The OERu is an interesting new iniatitive which is looking at reusing and acrediting open content, so Woolongong University (say) accrediting and examining students on open resources published by (say) MIT. A new style of open university which is actually several different universities blending open practice with what they normally do and doing what they normally do differently? The rest of this Scoop.it are the words of Gabi Whitthaus who has been following and researching the early stages of the OERu as her SCORE fellowship:
Over the past few weeks, I have been blogging about the interviews I've held with members from the OER university (OERu) member institutions, as well as with senior managers of UK higher education institutions about their views on the OERu concept. These interviews form part of the data-gathering process for the TOUCANS project (www.le.ac.uk/toucans), which I am carrying out as a SCORE fellow (http://www8.open.ac.uk/score/fellows) at the University of Leicester.
Here is the list of the blogs as at 30 May 2012. (More to come... I'll be updating this post regularly with new links.)
"The big question is: who is going to give the student the qualification and how is that going to be validated?" (Professor Martin Hall, Vice-Chancellor of the University of Salford): http://tinyurl.com/toucans-martin-hall ;
“I look upon this as a playground.” (Professor Jeff Haywood, Vice Principal, Knowledge Management and Chief Information Officer of the University of Edinburgh): http://tinyurl.com/toucans-jeff-haywood ;
“We need to have a far more efficient system.” (Wayne Mackintosh, Director of the International Centre for Open Education at Otago Polytechnic in New Zealand, and Member of the Board of Directors of the OER Foundation.): http://tinyurl.com/toucans-wayne-mackintosh
“Don’t underestimate the earthquakes… What would happen if the physical university were no longer available?” (Herbert Thomas, Electronic Learning Media Team Leader at the University of Canterbury, New Zealand): http://tinyurl.com/toucans-herbert-thomas ;
“We’ll be aiming at a self-contained student who is resolutely going to keep persevering…” (Kevin Bell, ex-Associate Vice President for Learning and Development, College of Online and Continuing Education at Southern New Hampshire University): http://tinyurl.com/toucans-kevin-bell ;
“I don’t see the death of the university that some people are going on about.” (Irwin DeVries, Director of Instructional Design for Thompson Rivers University: Open Learning, Canada): http://tinyurl.com/toucans-irwin-devries
University wants scientists to make their research open access and resign from publications that keep articles behind paywalls... Could this action catch on? What would it mean for editorial boards and review panels?
Research associate Jennifer Jones believes that open research paves the way for ordinary people to take control of mass communication and to free information flow from the constraints of the closed worlds of corporate media giants and publishing houses.
An interesting behind the scenes view of how she pulls open research into her life and teaching. Interesting quote 'If you're not on Google who are you?' (which she stresses she does not agree with, but its very quotable).
The OERu anchor partners have shortlisted 8 university / college courses to be developed as prototypes to be offered in the 2nd half of 2012.
* College Composition (1st year-level course) * Art Appreciation and Techniques (1st year-level course and remix of the Saylor Foundation / Washington State Open Course Library course)
* Regional relations in Asia and the Pacific (1st year-level course) * A Mathematical Journey (1st year-level course) * General and Applied Psychology (1st year-level course and remix of the Saylor Foundation Introduction to Psychology Course)
* Critical Reasoning (2nd year-level course in Philosophy)Why Sustainable Practice (1st year-level course) * Introduction to Management (1st year-level course and registered with the New Zealand Quality Authority towards a national qualification.)
These courses will carry credit towards a Bachelor of General Studies - the inaugural credential selected at the OERu 2011.11 meeting of founding anchor partners. The OERu network will be able to formerly accredit OER learning in Africa, Asia, Oceania and North America.
The OER Foundation uses open source development approaches and we subscribe to radical transparency and open governance. We conduct all business openly. We release early and frequently.
Student as Producer at the University of Lincoln is an innovative teaching and learning strategy that engages undergraduate students in research and make research part of the teaching process. At its core is the principle of openness.
This is a radical initiative which has widespread support at University of Lincoln. Thinking of your own institution would this be welcomed or resisted? What reasons would be given?
Digital Researcher 2012 - Identifying Knowledge workshop: recording of. Makes for interesting viewing with some thought-provoking stats. Do you think of yourself as a Digital Researcher and how has that changed how, where, why and what you research?
Interesting to see student take on Institutional Teaching and Learning Review @ Warwick University. SU Education Officer Sean Ruston while optimistic about the review expressed concern that in some cases the recommendations may reflect staff priorities rather than student priorities. Pointing out that: “Some departments have still not adapted to the changes that will take place in terms of rising student expectations in the quality of teaching and learning due to the planned fees rise.”
Twitter wasn't designed with teaching in mind but Rosie Miles finds it an ideal way to encourage students to get under the skin of academic texts. - Rosie is a 2011 National Teaching Fellow and I like that she is using Twitter for a course in Victorian Literature! Not the usual pairing.
Editorial about decision to shift ALT-J to open access: Going for gold: Research in Learning Technology makes the switch to a fully Open Access publishing model... (for Bill Brown as a local (UK) example to compare with the Harvard Big News.
Martin Weller reflects on his decision to become a blogger (way back in 2006) and its potenitial to connect to 'timely intelligent debate'. From the comments posted Martin's article seems to have struck a chord with other academic bloggers, internationaly.
An interesting overview of some of the options for learners (and possibly employers?) who don't want to pay for a university education but want accredited skills at this level. Its just the start of this particular debate. Where might it lead?
Ian Skerrett notes that on occasion, people working on open source projects will lament how a lot of organizations are using the output of the open source project but not contributing back.
He makes the point that these are now many open source users. This what open source and OER wants to happen - a sign of health and doing something that meets a need. But he also makes the point (I'm sure you will have thought about it too) that open source and OER are not just about community but also about 'giving back'. This will protect long term usage. So ... open source and OER need users (lots) and also contributors (many) to have a long term. These may not be the same people. Is your OER initiative looking to recruits both types? If you use OER what type are you?
http://bit.ly/zgScGH is a link to a survey based on the Sherrett question. Its about open source but it is worth pondering one of the questions which asks whether you don't contribute because 'we have a policy that we do not contribute back'. To what extent does this happen for OER? I do hear of examples but don't hear how many.
Text mining promises huge economic and research benefit, but copyright law and other barriers are limiting its use, says JISC report
A new JISC report shows that text mining - a complex and innovative method of searching and analysing data - has huge potential benefits for the UK economy and knowledge base, but its use is being held back by copyright law and other barriers.
A plethora of Rubrics for Assessment from the University of Winconsin's Polytechnic University covering: Cooperative Learning, Research Process/Report PowerPoint/Podcast, Oral Presentation, Web Page and ePortfolio, Math, Art, Science, Video and Multimedia Project , Creating Rubrics, Writing, Rubrics for Primary Grades... Great to see this stuff shared. - Scooped via Susan Bainbridge (see her http://www.scoop.it/t/the-21st-century site)
Led by Professor Diana Laurillard, the LDSE project is building software to engage university teachers in the design of technology-enhanced learning (TEL) which is informed by pedagogic research and appropriate theories of teaching and learning.
The software will also allow lecturers to build their professional knowledge collaboratively, through sharing their learning designs and contributing to the LDSE’s collection of reference material and resources. The project is part of the Technology-Enhanced Learning Research Programme (http://www.tel.ac.uk).
Well it might seem like showing off, but it is worth checking out iTunesU http://www.apple.com/education/itunes-u/ and considering whether this is simply (for the OU) the latest stage of its old University of the Air model. Perhaps now its University of the Net? Or is this really something different?
Exeter University Student's Guild...presents its third year of Teaching Awards. Eight categories Best Lecturer Innovative Teaching Research Inspired Teaching Best Feedback Provider Supportive Member of Staff Best Employability Support Change Agents Champion Best Postgraduate Teacher
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