Transcript Document

Spreading the Word!
Librarians & OER
OER14, 29 April 2014
Dr. Beck Pitt
The Open University
Eleni Zazani
Birkbeck College
Nancy Graham
University of Roehampton
Background
from a project to a CoP
DELILA
April 2012
1. Developing Educators Learning and Information Literacies for
Accreditation
2. Cross institutional project (Birmingham – LSE) to adapt digital and
IL resources to OER
3. Project website: http://delilaopen.wordpress.com
from a project to a CoP
DELILA
April 2012
1. To gather information about librarians’ sharing of IL teaching
material
2. 101 responses from UK, Europe, US and beyond
3. Findings indicate closed sharing
4. Willingness to share openly but don’t know where to start
5. Available at http://delilaopen.wordpress.com/il-oer-survey/
from a project to a CoP
DELILA
1.
2.
3.
4.
5.
April 2012
August 2012
One day event at Birmingham
Several attendees formed committee
Kick off meeting November 2012
Aim: to support UK librarians in sharing openly
1st Event at Uni of Surrey 30th May 2013
from a project to a CoP
DELILA
April 2012
August 2012
CoPILOT
Community of Practice for Information Literacy Online Teaching
Run 2 events (Surrey, Glasgow), participate in conferences &
collaborate with IFLA, UNESCO, OERRHUB, etc across sectors
Mailing list [email protected]
Twitter: @CoPILOT2013
Website: http://www.cilip.org.uk/information-literacy-group/about/copilot
from a project to a CoP
DELILA
April 2012
August 2012
CoPILOT
Present
Lead by example, share ideas, practice & knowledge, surface case
studies, advocates of openness.
Mailing list [email protected]
Twitter: @CoPILOT2013
Website: http://www.cilip.org.uk/information-literacy-group/about/copilot
OER Research Hub
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2-year research project based at The Open University (UK)
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Funded by William & Flora Hewlett Foundation
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Aiming to build the most comprehensive picture of OER impact
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Eleven research hypotheses
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Collaboration model across different educational sectors
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Fellowship Scheme
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Global reach but with a US focus
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Practicing openness: CC-BY licensed research instruments / SOO Course /
Impact Map
oerresearchhub.org
#oerrhub @OER_Hub
Keyword
Performance
Openness
Access
Hypothesis
OER improve student performance/satisfaction
People use OER differently from other online materials
OER widen participation in education
Retention
OER can help at-risk learners to finish their studies
Reflection
OER use leads educators to reflect on their practice
Finance
Indicators
Support
OER adoption brings financial benefits for students/institutions
Informal learners use a variety of indicators when selecting OER
Informal learners develop their own forms of study support
Transition
OER support informal learners in moving to formal study
Policy
OER use encourages institutions to change their policies
Assessment
Informal assessments motivate learners using OER
Collaboration Model
Collaboration Model
Collaboration Model
Collaboration Model
OER Impact Map
OER Impact Map
http://oermap.org
OER Impact Map
http://oermap.org
Methodology
Librarian Questionnaire
Research Questions
OER Research Hub hypotheses:
OER improve student performance/satisfaction
People use OER differently from other online materials
OER use leads educators to reflect on their practice*
OER adoption brings financial benefits for students/institutions
OER use encourages institutions to change their policies*
Special areas of interest (CoPILOT):
Encourage creation and sharing of OER
Curating & sustaining OER
Closing training gaps
Background to Surveys (CoPILOT)
600
Librarians and OER
521
500
400
De Beer, 2012
300
Bueno-de-la-Fuente, Robertson, & Boon,
2012
Graham & Secker, 2012
218
200
Taylor & Francis, 2013
OERRHUB, CoPILOT, 2014
100
101
57
32
0
0
1
2
3
Surveys
4
5
6
Source: Zazani, Eleni. The Emerging Information Professional: 21st Century attitudes,
technologies and practices. Chandos publishing (forthcoming)
Librarians & openness (OA & OER)
600
521
500
400
300
218
211
200
100
101
57
32
0
0
1
14
2
3
4
5
4
6
7
8
9
10
De Beer, 2012
Bueno-de-la-Fuente, Robertson, & Boon, 2012
Graham & Secker, 2012
TBI Communications on behalf of InTech, 2012
Harris, 2012
Taylor & Francis, 2013
Lawson, 2013 MA Thesis
Gregson & Hatzipanagos, 2013
OER Research Hub & COPILOT, 2014
Source: Zazani, Eleni. The Emerging Information Professional: 21st Century attitudes,
technologies and practices. Chandos publishing (forthcoming)
Findings
Librarian Surveys
Two surveys launched during Open Access week (21-25 October 2014).
Both Surveys closed 2 January 2014.
General Librarians
197 respondents
128 of these work F/T or P/T as a Librarian
2 invalid responses, 126 valid responses
CoPILOT Librarians
115 respondents
92 respondents work F/T or P/T as a Librarian
0 invalid responses, 92 valid responses*
Librarian Sample
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218 respondents who work F/T or P/T as a Librarian
81.0% Female (n=175), 17.6% Male (n=38) and 1.4% Transgender (n=3)
47.4% of respondents live in the UK (n=102), 40.0% in the USA (n=86), 3.3%
in Ghana (n=7), 3.3% in Canada (n=7) and 6.0% R.O.W. (n=13) including
Botswana, South Africa, Italy, Lebanon, Czech Republic, Tanzania
Nearly 90% of respondents have English as their first spoken language
(89.4%, n=193)
Over 85% of respondents have a Postgraduate/Graduate School University
Degree (87.4%, n=188)
Over a quarter of respondents had worked as a librarian for more than 20
years (25.3%, n=50)
OER Behaviours & Perspectives
Librarian Overview
In the last year…
• Over half of respondents have published a blog post (50.5%, n=110)
• Nearly 70% of respondents have shared an image online (68.8%,
n=150)
• Almost a third of respondents contributed to a Wiki (30.3%, n=66)
• Almost half of respondents contributed to an Internet Forum (49.1%,
n=107)
• 55.0% of respondents have downloaded a Podcast (n=120) but only
8.3% have recorded and uploaded a Podcast (n=18)
Librarian Overview
Nearly 80% of respondents have used OER (78.7%, n=170)
• Over 85% of respondents said that they would be more likely to
select a particular resource when searching for OER if it had been
created/uploaded by a reputable/trusted institution or person (87.4%,
n=180)
• Top three challenges faced when using OER:
Knowing where to find resources (60.6%, n=120)
Finding resources of a sufficiently high quality (60.1%, n=119)
Finding suitable resources in my subject area (56.1%, n=111)
Librarian Overview
• Main purposes for using OER in the context of Librarian role:
To help find available content for learning, teaching or training
(72.5%, n=124) and/or to get new ideas and inspiration (72.5%,
n=124)
• Nearly 70% of respondents strongly agreed or agreed that they
make use of a wider range of multimedia in their Librarian role as a
consequence of their use of OER (13.1%, n=19 & 56.6%, n=82
respectively)
• Top three types of OER used for teaching/training:
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•
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Perceptions of the Impact of OER on students
and institutions
Over 50% of respondents think that their institution benefits
financially by using OER (53.5%, n=85)
Over 40% of respondents don’t know whether their institution
benefits financially by using OER (40.9%, n=65)
Over half of respondents don’t know whether their students have
saved money by using OER (51.2%, n=83)
Nearly 40% of respondents believe their students have saved money
by using OER (37.7%, n=61)
“We actually did a study recently
that showed a 30% reduction in
textbook costs after a big push to
move to open access textbooks.”
Creating OER and measuring its
impact
Creative Commons Licensing
• Over 70% of respondents had seen the CC logo and knew what it meant
(70.6%, n=154)
• 17.0% of respondents had never seen it (n=37)
• 12.4% of respondents had seen it but didn’t know what it meant (n=27)
• Over 70% of respondents think that open licensing is very important or
important to them when using resources in their teaching (34.4%, n=72 and
37.8%, n=79 respectively)
The Use and Creation of OER
Respondents were given a definition of Open Educational Resources
(UNESCO), and asked to tells us how they had used/created OER.
• 31.9% of respondents have created OER for study or teaching (n=69)
• 14.8% of respondents have created resources themselves and published
them on an open license (n=32)
If respondents told us they had created OER, they were asked two further
questions:
1. How they share the OER they create
2. If they measure the impact of OER they create
Please tell us more about how you share the open educational
resources you create
“Upload to
YouTube”
“Via the NHS e-learning
repository and from our
organisational website.”
Do you measure the impact of the open educational
resources you create?
Of the respondents who create OER for study or teaching and/or create OER
and publish them on an open license, nearly 30% told us they measure the
impact of the OER they create (29.7%, n=22)
• 60.8% of respondents who create OER do not measure the impact of the
OER they create (n=45)
• Nearly 10% of respondents who create OER don’t know if they measure the
impact of the OER they create (9.5%, n=7)
Question around what constitutes “measuring impact”: One respondent who
answered “Don’t Know” noted:
Please tell us more about how you measure the impact of
the open educational resources you create
Respondents who told us
how they currently
measure impact:
60.9% look at
statistics/usage/analytics
(n=14)
13.0% Feedback (n=3)
26.1% Both analytics and
feedback (n=6)
“At a rather trivial level, I check
how many times resources are
accessed.”
Are there any examples, positive or negative, of your
experiences of curating open educational resources that you
would like to tell us about?
“As part of our work in S2 English, we ask pupils to write an entry for one of the school
blogs, based on their current novel / drama study. Part of the success criteria is to use
Creative Commons images as part of their articles. Has led to a much wider
understanding of how they can use online materials, pupils actively seeking out public
domain or CC materials, and greater knowledge of their own rights.”
Policy and Openness
What kinds of practices and policies, if any, does your
institution have in relation to OER?
“Until quite recently, we had a fund to
support open access publishing…”
“The University
Senate has endorsed
an Open Access
Policy.”
“None that I am aware of. There is
some resistance to sharing learning
resources on the part of some
academics. Some don’t even want their
reading lists to be open…”
Are you aware of any changes to policy and/or practice
that have taken place at your institution as a result of participation in OER
pilots and/or programs?
8.6% Yes (n=14)
55.2% No (n=90)
36.2% Don’t Know (n=59)
“OER strategy document… [and]
institutional repository.”
“The Training department of the Centre is
trying to adapt some of the courses to suit
African/local context.”
In the context of your role as librarian, what kinds of
policies would help you to be more open?
“Recognition for the impact of
OER’s we create … This might
incentivise us to create
resources which are more
reusable and can be exploited
by the wider academic
community instead of
everybody reinventing the
wheel for their local users.” “If open licenses were mandated for all materials the college produces. If
administrators were more understanding of licensing and open source. My institution is
still in the habit of defaulting to expensive corporate products even when superior open
ones are available. It’s infuriating.”
Summary
Lessons Learnt
Next Steps
Effective Collaboration
Summary of Results
Librarians and Open Educational Resources
• 87.4% of librarians said that they would be more likely to select a particular
resource when searching for OER if it had been created/uploaded by a
reputable/trusted institution or person (n=180)
• Evidence shows that many librarians working in “silos”
• Preliminary results: more forthcoming
• What do you think? Do these findings resonate with you?
• We need you! Looking for YOUR best examples of impact...
• Help us build the most comprehensive picture of the impact of OER by
contributing your evidence to the Impact Map
Bibliography
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Bueno-de-la-Fuente, G. (2012). The roles of libraries and information professionals in open educational resources (OER)
initiatives. « publications. Available from: http://publications.cetis.ac.uk/2012/492. [Accessed 23 November 2013].
De Beer, T. (2012). SCORE library survey report. Available from: http://www.open.ac.uk/score/news/score-library-survey-report.
[Accessed 23 November 2013].
Graham, N., and Secker, J. (2012). Librarians, information literacy and open educational resources: report of a survey. Available
from: http://delilaopen.files.wordpress.com/2012/04/findingsharingoers_reportfinal1.pdf. [Accessed 23 November 2013].
Harris, S. (2012). Moving towards an open access future: the role of academic libraries. London. Available
from:http://www.uk.sagepub.com/repository/binaries/pdf/Library-OAReport.pdf. [Accessed 23 November 2013].
Taylor & Francis. (2013). Facilitating access to free online resources: challenges and opportunities for the library community.
Available from: http://www.tandf.co.uk/libsite/pdf/TF-whitepaper-free-resources.pdf. [Accessed 23 November 2013].
TBI Communications on behalf of InTech. (2012). Assessing the role of librarians in an Open Access world. Croatia. Available
from: http://www.intechopen.com/js/ckeditor/kcfinder/upload/files/Role of the Librarian_Survey_Findings_Jun12.pdf. [Accessed
23 November 2013].
Zazani, Eleni. The Emerging Information Professional: 21st Century attitudes, technologies and practices. Chandos publishing
(forthcoming)
•
Open Definition on Licensing (http://opendefinition.org/guide/)
•
Creative Commons logo: http://mirrors.creativecommons.org/presskit/icons/cc.large.png
Thanks for listening!
oerresearchhub.org
http://oermap.org
Twitter: @OER_Hub @BeckPitt
@EleniZazani @msnancygraham
in service of The Open University