Tomorrow my colleague from Oxford Brookes University, George Roberts, will be presenting a workshop at the OER13 conference – in Nottingham, UK. He will be joined on Skype, by Marion Waite.
This paper/workshop is one of the outcomes of the FSLT12 MOOC , which we worked on last year and will run again this year from 8th May to the 14th June. We have also worked on three further papers as an outcome of FSLT12.
- Waite, M., Mackness, J., Roberts, G., & Lovegrove, E. (under review 2013). Liminal participants & skilled orienteers: A case study of learner participation in a MOOC for new lecturers. JOLT
- Mackness, J., Waite, M., Roberts, G. & Lovegrove, E. (to be submitted 2013). Learning in a Small, Task-Oriented, Connectivist MOOC: Implications for Higher Education. eLearning Papers
- Lovegrove et al. (in progress) Moving online, becoming ‘massive’: turning the face-to-face ‘First Steps in Learning and Teaching in Higher Education’ into a MOOC. BeJLT
The OER13 workshop will follow a similar format to the presentation that George made to the ELESIG community earlier this month, but will explore MOOC meanings more deeply from, threshold concept, community of practice and third space theory perspectives.
Having looked through the OER13 website, I can’t see that any presentations are being live streamed, but hopefully recordings will be uploaded, and there is a Twitter channel – #oer13
This week we welcome Dave White to the FSLT12 MOOC. Dave will be speaking to the title
The Impact on Teachers of Open Educational Resources and Open Academic Practice in the Digital University
Date and time: Wed 13 June 3.00 – 5.00 pm BST
Link to the session here
Check your time zone
Link to Resources to prepare for Dave’s session
Dave tweeted some time ago that he was preparing for this session. I have heard Dave speak a few time before and blogged about him, so I know I can look forward to this session.
(Click on the image to enlarge it)
The curriculum thread this week focuses on ‘lecturing’. Rhona Sharpe has provided an excellent and thought-provoking video
The ideas raised by this video are being discussed in the Week 4 Moodle forum
Activity 3 Microteaching
The first two activities, reflective writing and collaborative bibliography, have both been very successful with excellent contributions to both. Many, but by no means all of the reflective writing examples have been on people’s blogs and the collaborative bibliography activity took place in the Week 2 Moodle wiki
The third and final activity is ‘Microteaching’. The idea is that we share examples of our teaching practice
I think Rhona provides us with an excellent example of good practice. Within her video presentation she employs many of the strategies of good teaching.
One or two people have already submitted their microteaching activity. I am looking forward to seeing more and hopefully to having plenty of people present their work in the live sessions in Week 5.
So on to another set of stimulating discussion in Week 4.
This week in Change Mooc – I have particularly enjoyed reading Rory McGreal’s rant. It is interesting how a bit of passion can make a topic come alive.
A short harangue by this week’s discussion leader: McGreal, R. (2009, October 21). Stop paying twice for education material: Online resources, open content make proprietary textbooks obsolete. Edmonton Journal. Retrieved from http://auspace.athabascau.ca:8080/dspace/bitstream/2149/2324/1/rory_ed_journal-1.pdf
In parallel with the MOOC topic I have myself been involved in OER issues this week. I am working on a government-funded project with a team, which is tasked to develop some educational training packages for primary and secondary schools in England. The idea is that we will write new materials, but also review and update a wide range of existing archived resources, which have been produced by the same team for prior government-funded projects. We will then filter and select from this extensive archive the resources we need to create new training packages.
This is where the OER issues arise. The question is who owns these archived materials. Evidently there are millions of pounds worth of educational resources languishing in government archives, while the powers that be decide who can have access to them and whether they can be remixed and repurposed. My understanding is that this kind of archiving often happens when governments change. The funders of the project who attended the first team meeting told us that one education project had recently been taken to court for infringing copyright – a very costly mistake. So funders are nervous about OER issues, but at the same time didn’t appear to know anything about Creative Commons licenses. Fortunately one of our team is very knowledgeable about this.
As an aside I often wonder if the number of Flickr accounts with ‘all rights reserved’ is through choice or simply because people are not aware of the other options. I wasn’t aware of them myself until my MOOC friend and colleague Matthias Melcher asked me why I had all rights reserved on my Flickr site.
The issue of accreditation also came up in our project meeting. The training materials we develop will be used by education centres to deliver training for schools. Will the University, which has been funded to do this project, accredit this training – for example – by allowing the modules to carry 10 or 20 credits? Evidently this will take considerable time and effort to thrash out.
So it has been interesting to experience first hand the issues that Rory McGreal discussed this week. It seems that perhaps the biggest challenge is educating people about the issues and raising awareness.
See A Basic Guide to Open Educational Resources (OER) and Guidelines for OER in Higher Education for further information.