Open Educational Resources Project (Collections Strand) - OeRBITAL. UK Centre for Bioscience OER project - Phase 2 The UK Centre for Bioscience sucessfully bid for funding to undertake a 'Collections Strand' Open Educational Resources project over 2010-2011 following its success with the phase 1 (OER pilot projects) Interactive Laboratory and Fieldwork Manual for the Biosciences project. Working with ten discipline consultants from across the country we have produced a wiki for the benefit of the bioscience community to explore the potential of OERs across a range of disciplines. The intention is to guide staff new to Open Educational Resources in the Biosciences towards those which we believe are valuable examples, and the routes to find them.
The OeRBITAL project wiki is available at: The story behind finding, evaluating and enhancing OERs is also captured here, so that we might share and develop a realistic approach to assist other OER users (and developers) with JISC and HEFCE funded projects. Final report - OERbital. From OERbital OeRBITAL Final report. Terry McAndrew, Chris Taylor UK Centre for Bioscience. August 2011 OER ‘OeRBITAL’ Thematic collection: Open educational Resources for Biologists Involved in Teaching And Learning in the Biosciences.
The UK Centre for Bioscience would like to acknowledge our Project Colleagues for their work in providing our collection of Open Educational Resources and their assistance in investigating the issues associated with OER production and release. The following members of the Bioscience community: The Discipline Consultants The following members of the Bioscience community have agreed to work on the project. Name Institution Disciplines Jenny Koenig Cambridge Maths in BioMaths , Pharmacology , Molecular neuroscience , physiology and biochemistry Momna Hejmadi Bath Cell Biology , Cancer Biology Peter Klappa Kent Plant Sciences , Biochemistry ( Enzymology ) Richard Stafford Gloucester Ecology , Marine Biology Alan Cann Leicester Microbiology Christopher Todd Clare Sansom Birkbeck Leeds.
OER for beginners: an introduction to sharing learning resources openly in healthcare education - Higher Education Academy Subject Centre for Medicine, Dentistry and Veterinary Medicine (MEDEV) OER for beginners: an introduction to sharing learning resources openly in healthcare education Building on the work of a pilot which took place between April 2009 and March 2010, a second phase of projects and activities runs until August 2011. This phase extends the range of materials openly available, documents benefits offered by OER to those involved in the learning process, and promotes collections of OER materials.
Such resources might include full courses, course materials, complete modules, videos, assessments, tests, simulations, worked examples or software. There is no one, standard definition of Open Educational Resources. However, we like this one: "digitised materials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research" Hylén, Jan (2007). Where can I find OER? Are there any tools to help me make my own OER? How do I attribute the work of others? Useful tools Related projects Discuss open educational resources. OERbital talk:Community portal - OERbital. From OERbital List of open access bioscience/life sciences journals: Carol Predictive medicine- Chris, Graham or Momna, you may want to look at the OU unit "predictive medicine" more you than me (Pharmacology Dave Interesting video from the OPAL project .
Jenny Koenig (26th May 11) : OK I'm not sure where to put this so have put it here! You could argue that if there are good resources of this sort freely available then there is little point creating OER's. So this raises a question: should we be more explicit about whether a resource is "open content" or "OER"? I think if we excluded open content this wiki would be a much poorer resource. Vivien Sieber 8th June : One problem with Open Content is that links are often unstable as institutions/organizations have major updates of their websites every 5 or so years. Jenny Koenig 14th June in response to Vivien's comment: two things: MEDEV good practice and risk assessment toolkit - Higher Education Academy Subject Centre for Medicine, Dentistry and Veterinary Medicine (MEDEV) Login Registered users (recommended, if you don't have an account, create one here)Non-registered users (NB you won't be able to track a resource or save its progress) Background The OOER project developed a basic toolkit to help take individuals and institutions through a series of questions.
The PORSCHE and ACTOR projects have refined the toolkit further to facilitate the open release of educational resources. Copyrightconsentquality assurance We recommend you create an account for the toolkit which allows for recording and auditing the pathway of a resource through the toolkit, and which allows you to assign a Creative Commons licence to your resource, plus gives you a customised form to print off and sign to keep with your material for auditing puposes.
To access the toolkit please login using your MEDEV toolkit account details, alternatively if you do not have a one please create an account. You can access the toolkit here with no login. 5 final checks before OER release. Good things happen when people talk about OERs | C-SAP Open Cascade project. Inspired by recent conversations we had about the technical aspects of the cascade project with John Robertson from CETIS, the cascade team for a one-off development workshop on the 6th May to discuss with our partners any technical issues and challenges that are emerging in the context of the project. Among other things, we explored the functionality of pbwiki platform (which currently functions as a closed workspace for project partners but will be opened up in September) as well as Web2.0 tools such as VoiceThread or prezi we are relying upon to capture the process of releasing OERs. While the aim of the workshop was to focus on the technical aspects of the project, we spent some time simply talking to each other about approaches to OER release and creation.
I believe that this rather low-tech approach is probably one of the best ways to use the limited face-to-face time we have with our academic project partners. Like this: Like Loading... We’ve got the power? Casting a critical social sciences perspective on OERs | C-SAP Open Cascade project. We have recently participated in the Elluminate session “OERs Across Sectors” on April 12th 2011, led by Lou McGill from the UKOER Evaluation and Synthesis project (the recording of the session can be accessed here). The three speakers (that includes us – you can access the presentation from our slideshare account) discussed the ways in which OERs are used by (HE in) FE students, their tutors and institutions. Within this blog, we have previously covered issues of relevance to our HE in FE academic partners, such as for instance high teaching workloads and very little time to devote to undertaking research (33 hours of release for scholarly activity is all you can expect in some places).
Another point anthropologists make is where ‘power’ lies in this process. Once something is produced, finalised, packaged, presented, given, put in a repository for all to see, it all comes down to who has the power to decide what gets given to whom and when. Like this: Like Loading... Cascade reflexive task-peer review. OERs across sectors (C-SAP OER cascade) OERs across sectors – some comparisons between FE and HE » Learning from WOeRK. I enjoyed Tuesday’s Elluminate session, OER across sectors. It was interesting to hear from those offering HE in FE and some of the cultural differences between the FE and HE sector, even within the same institution. Thanks to Lou McGill (speaking to Terry McAndrew’s slides), Helen Richardson, Anna Gruszczynska and Yolande Knight. With our own project’s focus on supporting Continuous Professional Development (CPD) and learning in the workplace I think there is much we can learn from the FE sector, which appears much more responsive to employer needs.
Being based at Plymouth we are fortunate to be able to draw on the experience of our University of Plymouth Colleges faculty, which Yolande referred to in her presentation. I also want to explore the Excellence Gateway resources. Some of the things that I took from the session: Newsletter-UoP-OERs-Final-V3.pdf (application/pdf Object) Cascade update part 1: Student engagement | C-SAP Open Cascade project. Institutional strategy for OER in the spotlight « Ostrich Project Blog. March 14, 2011 by ostrichproject On Friday I attended a very inspiring SCORE seminar at Nottingham on institutional issues around OERs. There were great presentations from Tom Browne (Exeter), Melissa Highton (Oxford) and Steve Stapleton (Nottingham) in the morning, followed by an international focus in the afternoon – a remote presentation by Cheryl Hodgkinson-Williams from the University of Cape Town, South Africa, and Willem Van Valkenburg of the Technology University Delft, the Netherlands.
Some of the interesting discussions we had revolved around the following topics: Who has authority to release OERs in institutions? Exeter, Leicester and Nottingham all have centralised procedures in place for checking OERs before release – mainly to ensure that a suitable Creative Commons licence has been allocated, that the materials are ‘clean’ from an IPR perspective, and that the formatting of the OERs enables reuse and repurposing as far as possible. Gabi Witthaus, 14 March 2011 Like this: The fear factor | C-SAP Open Cascade project.