Eadtu Open Learn

Open Content at The Open University: a strategic institutional initiative Professor Andy Lane Director, OpenLearn, The Open University UK. This work is licenced under the Creative Commons Attribution-No Derivative Works 2.0 UK: England & Wales License. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nd/2.0/uk/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California 94105, USA.

The general opportunity “ The most promising initiative in e-learning is the concept – and the developing reality, of open educational resources.” Sir John Daniel (OU, UNESCO, Commonwealth of Learning)

“ The most promising initiative in e-learning is the concept – and the developing reality, of open educational resources.”

Sir John Daniel (OU, UNESCO, Commonwealth of Learning)

The general problems for Universities (in Europe at least) “ Universities are key players in Europe’s future and for the successful transition to a knowledge-based economy and society.” “ Most universities tend to offer the same courses to the same group of academically best-qualified young students and fail to open up to other types of learning and learners” “ Universities need to grasp more directly the challenges and opportunities presented by the lifelong learning agenda.” Communication from the Commission to the Council and the European Parliament, ‘Delivering on the Modernisation Agenda for Universities’. Brussels 10 May 2006

“ Universities are key players in Europe’s future and for the successful transition to a knowledge-based economy and society.”

“ Most universities tend to offer the same courses to the same group of academically best-qualified young students and fail to open up to other types of learning and learners”

“ Universities need to grasp more directly the challenges and opportunities presented by the lifelong learning agenda.”

Communication from the Commission to the Council and the European Parliament, ‘Delivering on the Modernisation Agenda for Universities’. Brussels 10 May 2006

Some major challenges for Universities Intellectual Property in the ICT Era The Bologna Ambition of Widening Participation Lifelong learning and the knowledge economy Networking within the University System Networking beyond the University System Open Content and Open Source From Access to Use to Outcome Sustainability

Intellectual Property in the ICT Era

The Bologna Ambition of Widening Participation

Lifelong learning and the knowledge economy

Networking within the University System

Networking beyond the University System

Open Content and Open Source

From Access to Use to Outcome

Sustainability

Mission of the UK Open University The Open University is open to people, places, methods and ideas. It promotes educational opportunity and social justice by providing high-quality university education to all who wish to realise their ambitions and fulfil their potential. Through academic research, pedagogic innovation and collaborative partnership it seeks to be a world leader in the design, content and delivery of supported open and distance learning.

The Open University is open to people, places, methods and ideas.

It promotes educational opportunity and social justice by providing high-quality university education to all who wish to realise their ambitions and fulfil their potential.

Through academic research, pedagogic innovation and collaborative partnership it seeks to be a world leader in the design, content and delivery of supported open and distance learning.

UKOU Open Content Initiative “ The philosophy of open access and sharing knowledge is a wonderful fit with the founding principles of The Open University and with the University’s very strong commitment to open educational access and widening participation. The University will be developing forms of open content e-learning which will reach less experienced learners and, we hope, encourage an appetite for further learning.” Professor Brenda Gourley Vice-Chancellor of The Open University

“ The philosophy of open access and sharing knowledge is a wonderful fit with the founding principles of The Open University and with the University’s very strong commitment to open educational access and widening participation. The University will be developing forms of open content e-learning which will reach less experienced learners and, we hope, encourage an appetite for further learning.”

Professor Brenda Gourley Vice-Chancellor of The Open University

Why has the OU made some of its content open? A growing momentum behind open content worldwide Open content consistent with the University’s commitment to social justice and widening participation in Higher Education Can be a way of building markets and reputation Can be a test bed for new e-learning developments and offers an opportunity to research and evaluate them We can learn more about the University’s business model It can be a way of drawing in materials from other organisations It can provide the basis for world-wide collaborations over the development and dissemination of supported open learning

A growing momentum behind open content worldwide

Open content consistent with the University’s commitment to social justice and widening participation in Higher Education

Can be a way of building markets and reputation

Can be a test bed for new e-learning developments and offers an opportunity to research and evaluate them

We can learn more about the University’s business model

It can be a way of drawing in materials from other organisations

It can provide the basis for world-wide collaborations over the development and dissemination of supported open learning

Open content types First generation (OER 1.0) known as OpenCourseWare: support materials from classroom based teaching in educational institutions Second generation (OER 2.0) known as OERs: self study material devised for open, distance and/or e-learning from educational institutions (and publishers) Third generation (OER 2.5) known as user generated content : self study not from educational institutions but from individuals and specialist organisations

First generation (OER 1.0) known as OpenCourseWare: support materials from classroom based teaching in educational institutions

Second generation (OER 2.0) known as OERs: self study material devised for open, distance and/or e-learning from educational institutions (and publishers)

Third generation (OER 2.5) known as user generated content : self study not from educational institutions but from individuals and specialist organisations

The Open Content Initiative stages Known as OpenLearn A feasibility report agreed by VCE, Academic Board and Council mid 2005 to undertake a pilot project Hewlett granted $200k to help cover scoping work in late 2005 for a two year pilot (stage 1) $8.9m grant from William and Flora Hewlett Foundation for two year pilot costing $11m in total, 2006-8 (stage 2) Formation of a programme team to achieve pilot goals and participation in the open content global networks Joined Open Courseware Consortium Continue OpenLearn but embed policy and practices into existing systems and processes and seek more funding, 2008-9 (stage 3)

Known as OpenLearn

A feasibility report agreed by VCE, Academic Board and Council mid 2005 to undertake a pilot project

Hewlett granted $200k to help cover scoping work in late 2005 for a two year pilot (stage 1)

$8.9m grant from William and Flora Hewlett Foundation for two year pilot costing $11m in total, 2006-8 (stage 2)

Formation of a programme team to achieve pilot goals and participation in the open content global networks

Joined Open Courseware Consortium

Continue OpenLearn but embed policy and practices into existing systems and processes and seek more funding, 2008-9 (stage 3)

Special open content projects in Africa TESSA (Teacher Education in Sub-Saharan Africa Curriculum for Untrained Teachers Nine countries Adapted to local culture and delivery Foundation and EU funding Open Door Textbooks for use by Universities PDF files downloaded and printed Sierra Leone, Tanzania, Zambia, South Africa UK Government and EU funding

TESSA (Teacher Education in Sub-Saharan Africa

Curriculum for Untrained Teachers

Nine countries

Adapted to local culture and delivery

Foundation and EU funding

Open Door

Textbooks for use by Universities

PDF files downloaded and printed

Sierra Leone, Tanzania, Zambia, South Africa

UK Government and EU funding

Major goals of OpenLearn To make some of The Open University’s distance learning materials freely accessible in an international web-based open content environment and, in so doing, to advance open content delivery method technologies by: Deploying leading-edge learning management tools for learner support; Encouraging the creation of non-formal collaborative learning communities; and Enhancing international research-based knowledge about modern pedagogies for higher education.

To make some of The Open University’s distance learning materials freely accessible in an international web-based open content environment and, in so doing, to advance open content delivery method technologies by:

Deploying leading-edge learning management tools for learner support;

Encouraging the creation of non-formal collaborative learning communities; and

Enhancing international research-based knowledge about modern pedagogies for higher education.

Planned higher level outcomes of stage 2 Enhanced learning experiences for users of open content delivery; Greater involvement in higher education by under-represented groups and empowerment for various support networks that work with them; Enhanced knowledge and understanding of open content delivery, how it can be effective, and the contribution it can make to further development of e-learning; Enhanced understanding of sustainable and scaleable models of open content delivery.

Enhanced learning experiences for users of open content delivery;

Greater involvement in higher education by under-represented groups and empowerment for various support networks that work with them;

Enhanced knowledge and understanding of open content delivery, how it can be effective, and the contribution it can make to further development of e-learning;

Enhanced understanding of sustainable and scaleable models of open content delivery.

Major challenges Empowering people to make use of an information rich world through appropriate learning technologies and support networks; Opening up the opportunities for non-formal learning as part of a life long learning agenda; Understanding better how to reach hard-to-reach groups and tackle educational disadvantage; Managing quality assurance and intellectual property rights creatively and moving thinking forward on these; Creating a sustainable system for creating and supporting open educational resources.

Empowering people to make use of an information rich world through appropriate learning technologies and support networks;

Opening up the opportunities for non-formal learning as part of a life long learning agenda;

Understanding better how to reach hard-to-reach groups and tackle educational disadvantage;

Managing quality assurance and intellectual property rights creatively and moving thinking forward on these;

Creating a sustainable system for creating and supporting open educational resources.

Some major concerns Giving away the ‘family silver’ – what about the market value of content? Inappropriate use of the content – what will others do with it? Threatening student recruitment – why will they pay for what they can get free? Problems of implementing licensing agreements for courses and programmes – will we lose revenue? Long-term sustainability – who pays for making content open?

Giving away the ‘family silver’ – what about the market value of content?

Inappropriate use of the content – what will others do with it?

Threatening student recruitment – why will they pay for what they can get free?

Problems of implementing licensing agreements for courses and programmes – will we lose revenue?

Long-term sustainability – who pays for making content open?

Evaluation of stage 2 against several areas Effectiveness of Creative Commons licence Role of Content and Tools Open Content and Widening Participation How Learning Communities Work Open Content and Curriculum Creation Open Content and Developing Economies Business Models of Higher Education Sustainability

Effectiveness of Creative Commons licence

Role of Content and Tools

Open Content and Widening Participation

How Learning Communities Work

Open Content and Curriculum Creation

Open Content and Developing Economies

Business Models of Higher Education

Sustainability

Technological R&D Only Open University content available for viral content distribution Valuable test-bed for e-production technologies Become leaders in educational open-source software development Dialogue with standards bodies and commercial software companies Change agent for new teaching and learning processes Cost savings in mainstream Moodle development

Only Open University content available for viral content distribution

Valuable test-bed for e-production technologies

Become leaders in educational open-source software development

Dialogue with standards bodies and commercial software companies

Change agent for new teaching and learning processes

Cost savings in mainstream Moodle development

Widening participation and lifelong learning Introducing black and ethnic minority students to learning at Bradford College Providing learning to prisoners at over 15 prisons including Wormwood Scrubs Developing thinking skills for Openings students on the Wirral Over 300 registrations on Openings courses Over 2 million visitors, over 60,000 registered users in 18 months Over 4500 directly attributable registrations overall

Introducing black and ethnic minority students to learning at Bradford College

Providing learning to prisoners at over 15 prisons including Wormwood Scrubs

Developing thinking skills for Openings students on the Wirral

Over 300 registrations on Openings courses

Over 2 million visitors, over 60,000 registered users in 18 months

Over 4500 directly attributable registrations overall

Information, advice and guidance Integrated into advice given in new Study with the OU website and prospectuses Already approx. 50% of Student Registration and Enquiry Service (SRS) staff refer students to OpenLearn Educational and careers advisers in the Regional/National Centres recommend OpenLearn for prospective and continuing students

Integrated into advice given in new Study with the OU website and prospectuses

Already approx. 50% of Student Registration and Enquiry Service (SRS) staff refer students to OpenLearn

Educational and careers advisers in the Regional/National Centres recommend OpenLearn for prospective and continuing students

Advisers recommend OpenLearn For prospective and continuing students to demonstrate the level of OU courses to see and work with materials from a particular course to assess core learning skills (maths, writing) as an aid for students whose first language is not English to gauge understanding of course material and/or to help them improve their study and core English skills to introduce them to or help them to improve study skills to highlight certain subject areas or particular courses to ease the student into study and build up their confidence to allow the student to begin academic work while waiting for their course to start as ‘tasters’ for future courses for use as a study aid for exam re-sits in order to help the student choose between academic subject areas or particular courses

to demonstrate the level of OU courses

to see and work with materials from a particular course

to assess core learning skills (maths, writing)

as an aid for students whose first language is not English

to gauge understanding of course material and/or to help them improve their study and core English skills

to introduce them to or help them to improve study skills

to highlight certain subject areas or particular courses

to ease the student into study and build up their confidence

to allow the student to begin academic work while waiting for their course to start

as ‘tasters’ for future courses

for use as a study aid for exam re-sits

in order to help the student choose between academic subject areas or particular courses

Marketing Lead generation – prospectus enquiries Decision support for students Conversion tool – additional registrations Loyalty mechanism – repeat visitors and business Marketing 2.0: Personal, relevant, free, valued, open Viral content supporting low-cost/no-cost marketing strategy Social media marketing

Lead generation – prospectus enquiries

Decision support for students

Conversion tool – additional registrations

Loyalty mechanism – repeat visitors and business

Marketing 2.0: Personal, relevant, free, valued, open

Viral content supporting low-cost/no-cost marketing strategy

Social media marketing

Reputation Unique in a competitive market - brand strengthened Subject of over 30 international traditional press articles and over 700 blog posts Presented extensively internationally OU now recognised as leading player in OER movement worldwide alongside MIT, Carnegie Mellon etc OU content widely cited in other VLEs e.g. Leeds College of Art and Design, University of Delhi, OpenEcoSystem, NativeEnglishOnline Actively promoted to large organisations, opening doors to relationships with Sky, Microsoft etc OpenLearn has been recognised by IP experts to be pushing boundaries 8 award shortlistings – innovation and public service

Unique in a competitive market - brand strengthened

Subject of over 30 international traditional press articles and over 700 blog posts

Presented extensively internationally

OU now recognised as leading player in OER movement worldwide alongside MIT, Carnegie Mellon etc

OU content widely cited in other VLEs e.g. Leeds College of Art and Design, University of Delhi, OpenEcoSystem, NativeEnglishOnline

Actively promoted to large organisations, opening doors to relationships with Sky, Microsoft etc

OpenLearn has been recognised by IP experts to be pushing boundaries

8 award shortlistings – innovation and public service

Regional partnerships There are partnership activities in all OU regions e.g. Sussex Lifelong Learning Project South West Lifelong Learning Network Western Vocational Lifelong Learning Network Childcare Workers Learning Project in the South West Scotland and Wales ‘sub -portals’

There are partnership activities in all OU regions e.g.

Sussex Lifelong Learning Project

South West Lifelong Learning Network

Western Vocational Lifelong Learning Network

Childcare Workers Learning Project in the South West

Scotland and Wales ‘sub -portals’

Employer engagement and new business opportunities OpenLearn is featured on OU’s CPD site at www.open.ac.uk/cpd / Supports work with professional bodies e.g. Institute of Biology’s Olympiad for 1.5K pupils and their teachers OpenLearn used in marketing campaign for the Web Certificate in Russia, Ghana, Indonesia and Poland OpenLearn is being piloted in five NHS hospitals through arrangements with Patientline

OpenLearn is featured on OU’s CPD site at www.open.ac.uk/cpd /

Supports work with professional bodies e.g. Institute of Biology’s Olympiad for 1.5K pupils and their teachers

OpenLearn used in marketing campaign for the Web Certificate in Russia, Ghana, Indonesia and Poland

OpenLearn is being piloted in five NHS hospitals through arrangements with Patientline

Strengthening research bids EduShare. 700k Euros: Asia-Link Programme, the European Commission The Project on Open Content for Knowledge Exposition and Teaching (POCKET). £200k: JISC Staff improvement in distance education for Caribbean, African and Pacific universities (SideCap). 747k Euros: ACP-EU Cooperation Programme in Higher Education (EDULINK) Transforming Plymouth City Council Children’s Services into a Learning Organisation. £38k: HERDA SW.

EduShare. 700k Euros: Asia-Link Programme, the European Commission

The Project on Open Content for Knowledge Exposition and Teaching (POCKET). £200k: JISC

Staff improvement in distance education for Caribbean, African and Pacific universities (SideCap). 747k Euros: ACP-EU Cooperation Programme in Higher Education (EDULINK)

Transforming Plymouth City Council Children’s Services into a Learning Organisation. £38k: HERDA SW.

Assessing new revenue generating models Pre-finance Sponsorship Subscription ‘ Freemium’ model e.g. users pay for a tier of additional services such as assessment Advertising e.g. revenue from Amazon book purchases Community donations Consultancy/ training Private partnerships ‘ Labour exchange’/ Gift exchange model Why $0.00 is the future of business Ithaka : Sustainability and revenue generating models for online academic resources

Pre-finance

Sponsorship

Subscription

‘ Freemium’ model e.g. users pay for a tier of additional services such as assessment

Advertising e.g. revenue from Amazon book purchases

Community donations

Consultancy/ training

Private partnerships

‘ Labour exchange’/ Gift exchange model

Conclusions OERs were assessed against the OU’s own mission and strategic priorities for tangible and intangible benefits The initiative involved all parts of the OU with a multifunctional team drawn from several Units OpenLearn has been run as an action research project with constant developments and continuous evaluation Evaluation seeks to understand what OERs add to the OU’s existing policies and practices and whether we need to adjust those policies and practices Being involved in networks has been essential Align OER work with day to day and long term activities

OERs were assessed against the OU’s own mission and strategic priorities for tangible and intangible benefits

The initiative involved all parts of the OU with a multifunctional team drawn from several Units

OpenLearn has been run as an action research project with constant developments and continuous evaluation

Evaluation seeks to understand what OERs add to the OU’s existing policies and practices and whether we need to adjust those policies and practices

Being involved in networks has been essential

Align OER work with day to day and long term activities