1. 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

2. 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….

3. 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
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

4. 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

5. 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

6. 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

7. 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

8. 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