Topic outline

  • An image of a dandelion puffball shedding airborne seeds.

    Welcome! Come in and find out what this course is about.


    Hello and welcome to the micro Open Online Course (mOOC) 'Repurposing Open Educational Resources: An Introduction'.  This is a professional development short course aimed at anyone interested in openly licenced resources for education.  You might be at a school, university, TAFE, private provider, or have a general interest in open education. 

    At the end of this micro-course you'll have created an Open Educational Resource (OER) suitable for your own teaching practice.  This might sound daunting - but don't panic. The course should take you between ten and fifteen hours to complete, and the course is structured so that you can work at your own pace, explore issues of importance to you, and interact with other practitioners.  There aren't any schedules for you to follow, but rather a series of activities that build toward the end goal of a usable open resource.  You only need to engage as often as you can.   

    These resources will help you to understand the course and how it will be run:

    • Course Facilitator and Overview (what can you expect from me?) 
    • What is expected from you?
    • Research outcomes in OEP1000
    • New to OpenDesk?  Let me show you around.

    If you're ready; let's start a few 'warm-up' activities.

      

  • What should I do first?

    you are here by chokola, on Flickr

    Creative Commons Attribution 2.0 Generic License

    by  chokola 
    Firstly, we'd like to learn a little bit more about you and why you're here.  You'll probably notice that there are other people in your educational sector and even discipline - this is a great opportunity to build your network and identify people that you might like to work with in the course. Please take the time to complete the orientation activities and let everyone know 'where you are' (as the sign to the left suggests).

    Orientation Activities:

    The course orientation provides an overview of the course, as well as the expectations for the community roles as you complete the activities.  Make sure that you read through this before posting your reply to the next part of the activity.

    Introduce yourself to the community.  Tell us a little about your educational context and what type of OER you would like to create.  You might like to include links to your LinkedIn profile, upload a photo to your forum ID, link to your blog, or anywhere else on the web that will help people get to know you.

    Complete the OER survey and select the words that you would use to describe open education.  Results will be shared every week to provide a snapshot of participants perceptions of OER.  

  • Introducing OER

    Introductory Activity 1

    In this section, we'll investigate not only what open educational resources are, but also the potential they represent for education systems (and in particular your own contexts). 

    Time to complete: about an hour (including the running time of the video, and exploring the JISC site)

    Stimulus: Watch the video interview (right, running time 4'45") with Sir John Daniel about the possibilities of Open Educational Resources.   Also, explore the New to OER?' section on the JISC OER Infokit which provides a good overview of OER.

    Response: To get you thinking about open education in your context, we want you to consider Open Education from two angles and post your replies to the Forum.  The questions are:

    1. Why are you interested in Open Educational Resources?  
    2. What do you think that Open Education has to offer you and your learners?
    3. Sir John speaks about the availability of open textbooks and the possibility to relieve some of the financial burden to students.  Have you considered setting an open text or drawing on a range of OERs for your course?  What would be your concerns in setting an open, free textbook for your next course offering?  

    Taking this activity further:

    If you want to visualise the possibilities of Open Educational Resources in Higher Education, take a look at this case study by David Wiley.  Is there a way you could remix this idea into your own curriculum?  Would you approach this differently?  

    I'd imagine that your repurposed OER will be much smaller in scope (David's remix took an entire semester with his class), but I included this case study to show you possibilities and also highlight the potential missing voice of students in OER authoring.  Many of the resources prescribed for students at university are governed by subscription fees, and there is no guarantee that students will have access to these resources in the workplace.  Perhaps scaffolding student's information and digital literacy, combined with an awareness of open resources is an effective strategy to support lifelong learning skills?  What are your thoughts?  

    You can post your thoughts in this Forum too.

  • Locating and evaluating OER

    Now that you have a broad understanding of the rationale for Open Educational Resources, and have started to share your own points of view, it's time to look at OER in a little more depth.  In this section you'll consider how you might like to use an open resource in your own learning and teaching context by creating some design and development guidelines.

    Activity 3

    Lego Explorer by JonoTakesPhotos, on Flickr
    Creative Commons Attribution 2.0 Generic License  by  JonoTakesPhotos

    Time to complete: Up to an hour.

    Resources: Download the 'OER Design Triggers' document.  

    Response: The 'Design Triggers' document (found in the 'Resources' section below) will be key to the rest of the activities you'll complete as you design and develop your OER.  It has a list of design questions which will guide some of your choices in selecting and adapting your OER.  It will also be used in the peer-review component of your adaptation.  

    By providing this document to your reviewer, they'll have a clear idea of your intent and can use it to guide and structure their feedback.  It will be a living document, which means that it is likely to change as you progress through the other activities.  Once you have completed the 'Design Triggers', you'll be ready to start searching. 

    Troubleshooting: You might like to do Activities 3 and 4 in reverse order and fill in your document based on the types of OER you actually locate.  There is no 'right way' to approach this, so approach the activities in whichever order makes sense to you.

    Support for this activity: You might like to share ideas and ask questions in the Finding and Evaluating OER Forum, and also take the opportunity to help other learners in the community. . 

    Activity 4

    Looking for Minifig Monday? by kennymatic, on Flickr
    Creative Commons Creative Commons Attribution 2.0 Generic License by  kennymatic 

    Time to complete: One hour

    Stimulus: The stimulus for this activity will be your Design Triggers (found in the 'Resources' section below).  If you've chosen to complete Activity 4 before Activity 3, your stimulus will be your ideas and your teaching context.  Both stimuli act as guidelines that will provide some boundaries for your search.

    Response: Using some of the OER collections, begin a search for an OER in your discipline area.  It could be for a piece of assessment, a learning activity, or any other purpose you require.  Refer back to your 'Design Triggers' document (and maybe refine it as you search).  

    We'll try and capture an overall experience of locating an OER in this course.  Please fill in the survey about your experience and we'll post an overview of the responses in the discussion forum.

    Tip: I have always found Jorum and the OERCommons to be extremely useful.  If you have any other sources of OER, please share them with the community.

    Once you have located your resource, add it to the wiki <link> and 

    • provide a brief description of the resource and it's original location (where did you find it?)
    • identify the applicable licence
    • outline your basic ideas for how it will be re-purposed for your course 

    Taking this activity further:  

    If you're feeling courageous (I always hear Sir Humphrey's voice when I use that word), consider using more than one openly licenced resource in your re-purposing.  For example, adding some Creative Commons images from Flickr, or even blending two OER together could potentially enhance the overall production and teaching quality of your resource.

    Support for this activity:  

    The video 'What are Open Educational Resources and Creative Commons Licences?[11min 30sec] provides an overview of how OER can be used, and the rights and obligations of the licences.  

    Drop by the activity discussion area below to share your experiences (the good, the bad, and the ugly) of finding your OER.

     

  • Repurposing your OER

      
    Now it is time to bring all of the previous sections together.  Using your Design Triggers, and your chosen OER, you'll now start your repurposing.
    In this section, we'll give you a series of questions to help step you through adapting your resource.  There are a few options to consider and you'll need to select those elements that are most relevant to your needs.
    There are some supporting resources in this section, and make use of the Discussion Forum for this activity.  You'll probably find that a lot of people are grappling with the same issues, and some novel solutions will arise from group discussion.  

    Activity 5

    Resources:
    - Your Design Triggers document,
    - Your chosen OER content,
    - The considerations as listed below 
    Time to complete: Varies, depending on the scope of the adaptation.

    Considerations: 

    How do you want to work on your adaptation?
    1. You might like to work alone, but please refer to the Resources section below for useful tips.  
    2. Instead, you might consider a collaborative effort with others in your subject area. This might be the point when you call upon a colleague (perhaps in the office next door, or anyone else in your professional network) for advice. You might also consider looking over the wiki to see if there are others in your subject area.  This would be a great opportunity to connect with new colleagues.
    What tools help collaboration?
    1. If you decide to work in a group, consider what tools will best support your efforts.  Perhaps sharing documents via Dropbox or GoogleDocs suits your group, but there are a host of other free solutions.  However, always ensure that you understand the Terms and Conditions of a tool before you use it.   
    Licencing and sharing?
    1. Review the Creative Commons Licence to clarify that your planned adaptation is legal. For a more in-depth view of Creative Commons Licences, refer to 'How do I attribute Creative Commons Licenced material?' [11mins 30sec], locate the Creative Commons website for your country, or ask the community.
    2. Select your licence carefully.  Remember that once a Creative Commons Licence has been applied, it cannot be revoked.Some licences (like ShareAlike) dictate the licencing arrangement of the adaptation, but other licences are less restrictive.  Which one will you select for your work, and why?
    3. Do you intend to share your OER with a broader community?  After the peer-review you might like to upload your OER (you could share it back to the repository that held the OER you repurposed).  One possibility is to use the OpenAuthor platform built into the OER Commons which allows you to author your OER online and immediately upload it.  We'd recommend that you wait until after the peer-review of your OER to share it.
    What format will your adaptation take?
    1. Will you release this as a Word or Open Office document, or a PDF?  Does your adaptation include audio or video elements?  You do need to consider the format of your work in terms of how others will (re)use it.  You might find the blog post 'PDF is where OER go to die' a useful resource when making your decision.
    This will be the most challenging part of this course, but remember that help is available. Best of luck to everyone!
     
  • Review before release - the peer-review

    Now that you have completed your adaptation, it's time to 'review before release'.  If you have completed Activity 5 then you're ready for peer review.

    Activity 6 

    Time to complete: No more than one hour
    Response:  There are two parts to this activity, one as a contributor, and one as a reviewer.

    As a contributor: Upload both your adapted OER and your 'Design Triggers' document to the wiki.  Once your review is returned, you might like to reflect on the comments and perhaps even make changes based on your reviewers recommendations.

    As a reviewer: Look over the wiki and select one OER to review.  Download a copy of the resource and the 'Design Triggers' document.  You will see some questions and a rubric under the Review section of the Triggers document. Make sure that you read the 'Providing constructive feedback' section as a way to structure your comments.  Remember that this is a collaborative learning space and most of us are new to OERs so please respect the work of others.  When you have completed your review, upload it to the wiki. 

    Support for this activity: please post any questions and comments in the Peer-Review Forum.  Also, refer back to the Design Triggers document, especially the rubric and 'Providing constructive feedback' sections.

    Activity 7

    Time to complete: a few minutes
    Response: You might consider sharing your OER with a much wider audience after the review process.  If your institution has an open repository already, upload it.  If this isn't the case, the OER Commons has partnered with this micro-course and you'll find instructions on how to upload your material on their site.
    Now it is time to reflect and wrap up. 
  • Celebration time!

    We've reached the end of the course and by this stage you've survived the development of your first Open Educational Resource.  Congratulations!

    Before you leave, take a deep breath and set aside some time to reflect on your experience as part of this community.  We started this experience with three tasks and we'll end in the same manner.  

    This helps you to reflect on what you have learned (and how), and also provides the facilitators with ideas for improving the course next time.

    Closing activities

    1. In the Closing Thoughts area, post at least one positive experience from this course, and one area for improvement.

    2. Complete the experience survey (this will be live at the end of the first week)

    3. Where to from here?  You might like to suggest (in the Closing Thoughts area) suggestions for future micro-courses.  Is there a particular topic about openness that you'd like to explore in more detail?  What are your plans for engaging with open practice now that you've completed this course?