Fostering Open Educational Practices Institutional Showcase Australian National Symposium on OER 4th - 5th Nov 2014 | Hobart, Tasmania

Underpinning the UTAS approach 2 There is a diverse range of opinion on the specific requirements of what constitutes an open educational resource. When writing about Openness, David Wiley indicates that the word "open" can have different meanings in different contexts and in practice it is a continuous (not binary) construct. 1David Wiley Licensed under the Creative Commons Attribution 3.0 Unported licenseAttribution 3.0 Unported By Sunshine Connelly, In nurturing the development of a sustainable open education ecosystem, there is growing consensus that a definition of OER ideally needs to incorporate three interrelated dimensions: Educational values: OER should be free; Pedagogical utility: OER should embed the permissions of 4Rs (reuse, revise, remix and redistribute); and Technology enablers: Technology and media choices should not restrict the permissions of the 4R framework. 2 TASMANIAN INSTITUTE OF LEARNING AND TEACHING

Open Educational Practices 3 Three important dimensions 3 –An engagement with all of the stakeholders in the OER process (authors, users, managers and policy makers). –Ensuring that there is support to guide creation and use of OER, and technologies to assist storage and dissemination. –An understanding of the context in which OER are used The growing diversity of OER initiatives coupled with better understanding of the limitations of open content, without open practices, has led to an important shift in thinking in the field TASMANIAN INSTITUTE OF LEARNING AND TEACHING

Tasmanian Institute of Learning and Teaching UTAS Institutional Strategies Open Educational Practices | Page 23 ―Promote the UTAS reputation and brand in areas of specialisation and research expertise; ―Grow enrolments in UTAS delivered courses; ―Contribute to areas of social and community need; and ―Enhance curriculum offerings. TASMANIAN INSTITUTE OF LEARNING AND TEACHING

UTAS Institutional Strategies UTAS has developed and implemented a number of supporting strategies and policies to support the development of Open Educational Practices by UTAS staff. –The development of Open Educational Practices is part of Divisional planning. Ensuring that UTAS staff are well supported to take up Open Educational Practice is part of the S&E Division's five year plan. 4S&E Division's five year plan –Embracing Open Educational Practices is a UTAS curriculum principle. The use of Opening Educational Practices to "enhance and extend curriculum offerings through being a member of a vibrant community of practice sharing high quality resources" is provided as the University's tenth curriculum principle. 5tenth curriculum principle 5 TASMANIAN INSTITUTE OF LEARNING AND TEACHING

–Using Open Educational Practices counts towards teaching performance expectations. Teaching staff are also encouraged to use and develop a range of learning technologies and online resources such as MOOCs and Open Educational Resources and this is formally recognised within the University's Teaching Performance Expectations. 6Teaching Performance Expectations –Breadth Units’ Guidelines. A breadth unit may be defined as a unit that: Can be readily adaptable to Open Educational Practice to build on UTAS’ ambition to be recognised as a premier university for Open Educational Resources (OER) 6 UTAS Institutional Strategies Licensed under the Creative Commons Attribution 2.0 Generic license by Sean MacEntee (2012) at TASMANIAN INSTITUTE OF LEARNING AND TEACHING

Sharing Learning Resources Project (SLRP) Funded under the UTAS Projects of Institutional Significance Funding Scheme This project aims to establish a staff culture of sharing learning resources through the use of a UTAS Learning Object repository (LOR). The project will run for 18 months starting September ―Develop a culture of sharing to foster efficient learning resource production and use, quality improvement and the opportunity for communities of teaching practice to develop ―Develop the capacity for our academics to enhance curriculum offerings and meet Teaching Performance Expectations ―Realise the benefits of sharing our teaching practices with the world 7 TASMANIAN INSTITUTE OF LEARNING AND TEACHING

Curriculum Design for Open Education This project aims to design, develop and test a free, open and online professional development course focussed on supporting curriculum design in Higher Education courses. The course will have a specific aim to develop the capacity of academics in Australia to adopt and incorporate Open Educational Resources (OER) and Open Educational Practices (OEP) into curriculum development for more effective and efficient learning and teaching across the Australian higher education sector. The Project aims to Deliver: –The development of a micro-course that will enhance the capacity of academics to adopt and incorporate OEP into curriculum design and renewal; –The evaluation of participant experiences in the micro-course and incorporate their suggestions for further improvements to the format; and –Free provision of a downloadable resource to support the incorporation of OEP in curriculum design to use and repurpose according to local needs. 8 TASMANIAN INSTITUTE OF LEARNING AND TEACHING

Effective open licensing policy and practice for Australian universities. ―This project addresses a critical need identified in previous Office for Learning and Teaching projects; to review the copyright and legal issues effecting OEP. ―It will survey current OEP in Australian universities and use the data collected to develop an Open Education Licensing Toolkit. ―The Toolkit will be a practical online resource for university teaching and learning and business planning professionals. The project aims to improve Australia's competitive strength in the international market for open education services by providing confidence for educational institutions around the development and production of open online resources. universities-making-online-education TASMANIAN INSTITUTE OF LEARNING AND TEACHING 9

Thankyou for Listening Luke Padgett OER Project Leader (Copyright & Engagement) Tasmanian Institute of Learning and Teaching University of Tasmania T: TASMANIAN INSTITUTE OF LEARNING AND TEACHING 10 Dr Carina Bossu Lecturer, Learning and Teaching (OEP) Tasmanian Institute of Learning and Teaching University of Tasmania T: E: Associate Professor Natalie Brown Head Tasmanian Institute of Learning and Teaching University of Tasmania T: E: The text of this presentation is licensed under a Creative Commons Attribution 4.0 License. Images and graphics in this presentation may be subject to separate licenses and copyright restrictions.Creative Commons Attribution 4.0 License

References 1.Wiley, D. (2009). Defining open. Retrieved from 2.Defining OER. Retrieved 3 November, 2014, from Conole, G. (2010). Defining Open Educational Practices. Retrieved from University of Tasmania. (2014). Divisional Plan: Students and Education. Retrieved 3 November, 2014, from education-staff-only/documents/DVC-SE-Plan-2015-Final-12-June-2014.pdfhttps://secure.utas.edu.au/dvc-students- education-staff-only/documents/DVC-SE-Plan-2015-Final-12-June-2014.pdf 5.University of Tasmania. (2014). Curriculum Principles for the University of Tasmania. Retrieved 3 November, 2014, from ulum-Principles1.pdf ulum-Principles1.pdf 6.University of Tasmania. (2014). Teaching Performance Expectations (TPE) Framework. Retrieved 30 May, 2014, from Teaching-Performance.pdf Teaching-Performance.pdf INSERT FACULTY NAME IN FOOTER 11