‘The promise of open education’ conference is the final event of the OEPS project. It will take place on Monday 11th September in Dynamic Earth, Edinburgh. Further details about the event will be made available soon, however please save the date in your diaries.
I attended the mini conference ‘Open Badges: what, why and how’ at the University of Dundee on 19th June. Dundee is working with the Universities of Abertay and Aberdeen, under the aegis of the QAA Scotland Transitions Enhancement Theme, to explore the use of Open Badges. The focus of the project is on transitions from university to employment and the use of badges to recognise employability skills through extra- and co-curricular activity. The University of Abertay already has some really interesting experience of using this approach with their LLB students. The conference also included presentations from Grainne Hamilton on her work at Digital Me and Doug Belshaw who looked at the future of Open Badges in a talk titled ‘Open Badges in Higher Education: 2.0 infinity and beyond!’.
Still on the theme of transitions the Open University’s suite of Badged Open Courses (BOCS) on OpenLearn. There are now seventeen available. The majority are concerned with supporting transitions from informal to formal learning. However, the latest addition to the collection is ‘Succeeding in postgraduate study’ aimed at supporting the transition from undergraduate to postgraduate study. Whilst this free, openly licensed course was written by the OU, it will be of interest to colleagues across Scottish higher education and applicable to any student making the transition to postgraduate study in Scotland. The selection of Badged Open Courses on OpenLearn Create also continues to grow, including the OEPS collection.
Towards the end of February I spoke to Keith Quinn, Learning & Development Manager (Digital Learning) and Rob Stewart, Learning and Development Adviser at the Scottish Social Services Council offices in Dundee.
More than 200,000 people work in social services across Scotland; the workforce includes social care workers, social workers, social work students and early years workers. SSSC are responsible for registering the workforce, making sure that they meet the standards set out in the SSSC Codes of Practice. As part of its support for the professional development of the social services workforce SSSC has developed the SSSC Open Badges website.
Currently 107 different badges are available through the platform. The underlying pedagogic model is based on using badges to recognise situated learning. Badges are awarded for reflecting and acting on learning not simply for attendance or participation. Assessment and verification of reflective activity is carried out by employers, line managers and sometimes by SSSC staff. Social care organisations can register with the system and are allocated a unique code. Learners can then submit the code for their particular employment and will be assessed by someone with knowledge of their context. This decentralisation allows the system to operate at scale, SSSC sample to ensure consistency of standards.
One of the challenges for SSSC is developing a culture in which online learning is seen as engaging and relevant. They are aware that many learners identify online with tick box approaches and so in developing the use of badges that recognise reflection and reward active engagement they are ‘trying to break what’s in people’s heads about just clicking …’. They have deliberately avoided quiz-based assessment. In part this is a challenge about changing perceptions, however, it is also about supporting learners to develop their skills. Support is offered for reflective writing but learning can also be evidenced in other forms, for example using video. The learning and development team are also actively engaged in supporting and modeling good practice in digital learning design.
Organisations can use the SSSC platform to badge their learning materials. Currently ten are doing so and the figure is likely to rise to around fifty in the next twelve months. To date 830 badges have been awarded and the number is rising rapidly.
If you have an interest in professional development and in the use of micro credentials for professional learning I’d strongly recommend browsing the SSSC site. The short video explaining what digital badges are and can do is particularly good.
Pete Cannell for the OEPS team
We are delighted to announce that How to make an open online course is now live. It is a new badged open course which explains how to design, structure and produce your own open online course. It was written by the Free Learning Team at The Open University and includes sections by the OEPS project team. How to make an open online course complements the OEPS course Becoming an Open Educator which was released in September 2016 to focus on how to find open resources, how open licences work, the benefits of using and remixing OER and how they might influence the course you create.
How to make an open online course guides you through the practical steps to take in building a course including planning the course, how it might be hosted online, the use and reuse of free content, what sort of assessment activities you might want to include, social learning and the important steps you need to take before you publish your course. It prompts you to think about what consider to as you compile content, it also discusses the writing and editing process.
When the OEPS project began, these two courses were proposed as key tools to help those discovering the benefits of using OER for widening participation in higher and further education. As the project has progressed and we work with partners to help them create their own OER for their particular contexts we have reflected on processes of course creation. We have focussed especially on how a course can be created in collaboration between universities and organisations or those unfamiliar with how to produce meaningful online learning materials and this experience has been incorporated into these courses.
The Open University has plenty of expertise in creating good quality distance educational materials to support students, more recently in online settings both for formal courses and for the informal courses and resources hosted on OpenLearn. The OU Free Learning team, who commission all the free open courses hosted on OpenLearn, including the highly successful OU Badged Open Courses, have compiled How to make an open online course to share this knowledge in an accessible way to anyone who wants to try building their own course.
The OEPS project team welcome your thoughts, comments and suggestions on how this new badged open course or Becoming an Open Educator makes a different to your open educational practice. Please contact us at (oepscotland [at] gmail.com) or tweet using the hashtag #openeducator about your experience of using these two courses to guide your course building activities.
The use of open badges as a way of recognising a short episode of learning is on the increase in Scotland. There have been significant changes since we started working on the OEPS project in summer 2014. It may be useful to categorise the use of badges in three ways.
- Awarding badges for the recognition of activity that contributes to continuing professional development (CPD). Examples of organisations taking this approach include Borders College (an early adopter), City of Glasgow College, Scottish Social Services Council and some Health Boards.
- The recognition of co-curricular and extra curricular activity; The University of Abertay is using open badges in the former context for its Law students and is considering whether badges might be integrated with the HEAR statement to recognise extra curricular achievements.
- To reward the successful completion of an openly licensed online course; The Open University now offers a suite of eleven such badged online courses (BOCs). A further 10 courses in the same style are scheduled for release during the rest of 2016. A small number of other badged courses have been developed through the OEPS project in partnership with Scottish Universities and Third Sector Organisations. The number of individuals in Scotland with one or more such badges is rising rapidly.
The landscape is evolving and diverse. Open Badges are awarded against a wide range of criteria. In some cases this may simply be for attendance or participation. In others, students are required to submit some evidence of learning such as a reflection on how a workshop had influenced their professional practice. The OU BOC and OEPS badges are typically awarded for successful completion of one or more online quizzes.
While, particularly in the CPD field, digital badges are being awarded for face-to-face activity and traditional forms of learning, certificates are also being used to recognise achievement on online courses. Free courses, offered by MOOC platforms such as FutureLearn and Coursera, and by providers such as ALISON, may supply successful learners with certificates for a fee. This is part of an emerging business model in online education.
It’s unusual for MOOCs or free openly licensed (OER) courses to be a given a level. However, FutureLearn the Open University and the University of Leeds are offering a route from one of their free online courses to study on a degree or MBA programme.
Most forms of study that result in the award of an open badge represent relatively few hours of learning, typically in the range 5 – 25 hours (although there are a few outliers at both ends of the range). Thus, before considering validity and level, the potential credit value of a single badge is normally small. However, the significance of credit is contextual and not necessarily directly related to size. While for a graduate, 2 credit points at SCQF level 7 might not be very relevant, for an adult learner with no, or little, post compulsory educational experience it might be very important.
Currently recognition based on criteria that require evidence of reflection or other complex outcomes is normally assessed manually before the badge is enabled. This can be expensive and sets limits on scale. Online courses with quiz assessments allow for the awarding process to be automated and can therefore deal with much greater numbers. However, although there has been some very creative use of quizzes (see for example ‘Caring Counts’) this method of assessment does curtail the kinds of learning outcomes that can be effectively assessed. So, for example, the Understanding Parkinson’s course developed by OEPS asks learners to engage in significant reflection on practice and on what they have learned through the medium of a log – however, the success criteria for the course are currently based on more restrictive quiz based questions. Evaluation of this and other similar courses suggests that the reflective activity is a strong impetus to learning. The OEPS project is investigating whether it’s possible to develop automated peer assessment that could work at large scale.
As the numbers of participants on badged courses increases there will be individuals who have portfolios of badges in their Mozilla backpack that may add up to a significant investment in learning. What should be the attitude of colleges and universities to this kind of experience? There is potential for much greater use of RPL and where the badged experience could feed into an ‘empty box’ type module that supports the award of credit.
Ronald Macintyre and I, on behalf of the OEPS team, attended the 2016 Enhancement Themes Conference on Student Transitions on the 9th June. These notes outline the content of our presentation. The slides are available on the OEPScotland slideshare site.
We began by explaining that Opening Educational Practices in Scotland is a three-year project funded by the Scottish Funding Council and led by the Open University in Scotland. The project is tasked to develop increased understanding of design, production and use of OER and OEP in Scotland with a particular focus on widening participation and transitions.
Before looking at transitions we gave a brief introduction to Open Education Resources (OER) and Open Educational Practices (OEP) and noted that they are becoming an increasingly important part of the educational landscape. The range and scope of free, openly licensed courses is increasing rapidly.
In the course of the project we have been developing our understanding of the relevance of OER and OEP to educational transitions. While some of our observations are relevant more generally, we focused in the presentation on transitions from non-formal or informal learning to formal learning at college or university. We then considered three connected ways in which OER and OEP are relevant to discussion of transitions.
The first starts from a student focus. Individuals making educational transitions do so in a world where digital technology has become ubiquitous. For some, a prerequisite of engaging with education is the acquisition of basic skills for digital participation. Many more will have experience of working with digital devices and tools such as Google and YouTube. They begin the learning journey that comprises their personal transition with a set of digital life-skills, assumptions and expectations. These are valuable and important, but not necessarily sufficient to operate in digital learning environments. Some of this experience will have been mediated through the availability of free and openly licensed material – although that doesn’t necessarily mean that they will have explicit knowledge of ‘open education’. On course, in institutions, students continue to engage with digital resources. Acknowledging, understanding and influencing their behaviour is increasingly important for educators.
We argue therefore that good practice in supporting transition into formal education needs to acknowledge and value existing digital skills. Success and retention in formal education requires sustained support for the development of digital literacy skills appropriate to learning in further and higher education. A core part of digital literacy is an awareness of OER and issues relating to the use and sharing of openly licensed material.
Our second point concerns the impact of openly licensed materials on curriculum development. Educational institutions are often perceived as the custodians of ‘content’. But if good quality content is freely available, what then is the role of the college or university? We’ve explored some of the issues that are raised in a paper ‘Lifelong learning and partnerships – rethinking the boundaries of the university in the digital age’. In that paper we argue that in a as boundaries are reconfigured the role of the university in developing pedagogy and student centred supportive practice is heightened. We note that OER and OEP is already having an impact outside the academy, as third sector and other organisations concerned with non-formal learning, start to use OER and students acquire new types of credentials in the form of Digital Badges.
Finally we note that open education has been heralded as opening up new possibilities for widening participation. In practice, however, the use of OER and OEP in lifelong learning has been relatively limited. The OEPS project has worked with partners to understand why the promise of OER has not yet been fulfilled. Some reflections on this can be found in ‘Revisiting Barriers to Widening Participation in HE’. There have also been very few examples of OER courses being reversioned or remixed to address the needs and context of different learners in a lifelong learning context. One exception to this is ‘Caring Counts’, an OER developed at the OU in Scotland, which has its origin in a course designed to support refugees and migrant workers into education and employment. This was then reversioned on two occasions, once to meet the needs of Carers wanting to make the transition into education and again to meet the needs of professionals working for Carers’ organisations. The advent of new and more user-friendly authoring tools, which allow educationalists to edit, modify and add to openly licensed courses has the potential to enable low cost reversioning of good quality OER to suit specific widening participation groups. Sharing and developing resources across and between institutions becomes possible.
In conclusion we suggest that:
OER can help support learners and fill missing steps on learner journeys and/or in curriculum that aims to support transitions.
It’s necessary to accept OER and OEP are part of learner journeys; openness is pushing into HE through learners’ experience, and we need to support and develop learners’ ability to use these resources.
OER and OEP have the potential to reshape the development of curriculum, to help providers reach out, allow communities and learners to reach in, to create curriculum relevant to learners and their context.
Pete Cannell and Ronald Macintyre (for the OEPS project team)
The online registration for #OEPSforum4 on Wednesday 9 March 2016 at Stirling Court Hotel, Stirling is now open. The event is free of charge and lunch will be provided.
To register for this event and find out more about parallel workshops, please visit our event on EventBrite:
Wednesday 9th March 10:00am – 4:00pm, Stirling Court Hotel, Stirling University
|10:00 – 10:30||Registration, Posters and Networking|
|10:30 – 11:15||Keynote
Keynote contributions from Josie Fraser (Social and Educational Technologist) www.josiefraser.com
|11:15 – 11:30||Introduction of our workshop sessions|
|11:30 – 12:30||Workshop A (for everyone to participate): Designing a strategic approach to increase the use of OER and OEP in Scotland|
|12:30 – 13:30||Lunch, Posters and Networking|
|13:30 – 14:30||Parallel workshops (session 1)|
|1B) Using OER – what does good practice look like?|
|1C) Changing culture, changing practice|
|1D) Open education and digital engagement through a widening participation lens|
|14:30 – 14:45||Break|
|14:45 – 15:45||Parallel workshops (session 2)|
|2B) Using OER – what does good practice look like?|
|2C) Changing culture, changing practice|
|2D) Open education and digital engagement through a widening participation lens|
Everyone takes part in Workshop A: Designing a strategic approach to increase the use of OER and OEP in Scotland
This workshop presents an opportunity to discuss the strategic drivers, barriers and challenges to the use of OER and OEP within the formal and informal learning sectors. It is an opportunity to share experiences of OER and OEP and to consider what more could be done strategically and practically to increase their use. The workshop will contribute to the development of a draft strategic framework for OER and OEP in Scotland.
You will have the option to choose two out of the other three workshops :
Workshop B: Using OER – what does good practice look like?
This will be a participative facilitated session that will provide the opportunity for open education practitioners from the formal and informal sectors to speak about their experiences of using OER and for everyone to ask questions, discuss and analyse the characteristics of good practice.
Workshop C: Changing culture, changing practice
#OEPSForum3 identified that one of the key challenges for OER and OEP is not just about changing practice but is also about changing institutional culture. This workshop will focus on how we can change institutional and organizational culture and will discuss some of the challenges in making use of Open Educational Resources and Open Educational Practices in your context.
Workshop D: Open education and digital engagement through a widening participation lens
Learning takes place in a world that is permeated by digital technology. How well do we support the development of the basic skills that are required for participation in this world? How well do we understand the relationship between the skills for participation and the literacy skills required for effective learning in further and higher education?
by Anna Page (OEPS project)
The annual OpenEdConference, this year with the title “The Impact of Open” is taking place in Vancouver, British Columbia in Canada on 18-20 November 2015. The OEPS project is presenting under the theme “Designing and using open pedagogies that leverage the 5R permissions of OER”, with the following title and abstract:
Supporting organisations adopt open education practices (OEP) via cross-sector partnerships to enable the design and use of open materials is the purpose of the Opening Educational Practices in Scotland project (OEPS). It builds on previous experiences of collaborative partnership working (Macintyre, 2013, Cannell & Macintyre, 2013). Although Open Educational Resources (OER) could be transformative and widen access to higher education (D’Antoni, 2013) this promise hasn’t been widely realised, with many unaware of the potential benefits of OER and most MOOC users already HE qualified (Edinburgh University, 2013). OEPS endorses the Open Scotland Declaration (http://declaration.openscot.net/) which encourages organisations, teachers and learners to adopt OER.
OEPS is extending the 5Rs of OER (Wiley, 2014) to the wider sector of HE, FE and beyond via partnerships between HE learning design professionals and Scottish organisations with specialist expertise to share but no pedagogic knowledge to create robust OER. It does this via a growing peer support network, workshops, pilot schemes and an online hub for sharing good practice. This supports OER and OEP concept exploration and the extent to which organisations feel able to share resources they develop for the benefit of communities of learners.
OEPS is facilitating more development of OpenLearn Works where users can share OER so learners can retain, reuse, revise, remix and redistribute resources at any time. The platform encourages users to share all resources via a CC BY NC SA licence at the very least. It also supports badged open courses.
This presentation focusses on some of the collaborative partnership-created OER exemplars, some using badging, issues raised during creation, and the first 3 months use of the Opening Educational Practices hub.
Cannell, Pete and Macintyre, Ronald (2013). Reflections on work and learning and flexible curriculum. In: International Enhancement Themes Conference: Enhancement and Innovation in Higher Education, 11-13 June 2013, Glasgow, UK, pp. 4–12. http://oro.open.ac.uk/id/eprint/38321
D’Antoni, S. (2013) ‘Open Educational Resources: Access to Knowledge – A Personal Reflection’ in McGreal, R., Kinuthia, W. and Marshall, S. (eds) (2013) Open Educational Resources: Innovation, Research and Practice. Vancouver: The Commonwealth of Learning and Athabasca University https://oerknowledgecloud.org/sites/oerknowledgecloud.org/files/pub_PS_OER-IRP_web.pdf#page=153
Edinburgh University (2013) MOOCs @ Edinburgh 2013 Report http://www.era.lib.ed.ac.uk/handle/1842/6683
Macintyre, Ronald (2013). Openness and practice: innovations through openness in partnership. In: International Enhancement Themes Conference: Enhancement and Innovation in Education, 11-13 June 2013, Glasgow, UK, pp. 90–96. http://oro.open.ac.uk/id/eprint/38320
Wiley, D (2014) ‘The Access Compromise and the 5th R’, on Iterating toward openness (5 March 2014) http://opencontent.org/blog/archives/3221
The slides can be viewed at http://www.slideshare.net/OEPScotland/oeps-presentation-at-opened15-designing-and-using-open-pedagogies-for-the-5rs-the-opening-educational-practices-in-scotland-experience
by Beck Pitt (OEPS project)
Last week (w/c 26 October) saw myself and Bea conduct the first of our workshop tours and participate in a number of events. Here’s a brief rundown of the highlights and a summary of notes from the sessions:
Thinking about Open at the University of Dundee
On Tuesday we headed up to Dundee to facilitate the first of our Thinking about Open workshops on this tour (slidedeck available here). As part of the first half of the workshop we explore and brainstorm what openness means (take a look at the photos of people’s contributions from the Dundee and UWS sessions above and below!) and then look at different examples of open practice (see case study cards) before taking a look at what OER is and how it is being used by educators and inspiring change around the world. The second half of the workshop focuses on barriers and challenges to OER/OEP, how to overcome these and the role of policy in facilitating change. The workshop aims to facilitate discussion and explore best practice and possible next steps.
Checking whether resources can be reused (and the time implication) was a concern with one participant noting that there had been cases of copyrighted resources being labelled as openly licensed on sites such as Flickr. Having to check the providence of a resource multiple times and via multiple channels highlights the need for raising the profile of best practice more generally to help mitigate issues of this type of incorrect attribution. Other examples noted during discussion included differences in sharing practices, with instances of others refusing to share reading lists being described by one participant.
Later on in the workshop we looked at possible barriers and challenges to using OER. A lively discussion around possible challenges followed with one challenge (“time”) being identified as underpinning many of the issues raised. “Digital competency” was also perceived as an important barrier to OER adoption. Without appropriate training or support how will people know about OER or open practices? It can be difficult for people to know where to find OER, or ascertain what material is open. After all if you can find material online (e.g. by “googling it”) then can’t the material be reused? As people are often lacking in time it was suggested that training on finding, (re-)use and sharing of OER is included as part of institutional training for new staff. Training to use software for creating resources and legacy issues with different formats were also highlighted. This type of institution led activity would also help to build confidence, mitigate concerns about sharing material, as well as providing staff with digital literacy skills.
In addition, in order to embed open practices it was noted that working together to create resources or incentivising engagement with OER and OEP through recognition or promotion for teaching posts might be potential avenues to explore. Earlier in the workshop employer expectations and the requirements of professional bodies were also highlighted and more synergy between these might also help embed OEP and use of OER in institutions.
DigitalMe Open Badges workshop, Glasgow (28 October 2015)
Bridges Programme AGM, Glasgow (29 October 2015)
On Thursday we were delighted to participate in the Bridges Programme annual AGM, hear about the great work Bridges do in conjunction with other organisations and employers to help support asylum seekers, refugees and migrants by enabling them to develop their skills, establish networks and access educational and training opportunities. Read some of their client case studies.
A particular highlight was seeing colleague Lindsay Hewitt of The Open University in Scotland (OUiS) receive an Education and Training award for their work with Bridges in developing and using the reflection toolkit.
Going Open at the University of the West of Scotland (UWS)
Friday saw us head over to the University of the West of Scotland (UWS) in Paisley to run a large Thinking about Open workshop (check out the slidedeck). With a mix of colleagues including librarians, management, lecturers and instructional designers there was a multiplicity of perspectives but with similar concerns and experiences.
The “dark side of OER” was noted by one group in the openness brainstorm (see photos above) with loss of control, intellectual property rights (IPR) issues and a lack of understanding of sharing being potential barriers to use. The danger of sharing (admittedly not a specific issue to OER) was also highlighted later on: what is to stop someone editing material so that it distorts its original meaning? On the positive side participants noted the ability to personalise learning through using open resources, “cohort identify” and peer support. Trust was also highlighted as an important factor for reuse of materials: are the resources credible? Is it easy and time efficient to find these resources?
It’s worth noting that at both Dundee and UWS examples of collective ownership resonated with participants: the Byron Statistics example where students and their teacher rework the class material annually was highlighted as particularly pertinent by several people during an early workshop activity focused on this and other case studies.
Internal recognition and encouraging people to develop more open practices (particularly in instances where peers have concerns or don’t know how to use or what OER is) were noted as critical to facilitating engagement, particularly as lack of clarity over IPR is a major barrier to sharing beyond one’s own institution. Like Dundee, UWS are in the process of developing institutional policy to encourage OER/OEP with a particular focus on IP and copyright issues. Introducing a policy such as that at Glasgow Caledonian clarifies IP/copyright and enables people to share resources they create as part of their job on an open license and therefore with a wider community. It was agreed that a top down and bottom up drive to facilitate OEP/OER was needed to transform collective practice. However, it is not just institutional policy that is required but a structure to ensure the success of that policy: encouraging people to engage with OEP/OER through supportive, integrated training that simultaneously meets any external requirements is required. In addition case studies and examples of people who didn’t know about OEP/OER who moved to embrace more open practices, or examples of people that you know becoming more ‘open’, were noted as important within this context.
Later discussion highlighted the need for incentivisation to kick start engagement and encourage adoption: can OEP and the creation of OER be taken into account within the context of promotion? What about possible enhanced profile or an increase in citations? How can we measure the impact of any change in practice?
Collaborative authorship and leaving one’s ‘ego’ at the door (“let’s take the egos out of it“) is also important: open peer review and being open to receiving feedback from colleagues/students were highlighted as important practices which change the culture or collective practices at an organisation as well as potentially improving standards. Building on the idea of needing to push your ‘ego’ aside one participant reflected on the need to learn from students, with the role of reflection and working together with students (“facilitating a collective dose of humility”) also being discussed.
Fancy the team visiting your institution or organisation to conduct a workshop? Find out more!
We are holding the third OEPS Forum on Thursday 5th November 2015 (9:30 am – 4:00 pm) with lunch provided between 12:30-13:30 at 200 St Vincent Street, Glasgow G2 5RQ.
To register for this event and find out more about our plenary sessions and parallel workshops, please visit our event on EventBrite:
The forum is open to everyone however it will be of particular interest if you want to find out more about Open Educational Resources (OER) and effective practice in the use, reuse and reversioning of OER, or if you are already working with OER and have experience and ideas to share. The third OEPS forum has a focus on the use of OER in widening participation in further and higher education and on the links between informal and formal learning. The morning keynotes from Patrina Law and Allison Littlejohn will address these issues and you can discuss and debate them in the interactive World Cafe session.
In the afternoon there will be a series of workshops which will be run twice (you can choose 2 of the 5 to attend):
- Exploring openness
By Pete Cannell and Ronald Macintyre (OEPS team) – this is an introductory workshop for anyone who wants to find out more about Open Educational Resources and Open Educational Practice. We’ll look at some of the basic ideas and concepts that underpin open education and also explore some of the ways in which it opens up new possibilities in both the formal and informal education sectors. Audience: Open to everyone but those who are interested in finding out more about what open educational practices (OEP) and open educational resources (OER) may benefit from this most.
- Research and Education Space
By Richard Leeming (External Relationship Manager) and Mark Macey (Education Engagement Manager) from the BBC. This workshop provides an opportunity to find out how the Research and Education Space uses open digital technologies to deliver better digital learning experiences much more efficiently. The session will comprise presentations, discussion and some practical workshop elements to identify how the project could evolve to encourage greater use of resources being made available from museums, libraries, galleries and other organisations to schools, colleges and universities. More details can be found on the website: http://bbc.in/res. The workshop is open to everyone but those who are interested in finding out more how this project can help education at all levels and those interested in developing platforms may benefit from this most.
- Harnessing technologies and open educational resources to widen access to Strathclyde
By Stephanie Mckendry (Widening Access Manager) & Aidan Johnston (Learning Technology Adviser), University of Strathclyde. Having recently launched their third MOOC, ‘Caring for Vulnerable Children’, Strathclyde’s Education Enhancement Team have worked together with the institution’s Widening Access Team to explore ways of harnessing these courses to facilitate access to further and higher education for participants who may be new to learning. This workshop will report on that work in progress, discussing the opportunities and challenges that have emerged so far as well as the wider potential to utilise technologies and open educational resources in access. The workshop will be suitable for those involved in widening access/participation to FE/HE, schools or community outreach, learning technologies, admissions and recruitment, public engagement.
- Students as producers of open learning
By Natalie Lafferty, Head of Centre for Technology & Innovation in Learning, University of Dundee. This workshop will provide an overview of how students have been engaging as co-producers of open learning resources at the University of Dundee School of Medicine. There will be an opportunity for participants to consider how they can engage students in open educational practices in their own teaching programmes and explore some of the issues and ground work that needs to be covered to best support and get the most out this engagement. This workshop will be of interest to anyone wanting to engage learners in developing open online learning resources. It will also be more widely applicable to individuals wanting to engage colleagues in developing open educational resources.
- Co-creating OER through widening participation partnerships
By Lindsay Hewitt, The Open University in Scotland. This workshop explores the way in which widening participation partnerships between the university and third sector partners provided the basis for the co-creation of a series of OER courses designed to support transitions into work and into higher education. The workshop is open to everyone but it will be of particular interest if you are interested in the use, reuse and reversioning of OER.
We are looking forward to seeing you on 5th November 2015.
9:30 – 10:00
Registration, Posters and Networking
10:00 – 12:30
Keynotes and Interactive World Cafe with OEPS Update
12:30 – 13:30
Lunch, Posters and Networking
13:30 – 14:30
Parallel workshops (session 1)
1a) Exploring Openness
1b) Research and Education Space
1c) Harnessing technologies and open educational resources to widen access to Strathclyde
1d) Students as producers of open learning
1e) Co-creating OER through WP partnerships
14:30 – 14:45
14:45 – 15:45
Parallel workshops (session 2)
2a) Exploring Openness
2b) Research and Education Space
2c) Harnessing technologies and open educational resources to widen access to Strathclyde
2d) Students as producers of open learning
2e) Co-creating OER through WP partnerships