Learning Technologist, Learning and Teaching Enhancement Office Synergies between OER models and learning design practices at the University of Bath Introductions… Vic & Julian What is coming next… An exploration of how and why the University of Bath OSTRICH OER project team incorporated elements of an earlier OER framework into learning design practices at the institution and an introduction to the model for open design that this produced.   Vic Jenkins Learning Technologist, Learning and Teaching Enhancement Office

Aims of the OSTRICH project at the University of Bath: Promote awareness of the benefits of OER (creator and user) for academics Clarify any legal/IPR issues for those who want to create OER resources Establish good practice for the creation of OER material Provide a repository for OER learning and teaching materials Foster an active OER Interest Group at the University Brief intro to OSTRICH project year-long JISC-funded project to cascade lessons learnt from previous OTTER project, three institutions – Leicester, Derby, Bath, Bath context within OSTRICH project – differences were apparent between the institutional contexts and cultures and these differences dictated our approach. As well as converting existing materials to OER, we would be creating a substantial amount of new content for open release nature of team/support tends to be more devolved It became clear we would need to put processes, support and frameworks in place to highlight good practice in OER creation and ensure quality of outputs in the future….

CORRE A framework for transforming teaching materials into OERs CORRE model CORRE A framework for transforming teaching materials into OERs From the OTTER OER project at the University of Leicester http://bit.ly/qyonkO History of the CORRE model - OTTER Benefit of such a model – gives a standard approach, enables support, ensures quality of OER output Very useful for conversion of existing content The experience at Bath for OSTRICH – not all content was for conversion, didn’t have the same model of central support. Looking for sustainable approach to OER post-project and a realistic support model for our context and culture We found synergies between CORRE and learning design models that could offer potential time or resource savings for creation of new content. Elements in common with learning design include: Screening – L&T context, structure and layout, language, learning design – sit naturally with the content creator/academic Rights Clearance – good practice in using third party materials ought to be present in any learning materials produced Internal/External Validation – User input and quality assurances processes can be integrated into learning design Formatting for Accessibility – technically accessible, different users, pedagogical wraparound Developed into a new model for OER creation… How was this model developed? Several iterations over the course of the year-long project in collaboration with a number of contributors of new OER content to OSTRICH eg DfLL. DL Mech Eng

Started from a learning design process and mapped out those elements of CORRE framework that fit within the model – any learning design model can be used. An iterative process of refining and developing materials. From perspective of LD you will look at the L&T aspects including structure and layout, consider technical aspects and accessibility, and source appropriate content (from an L&T perspective and a legal perspective) Also suggested incorporating QA processes into the LD model where appropriate – User input – end of unit evaluation, teacher/tutor feedback, student focus groups Interim validation – student/tutor focus groups – look at all aspects of design Final validation – students/tutors, peer review, external bodies (subject centres, professional bodies), curriculum review processes

Next… add OER support to the LD process – in the form of meetings or online support – FAQs, templates, case studies etc Plan – discuss licence, plan metadata collection, discuss copyright and sourcing content Review – initial check of third party content, evaluate learning design, structure and layout, discuss file formats, review metadata Finalise – tie up loose ends, discuss storage locations, evaluate metadata

Top and Tail the LD process with OER Guidance on choosing appropriate materials for release Checking IPR – ownership of learning materials Choose CC licence Tail Apply licence to resources Save file in accessible locations Provide IP details, metadata and URLs to OER team Team – Validation (suitability for release) Team – Release OER Team – Track and evaluate

Experience of working with the model Quality of learning materials Pedagogical wraparound Collaborative approach Time IPR and copyright Availability of Creative Commons materials for reuse Benefits Quality of learning materials – QA processes and focus on structure, accessibility, LD can improve quality Can create richer resources compared to converted OERs where third party content is often removed Pedagogical wraparound – useful in-house as teaching notes Potentially collaborative approach – co-creation Issues Time – we found that, whilst not as time-consuming as converting materials, including OER elements does lengthen the design and creation process IPR and copyright – lack of support available, staff misconceptions about copyright and third party materials Lack of availability of Creative Commons materials for reuse – images and learning materials – time consuming to source, quality of CC images, conflict of licences of ‘older’ materials with our intention to release OERs under as open licence as possible

The Bath OER model moving forwards… OER learning design framework available for guidance Support materials in place Wider expertise in central team Improved sustainability of OER creation process Members of staff coming to the e-Learning team now have a LD framework for OER to refer to if required. This framework links to a variety of support resources inc FAQs, templates, legal documents Resources backed up by knowledge of central team Process should be more sustainable in the long run Find out more at: blogs.bath.ac.uk/oer