preparing effective oers: granularity, re-use and re-purposing mark goodwin, suzanne lavelle and...
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Preparing effective OERs: granularity, re-use and re-purposing
Mark Goodwin, Suzanne Lavelle and Annette Cashmore
OER10: 22 March 2010
Introduction
Questions and answers
OER producer – YES!
• Open University: module author / editor → OpenLearn
• GENIE CETL, University of Leicester: Virtual Genetics Education Centre
OER consumer – NO?
• Open University: module author
• GENIE CETL, University of Leicester: convenor / lecturer – biomedical sciences
Reasons:
• Finding: searching → understanding
• Using: acquiring → ease of re-using / re-purposing [perceptions]
Introduction: OERs
History (focus/rationale):
• MIT OpenCourseWare (OCW): modules – lectures, tutorials, practicals
• OpenLearn: modules – distance education materials
• JISC/HEA OER Programme: technical, legal and procedural aspects
Purpose and audience:
• institutions – teachers: producers and users – students – ‘general public’
Granularity:
• learning programmes (modules)
• learning objects
• digital assets
Open Educational Resources
[A] BS2009 GenomesLearning programme: second-year undergraduate module (20 credits)
BSc Biological Sciences, BSc Medical Biochemistry, BSc Medical Genetics …
Components: lectures, tutorials, practicals
Specific purpose and specific users
• integrated set of linked components
• links to other modules (before and after)
OERs one element of course teaching (absence of ‘teacher’)
Problems with transfer to other contexts:
• teaching environments
• resources
Learning programme / effective teaching → poor OERs? (re-use)
Photo: Alison Mbekeani
[B] GENIE pipetting videoLearning object: produced by GENIE CETL for general teaching and outreach
Not tied to a specific module or programme
Component: video – available in streamed and downloadable formats
Specific purpose / no specific users
• single component
• no links to other components
Stand-alone element: content and teacher
Limited problems with transfer to other contexts:
• teaching environment
• resources
Learning object / limited teaching context → effective OER (re-use)
GondarRoyal EnclosurePhoto: Paul JacksonGondar
Photo: Giustino
OERs: learning programmes
‘Coherent programmes’
Finding
• easy to describe
• difficult to understand
• difficult to acquire
Specific application: context / users
• difficult to re-use in other contexts
• easy to re-purpose?
But … in identical teaching context
• easy to re-use
• clear teaching aims/purpose
OERs: learning objects
‘Discrete chunks’
Small (10 to 20 minutes of study time?)
• easy to describe
• easy to understand
• easy to acquire
Wide application: purpose / users
• easy to re-use in other contexts
• difficult to re-purpose
But … no teaching context
• difficult to re-use
• limited teaching aims/purpose© Jmol: Eric Martz and Angel Herráez
OERs: digital assets
‘Specific items’
Text, images and multimedia files
• easy to describe
• easy to understand
• easy to acquire
Wide application: purpose / users
• easy to re-use
• difficult to re-purpose
But … no teaching context
• difficult to re-use
• limited teaching aims/purpose
Conclusions
User process:
• find
• understand
• perceptions of ease of re-use/re-purposing
Two models
A: effective teaching (learning programmes) → work: re-use → poor OERs?
adoption model
B: effective OERs (learning objects/assets) → re-use: work → effective teaching
scavenging model
Evidence?
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