SCORE presentation video recording 31-05-12
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SCORE presentation recording 31 May 2012, in this video I talk about my SCORE fellowship project I've been working on over the past year, text notes and info-graphics used in the presentation are included in this post below (click on images to view and zoom in full). View on YouTube here - http://youtu.be/J6DNA_5Xi5I
process.arts:http://process.arts.ac.uk/
SCORE: http://www8.open.ac.uk/score/
UKOER ALTO Phase 2-3 http://blogs.arts.ac.uk/alto/
DIAL digital literacies programme http://dial.myblog.arts.ac.uk/about-dial/
SCORE Fellow: Chris Follows
Context: Art, design and media, HE & FE, University of the Arts London host institution
Project Aims
- Support and encourage the use and reuse of OER practices and rich media content.
- Investigate and evaluate the most effective and efficient ways of utilising OER in arts HEIs by identifying best processes and practices for creating learning resources/objects to support the learning and teaching.
- Observe and contrast current practice in the OER community.
- Examine the effectiveness of inter-college and HEI collaborations.
- Develop an Arts-UKOER ‘Remix and Redistribute’ community of practice.
Theme: Exploring collaborative use and re-use of OER rich media resources in art & design
What I did:
I went through three phases of development:
- Overview of current landscape
- Content groups and communities
- Defining open educational practice
- Sustainable future and OEP environments
- Observation, communication, participation/action and reflection
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0.1 Aims: Gain insight and overview of the current landscape/ Approach: Project set up and to gain institutional, local and national overview Observation & communication: Participation: I looked at building a network of arts OER, national and international (conference 1) The process of encouraging/practicing OER reuse within the arts sector was a challenge because of the lack of quantity and resource variety. There are places to access, not all OER:
UAL institutional: Funded OER (Non organic/pesticides/quick turnover) GM OER commercially viable, OER commercial control Organic OER General institutional: Images, Research papers, lectures, panel discussions, technical/instructional courses, instructional videos (digital applications mainly), exploring/research into OEP (Kingston & ADM subject centre) …. but very little to no practice based resources or support (the more difficult to capture and present) Reflection: Chicken or egg: To understand and practice OER use and reuse it’s important to have an awareness and understanding of OEP and to be able to relate to this to your practice. OEP is ‘understood’ over time and ideally its embedded into practice, what are our institutions doing to support, develop and embed sustainable and responsible OEP in our practice?
0.2 – Aims: Explore content groups and communities. Participation: Learn to learn OEP, observing others who are practicing OEP, professional/relational Identity Explicit (overload) and tacit (underload) Interest groups/communities of interest Grass roots innovation Reflection: Agile development and time
0.3 - Aims: Explore and define arts OEP, specifically at UAL and in relation to arts practice. What does OEP mean to you? (Relationships between teaching and practice) Cultural capital – OER can mean different things to different people, issues of quality, an OER can be anything from a simple comment to a full open online course (not helpful). Make a move from the term OER to OEP (you share and discus your educational and/or professional practice online with others) The Case for Appropriation EGOER & IP, IPR, IP case study - See - http://process.arts.ac.uk/content/egoer-and-ip-oer-case-study-example-open-arts-practice |
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0.4 - Aims: create a sustainable environment for supporting the experimentation and development of OEP? Approach: Explore sustainable OEP environments. Sustainable platforms Drupal V’s Edshare Edu-social Process.arts, a grass roots web2.0 open educational environment for sharing day-to-day arts practice and research of staff and students, currently provides a new ‘open learning’ space to the University of the Arts London (UAL) that straddles the institution/educational (formal learning) environment and the social (informal learning) environment. It creates an ‘experimental’ space for open educational practitioners to develop and define a new language for open edu-social practice without conforming or being influenced by pre-existing academic structures and processes. The transition of process.arts into an official UAL service will test this model and raise questions as to how institutions successfully support and develop autonomous and independent grassroots innovation without homogenising innovation. What next The OEP Unit Process.arts, a grass roots web2.0 open educational environment for sharing day-to-day arts practice and research of staff and students, currently provides a new ‘open learning’ space to the University of the Arts London (UAL) that straddles the institution/educational (formal learning) environment and the social (informal learning) environment. It creates an ‘experimental’ space for open educational practitioners to develop and define a new language for open edu-social practice without conforming or being influenced by pre-existing academic structures and processes. The transition of process.arts into an official UAL service will test this model and raise questions as to how institutions successfully support and develop autonomous and independent grassroots innovation without homogenising innovation. |
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See full post Practice, teaching and open educational practice -
http://process.arts.ac.uk/content/4-categories-open-educational-practice
How can we bring about changes in belief and attitude?
It’s important to understand existing cultures before introducing new cultures. It’s easy for educational developers or OER specialists to lose touch or truly understand the needs and practices of its stakeholders. The role of open technologies in encouraging sharing and reuse of open content can only become a reality if the open technologies are being developed with and for the stakeholders involved. There cannot be one OEP to suit all, there's four.
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To support the understanding of the meaning of ‘practice’ in the context of open educational practice and art and design, we can reference Shreeve’s (2008) five categories of practice (Shreeve, A. (2008). Transitions: variations in tutors' experience of practice and teaching relations in art and design. PhD Thesis, Lancaster University, Lancaster): Shreeve’s 5 Categories of practice. Relationships between professional practice and teaching practice. |
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Category 1: Dropping in. There is an asymmetrical relationship between practice and teaching with the focus on practice. Knowledge from practice is seen as being passed on to the student. |
Category 2: Moving across. There is an asymmetrical relationship between practice and teaching with the focus on teaching. Knowledge from practice is used in teaching students. Category 3: Two Camps. There is a symmetrical relationship between practice and teaching, but they are seen as two different and separate things and tension exists between them. Knowledge from practice is used in teaching students. |
Category 4: Balancing. There is a symmetrical relationship between practice and teaching with a fluid exchange of knowledge between both. |
Category 5: Integrating. There is a holistic relationship between practice and teaching. There is an elision between practice and teaching knowledge and they become one and the same thing. | |
| 4 Categories of Open educational Practice OEP, from focus group meetings, general feedback, observation and research. Also see D.White, Oxford, visitors and residents (accessed April 2012) | ||||
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OEP unaware (Novice) |
OEP aware (visitor) |
OEP starter (lodger) |
OEP resident |
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Never heard of or know what open educational practice is, not sure how it relates to them. |
Interested in the notion of practicing or being online as a professional, happy to learn more & observer others. Look and use online resources regularly with little awarnes of OERs and not does not produce or contribute their own OERs. |
Has been involved and interested with online activities but now starting to explore the new potential of open educational practice and OERs. Start to create online resources with creative commons licenses, still searching for the ideal place to settle, live and practice OER and OEP. Will have many homes. keen to understand more about the open movement and creative commons. |
Posts and comments OER content daily. Has one main 'permanent' online professional/educational community domain (OER home) but uses various commercial social/rich media channels to feed, promote, debate and find OERs, a combined (Edu/social) space. Contributes to the OER community and supports others in OEP personal and professional development. Interested in wide variety of OER subjects and not only their specialist subjects but the multidisciplinary possibilities. |
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| What does open educational practice mean to you? | ||||
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It’s not something I’ve engaged in. I don’t know what I would put online Students are online I’m offline its not my space, I’m the face to face contact. Open is seen as content not anything else
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We use other people’s resources more than create our own. We don’t always monitor the quality of these resources. Consume more content through more hobbyist produced materials rather than through the professionals eLearning content. |
You have to acknowledge what is it; you’re dealing with something that is quite woolly, vague concept, can’t be grasped? |
I see OEP as making my life easier. I like to cluster/tag information & to link and reference content together, ideas and connections together can be openly viewed and developed. Its good to have it out in the world rather than hidden away, old content keeps popping up, its easy to reuse & update. |
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| What helped/would help you to get started in OEP | ||||
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Support |
Support |
Always kept a journal 1992 – paper this was to document processes – trade secrets are not so trade secrets. So being open and making these journals online seems to be the future. |
Finding a place or creating your own place to live online. A place you feel is right for you and your practice. |
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What are the problems for OEP to address, fears, concerns or improvements |
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Generally agreeable with group |
Not want to see teaching staff replaced by videos. Clarity of IP, there’s no clarity. Teaching materials belong to the university is a concern Sharing has moved on somewhat at UL, we’re much better at sharing Confidence about if I take something away from my teaching how will it impact on my teaching. Changes the teaching role by replacing with video tutorials. |
Fear that technicians are going to be undermined by this being open. Nervous, trial and error, curious about what I write Forums – are a good way of learning how to be open and discuss openly but can be one way. Like to get more feedback and know what people are doing with my resources and posts.
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Find course specific content Better attribution processes Clarity of IP 24/7 OEP, when can you switch off Improve participation and communication More involvement More creative approaches to OER and OEP and not try fit the new into the old
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| What are the motivations for OEP | ||||
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Generally agreeable with group
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Online profiles Energy involved in teaching large amount of students, open education is possible to help save time.
Student pathways (blueprint plans secrets, sharing the invisible) –
courses Not about how we teach about how they learn How much do we share with are competitors |
Unknown potential, its great to be part of something that’s emerging, also a bit nervy about being open.
Would like to know what do the students feel about open education, if paying for the course and its all being open, is this a problem? |
Having everything to hand. Being able to send links and reference content easily. New employment opportunities Exciting |
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To the extent possible under law, cfollows has waived all copyright and related or neighboring rights to this Work, SCORE presentation video recording 31-05-12.
