score regional meeting: overview of c-sap open educational resources project
TRANSCRIPT
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EVALUATING THE PRACTICE OF OPENING UP RESOURCES FOR LEARNING AND TEACHING IN SOCIAL SCIENCES
Darren Marsh, C-SAP
Anna Gruszczynska, C-SAP
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Social sciences perspective on OERs
Motivations Challenges Critique Communities of practice model Collaborative methodology
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Materials submitted: 6 partners, 4 subjects, 360 credits
Partner name/ institution Modules released Credit weighting
No. of discrete items (usually includes module handbook, lecture slides, assessment material etc.)
Pam Lowe, Aston University [Sociology]
Comparative sociology 10 10Embodiment 10 10Gender and society 10 11Race and ethnicity 10 10Sociology of health and illness
10 9
Sociology of reproduction 10 11Angels Trias i Valls, Regent’s College (materials were produced during a previous role at Lampeter University) [Anthropology]
Anthropological ideas 20 1Exploring religions and cultures
20 27
Visual anthropology 20 25
Cathy Gormley-Heenan, University of Ulster [Politics]
Government of UK and Ireland
20 13
Public policy 20 12State crime 20 12
Jon Parker, Keele University [Politics]
Mass media in America 15 17Why politics matters 15 11Politics of sustainability 15 24British politics since 1945 15 13
Dave Harris, MARJON (Plymouth) [Sociology]
Sociology of leisure 3010
Introduction to research methods
30 11
Helen Jones, Manchester Metropolitan University [Criminology]
International e-communication exchange
15 9
Learning and employability 15 7Gender, crime and justice 15 15Crime and violence 15 12
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Series of development activities
“Before” and “after” narratives
Encouraging reflection
Mapping the modules
Providing the context
An iterative process
Shared working space: pbworks wiki
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Teaching materials
Tacit understandings Localised Context-bound Located on institutional VLEs The need to tease out the teaching
rationale
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Some propositions for pedagogical frameworks
What is a pedagogical framework? The point is not to construct one ideal pedagogical framework; but neither are all possible frameworks equally satisfactory.
Goodyear, P & Jones, C (2004) Pedagogical frameworks for DNER (Distributed National Electronic Resource)
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Some propositions about the framework for the use and re-use of open educational resources: Part 1
a. courses are designed as 'sets' of modules (i.e. they have been modularised)
b. modules (in line with HE convention and practice) are aligned with learning outcomes, and a form of assessment
c. the contextualisation of modules involves intent that is often implicit / tacit / invisible - and constructing them to be shared requires this intent to be re-examined by a) the originator b) future user(s)
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Some propositions about the framework for the use and re-use of open educational resources: Part 2
d. the re-use of modules that require strong context might afford (cultural) reproduction rather than a (re)design for learning
e. stripping away contextual info in modules in order that they might be re-used is problematic in that insufficient structure may remain for others to use
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Dimensions of transformation:
translation ownership re-userecontextualisation
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Producing materials which are:
Shareable Customisable Accessible Pedagogically robust Open (CC licensing)
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Case studies
Partners’ reflections on the process: before, during, after
Focused around one module but reflect across the scope of the project
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Project toolkit
MapDiagnose
Generate (work in progress!)
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Questions? Comments?