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International Conference on Enhancement and Innovation in Higher Education
Crowne Plaza Hotel, Glasgow9-11 June 2015
Welcome
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Pete CannellDeveloping Open Educational Practices
to Support Transitions
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Widening participation and open education
• Challenges and contradictions• Advocates of open education suggest that it
opens up the possibility of wider participation• But in general university WP practitioners are
not engaged with open education• Our students and potential students live and
learn in a digital world• MOOCs and OER materials mainly studied by
the educational haves
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What is OER?• OER = Open Educational Resources• Free educational materials (and mainly courses) that are licensed
to allow the 5Rs:
• reuse, • revise, • remix, • redistribute• retain
• MOOCS?
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Opening Educational Practices in Scotland
The Project
Cross-sector project in Scotland tasked to increase the awareness and use of OER, with a focus on widening participation and transitions. Led by OU in Scotland as part of its outcome agreement with the Scottish Funding Council.
www.oepscotland.org
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Origins• Explosion of available
OER • An extensive range of
partnerships between the OU in Scotland and other organisations: third sector, unions, employers, colleges and schools. An increase in interest in OER.
OER Repositories
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Developing OER in partnership From around 2010 OU in Scotland began to develop new OER in partnership and also to explore the use of existing OER in workplace and other social settings
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Towards open educational practiceInternationally there is a shift from OER as ‘learning objects’ to an interest in OEP Our experience suggests that open educational practice is about design, structure and supportBut also about partnership, networks and social models of learning
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OEPS and transitions• OEPS has worked with
more than 50 organisations in Scotland in its first year.
• A key finding is that there is real potential for developing open practice in the ‘in between’ spaces where student and potential students are in transition.
www.flickr.com
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Emerging themes
• Partnership involves trust and negotiation of boundaries – sustained commitment
• Curating resources is critical• Working with partners who are embedded in their own
well established networks enables use at scale• Engaging partners where individuals play intermediary or
facilitating roles with fellow workers, clients is important - trusted gatekeepers
• Embedding practice in learning networks• Extending learning design and practice to include the use
of materials in social settings – importance of peer support
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Supporting transitions
Requires: • Redrawing the boundaries between informal
and formal learning and between community/workplace learning and college/university learning
• Combining best practice in adult and community education pedagogy with the affordances of open education