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Engaging Quality Assurance: OERS and Teaching Quality Tita Beaven and Anna Comas-Quinn, The Open University. Open Educational Resources in Languages HEA/University of Central Lancashire 1 June 2012. Outline. A brief introduction to LORO and the OU context Why do our teachers use LORO?
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Open Educational Resources in Languages
HEA/University of Central Lancashire
1 June 2012
English, Spanish, French, German, Italian, Welsh & Chinese (beginners to advanced) to 7000+ language students
Blended approach: independent study using mixed media and support inc. face-to-face, synchronous and asynchronous online teaching
Course materials produced centrally, teaching support provided locally
Course developers and course directors: 50+ academics plus support staff
Teaching staff: 320+ part-time teachers
LORO is about:
...making all teaching materials for all levels and languages available to all users,
…making OU tutorial materials available to the wider languages community,
…allowing users to share their own materials with the whole languages community,
…starting a change in the way we work (OER, access, transparency, quality).
1.5 million page views to date
20,000 downloads in the last 6 months
over 1100 registered users
over 2500 resources
900+ visitors a month from around the world
(data from LORO inbuilt stats and Google analytics)
“I often also check what other teachers have done to teach the same topic or a similar structure”
“even if I don’t find anything I can use, it starts the ideas flowing in my head”
“to make sure the contents covered in my own tutorial are similar to those used by the rest of the course team and tutors”
“Seeing other work enables you to judge your own, and reassures you that you are doing the right thing”
“It gives us time and space to create some individual styles”
“I can concentrate on how I will teach culture or how to teach through the asynchronous forum”
“gives me an opportunity to gain useful feedback on the work I do”
“peer comment should be extended, but the restraints of all our workloads make this a problem”
“sharing the resources I have created with colleagues stimulates me to write very good materials, test them and improve them so that they can be used by someone else.LORO really pushes me to produce better materials”
Make openness and OER part of other activities
DoL Training workspace
Collaborative Writing and Peer Review
adapted from a slide by Caroline Rowan-Olive
Working across languages – adapting resources from different languages
slide by Caroline Rowan-Olive
By Chad Davis http://www.flickr.com/photos/chadwho1ders/2420388824/
By Bludgeoner86 http://www.flickr.com/photos/bludgeoner86/262557229/
By Renata Alves dos Anjos http://www.flickr.com/photos/reanjos/3048554599/
Phase 1 will explore reuse of resources via survey and a retreat. Chris Pegler: National Teaching Fellowship
Repurposing a resource can just be about making the resource look how you want it to look. Is this facility important to you?
Presentation can be part of the appeal. The resource looks better than ones we made. Overall, how important is appearance?
Access to resources online is now so convenient it can replace using your own HEI’s resources. Is there a downside?
I do a lot of searches for materials online, and if I see the name of a well-known university, I’m immediately interested.
I think appearance is particularly important for language learning. A good resource, well designed, or particularly intriguing can stimulate students. It’s fun and effective…
It’s more important than brand… having resources from your community saves you time [arranged/graded according to courses/levels, etc]
Quality assurance means so many things… If you define quality as fitness for purpose, it is quality if it satisfies my students’ needs and my needs.
There’s an issue about persistence that’s about going out of date. What happens to “old” resources? Do they just sit there, or does someone take them down?
Ratings is how I choose where I go on holiday, so why not use it to choose a certain resource?
Some aspects of quality relate to “legality, accessibility, technical interoperability, repurposability, metadata/discoverability, and accompanying information (including pedagogical)”, whilst others can be best explored through peer review and feedback. The conclusion of the evaluation, however, is that OER projects seem to trigger considerable reflection on the part of users, and that enhances educational quality.
JISC OER synthesis and evaluation project (https://oersynth.pbworks.com)