I recently watched (whilst trying to work in the office) a webinar given by Steve Wheeler on new learning theories for a digital age …it provided a good introduction to recent developments. Here are his slides:
Here is a short-ish video presentation about Blikbook given at Regent’s University on Wednesday 17th April 2013.
“BlikBook is a course engagement platform that is changing the way students engage with academics and peers to aid their learning.
The concept behind BlikBook is that learning should be an open playing field. Outside of lectures students often ask their peers for help and advice or go direct to their professor. We want to give academics the ability to act as curators of knowledge and students to be able to link with peers beyond their immediate friendship group.
BlikBook connects students to a network of students and academics who can best help them, making best use of every ones time and knowledge”.
For more details go to:
Technology enhanced learning, Regent's College, E-learning, YouTube, Virtual learning environment, WebBrain, Questionnaire, Lecture, Microsoft PowerPoint, Mikko, WebBrain Interview, WebBrain Questionnaire Summary - Dec 2012
I am currently working with MiKko Arevuo (Lecturer in Strategic Management here at Regent’s College) on a project called TheBrain.http://www.thebrain.com/is a ’3D’ mapping tool which Mikko is using a repository for his teaching.
I applied and received a Research Grant from Regent’s College last year which paid for the WebBrain licence and allowed some emission from Mikko’s teaching commitments.
Mikko set up the TheBrain for his module in Sept 2011 and used it throughout the semester as the main way his students would access their resources. The resources consisted of Lectures (Powerpoint presentations), Handout (Word documents and links to articles) and links to YouTube videos.
The evaluation process of the WebBrain so far has consisted of a Student questionnaire handed out to the students : Webbrain_questionnaire-1 with comments – 23rd Oct. The results of the questionnaire were collated using EvaSys http://www.evasys.co.uk/start.html Here are the results of the questionnaire Results of WebBrain Questionnaire – Nov 2012, I then summarised these results into a shorter summary, WebBrain Questionnaire Summary – Dec 2012.
The next stage is to interview Mikko, here my interview questions, WebBrain Interview questions. I will interview Mikko in the next week or two.
This semester the aim is to repeat the module again using the WeBrain as the main resources for students and repeat the questionnaire and interview. We have also created a Guide for Students – Feb 2013 to be distributed at the start of term. I think it will also be worthwhile getting together some student focus groups if we have time.
I have been supporting one of our lecturer’s here at Regent’s College, Anabel Gutierrez who is using Turnitin Peer Review.
In my role as a Learning Technologist I did a demonstration of Turnitin Peer Review to staff in September 2011. Anabel saw the demonstration and set up Peer Review assignment with her students studying the Information Management module. The immediate feedback from the students was very positive. At the end of the module when the assessment had been completed I went into the lesson and spoke to the students. What they really liked about it was the opportunity to see their colleagues work. They said that they really liked to see how their work compared to others in the class.
This academic year (2011-12) Anabel repeated the assignment with a different class doing the same module (Information Management) which is a module on the BA in International Business.
Evaluation. First, student Peer review questionnaire was created and given to students. Turnitin Peer Review Questionnaire Results. Secondly I interviewed Anabel Interview questions on Turnitin Peer review for lecturer. You can hear the interview here http://soundcloud.com/rowellc/usining-turnitin-peer-review?utm_source=soundcloud&utm_campaign=share&utm_medium=twitter&utm_content=http://soundcloud.com/rowellc/usining-turnitin-peer-review or alternatively read the Transcript of interview with Anabel Gutierrez
This term we plan to do the same evaluation again, but this time with post-graduate students on the MBA. So we will do a questionnaire with students in week 9 of the course and I will do a similar interview with Anabel when the module is complete. it will be interesting to compare the undergraduates results with the post graduates and compare the similarities and differences.
At the end it would be great to turn this into a conference presentation or journal article…watch this space!
…………………………No need to book .Just turn up. Bring your lunch.
13th Feb Why academics should blog
20th Feb Getting started with Prezi
27th Feb Setting up a blog in Word Press or Blogger
6th March How to use BB mobile with your students
Julie Usher (Blackboard)
13th March An Introduction to SPSS
20st March What to blog about
Lindsay Jordan (University of the Arts)
10th April Blogging for central services
17th April WebPA – allocating marks in groupwork
Julie Voce (Imperial College)
24th April Using social media in your teaching
Paula Nottingham (Middlesex University)
1st May Blogging with your students
Karine Magnion / Lorna Walker
8th May Using clickers in the classroom
15th May A Short guide to Copyright and e-Learning
22nd May Publicising your blog via social media
TBC / Lorna Walker
Dates and topics are subject to change. Please see updates on the Regent’s College Intranet.
HEA Workshop and Seminar Series 2012-13
Embedding Open Educational Resources institutionally
University of Leeds
Date: Thursday 24th January 2013
Time: 10:00 – 15:30
Venue: University of Leeds
First there was a welcome and introduction from The Higher Education Academy and Professor Vivien Jones, Pro-Vice Chancellor for Student Education, University of Leeds
The first presentation was on ‘Institutional OER project: experiences & outcomes’ by Dr N Morris, Dr D I Lewis, [University of Leeds]
They started with a definition of OER’s, ’Digitised teaching and learning and research resources that reside in the public domain or have been released by the copyright owner under and intellectual property licence (eg Creative Commons) that permits their use or re-puposing (re-use, revision, remixing, redistribution) by others’. Thus not to be confused with open accessed resources.
Next followed a brief outline of the Project’s aims
- Raise institutional awareness of the potential and usefulness of open educational resources through a series of workshops for academics and teaching support staff from a diverse range of disciplines;
- Work with individual academics in a range of disciplines to locate, evaluate and embed appropriate open educational resources in their teaching practice;
- Produce a series of written and audio-visual case studies of practitioners’ experiences of using open educational resources for the first time;
- Establish an institutional OER steering group to develop an institutional strategy for the use of Open Educational Resources.
The Workshops took a similar format; give e.g.s of subject specific OER’s (15 mins). Then got the participants to find OER in their subjects. Then general discussion on challenges and benefits of OER’s. The feedback was very good although attendance at the workshops was quite low. They also produced Case Studies pamphlet highlighting some good practice. Also presented at student education conference.
The Workshops highlighted a great need for staff guidance and support. Some themes emerged: Web portals for resources, Staff like advice on producing OER’s, Staff would like a publishing guide, Staff wanted recognition and to be rewarded and finally, staff would like clear advice on copyright.
Finally a Steering group was set up
- Included reps from all sectors of the conference
- Consulted with academic community
- Draft policy circulated widely
- Produced set of recommendations to accompany policy
- Final policy agreed by senior management and Taught Student Education Board https://elgg.leeds.ac.uk/phsnpm/files/-1/4461/University+of+Leeds+OER+guidance+%28November+2012%29.pdf
- disseminated to Faculties for implementation http://www.heacademy.ac.uk/projects/detail/oer/OER_COM2_Leeds
There are further events planned:
- Spotlightlight on OER’s on “for staff” (Intranet) showcasing videos
- Short staff/student workshops on OER
- Faculty specific support as required,from learning technology
Before lunch we then had a discussion session on ‘The challenges of embedding OERs institutionally’ led Rebecca Dearden, (University of Leeds)
In the afternoon we had Keynote lecture by Professor Wyn Morgan, (University of Nottingham) on ‘Embedding OERs at the University of Nottingham’ He started by explaining ‘What is Open Nottingham?’ and the two main drivers for using OER’s at Nottingham University;1. Internationalisation 40,000 students, 6,000 international students 6 Campuses 2. Having a well developed Learning Technology Support that supports Open Learning)
It has been a relatively new initiative. U-Now launched in 2007. Member of OCWC in 2008. BerLin Project 2009/10. Open Nottingham started in 2010.
He then outlined some of the key reasons ‘Why are we Open’ at Nottingham. Firstly for reasons of Social Responsibility – providing OER’s to other institutions (this is now in the Uni Strategic plan). Second it is an example Excellence in education at Nottingham, and thirdly for promotion opportunities, where prospective students can get a ‘taste’ of the courses at Nottingham University.
It is also very clear that Open Nottingham has some important support from Senior management. But it is always a ‘Opt in’ for individuals and faculties – staff are not required to make their resources ‘open’. There have also been dedicated tools developed by the learning support team e.g. Xerte – Xpert – YouTube channel – Xpert 2
The impact on the University has already been significant. 70% of schools engaged – Mature publication model – 3600 credits by 2015 For Example, School of Politics and international Relations has; School wide engagement, embraced new technology, Transformational change. Over 600 credits committed (produced ‘Politics in 60 seconds’ explaining their research in 60 second videos ….available on YouTube)
Also at an individual Level, Dr Richard Field produced a online statistical package. Produced a Handout for SPSS. He found loads on Open resources, Changed the instructions, changed some of the instructions, Changed font – Saved time only took 300 mins to produce handouts.
Furthermore ‘Encouraging Re-Use of OER’s’, is now Optional module on PGCert for teaching staff .
Impact on students is also an important factor. OER supporting learners. Input all areas: use systems and resources.Students union support. Students given links to U-Now to access materials (www.unow.nottingham.ac.uk) As one student said, “interested in using U-Now resources….because it was like a safe ‘sandbox’….” Furthermore, UNow provided embedded OER’s into “student Essentials” (resources study kits)
From a marketing perspective the links on Nottingham’s online prospectus to UNow (links to podcasts, videos etc) give a flavour of the university
However, there are associated barriers to staff engagement with OER’s (Based on staff survey):
- Time constraints 65%
- Fear of copyright constraint %85
- ownership and legal constraints 43%
In terms of ‘Next Steps’ the university aims to increase focus on helping staff to re-use content, expand its publication model, investigate the potential for open courses (MOCCS) and look to embed OER in all schools across the university
Thus in conclusion not everyone at Nottingham is fully engaged with OER’s, however, “we have tried to promote OER, make them as simple as possible and make and reuse OERs to make student learning as interesting as possible”
Case study from experienced OER practitioner [Mr Antonio Martínez-Arboleda, University of Leeds]
Antonio gave a presentation on Humbox and how he used it:
http://www.humbox.ac.uk which is Repository for Arts and Humanities resources Over 4000 resources.
and SCORE Support Centre for Open Resources in Education www.open.ac.uk/score
Jorum www.jorum.ac.uk – Embedding OER oral histories of Spanish political refugees
Finally the day was concluded with a discussion session – Future individual plans for creation / use of OER [Dr D I Lewis, University of Leeds]
We are getting towards the end of this semesters TOTT…does anyone have any suggestions for next semester?
We will also do a ‘Greatest Hits’ day in December…watch this space!
- 12 September – Twitter for academics (Lorna)
- 19 September – Improving Accessibility of electronic resources (Anna)
- 26 September – Peer review in Turnitin (Annabel)
- 3 October – Scrivener (Lorna)
- 10 October – Getting started with voting devices (Paul Jenner – TurningPoint)
- 17 October –ITTT (Matthias)
- 24 October – Livescribe (Lorna)
- 31 October – Pinterest (Lorna)
- 7 November – 5 Cool things you can do with Blackboard (Bryony Bramer/Chris Rowell)
- 14 November – Voting Devices 2 (Paul Jenner – TurningPoint)
- 21 November – Impero (Anna – requires a computer room booked)
- 28 November – Mindmapping with Inspiration ( Oliver Sterling))
- 5 December – Copyright / images / videos (Andy Horton)
- 12 Dec – Helix (Tim/James)
NB. These dates and topics might change…See RC’s Intranet for any changes.
Here is a new site which will be a great resource for researchers and lecturers teaching research methods:
It provides a number of OER’s on the following topics:
The Higher Education Academy and SEDA held a one-day conference today at Aston Conference Centre, Birmingham. “Following three years of funding from the Higher Education Academy and JISC, a wide range of programmes and projects have explored the creation, development, use and reuse of open educational resources. Globally, the open resources movement is changing polices and the development needs of staff and students alike. This timely conference will explore answers to the question: Where next for open practice and staff development? It will feature contributions from funded projects and new directions in thinking on this exciting and challenging area of developing academic practice.”
Welcome and opening address
Dr David Mosley, HEA Academic Lead for Online Learning,
Chris Rowell, Technology Enhanced Learning Advisor, Regent’s College and SEDA Executive Committee member
Keynote – Are we ready for OER?
Oers’s at Teeside University – equipping academics to design fit for purpose Distance learning curricula through experiential learning using an OER
Philosophy underpinning the module: Designed a module for the lecturers to use in a very experiential way. (Pedagogy not technology drives the design, learning by doing, modelling the way, designing for realistic delivery, Relevant output for participants)
4 units: divided up overall structure (typically this includes: aims and outcomes, intro to topic, reflection on prior learning, directed learning tasks)
Balancing local purpose with transferability: Local staff can engage with (for a PGCert module)
Project blog: https://eat.scm.tees.ac.uk/blog/tag/jisc-oer-project/
Language Open Resources Online (LORO) at the OU – from Open Educational Resources to Open Educational Practices – Professional development of language teachers through collaborative writing and peer review
Background to the OU: Languages at OU – 1000plus students, English Spanish French German Italian welsh and Chinese. Blended approach to teaching, course materials produced centrally, 300plus tutors line managed in regional teams.
LORO data base for language learning materials, 1.5 million page views, 2500 resources, 1200 registered users. Attempts to make it interactive, leave comments, registered users can leave a profile of themselves.Creative commons license.
Benefits of using LORO, ‘Value of feedback on one’s work’, good recourse for lecturers to brose and download teaching material. However, very few if any lecturers created their own resources.
They set up a project for tutors to use LORO collaboratively and develop their own teaching resources. Stages of project; selection of participants( up to 20 experienced and enthusiastic language lecturers), training sessions (compulsory, Synchronous, peer reviewing others work and reviewing progress) follow up meetings, collaborative activities ( Dedicated Elluminate room for training, Project forumn and wiki, emai, participant Elluminate rooms), publicising the project (internally), Evaluation questionnaire.
Results: 20 new resources have been created. Questionnaire results showed an increased use of interaction of LORA….but also a clear preference for tutors to use their own materials. Tutors enjoyed the collaborative working and peer review process. Number of resources uploaded in LoRA has increased. It as a ‘valuable staff development opportunity for participants’. General perception of a successful project
You can access LORO at: http://loro.open.ac.uk/
Project team: T. Beaven, A. Comas-Quinn, A. Duensing, M. Gallardo, S. Heiser, C. Pleines.
OER’s and Staff development at University of Oxford
Oxford University has produced over 4000 teaching resources to be shared on iTUnesU.
Why: enhance the capabilities of new and experienced academic staff
Lectures are written by the lecturers so it’s a big thing when lecturers decide to give away their resources
“Open content literacy is knowing when and why open content is necsaary, where to find and share it, evaluate and use it in a ethical manner”. The crucial issue is the ability to reuse resources.
Most of the work done was with intellectual property (with a lawyer) to produce a single sign-off sheet for copyright purposes.
This raised the whole issue of copyright and publishing (especially when Oxford Uni press is part of the University).
Oxford Uiversity settled on the Creative Commons licence which give attribution to non-commercial parties. This gives consistency and contingency to all of Oxford’s resources. I.e. they are giving a licence to share a resource.
Why are Oxford producing OER’s? promotion and marketing of the university is the main reason.
Feedback from Oxford’s OER’s has enhanced the lecturer’s experience, as they get feedback from outside the college and from their peers. They have also enjoyed the interaction with the school curriculum and an increased understanding of a digital presence and online publishing, like blogs. Especially for very topical issues like the higgs- boson stuff.
Some of the lecturers are getting over 100,000 download of the resources and to get feedback, “it’s a huge personal boost to receive feedback; as a teacher its is just what you want to hear”
Open Notingham: Knowledge without Borders.
Open source tools Open learning publishing ….U-NOW- Xerte – Xpert (300,000 OER’s, iTunesU, Xpert attribution tool,)
OER is a stated objective of the Uni’s strategy on Social Responsibility but is also related to ‘Excellence in Education’, ‘promotional opportunities’, ‘Internationalisation’ and ‘cost efficiencies’
What support does it have?
Senior support, Vice Chancellor Pro Vice Chancellor- Director of Teaching and Learning. Opt-in, schools can pilot or provide as much content as comfortable. Impact on staff 70per cent of schools engaged. 500% increase in content submission 21010-11. 3600 credits by 2015. Individual schools, eg offered over 600 credits and their ‘Politics in 60 seconds’ iTunes channel.
Digital literacy course is now an optional module on the PGCHE and is freely available to all staff.
Lastly we saw a demo of Xpert for downloading OER images.
OER13 National OER conference ‘Creating a Virtuous Circle’ 2013 26th and 27th March – Nottingham.
Reflections on the day – Professor Phil Levy, Deputy Chief Executive (Academic), HEA
This is just a quick post to record a staff training session I did today with a Psychology lecturer. We gave a demonstration of how to use TurningPoint voting devices to conduct a quiz in Psychology lesson. In the Psychology team meeting with mainly lecturers we got them to answer the questions using the ‘clickers’.
The great thing about TurningPoint is that they write the questions in Powerpoint, which most of the lecturers are familiar with already. I did some general questions about the college and then Ros, the Psychology lecturers did some specific questions about Psychology.
The team seemed to be very pleased with the experience (63% strongly agreed and 27% agreed that it was an enjoyable experience doing the quiz). Hopefully this will be a springboard for the lecturers to use the ‘clickers’ in the lesson and I must try and repeat it in other departmental meetings!