The following is a guest post by Beck Pitt, researcher at the Open University’s OER Research Hub. We are collaborating with Beck and her team to investigate attitudes towards sharing educational resources online and the impact of School of Open courses.
Are you curious about what it means to research openly and what benefits it could have? Interested in how you can be open and ethical when conducting research? Wondering how openness could help raise the profile of your research? Thinking about the benefits of sharing reflections on your research?
The award-winning, Hewlett Foundation-funded OER Research Hub based at The Open University (UK) is pleased to announce its very own School of Open course in collaboration with the Peer 2 Peer University and Creative Commons. It opens for sign-up today at https://p2pu.org/en/courses/2377/open-research/.
Over six months in the making and peer-reviewed by the community, this new School of Open course offers the opportunity to explore the concept and practices of open research with participants from around the world. The course has been designed for any researcher who has an interest in utilizing open techniques and practices in their own research.
Join researchers Bea de los Arcos, Rob Farrow, Beck Pitt, and project manager Natalie Eggleston for this four-week course that explores what open research is and the issues involved around it, including: ethics, dissemination, reflection, and evaluation. The course starts Monday, 15 September 2014 and features its very own “Open Research” badge for course completion and participation.
To sign up, simply click the “Start Course” button on the lower left of the course page once you have signed into or registered for a p2pu.org account. Sign-up will remain open through Friday, 12 September.
About the OER Research Hub
The OER Research Hub is an international open research project examining the impact of open educational resources (OER) on learning and teaching practices. It works collaboratively with initiatives, projects and organisations around the world, disseminating its research and curating evidence for the impact of OER on its Impact Map.
About the School of Open
The School of Open is a global community of volunteers focused on providing free education opportunities on the meaning, application, and impact of “openness” in the digital age and its benefit to creative endeavors, education, and research. Volunteers develop and run online courses, offline workshops, and real world training programs on topics such as Creative Commons licenses, open educational resources, and sharing creative works. The School of Open is coordinated by Creative Commons and P2PU, a peer learning community for developing and running free online courses.No Comments »
Project 365 #303: 301009 Blink And You’ll Miss It! / Pete / CC BY
Another run of School of Open courses is starting up in August, September and October! The first course to kick things off is a second iteration of “Why Open?” “Why Open?” was collaboratively developed and facilitated one year ago in August 2013; now the facilitators are back to run it a second time from 10 August to 5 September 2014. What is “Why Open?” From its About page,
Why Open? What does open mean? Does it mean free? Does it mean without restriction? What is the role of the producer? What is the role of the consumer? Why is open important? How does open relate to you and your area of expertise?
In this course, we will discuss and answer these questions. With your help, we will explore the different meanings of open in various contexts as well as its benefits and issues. Participants will use open practices to complete a series of open activities that builds into a final project.
Facilitators include Christina Hendricks (Philosophy lecturer at the University of British Columbia), Simeon Oriko (School of Open Kenya Initiative), Jeanette Lee (English lit and writing teacher), and myself.
Read more about the course over at the School of Open blog.
Sign-up is open now through 10 August; to join, simply click the ‘Start Course’ button on the lower left of the course page.Comments Off
Code4CT girls with cc4kids certificates / Kelsey Wiens / CC BY
#Code4CT is a three-week training program from Innovate South Africa with twenty-four grade 10 and 11 girls from Centre for Science and Technology (COSAT) in Khayelitsha (Cape Town, South Africa). The three-week course consists of sessions on how the web works and actively participating in building web content. Running over the girls winter school break, they learn about the design process, HTML and CSS programming languages – skills they use to build WordPress sites for their clients. The girls then take their new skills and create mobile sites for local community organizations to benefit their communities.
We were lucky enough to be invited with Obami (learning platform) to test out the School of Open CC4Kids program. The program was funded through a Creative Commons Affiliate Project Grant. We have run the course through a self-study platform but this was the first time running it in real life. We were inspired by how quickly the girls took to the course content. The course’s modules focus on basics of Copyright and CC licenses – by the end of the hour, the girls were creating their own CC licensed material!
It was an inspiring day. A highlight of the day was the girls remixing the Pharrell Williams dance steps from “Happy” as a remix exercise Hack the Happy Dance. We are also attending their “pitch” sessions today to see what mobile apps they designed.
Thanks to Code4CT and Mozilla for the opportunity to be part of Maker Party! And stay tuned for more Maker Parties to be hosted by us and other CC/School of Open volunteers as part of the School of Open Africa Launch in August and September.
About Maker Party
School of Open and Creative Commons is excited to be partnering with Mozilla to celebrate teaching and learning the web with Maker Party. Through thousands of community-run events around the world, Maker Party unites educators, organizations and enthusiastic Internet users of all ages and skill levels.
We share Mozilla’s belief that the web is a global public resource that’s integral to modern life: it shapes how we learn, how we connect and how we communicate. But many of us don’t understand its basic mechanics or what it means to be a citizen of the web. That’s why we’re supporting this global effort to teach web literacy through hands-on learning and making with Maker Party.
About the School of Open
The School of Open is a global community of volunteers focused on providing free education opportunities on the meaning, application, and impact of “openness” in the digital age and its benefit to creative endeavors, education, and research. Volunteers develop and run online courses, offline workshops, and real world training programs on topics such as Creative Commons licenses, open educational resources, and sharing creative works. The School of Open is coordinated by Creative Commons and P2PU, a peer learning community for developing and running free online courses.1 Comment »
WikiProject Open is an online School of Open training program for new and seasoned Wikipedia volunteers to collaborate on improving Wikipedia articles related to openness. The aim of the project is two-fold: in addition to improving Wikipedia articles related to openness (such as open access publishing and open educational resources), volunteers seek to improve Wikimedia content generally with the aid of openly licensed materials.
Bundesarchiv, Bild 183-54440-0001 / CC BY-SA
This Saturday, WikiProject Open’s Pete Forsyth and Sara Frank Bristow invite you to join their Barn Raising event from 11 a.m. to 4 p.m. U.S. Pacific Time, at the Oakland Impact Hub on 2323 Broadway, Oakland, California. Lunch and refreshments will be provided. You can also join the event online. Sara says:
“At the Barn Raising, we will focus on high priority Wikipedia articles: articles that are widely read, but that — despite ongoing efforts — remain poorly sourced, incomplete, or out of date. (In the wiki world, we often borrow the term “Barn Raising” to evoke the idea of a community coming together to build something substantial in a short time. It’s been described as a way to “make the impossible possible.”)
This event is open to all! Our goal is to make significant improvements to OER related articles; so those who are brand new to Wikipedia and/or open education might want to take a little time to prepare. We will send out helpful resources for beginners as the date gets closer.”
And read more about School of Open training programs here!
About the School of Open
The School of Open is a global community of volunteers focused on providing free education opportunities on the meaning, application, and impact of “openness” in the digital age and its benefit to creative endeavors, education, and research. Volunteers develop and run online courses, offline workshops, and real world training programs on topics such as Creative Commons licenses, open educational resources, and sharing creative works. The School of Open is coordinated by Creative Commons and P2PU, a peer learning community for developing and running free online courses.Comments Off
Since our last comprehensive update, the School of Open has been creating new courses, planning continent-wide launches, conducting research, and making itself over.
New Web Space
We have a new web space! Previously, communications about our major projects have been scattered throughout the blogosphere and various wiki, Lernanta, and WordPress pages. But today we are happy to announce that there is one place you can visit to learn about and get involved with the School of Open, including newbies who just want to find a course to take.
After wrapping our first round of facilitated courses on copyright, Creative Commons, and Wikipedia earlier this year, we continued to develop courses for independent or group study. Here are the ones we recently launched, including a collaboration with Mozilla’s Webmaker initiative!
(Check out all of our stand-alone courses regardless of when they launched.)
Developed by Boyoung Chae and co. over at the Washington State Board for Community and Technical Colleges (SBCTC), this course was initially designed to help onboard community college faculty and staff with the CC BY–licensed textbooks coming out of WA’s Open Course Library project. We’ve since worked with them to adapt the course for the general public!
The self-paced modules walk you through how to incorporate open educational resources into your teaching practice, in addition to using open licenses and locating existing OER. One past participant said,
“How to Use OER is a great introduction to this amazing development in education. This will establish a good foundation for understanding the various components of open resources or fill in gaps that you might have. I am grateful the course will remain open after completion so that the materials and discussions can be revisited.”
This Spanish language course seeks to help librarians and library users strengthen their knowledge of copyright laws in Latin America and the challenges that exist to access to information in the 21st century. CC affiliates from Colombia, El Salvador and Uruguay, in collaboration with the Karisma Foundation, developed this course in response to increasingly restrictive copyright laws in Latin America and around the globe. The course contains examples, analysis and open models based on Latin American cases and legislation. Read more about the course launch here.
Mozilla Webmaker is all about transforming web users into web makers, aka citizens of the web who do more than just consume content, but also create it while leveraging open resources and tools. The new Mozilla Webmaker Training for Teachers embeds knowledge about open throughout its set of self-paced modules that will help you to:
- “Integrate the mechanics, culture and citizenship of the web into your practice.”
- “Bring creativity to your teaching through open, participatory methods.”
- “Connect with fellow mentors and educators (especially those in your local area) to share knowledge and resources.”
In collaboration with the OER Research Hub, we’ve been conducting research on the impact of School of Open courses. As part of this project, we invite you to participate in a survey we created for participants of stand-alone courses.
If you haven’t taken a course yet but plan to, the survey is linked at the end of every stand-alone course so you can take it when you do complete it. The survey will remain open through the end of August. If you have ever gone through a School of Open course on your own, please:
New Plans for a School of Open Africa
Volunteers in Kenya, South Africa, Tanzania, and Nigeria are planning for a School of Open Africa launch in September. Each region will develop and run a training program or course on the use and application of open resources. Stay tuned for a guest post detailing plans, and check out the current programs running in Kenya and South Africa for now:
Interested in any of the above activities? Get Involved.
To receive future updates like this one, sign up for School of Open Announcements.
About the School of Open
Read about this course in Spanish on the CC Uruguay blog.
ABC of Copyright for Librarians in Latin America, or ABC del derecho de autor para bibliotecarios de América Latina, is a free, online course that launches today as part of the School of Open. This Spanish language course seeks to help librarians and library users strengthen their knowledge of copyright laws in Latin America and the challenges that exist to access to information in the 21st century.
From the launch announcement:
Public library seeks to provide equal opportunities in access to information, knowledge, recreation, culture, education, reading and writing for all their users. However, there are currently no minimum guarantees that allow libraries and archives carrying out activities related to their mission such as lending books or changing the format of a film (e.g. VHS to digital) for preservation purposes. For decades, protections for authors and/or rightsholders have been increased, while the guarantees of access and inclusion of copyright balances are at the mercy of political will.
This imbalance occurs especially in developing countries, as many developed countries have already generated standards seeking to better balance copyright.
To address these challenges, CC affiliates from Colombia, El Salvador and Uruguay, in collaboration with the Karisma Foundation, have developed a course for librarians, archivists, educators, university researchers, and anyone else in the Latin American region interested in these issues. ABC of copyright for librarians in Latin America is designed to strengthen the understanding of basic copyright concepts through examples, analysis and open models based on Latin American cases and legislation.
The course officially launches online on Internet Activa at 5pm Colombia time today (UTC-5). You can join the launch by filling out this form expressing your intent; however, registration to participate in the course is not required.
About the School of Open
Below, Sara Frank Bristow invites you to join “Writing Wikipedia Articles: The Basics & Beyond”. Sara is a co-organizer of the course and a member of WikiProject Open. Both projects are part of the School of Open.
The School of Open will offer its popular “Writing Wikipedia Articles” course (WIKISOO) starting 25 February, 2014. This free introductory online course, now in its fourth incarnation, runs for six weeks. Enrollment is open to all.
WIKISOO students learn about the values and culture that have driven hundreds of thousands of volunteers to build Wikipedia. Through their work in the course, they join an effort that has generated millions of free articles in hundreds of languages since 2001.The course covers the technical skills needed to edit articles, and also offers practical insights into the site’s collaborative norms and social dynamics. Students graduate with a sophisticated understanding of how to use Wikipedia both as a reader and as an active participant.
The course focuses on articles about openness in education: open educational resources (OER), MOOCs, Creative Commons licenses and more. Students will forge connections with WikiProject Open, a community of volunteers focused on this topic area. Upon successful completion, students earn the WIKISOO Burba Badge.
The course is sponsored by the William and Flora Hewlett Foundation and the University of Mississippi. Course instructors are:
- Pete Forsyth, Wikipedia trainer & consultant (Wiki Strategies)
- Sara Frank Bristow, OER and online education researcher (Salient Research)
- Dr. Robert Cummings, Associate Professor (University of Mississippi)
Course registration is now open!6 Comments »
Here’s another end of year list: all the awesome things the School of Open community accomplished in 2013. Last year, we highlighted the work we put into materializing School of Open as a concrete entity with goals and people involved. This year, we actually launched the School with a full set of online courses and kick-off events around the world!
But we didn’t stop there. All year long, our volunteers have been contributing in so many fantastic and unexpected ways that it’s been hard to wrap our brains around all the activity. So here’s my attempt at collecting and distilling everything here, as a teaser for the new School of Open landing page that will happen in 2014.
The biggest thing you should note about the School of Open is that it is no longer just a set of online courses sitting on the P2PU platform. It is a global community and movement of volunteers developing and running online or hybrid courses, face-to-face workshops, and real world training programs — all with the purpose of helping people do what they already do better with the aid of open resources and tools.
In 2013, we
- Launched 12 stand-alone courses for anyone to take at any time, with or without others.
- Ran a total of 11 facilitated courses on topics such as: Copyright 4 Educators, Designing Collaborative Workshops, Open Science, CC licensing, Writing Wikipedia Articles, and Why Open?
- Conducted initial research on the impact of some of these courses and completed a research residency with the OER Research Hub in Milton Keynes, England
- Hosted multiple workshops, course sprints, and other events across 5 continents (in countries like England, Germany, Kenya, China, Sudan, Argentina, South Africa, the U.S.)
- Started School of Open Kenya, an after school program for high school students teaching about open educational resources, CC licenses, and the open culture that they engender
- Put on an engineering and design challenge incorporating open source and CC licensing education for university students in China
- Ran a two-week OER summer camp for kids on Luxi island, an island in rural China (more info to follow in a guest blog post [updated])
- Launched WikiProject Open, a community of new and experienced Wikipedians, dedicated to improving Wikipedia’s coverage of all things “open” and to using openly licensed content to improve Wikipedia articles in general
- Got the School of Open’s Writing Wikipedia Articles course adopted as part of a formal university course (the University of Mississippi’s “Open Educational Resources and Practices”)
- Piloted P2PU badges for 7 of our facilitated courses! For examples, check out this Remix OER badge and this Intro to Open Science Open Access badge
- Built a human timeline of the open education space! Which we want anyone and everyone to contribute to
- Helped turn a “collaborations across the open space” session at Mozfest into a funded part-time position that will help coordinate our open communities! (more info at this pad)
- Developed support resources for course facilitators, including this comprehensive tip sheet by a facilitator with a 95% retention rate
- Created a couple videos for online conferences, like this one for K-12 educators and this one for Open Ed Week
- Showcased School of Open projects by CC affiliates at the Creative Commons Global Summit in Buenos Aires…
OER summer camp on Luxi island ( ZHU Renkai / CC BY)
…and more, all of which you can check out in detail on the CC blog at http://creativecommons.org/tag/school-of-open.
In 2014, we will
- Launch our third round of facilitated courses in March. Sign up to be notified when registration opens
- Revamp the School of Open landing page to better reflect our multi-layered activity
- Build out courses in different languages. So far volunteers have expressed interest in translating courses into Spanish, Romanian, Hindi, Swedish, Chinese, Korean, Dutch, French, Arabic, German, Portuguese, Danish, Finnish, Hebrew… yes, we’ve got our work cut out for us!
- Expand current training programs to other regions; for example, we hope to have similar programs to School of Open Kenya in place in Ghana, Nigeria, and Tanzania
- Start new courses and training programs in South Africa, Colombia, Uruguay, El Salvador, Argentina, and more!
- Collaborate with our fellow open organizations such as OKFN, Mozilla, Wikimedia, P2PU, and more!
- Do more research! And completing a report of our findings with the OER Research Hub
- Get more SOO courses adopted as part of formal university courses
- Secure professional development credit for teachers/librarians taking Copyright 4 Educators in Australia (and elsewhere)
- Collaborate with the California School Librarians Association (CSLA) to increase CC and OER education in K-12 schools!
- Run more workshops, especially one for SOO volunteers to get together and grow their respective projects
- Take more pictures. We didn’t have enough this year!
Fireworks / Jack-Benny / CC BY-SA
And I could go on, but I’ll stop there. On behalf of the School of Open community, we wish you a Happy Holidays and a wonderful New Year!
If you would like to join us in our endeavors to provide free education opportunities on all things open, introduce yourself at the School of Open Google Group, sign up for announcements, and check out a course (or two or three).
About the School of Open
The School of Open is a global community of volunteers focused on providing free education opportunities on the meaning, application, and impact of “openness” in the digital age and its benefit to creative endeavors, education, research, and more. Volunteers develop and run online courses, offline workshops, and real world training programs on topics such as Creative Commons licenses, open educational resources, and sharing creative works. The School of Open is coordinated by Creative Commons and P2PU, a peer learning community and platform for developing and running free online courses.2 Comments »
The following is a guest post by Jessica Smith, National Copyright Officer for the National Copyright Unit of Australia. She ran the Copyright 4 Educators (AUS) course with Delia Browne as part of the School of Open’s second round of facilitated courses in 2013.
The School of Open is a community of volunteers focused on providing free education opportunities on the meaning, application, and impact of “openness” in the digital age and its benefit to creative endeavors, education, research, and more. Volunteers develop and run online courses, offline workshops, and real world training programs on topics such as Creative Commons licenses, open educational resources, and sharing creative works.
The National Copyright Unit (NCU) of Australia ran its second cycle of the School of Open’s Copyright 4 Educators (AUS) course in August. The course ran for seven weeks, with a two-week introduction period and five weeks of substantive group work. We took on 60 learners, with enrollments filling up in less than two days, plus a wait list of around 15 people. At the end of the course, we only had 3 drop-outs, a 95% retention rate!
On top of those stellar results, we also had very happy learners as well as great results in terms of the uptake and understanding of the information. We have an ongoing wait list for the course as well as teachers and librarians continuously enquiring about the course. We’re also in the process of obtaining accreditation for the course through larger teacher organizations so that it can be used to fulfill specific professional learning requirements of Australian educators.
We believe our course has succeeded for three reasons:
- We made it easy for the students to participate.
- The course was associated with the NCU, an official government division.
- We assigned small groups based on commonalities, such as profession and field.
1. Make it easy for the students to participate
Making it easy for students is of utmost importance in an online environment, especially if the course is targeted to people who may not be familiar with online learning. We know this may sound obvious, but it’s so important that it’s definitely worth mentioning and expounding on. If you don’t nail this, you’re not going to retain your students.
So how do you make it easy for the students? Have everything (eg, communication tools and assignment submission entrypoints) set up for them and support them to the nth degree. What this means: you have to put the time in before the course starts and you, as the course facilitator/organizer, must be very comfortable with the course layout and tools in order to be able to give ample support as well as troubleshoot when issues arise.
Tutorials for Tools
For our course, we had heaps of information on our P2PU course site (outlining essentially everything they’d need to get through the course), but we also created tutorials and sent out additional information through email on all the essential parts of the course (ie. using the discussion tool Disqus, submitting group assignments, leaving peer review, etc). We really wanted the students to feel supported and to answer questions and issues BEFORE they arose. It’s too easy to drop out of an online course, so we wanted to preemptively take care of as many issues as possible. We had one student state they were “very nervous and uncomfortable” to take an online course who later reported how great the course was set up and how easy it was in terms of knowing what to do and how to do it. It’s key students feel like this from the start of the course, or they won’t stick with it.
Tools we used
We used Google docs for our course. We had every group’s Google doc set up for every single week, and we linked to the docs from both the course on P2PU as well as in emails that we sent out every week. The weekly emails make it very clear what was expected of our learners as well as where to go to complete their tasks. See an example below:
We also sent out individual group chase-ups the Monday following a Sunday due date as well as a chase-up Wednesday following the peer review due date. See below for an example of this:
Its also very important to understand that the first two to three weeks are a bit rough for learners – they’re confused and they have lots of questions and issues. We received anywhere from 15 to 30 emails a week and at least five calls, asking general questions about the course, the platform, google docs, etc. We nearly always responded to these on the same day and offered as much support as needed. A quick response to a simple question can be the deciding factor between a learner getting frustrated and dropping out or being satisfied and feeling supported and staying in the course.
This initial confusion is also why we went with a two-week introduction period, and we think this really helps with the retention rate. It gave the learners a chance to ask questions, sort out their issues and concerns and get comfortable with the course, the platform, the collaboration tools, and their groups.
2. Associate a course with a known, respected entity
Our course was associated with the NCU of Australia, which is very well known and respected. We deal with teachers on a daily basis, and most of our NCU affiliated teachers/librarians were the first to sign up for the course and have been our biggest supporters and promoters.
In addition to past participants spreading the word, we promoted the course through our school connections in Australia – through teachers whom we’ve given advice, the Copyright Advisory Group (each State/Territory in Australia as well as each sector has a representative), teacher organizations, and our website (http://www.smartcopying.edu.au/) which is the official guide to copyright issues for Australian Schools and Technical and Further Education (TAFE) institutions. Once we did our initial promotional blitz, the promotion largely took off on its own, making its way onto numerous listservs and teacher associations that we didn’t previously know existed.
So the association helped with the initial promotion of the course, but we also believe the reputation of the NCU encouraged teachers to sign up for the course: it made teachers feel more comfortable asking questions/contacting us, it decreased the numbers of dropouts, and we also found that many employers, such as school deans, required their teaching staff to take the course.
Incorporating the course into NCU’s daily workload also allowed us to quickly and effectively respond to questions/issues with the course.
3. Arrange groups to encourage conversation and cohesiveness
In the first week of the course, we only asked our learners to fill out a questionnaire and have a look around the course. With the information from the questionnaire, we created 15 groups of four. We also took group requests, which frequently came from teachers at the same school. If groups were not requested, we arranged groups based on school location, level and sector to encourage conversation and commonality between group members. In the second week of the course, we only asked our students to meet their group and to decide on how their group would collaborate. Group members got to know each other and supported each other over the course of the seven weeks, and we think this group cohesiveness really encouraged group members to stay committed to the group and the course (as well as have more fun!).
As an example, we had one student who was going to drop out because she needed to have surgery in the third week of the course, and she would be unable to type for a week or two. She consulted us, and we told her to first discuss the problem with her group to see if they could work something out. She did this, and they became somewhat of a support group for her and they worked out that she would lead discussion in the weeks leading up to her surgery (which they mainly did via email) and then the weeks she couldn’t type she participated via a weekly Skype session with her group.
We’ve also been told by a number of groups that they all plan to keep in touch with each other to discuss any copyright questions and what’s going on in their classrooms/schools.
Overall, we believe the course was very successful. Not only because of the retention rate but also because people enjoyed it! They’re telling others about the course, they learnt the information, and if they ever have any questions or issues they now know where to find the information.Comments Off
Milton Keynes / CC BY
I took up residence in Milton Keynes, England, for one week in October as the Linked OER Research Hub Fellow for the School of Open. The School of Open is a community of volunteers from all around the world who are developing free education opportunities on the meaning, application, and impact of openness in their field of choice, whether that’s education, science, research, or community design. The free education opportunities consist of online courses, face-to-face workshops, and in-person training programs. Whatever the format, volunteers seek to help people do what they already do better with the aid of open resources and tools. One obvious example is helping educators to find and use free and open educational resources (OER) for the classroom.
In developing these opportunities, we decided it would be a good idea to simultaneously attempt to measure the impact of our activities. We teamed up with the OER Research Hub for a Linked Research Fellowship, which would provide funding for travel/accommodations and a researcher to help with administering, collecting, and analyzing School of Open data. Since we only just launched in March and have a limited data set to work with, we decided to start by focusing on a subset of our online, facilitated courses. School of Open volunteers administered optional surveys in four courses: Copyright 4 Educators (AUS), Copyright 4 Educators (US), Creative Commons for K-12 Educators, and Writing Wikipedia Articles: The Basics and Beyond. The surveys gather feedback from participants on their sharing practices and attitudes towards OER before and after the course. In combination with feedback from the facilitators themselves and archival course material, we hope to write up a short report on our preliminary findings. This report will likely identify gaps where more research is needed, which we hope to conduct during our next round of facilitated courses in March 2014. Then we will publish a final report with our findings in the third quarter of 2014.
My week with the OER Research Hub
As a linked fellow, my week with the OER Research Hub was organized around meeting with Beck Pitt, the researcher I have been working closely with around collecting the data, in addition to meeting the rest of the Hub’s research team and Open University staff working on open education projects of interest to the School of Open. Since I had been and would continue to work on aggregating and analyzing the data remotely, it was crucial to make the most of my stay through face-to-face meetings. Through these meetings, I was thrilled to discover additional areas for collaboration. They are:
- OER Research course: A School of Open course on how to conduct research openly, especially in the field of OER, to be developed in conjunction with an OER research toolkit that the OER Research Hub team is already developing. The initial concept for the course is still being shaped, but we imagine the course to be for those who are leading open education projects of their own that don’t currently have the resources to measure the impact of their project. This course would equip them with the methods, tools, and familiarity with ethical, privacy, and cultural issues researchers need to consider when conducting research. We aim to have the course developed in time to be part of a facilitated round of School of Open courses in the second quarter of 2014, and to exist thereafter as a stand-alone course for anyone to take at any time.
- Open Translation course: A School of Open course on open translation, or more specifically, how to translate materials that are openly licensed and what that means. The TESS-India project at the Open University already runs translation workshops for its volunteers in various regions of India to translate OER addressing regional, cultural, and linguistic issues for translation into several Indian languages including Hindi. As part of the workshops, TESS-India will include a day/session on OER and open licensing and what that means for translation. As these workshops will be recorded, we will have video in addition to the workshop resources which can be adapted into an online course for translators around the world. We hope to work with TESS-India to prepare this course for 2014.
- OpenLearn OER course: A joint OpenLearn and School of Open course on OER, drawing on existing resources like Creating open educational resources.
- CC license and OER education for the OER Research Hub’s K-12 educator networks, such as the Flipped Learning Network, in the form of webinars and media such as infographics.
Mozfest candy / CC BY
For our main collaboration — research on School of Open courses — we were able to ready some of the data we had collected for the Mozilla Festival, where Beck hosted a “scrum” on visualizing open education data called the Open Ed Data Detective. Throughout the festival, several participants came by to experiment with the School of Open data along with other data the OER Research Hub made available. In addition to preparing for the data scrum, we collected and compiled most of the initial data on the School of Open courses listed above, including web analytics and data for all 13 stand-alone courses. We outlined a plan for completion of a report on preliminary research findings, follow-up interviews we will conduct with facilitators and course participants, and additional research we will conduct in 2014 during Round 3 of School of Open’s facilitated courses.
For a research residency that lasted less than a week, we made a tremendous amount of progress. I look forward to working closely with the OER Research Hub and Open University staff in the coming months!Comments Off