CLTAD are developing a new Open Educational Practice unit as part of the UAL Academic Practice Framework. This blog is a space where we will document and reflect on the process.
I noticed a couple of little errors on the Unit Handbook which I’ve now corrected – I couldn’t edit the googledoc Ellen set up previously so what I’ve done is create a new Google Drive folder with the Spec, the Handbook and the two assignment briefs. The benefit of this is that is that it displays the documents in Word format, within an internet browser, so you’ll get the full beauty of the LCF standard templates 😉 The documents aren’t open for edit but they are open for comments to anyone with the link.
The Project Report & Summary brief is still awaiting comments… which hopefully you’ll all provide in due course…!
Here is the link to the OEP Unit Handbook, authored by Lindsay with comments from all, including the HEA Critical Friend.
This is the final version, using the LCF template as required. However, if any further changes are suggested please post here!
Hi all – the LCF QUAC (Quality Assurance Committee) has come back to us on our draft OEP Unit Specification. They would like to see our essential and further reading suggestions. These can be books, book chapters, online resources, journal articles, etc. Essential should be 3, 4 max.
Can you help with suggestions? Would everyone like to nominate one or 2 and then we’ll have a lively debate?
OEP Unit Project Plan – NB Gantt chart or workpackages wouldn’t paste properly, will have a go tomorrow!
1. Project Context and Aim
The ultimate aim of this project is to develop a new 10 credit Open Academic Practice unit in UAL’s Continuing Professional Development Framework (CPDF). The CPDF is a modular programme which includes PGCert (HEA accredited PSF D2), PGDip and MA exit qualifications, as well as supporting the professional development and recognition of postgraduate students with teaching responsibilities, research supervisors, part time teaching staff, technicians and others who support students’ learning. UAL is currently pursuing HEA accreditation for parts of the CPDF at D3, in addition to the existing D2 accreditation. The programme also attracts a number of external participants annually.
This project is a ‘capstone’ for UAL, building on UAL’s existing OER projects (ALTO and ALTO-UK), and UAL’s DIAL project, part of the JISC Digital Literacies programme. It will make use of the existing experience and skills of UAL staff, including those of DIAL Project Manager and OU SCORE Fellow, Chris Follows.
An important and innovative concept in the project for cultural change is the recognition (through academic credit in this case) of the benefits of OER creation to professional development – that collaboration in creation of OER with colleagues and mentors makes open and explicit what has been private and tacit teaching practice. We see this as a way to increase the creation and adoption of OER as well as a way to benefit the continuing professional development of academic staff and others who support learning.
It is expected that the experience of devising the Open Academic Practice Unit will provide the Professional Development Team with experience and resources to embed OER as appropriate in all units of the CPDF, raising their profile with the 120-150 UAL staff who annually take a component of the CPDF.
2. Project Outputs
- Addition of new unit to UAL CPDF structure
- Release of development materials and unit specification as OER in ALTO and Jorum
- An additional institutional strategy for engaging staff in the use, repurposing and creation of OER with inbuilt tangible benefits to the staff
- Blog, documenting process and incorporating an evaluation
- Case study for publication and presentation nationally, based on the project blog
8. Exit and Sustainability Plans
Because the project will result to a change to an existing accredited programme, which is explicitly identified in the institutions strategic planning, and builds on an area where there has already been and continues to be considerable institutional investment, we do not perceive any sustainability concerns.
We anticipate initial cohorts studying the unit will be small with the model having inbuilt capacity for growth as successful completions lead to more participants in subsequent years (due to availability of more tutors, as well as the potential for us to quantify the use and impact of the released OER to demonstrate benefits to the individuals and the institution).
Here is my first/second bash still rough – it is over on the ALTo blog at this address http://blogs.arts.ac.uk/alto/2012/05/01/open-educational-practice-course-ideas-working/
Teaching Aims / Promo Text /Indicative Content This unit introduces learners to growing global open educational resources and practices movement and situates it in the longer history of educational reform initiatives. Learners will engage in a review of recent policy developments and project initiatives in the UK and elsewhere relating relating to the theme of OEP (defined loosely as the creation, sharing and use of OERs) and links to the Open Access movement to research outputs. Course discussion will critically evaluate what the term ‘open’ means to different constituencies and the claims made for OERs and OEP in relation to current educational practice and the learners own specific working situations.
A key element of this course will be practical engagement with creating and sharing open learning resources as individuals and collectively as a learning community which should result in valuable digital skills enhancements. At the start of the course learners will be involved in recording (message in a bottle for the future/ letter to self) and discussing their current ideas and attitudes around sharing and using OERs. At the end of the course learners will reflect on their learning journey using their earlier statements and the experience of creating, releasing and using OERs. To support this process learners will be asked to identify an area of their teaching practice that they would like to share with others in the form of an OER that will be place on an open UAL website (PA/ALTO Filstore). Learners will also be asked to search for and use a learning resource(s) from an open source such as PA/Jorum/Youtube/Behance etc and incorporate that into their own teaching.
Students will be able to demonstrate the ability to critically evaluate the current trends and initiatives relating to OEP/OER in relation to their own working situation by both theoretical explorations, discussions and practical work
Students will be able to demonstrate their ability to design, develop and share OERs (individually and collectively) taking into account issues including; Accessibility, Copyright, Pedagogic Design and Usability.
Students will be able to demonstrate their ability (individually and collectively) to to find resources to incorporate into content to support their own teaching and students and in turn share that content back to the world as OERs
Hi All – I have created a googledoc with the unit spec on it – if you make changes can you somehow identify them and yourself?
The link is https://docs.google.com/document/d/1llO7yFnLS7f7ftifHFoyoraHM7wqcwQhswmp3zJNd6s/edit and should be available to anyone with the link.
Feel free to contribute to any section. I have made some bits up to get the ball rolling.
One of the things that was suggested in the course of the ALTO UK project focus groups was that it would be nice to have a handbook for OER creation in Arts subjects. It is a good idea, but the trick would be to avoid reinventing the wheel – after all there are loads of of guides and info out there all ready. Of course there is the position that all the stuff is out there and people should just find out for themselves which is kind of like the natural destination for some of the previous sector discussions around e-learning – that privilege informal learning above ‘teaching’. Helen Beetham gives a nice analysis (and smackdown) of this position here.
What might work best is a guide that provides an annotated set of resources, a suggested order of activities and some linking texts and examples etc and it might be worth trying to represent that in the form of an Open Coursebook. So I am going to head over to the ALTO blog and start roughing that out in a post – link
We looked at the learning outcomes as drafted in the JISC Bid, the aims and learning outcomes for the the CPD Framework as a whole, and the learning outcomes for a similar unit at the OU. (see below – you’ll need to scroll! Please add any other good examples you may find.).There was some discussion about how many we need. It was suggested that perhaps one around creating open resources and one around reusing them would make things clear. I was also wondering if it is important to have a 3rd LO explicitly around issues of licensing and sharing?
So have a read through and let’s get some LOs drafted. No pressure but Lindsay had a very succinct statement that we all liked…
The CPD Framework aims at level 7 are to provide development opportunities in which you will:
- critically examine theoretical and research-based ideas about learning and teaching to enable you to define and further extend your knowledge and conceptual understanding within your chosen specialism;
- analyse contextual factors shaping HE provision, locally, nationally and internationally to develop your independence of judgement and foster an inquiring and analytical approach to your academic practice;
- develop your intellectual, imaginative, and creative skills and innovative thinking through the synthesis of theoretical and practical approaches to learning;
- investigate and develop innovations in specific areas of academic practice;
- develop strategic decision-making approaches to negotiate competing demands;
- carry out applied research into aspects of your academic practice in art, design and communication.
The CPDF Programme learning outcomes:
Upon successful completion of the Level 7 award you will be able to demonstrate:
- a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of your academic practice, field of study, or area of professional practice;
- a comprehensive understanding of techniques applicable to your own research or advanced scholarship;
- originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in art, design and communication academic practice;
- conceptual understanding that enables you to: critically evaluate current research and advanced scholarship in the academic practice; and to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.
The draft learning outcomes from the JISC bid:
Learning outcomes of the new M level unit would be developed as part of the project but would be expected to include something similar to:
- Identification of relevant existing OER and customization for use in teaching.
- Consideration of the pedagogic intention of the OER
- Analysis of the IPR, CC, and moral/ethical considerations encountered in repurposing and implementation of OER
- Creation of OER content, plus identifying the most likely users and creating metadata to make access to the OER as easy as possible for these likely users
And the OU Open Learn – Creating OERs LOs:
After studying this unit you will:
- be able to state your own motivation for producing self-study Open Educational Resources (OERs);
- have investigated and analysed some of the research into online learning;
- have evaluated some examples of educational resources for active open learning;
- be able to plan a structured learning experience using a range of resources;
- be able to construct an OpenLearn-style unit by remixing resources;
- have considered how to evaluate your teaching resource.
Hi OEP unit development team! Thank you to those of you who attended our inaugural meeting on Monday 23rd April 2012. There was a lively discussion about definitions, philosophy and resources. We agreed our aims and values so we can develop approaches that are in line with open practice as well as underpinning development of the learning outcomes, indicative content and Unit scheme, etc.
We enthusiastically agreed that the development of this Unit is timely, builds on existing expertise and resources and requires shift in thinking from closed to open, which we need to take on board ourselves. Many ideas for briefs, tools, sites and things that could be developed were discussed. Key is that the project will model open approaches wherever possible.
We agreed that the Unit should bear 20 credits at level 7, and that the 3 face-to-face days would occur with the first day in late February, the next 6 weeks later, and the final day 6-8 weeks prior to the hand in date. We also agreed the name is Open Educational Practice (OEP) not Open Academic Practice.
We agreed the first action will be to agree the learning outcome(s) as the other elements hinge on these to at least some extent. All in the group will contribute to these, as well as drafting the Unit specification, and these would be done by 4th May 2012. It is fairly urgent this be accomplished as these need to go forward for consultation at the Course Committee and then to Minor Mods by end of May. The information is also required for individuals planning CPD in the next academic year.
The Unit Handbook and assignment briefs can be developed closer to the time the Unit takes place. More specific roles and assignments will be agreed as the project progresses.
This blog will be used for development and to document the process.