OER Impact Map - Birkbeck, University of London

OER Impact Map - Birkbeck, University of London

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 CoPILOT: 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 CoPILOT: 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 dont know where to start 5. Available at http://delilaopen.wordpress.com/il-oer-survey/ CoPILOT: from a project to a CoP August 2012 DELILA April 2012 1. 2. 3. 4. 5. 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 CoPILOT: from a project to a CoP DELILA April 2012 August 2012CoPILOT 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]il.ac.uk Twitter: @CoPILOT2013 Website: http://www.cilip.org.uk/information-literacy-group/about/copilot CoPILOT: from a project to a CoP DELILA April 2012 August 2012CoPILOT 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 2-year research project based at The Open University (UK) Funded by William & Flora Hewlett Foundation

Aiming to build the most comprehensive picture of OER impact Eleven research hypotheses Collaboration model across different educational sectors Fellowship Scheme Global reach but with a US focus 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) 521 600 Librarians and OER 500 400 218 300 101

200 57 100 32 0 0.5 1 1.5 2 2.5 3 Surveys 3.5 4 4.5 5

5.5 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 32 0 0 1 101

57 2 14 3 4 5 4 6 7 8 No. of participants Source: Zazani, Eleni. The Emerging Information Professional: 21st Century attitudes, technologies and practices. Chandos publishing (forthcoming) 9 10 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 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: 128) = n , % (77.6 s e g a Im Videos (5 71)

= n , % 0 . 3 4 E-books ( 8.8%, n = 97) 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 dont know whether their institution benefits financially by using OER (40.9%, n=65) Over half of respondents dont 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) ur Open o h g u o r nts is f this th e o d f u o t o s r r p o f e We hav itiative. Savings ear. n In

Educatio alculated each y c 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 didnt 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) A license is a document that specifie text, image s what can or multimed and cannot ia ). It grants p

license is on be done with e rmissions an e which gra a work (whe d states rest nts permiss ther sound, rictions. Bro ion to access adly speakin , re-use and g, an open restrictions distribute a (Open Defin work with fe ition) w or no 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 We h av teachi e an open a ng res ource ccess repo which s in m s ha y depa itory for studen s been an rtmen ef ts t, be mo . Its a fled fort put fort gling p h by re wid e

ro The u nivers ly shared go ject which wi ity in OA, a nd mo where I wo g forward. ll vi rk publis hing a ng toward O is embraci ng s well A jour . nal Upload to my rces on u o s e r r YouTube

ile free a wiki fo n o I comp d n ebsite a these library w l. I share culty and o o h c s the ith the fa w s e c r u reso school. library y m

y t t i a s s r t e n niv e . s t ude d to u licens e d C d C A a te with i s b

e w Via the NHS e-learning repository and from our Throug h G oog organisational website. les c created an intro oursebuilder softwar ductory eI library c o u rs e free ons. t . h m rig opy ia Com c d e ed load Wikim p

u to ve I ha gr aphs to pho 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 dont 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 Dont Know noted: ink this is an but I dont th s) d oa nl ow s d

. .g m but this (e ds but who know e a lo th f n o w o e d g f o sa u s e 0 1,00 I track th . There may be ct pa

im f o re su at them again. d ke o lo s adequate mea ha e whether anyon Please tell us more about how you measure the impact of the open educational resources you create th e easure m ld u o h we c s but its R We wis

E O r f ou ing impact o ow who is mak t o kn y c an be e h t difficult n e em wh ont use of th d for free. We d de and downloa w how to track o OERs. r u o f really kn o

ct the impa s s e s s a We d o see ho in the sense w man that w no de y e are h i t s mogra able to the gu phics i d local o

e s g a re i n r cluded et but Stude distant use su c rs, nt web s s? Librarian who users h as earch ers, e s? Educato are. tc. rs? Op en 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) To a limit

ed ex hits. Its a tent by looking at Y sign of e ngageme ouTube little y n e t if not rv a impact. ck su e views vi a b d e g e a f e a su r e p a v a h At a rather trivial level, I check We e we me nalytics. ns

how many times resources are le a respo goog accessed. Are there any examples, positive or negative, of your experiences of curating open educational resources that you would like to tell us about? Faculty e library me oject office and th mbers do The OER pr prove not understa on a project to im ng ki nd Open or w e ar Many fa

Resource s to make it easier R E culty exp O of ty s and eit ili ab er ressed in discov project w cant find h terest wh as propo them or a er for users en the pil sed. The ssume that ever s ti p

y o end, just ything th saving stu did not care abou t ey find can be u t the dents mo sed in an ney witho sacrificin y w a g quality. ut and as o ften as th y want, wit e y our hout perm aspect weve found is that g issions

at in th g g n in th lle g a in h c st t being sou re arly An inte The mos ght. out ss as being particul it ne t u

en p op u of o k y in e th c t r lty do no is that on t in the way that ou tation facu no c t e as p le x e at

n t, a an rt s morally impo there, there they would at to th d g te in it m m su m as o e c er librarians w that youve

te a d to keeping it up 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. ly none. Absolute

Our library is presently developing guides and internal poli cy regardin g OER None that I am aware of. There is some resistance to sharing learning resources on the part of some academics. Some dont 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% Dont Know (n=59) e nd mor i f o t

s; d u ra g e eserve o r c e n s e r u e o y ar f re e o r es f or c e c s r Facult u u o o t

s ents nic re electro ncourage stud ls. e materia e Faculty s r u o stly c less co Partnership with Merlot 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? I dont h

ave much in the wa or web d y esign skil ls. If I did of graphic likely to m , Id b ake my o wn resou e more rces and share the m. able me to help en ld ou w y lic po r A clea R d the value of OE students understan r education.

and its uses in thei Promot ing op outreach en access reso urces to ing them colleagu t o o ff e r es and accessin training and sup g using port in those re sources . ut a cultural Its more abo listic approach shift and a ho limited.

policies are Recognition for the impact of OERs 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. Its 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 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

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