A small project and a big venture: Sharing practices between two different scale OER developments
| Published | March 2013 |
| Conference | OER13: Creating a Virtuous Circle |
ABSTRACT
Sharing knowledge between OER initiatives and the reality of what actually happens in practice can lead to the fostering of openness amongst yet further initiatives and consequently enable our communities of practice to grow (Lane and Darby, 2012). Such knowledge sharing and learning of valuable lessons involves OER projects both large and small; projects ranging from those involving a few individuals, to those based in departments, and covering discipline areas as well as those that have arisen as a result of large institutional OER investments. This paper sets out to offer insight into, and contrast, the practices and knowledge sharing of two very different UK based OER projects: the internationally recognised OpenLearn project (McAndrew et al, 2009), established by the Open University in 2006 and the smaller scale Open Resource Bank for Interactive Teaching (ORBIT) project established at the University of Cambridge in 2012 (Hassler at al, 2012). In turn it highlights the other initiatives that informed or were informed by these two projects.On the one hand we provide a direct comparison between OpenLearn, established at a University as a big institutional approach and aiming to reach a broad academic audience, with ORBIT, developed as a small specialised project within a Faculty of Education and focused on a more targeted audience: that of primary and secondary school teachers of mathematics and science, and teacher educators in those areas. On the other hand we set out the expectations of the principal stakeholders - learners and educators – as well as mapping out the wide range of other projects and initiatives that they shared knowledge with and vice versa. If we are to understand and facilitate the spread of open practice, it is important to examine the knowledge sharing practices and approaches of both smallscale and large-scale ventures as well as the role of knowledge brokers.
Time point 0:30:00 - 0:54:00
| Keywords | communities of practice · knowledge brokers · knowledge sharing practices · open education practice (OEP) |
| Language | en |
| URL | http://uilapech01.nottingham.ac.uk:8080/ess/echo/presentation/b3d14f42-9cd9-4d11-9ef2-826ed7e5269c |
| Export options | BibTex · EndNote · Tagged XML · Google Scholar |
Viewed by 90 distinct readers
CLOUD COMMUNITY REVIEWS
The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.
Click a star to be the first to rate this document
▶ POST A COMMENT
SIMILAR RECORDS
OERopoly: Collaborative learning about Open Educational Resources through game-playing
Connolly, Teresa; Connolly, Teresa; Okada, Alexandra; Scott, Peter J.
The Open Educational Resources (OER) community supports the belief that knowledge is a public good and, combined with technological advancement, can provide an extraordinary opportunity to help equalize the distribution ...
Match: connolly, teresa
Open educational practices and technology appropriation: the case of the Regional Open Latin American Community for Social and Educational Research (CLARISE)
Betancourt Franco, María del Carmen; Celaya Ramírez, Rosario; Ramírez Montoya, María Soledad
A major challenge for the knowledge society is to narrow the education gap, hence the need for strategies that foster innovation and improvement in education. Thus, with the support of technology and the Internet, ...
Match: practices; communities of practice
MOOC: Making and open educational practices
Czerniewicz, Laura; Deacon, Andrew; Glover, Michael; Walji, Sukaina
MOOCs have been seen as holding promise for advancing Open Education. While the pedagogical design of the first MOOCs grew out of the Open Education Movement, the current trend has MOOCs exhibiting fewer of the original ...
Match: practices
A national strategy to promote Open Educational Practices in higher education in Australia
Bossu, Carina; Ward, Linda; Wills, Sandra; Alexander, Shirley; et al.
Currently in Australia, there are no policies and regulations at national levels to promote and encourage the adoption of Open Educational Practices (OEP) across the higher education sector. As an attempt to bridge this ...
Match: practices
Framing Open Educational Practices from a Social Justice Perspective
Bali, Maha; Cronin, Catherine; Jhangiani, Rajiv S.
OEP (open educational practices), inclusive of open pedagogy, is often understood with respect to the use of OER (open educational resources) but can be conceived with more expansive conceptualisations (see Cronin & ...
Match: practices
Conceptualising OEP: A review of theoretical and empirical literature in Open Educational Practices
Cronin, Catherine; MacLaren, Iain
Conceptualisations of open educational practices (OEP) vary widely, ranging from those centred primarily on the creation and use of open educational resources (OER) to broader definitions of OEP, inclusive of but not ...
Match: practices
Ascertaining impacts of capacity building in open educational practices
Karunanayaka, Shironica P.; Naidu, Som
Interest in the adoption of open educational practices (OEP) is growing, and the strongest arguments in its favor are that the adoption of such practices has the best chances of making education affordable and ...
Match: practices
Assessing the potential toward Open Educational Practices in Kyrgyzstan
Walz, Anita; Bekbalaeva, Jyldyz
The study was undertaken to understand the propensity for increased engagement with open educational practices (OEP), to include methods prioritizing student-centered teaching & learning, and awareness, use, and ...
Match: practices
Fostering open educational practices
McAndrew, Patrick; Koskinen, Tapio; Ehlers, Ulf-Daniel
OER are becoming accepted as part of the range of materials that learners and educa- tors can use. However, the methods and practices that enable learners, teachers and institutions to best engage with OER are not yet ...
Match: practices
Open educational practices advocacy: The instructional designer experience
Harrison, Michelle; DeVries, Irwin
Instructional designers are in a unique position to provide leadership and support for advancement of new technologies and practices. There is a paucity of research on current and potential roles of Instructional ...
Match: practices
