Making OERs sustainable – PLSQ framework

As interest in Open Educational Resources grows, one of the main challenges faced by the OER community is the question of sustainability of OER. Sustainability is a fact of life often associated with a healthy ecology. Translated into OER terms, a healthy OER ecology is a sign of healthy OER life.How OER life is sustained has been a subject of many debates at institutional, national and international forum. What do we mean by “sustainable OER”? Do we mean “justification” of an OER programme or “enablers” for continuous development and release of OER? For different players, OER sustainability means different things and here are a few from the literature, by no means exhaustive:

• funding to carry on producing OER
• sustainable technologies to support production and distribution of OER
• sustainable recruitment of students through OERs
• academic support in the development and release of OER
• institution and national policies that support mainstreaming OER

Last two weeks, at Leeds, OER sustainability was the focus of an event organised by the Support Centre for Open Resources in Education (SCORE) based at the Open University. The objective of the event was “to consult and share experiences of working with OER content and tools”. A major outcome was the Leeds manifesto. Here are a few things I picked up from the event regarding sustainable OER development:

Policies

o Work to change how people think about education
o Embed OER development into existing policies and practices
o Think about the size of your operation i.e. small or large scale
o Gather evidence of added value to teaching and learning

Learning design

o Separate learning design from content creation
o Design teaching materials from scratch with openness in mind
o Design for use and design for pedagogical effectiveness

Support

o Have a support team built around existing teams e.g. IT services, research repository teams and copyright clearance officers
o Tie OER development with staff training and development
o Develop methods to engage staff e.g. departmental OER coordinators
o Develop tools that maximize benefits and minimize efforts in OER development

Quality

o Develop a toolkit of good practice e.g. processes for releasing OERs
o Have a mix of formal peer review and star user rating
o Keep resources alive through constant updates
o Develop “consent commons” where human subjects are used

PLSQ is the perhaps the key to a sustainable OER programme.

Samuel Nikoi (26 May 2010)

Announcing the Beyond Distance MSc in Innovative Education and Training

Beyond Distance Research Alliance is very pleased and excited to announce its first degree programme: MSc in Innovative Education and Training. This exciting new course will be conducted by collaborative distance learning. Students will benefit from the tutorial support of our own Professor Gilly Salmon, Dr Alejandro Armellini, and Dr Palitha Edirisingha. The programme will begin October 2010, and can be completed in only 22 months. Study will pursue the themes of learning design, technology, innovation, change, research, and futures. Planned modules include

  1. Learning Innovation
  2. Research to Practice
  3. Looking Back for Moving Forward: Hindsight and Insight
  4. Creating the Future for Learning: Foresight and Oversight
  5. Proposal Preparation and Pilot
  6. Learning Futures Project

Above image is a collage created as an online e-tivity by the international delegates to the Beyond Distance Learning Futures Festival Online 2010

Our goal in this course is to enhance practice and professional development in technology-rich educational environments, giving students the opportunity to consider and critique the developments, likely trajectory and implications of digital technologies for learning. Participants will be encouraged to identify, formulate and debate theoretical and practical insights into education and training at any level and in any country and sector.

If you have been looking for a masters programme that will not only prepare you for the future of learning and training but also to be a leader in this field, this is the course for you!

For more information and to inquire further, visit http://www.le.ac.uk/beyonddistance/miet.

Terese Bird, Learning Technologist

In anticipation of HTML 5

I have a feeling that HTML5 might not get everyone excited but it should.  At least a little bit.  Before I explain why you should get excited, I’ll briefly explain what HTML5 is.  HTML (HyperText Markup Language) in simplest terms is the language behind the webpage, you don’t see it when you view a webpage but it’s there. If you’d like a more detailed understanding of HTML and HTML5 have a browse through the links below:

Now for why you should get excited: HTML5 has a new part of its language which enables video to be shown in browser without any additional software e.g. Flash, Quicktime, Windows Media Player.  There are some details about this still to be thrashed out by the W3 Consortium mainly which format of video will be used as it needs to work across all browsers (e.g. Chrome, Internet Explorer, FireFox, Safari).

But, if this does happen, it will make it easier for video to be included in websites and so in the content that is on websites e.g. OERs (Visit OTTER for more information on Open Educational Resources), teaching and learning material etc.  Rather than having to provide multiple video file formats and video player options, the video will play directly in the browser without the need for the user to download any additional software or to keep updating their software.  While there will still be issues of file size and storage, easily embedded video in a browser will hopefully enable easier addition of creative, open, educational video resources.  

Emma Davies
Learning Technologist

After the iPad?

A recent article on the Amazon Kindle ( http://tiny.cc/vowqu ) has just been brought to my attention. Basically, it’s saying that there will soon be so many ways to read Kindle content (iPhone, iPad, Android) that there won’t be any point actually buying a Kindle reader.

Now that’s interesting, because it sets me thinking about my perception (still) of the iPad being pointless. You see, it’s about convergence. Once there was the mobile, which just made calls (when I bought my first analogue mobile phone, I asked the woman in the shop what the screen was for! – well, normal phone’s didn’t use a screen, and all this one did was display the numbers as you pushed them…).

Then mobiles started being able to send texts (I once knew someone who was part of Motorola’s development of the analogue mobile, and he assured me that text messaging was built in to the phones from the start, even the analogue ones, but not implemented until later). Then calendars and diaries appeared, then the ill-conceived WAP “mobile internet”, more recently cameras, which led to larger colour screens, and finally (for now) “proper” web browsers.

Why keep adding to the basic mobile phone? I can only suggest that it’s because it’s what people want. There’s really only room in a pocket or bag for one device, and that device must include a phone, because the phone is the most fundamental thing that people want to have with them. So what we actually need is  a technological innovation that allows the iPhone, Android, etc. to have a folding / rolling / projecting screen, full colour, instant refresh, e-paper quality.

And the iPad? Well, I would suggest that it’s nothing more than an iPhone with a bigger screen and a missing phone. So, useless then :)

Until I have one myself, of course. . .

Paul Rudman, BDRA

Notes from Kabul

On a more serious note today…

It has been a fascinating experience returning to Afghanistan after a gap of 3 years.  Between 2003 and 2007 I visited Afghanistan some 8 or 9 times as Director of a major institutional strengthening programme for the Ministry of Mines and Industry.  I now return to begin a new modest project working with the Geoscience Faculty of the University of Kabul, which will ‘twin’ the University of Leicester with its Kabul sister for some 3 years.

So begins Mike Petterson’s post today from Afghanistan. You can read Mike’s fascinating retrospective on his visit to this country in 2004, followed by his impressions on his current visit, in the following posts on the ELKS community blog:
Kabul retrospective
Extreme Afghanistan
The future is before my eyes
Kites, cricket, traffic and zips
The aid circus
Geography, geopolitics and geo-beauty
Farewell Kabul: British Council, Peshawar and University Twinning

Mike is collaborating with Beyond Distance on the Giraffe project, and we are also looking forward to an exchange of knowledge around his project with the University of Kabul, where he is working with young, inexperienced staff who are keen to develop new teaching materials and are open to new ideas. According to Mike: “We have to develop materials and products in the knowledge that the internet here is slow or non-existent, and at the moment some areas of the university have one primitive desktop computer for every 11 members of staff, and they don’t even have a photocopier.”

A serious tea discussion

A serious tea discussion

Students at Kabul University (published with permission)

Students at Kabul University (published with permission)

Watch this space for updates…

Gabi Witthaus
This post was updated on 18 June 2010

Looking into volcanoes

Volcanic ash is causing trouble again. Last week I came across some e-learning about volcanoes. Made by the BBC a few years ago, it’s aimed at Scottish secondary schoolchildren, but could be valuable to anyone trying to understand what happens when volcanoes erupt.

You probably recall that in July 1995 the Caribbean island of Montserrat experienced horrendous eruptions, with little warning, of its Soufrière (sulphur) Hills volcano. The BBC (Scotland) put together an online multimedia ‘tutorial’, including text, web sites, audio and video, to explain what caused such disaster, in which 19 people lost their lives and the economy of the island was destroyed.  Have a look at it here.

You’ll see that it is one of two tutorials under the heading ‘Environmental Hazards’, the other being about floods.  It opens with a dramatic photo of the volcano erupting and offers students the means to answer four questions:

What caused the volcano to erupt?

What impact did the eruption have?

Was the eruption predicted?

What action was taken before, during and after the eruption?

As a geography teacher in an earlier life, I was curious about the pedagogical approach. It had a dated feel of  ‘Give the kids the resources and make them work’. But of course the web site was originally intended to serve the needs of classroom teachers and their students (in Scotland). I think it does provide opportunities for group discussion, and there’s a list (needing some updating) of other useful web sites.

How would you update this tutorial for the BBC, given your knowledge and expertise in e-learning? I would want far larger images, for a start, because the small thumbnail newsreel videos really tell learners very little.  The teachers’ notes mention two TV programmes, but I couldn’t discover whether those are still broadcast or downloadable. I would also want to introduce greater opportunities for interactivity online, perhaps between students in different schools, perhaps even between them and people in Montserrat today.

You could call this web site an early example of an open educational resource (OER), though the BBC does state, in full legal language, the terms of use.

The most devastating eruption to date started at 11:27 pm local time on Monday, 28 July 2008, without any precursory activity. And on 11 February 2010, a partial collapse of the lava dome sent large ash clouds over sections of several nearby islands (says Wikipedia, not one of the suggested sources). Poor Montserrat…

David Hawkridge

Rupert gets rattled

Backstage at the World’s Got Talent show, the tension was palpable. Rupert’s parents were anxiously whispering to one another in Japanese, in between making encouraging comments to Rupert in an effort to bolster his confidence, and showing a brave face to the camera. Their main concern was the little upstart competitor, Ivy. Even younger than Rupert, she was already set to be an international celebrity. She came from a family of stars in the American tradition, and neither she nor her parents seemed to feel the slightest hint of self-doubt about her ability to win over the audience. Rupert’s mother noted that there was something almost obscene about her: so small and innocent and yet somehow sleek and seductive. And multi-talented – she could perform almost every trick in the book. Rupert, on the other hand, being an avid reader and having absorbed an encyclopaedic range of knowledge at his tender age, seemed rather intellectual and nerdy in comparison. Perhaps he would appeal to the older, more sensible members of the audience?

But the real wild card was Ivy’s younger brother, Ivan, who had, only weeks before, emerged into the public eye. His developmental years had been shrouded in secrecy, and this was to be his first public appearance. Leaked reports from journalists and bloggers in-the-know indicated that Ivan was a rather simple fellow, and was never likely to be able to perform a great range of tricks, or even to do more than one thing at a time. But his stunning good looks and irresistible charm were said to have swept even the most sensible and mature observers off their feet.

[to be continued]

Gabi

15 May 2010

Rupert

Rupert had felt neglected ever since he was born. Even if he was widely regarded as faster, lighter and cheaper than his predecessors, Rupert knew he’d never be a high flyer. He was aware that chances were that before he reached maturity (or even puberty), others might snatch the floor and he would have no further meaningful role to play. Rupert was born in a fast-moving world, which was both a blessing and a tragedy for him.

The mere thought of being left out and forgotten devastated Rupert. He really thought he had a lot to offer, that he could change people’s lives for the long term. He really believed there was a future for him, and others like him, during the difficult times ahead. He struggled to make the most of now -when he was in the spotlight- while debating with himself what to do. His survival was at stake.

[to be continued]

Ale
14 May 2010

iPad: change or coalition?

It always amuses me; whenever “they” bring out a “cool” device, everybody immediately has to have one. Ok, not everybody, but enough people I know do want a new iPad to cause me major puzzlement.

Now, don’t let’s start with the wrong impression, I love good, useful, effective technology. But I love if for what it does, not what it is. The thing with computers is, they are intrinsically useless. It’s the software that’s useful – the device just supports the software. So, for example, I only bought a new computer when I wanted to run Second Life. Yes, it was state-of-the-art and all that, but I just stuck it under the table and actually looked at the new software it supported.

Back to the iPad then. Is it a sea-change in computer use, or just a coalition of old features? What new functionality does it support? Thus far, I haven’t heard of anything at all, let alone something that I will want to use. So to me, it’s useless. Ok, I could buy one in order to see if it’s useful, but isn’t that a bit like buying a new music download without listening to it first on the off-chance I would like it? (only much more expensive!)

It must be this kind of “sensible scepticism” that slows the adoption of technologies that do have clear benefits. Take Podcasting for example. Beyond Distance has plenty of evidence for its efficacy, and many people are beginning to use it, but there’s no stampede of new Podcasting academics. Getting the message across  is as important as having a good message.

For the iPad, either there’s no good message, or it has yet to reach me.

Time will tell . . .

Paul Rudman
Research Associate, SWIFT

GIRAFFE: A wiki project to share resources amongst Geographers

GIRAFFE (Geographical Information Research And Future-Facing Education Network) is one of the latest research and development projects at Beyond Distance. We are looking for contributors to this wiki project, so please read on if you have an interest in either GIS (Geographical Information Systems), Geography and related subjects and / or creating communities or networks amongst practitioners and researchers.

Using Media Wiki as the platform, the GIRAFFE Network project aims to develop an exemplar of a virtual Community of Practice or Network of Practice to facilitate collaboration between educators within the field of Geography, including GIS and Geographical Information Science.

The project will examine the processes involved in creating a Community of Practice using wiki technology, and in the generation of sharable content for learning, teaching and research within the above-mentioned disciplines.

The GIRRAFE model draws on the experience of, and lessons learned from the WikiVet (http://www.wikivet.net/index.php/WikiVet:About)  developed by the Royal Veterinary College in London. WikiVet  is a collaborative project amongst a number of UK Vet schools to develop an on-line knowledge base for vet students and practitioners.

GIRAFFE uses MediaWiki software (http://www.mediawiki.org/, the same software that powers Wikipedia), to provide an easy technology to create and publish learning and teaching resources.

We would like to hear from enthusiastic lecturers, researchers, PhD and Masters students with or without prior experience in writing learning and teaching material for the web, within the fields mentioned above.

Some examples of contributors and contributions would be:

  • lecturers who would like to contribute to the wiki with material drawn from their own lecture notes, Word documents, PowerPoint slides and any other resources
  • researchers who would like a space for publishing draft reports (so far unpublished) and promoting their research and/or teaching experience to support learning
  • PhD and Masters students who would like to contribute to the wiki with their literature reviews, photographs and any other resources.

All copyrights and ownership of the relevant material remain with the individual contributors (or their institutions).  The project team will provide guidance to contributors on copyright issues.

Drop us a line and tell us whether you would like to know more about GIRAFFE and if you are interested in contributing. We look forward to hear from you!

Palitha Edirisingha (pe27@le.ac.uk)

12 May 2010

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