DEPARTMENT FOR CONTINUING EDUCATION TECHNOLOGY-ASSISTED LIFELONG LEARNING April 2012 Sesame Project Tutor briefing session

Page 2 Plan for today  Welcome and overview of the project and OER  Using open.conted.ox.ac.uk: technical and practical issues  Copyright, IPR and open licensing  What resources can I release?  Creating resources: how to podcast

Page 3 OER definitions  Open Educational Resources (OER) are teaching and learning materials that are freely available online for everyone to use, whether you are an instructor, student or self-learner. Examples of OER include: full courses, course modules, syllabi, lectures, homework assignments, quizzes, lab and classroom activities, pedagogical materials, games, simulations, and many more resources contained in digital media collections from around the world. (OER Commons)  “…teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property licence that permits their free use or re-purposing by others.” (Atkins, Brown and Hammond, 2007)  “ Anything that I can identify, that I can scavenge from somewhere else, that might make my teaching a little bit easier.” (OER Impact Study, 2011)

Page 4 OER at Oxford  Oxford has been producing OER since 2009 through and the OpenSpires project  Across the University  Perhaps best know through iTunes U

Page 5 Background  Requests for a web presence from weekly class tutors  OER and Departmental mission  JISC funding

Page 6 The Sesame project  Aims to create and provide Open Educational Resources (OER) for teachers and learners globally through the work of the weekly class programme

Page 7 Specifically the project aims to:  Help you find out how using and creating OER can benefit you and your students  Enable your students to find and use appropriate, validated online resources in their work  Improve your skills and confidence in identifying, using and creating OER  Embed open ways of working in the development and delivery of weekly classes  Widen access to Oxford's teaching to new audiences globally

Page 8 What will participating in this project involve?  Put selected supporting materials for your course online and license them as OER  Indentify additional resources produced by others (whether OER or not) and collect them together with your OER  Provide some additional information about the resources you select and produce, to make it easier for others to discover and reuse them

Page 9 You can benefit from:  Providing online resources for your course to enhance the learning experience of your students  Training/personal development opportunities in creating and working with OER  Disseminating your teaching materials via University of Oxford- branded portals, such as the iTunes U site  Getting global recognition for your work at Oxford

Page 10 Your students can benefit from:  Access to more learning materials, selected by experts as relevant to their course  Improved access to high quality resources outside of the classroom  Increased awareness of the wide and growing source of high quality, freely available learning resources, for both their coursework and future self-study  Improved digital literacy skills  The opportunity to contribute to collecting and producing open content for their course

Page 11 Other benefits  Broadens access to education in and beyond Oxford  Improves quality  Can improve productivity  Markets your current and future courses  Enhances reputation of the Department

Page 12 Using  Overview of the site  Registration  Course view  Subject view  Keywords view  Adding resources  Adding links  Editing a course  Describing resources  Adding keywords and subjects

Page 13 What resources can I use and release? Copyright basics  Much as in print  Risk Management  Remember you can use things you cannot release e.g. CLA  This is a complex topic so I will not try to summarise – see handout on IPR copyright, licensing and OER, and briefing documents

Page 14 What types resources can I release?  Presentations  Handouts  Worksheets  Podcasts (audio recordings)  Videos  Images, pictures or diagrams  Reading lists or bibliographies  Assignment questions or tests  Anything student can learn from

Page 15 Conditions  the work should be your own original creation  all the content must be lawful and not, for instance, defamatory, likely to incite racial hatred, or pornographic  if it includes material created by others, such as images or video clips, these must be appropriately licensed for re-use

Page 16 What is open licensing?  Licenses to make it easier to use others’ work in your teaching and learning (or for them to use your work)  Best known is creative commons (cc)  There are various cc licenses: Sesame will use BY NC SA  What does this mean?

Page 17 What are the conditions? Attribution  Author must be acknowledged on all copies and adaptations of the work, including a link to the original version of the work

Page 18 What are the conditions? Non-commercial  The work can only be used for non-commercial purposes

Page 19 What are the conditions? Sharealike  The work can be modified and adapted, but the entire resulting work (including new material added by the adaptor) must be distributed under the same sharealike licence

Page 20 What does adaptation mean?  Your authorship will always be acknowledged  Re-use must avoid ‘derogatory treatment’ meaning adaptation that risks having a detrimental effect on your reputation

Page 21 Your rights  You retain the copyright over your work (unless it is already owned by your employer).  You can do whatever you want with your work.  You can grant others the non-exclusive right to distribute your work, even commercially.  You can ask for your work to be removed from the Discovery point and it will be immediately taken down. However, you have no rights over any material which has already been downloaded and is in use elsewhere. This is a key term of the CC licence which enables users to have confidence that their right to use CC licensed material will never be revoked.  You can take legal action if you know of anyone using your work outside the terms of the licence, for instance by failing to credit you or for obtaining commercial gain from it.  You are protected by the Copyright, Designs and Patents Act,1988 and can take legal action if you know of anyone subjecting your content to derogatory treatment, distortion or mutilation.

Page 22 What else can I post on open.conted.ox.ac.uk  Links to useful websites  Links to primary sources  Links to related courses  Whether OER or not

How to mark content for attribution  To avoid confusion put the attribution you want on your resources  Make sure you get the credit for your work  This work by Your name is licensed by the University of Oxford under a Creative Commons Attribution- NonCommercial-ShareAlike 2.0 UK: England & Wales Licence.Your nameCreative Commons Attribution- NonCommercial-ShareAlike 2.0 UK: England & Wales Licence  Attribution information will also be in the platform  Looking at automating this for images

Page 24 How to attribute  Not always clear  Acknowledge originator and link back to original  Open attribute tool  Chrome  Firefox  Opera

Page 25 Example

Page 26 Chawton Manor © Copyright Peter Trimming and licensed for reuse under this Creative Commons Licence.Peter TrimmingreuseCreative Commons Licence Work found at / CC BY-SA 2.0 (

Finding resources: OER  UK universities  JORUM:  Oxford:  Open University:  US universities  MIT:  Yale:  Portals   Digitisation  Project Guttenberg:  Images  Flikr cc search: Page 27

Finding resources that are not OER but are still valuable  Sites you use  Digitisation  Primary sources – letters, documents  Cultural institutions  Museums  Libraries  Newspapers  BBC  Media  Audio - iTunesU  Video – Youtube.edu Page 28

Page 29 Where will project OER end up?  In the Department’s “open” homepage - which will be developed and expanded from the lessons learnt in this pilot  In the University’s podcasts.ox.ac.uk portal  In Jorum - a UK HE national repository  If appropriate, in iTunes U  We don’t know?

Page 30 Creating a podcast

Page 31 Why? Most people can read faster than they can listen…  Variety of format  Doing other things (radio)  To get a sense of the ‘expert’ as a person

Page 32 Form Keep it short  Again, think radio  More chance of recording in one take

Page 33 Style Listeners want to hear *you*  Keep it conversational, don’t worry about the occasional ‘um’ or ‘er’  It helps to imagine that you are only talking to one other person

Page 34 Preparation  Make some notes but don’t script it too tightly  Try to avoid mentioning specific dates/times  Workout how to begin – ‘Hello, I’m…’  Workout how to end – ‘So that’s all about…’  Find a quiet place  Don’t expect your second take to be an improvement

Page 35 Editing  Simple ‘top and tail’ editing  Free software – for example: ‘MP3 Cutter and Editor’

Page 36 Next steps  Read briefing note and, if you are happy, sign  Register for an account at  Let us know what courses you want a site for (see information with your contract)  You can upload resources and links

Page 37 Further information  Project manager  Marion Manton   Phone:  Location: Ewert House  Website:  JISC OER Programme:

Page 38 References  Content  JISC OER infoKit:  OpenSpires project:  Images  Genie in an oil lamp. ( / shannonzhang ( / CC BY-NC-SA 2.0 (  Screenshots: This work by the Sesame Project is licensed by the University of Oxford under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 UK: England & Wales Licence.Sesame ProjectCreative Commons Attribution-NonCommercial-ShareAlike 2.0 UK: England & Wales Licence