McGill http://www.wordle.net/show/wrdl/4776236/ukoer3
One theme - Professional, Statutory and Regulatory Bodies (PSRBs)
Aims
Promote OP with PSRBs & Subject Associations;
Facilitate a sustainable change in policy to embed OP at a discipline level;
Use existing discipline-specific UK OERs as to support education & professional development;
Identify suitable resources and for promotion to existing members & networks.
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UKOER programme
Association for the Study of Medical Education (ASME) - Promoting open approaches in medicine.
Royal Society of Chemistry - Higher Education Learn Chemistry project
Royal College of Veterinary Surgeons Charitable Trust - Aiding the Transition from Veterinary School to Practice
Royal Geographical Society (with IB) - OER: Facilitating and catalysing uptake in Geography
Society of Biology - Promoting OER in bioscience Higher Education.
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Participating organisations
Increased an understanding of OP in medicine;
Created a portfolio of scenarios where OP has been adopted;
Highlighted current best practice with support from the external copyright consultant;
Increased the authority with which organisations lead discussions on the adoption of OP;
Enabled greater participation in national debate and policy development.
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ASME results
Need to develop more effective policies & procedures, especially around copyright & licencing;
Organisations have limited knowledge about Creative Commons;
Difficult to identify authors of open materials;
Difficult to identify authors of materials that could be made into open materials;
Difficult to decide what to make open & what to have ‘closed’;
Taking part in the project raised awareness of open practice & likely to lead to a culture change in the organisation. 10
Lessons learned
Projects increased awareness & understanding of OER across a range of disciplines.
to the systematic collation of good quality resources in new repositories of enormous benefit to a range of audiences.
gaps identified where new OER are required & funding secured to develop new material.
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Conclusion
What are your experiences around perception of quality assurance of open materials?
What is your view of using professional bodies to assure the quality of open materials?
What other ways could quality be assured?
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Questions
Professor Stephen Gomez
HEA Academic Lead - Online Learning
@profgomez
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Further information