We are now OE GLOBAL.
You are viewing archived content. Please visit oeglobal.org for our new site.

TEPL Webinar 2: Open Educational Resources- Evaluation and Synthesis

Time: February 21, 2012 from 3pm to 4pm (UK time GMT)
Location: online
Event Type: webinar
Organized By: Caledonian Academy
You can register for the webinar here:
https://docs.google.com/spreadsheet/viewform?formkey=dGJOb2pENE91TzNNNm40X0wyNnJBSEE6MA#gid=0

Event Description

Within education, the increasing discourse around Open Educational
Resources (OER) is one of the most visible manifestations of new
approaches to sharing and knowledge construction that have flourished
alongside the development of web2.0. Over the past three years the UK
JISC and HEA have funded a major programme of OER release, the UKOER
programme.  The associated evaluation and synthesis project has
highlighted the cultural issues and changing practices surrounding
OER.

A strand of projects in the UKOER programme has focused on
professional development – both development of HE teachers in OER
practice, and release of OERs to support the professional development
of HE teachers. Further projects have worked with outside
organisations (such as professional bodies or the NHS) to develop OER
for professional practice. Their experience has highlighted
differences and unique aspects but also similarities and opportunities
for sharing and learning across sectors.

The range of different models/approaches to OER present challenges as
each stakeholder group has different motivations for engaging. The
lack of a common vocabulary means that people are still asking
fundamental questions about use, re-use and re-purposing of learning
resources and about the nature of the concept ‘open’ itself – is
existing practice becoming more open or does it require people to
change their practice?

In this webinar, Lou McGill and Isobel Falconer, from the UKOER
evaluation and synthesis team, will introduce emerging issues in open
practices across sectors and invite participants to explore these
within their own contexts.