OSTRICH

Module Life-cycle

As part of the OSTRICH project we are attempting to identify ways of sustainable integration of OERs at Derby.

Although the CORRE model has been extremely useful in providing a framework for converting existing materials, it is not a model for developing a new OER module.

This has therefore seemed like a good opportunity to look at the e-module life-cycle at Derby and how we can integrate OER training and IPR clearing into new module development.

Below is an old e-learning module development process (used as a starting point) and the beginnings of hopefully a new e-module life-cycle with OER as an integrated part.

Old e-learning module development process


New e-module life-cycle

IPR Workshops

Recently I attended two workshops, “OER IPR support online” and “Before you start; OER, IPR and Licensing”.

Both proved very useful in terms of reflecting on what as an institution we should be taking into consideration and providing detailed explanations on IPR/CC issues.

The speakers were excellent proving to be absolute experts in their fields.

http://wiki.creativecommons.org/Creative_Commons_and_Open_Educational_Resources

Visit to Buxton

Today we had a very productive meeting with academics from the Buxton campus involved in OSTRICH.  The agenda was primarily focused on the two modules that will provide 30 of the 100 credits for the project.  The modules will consist of a handbook, reading list, lecture materials (hopefully with optional audio accompaniment) and supporting activities.

We also got the chance to flesh out two interactive exercises, “Drawing to Scale” and “Risk Assessment”, that will be produced in-house by the CELT team at Derby

Possible dissemination sessions

Recently I have been deliberating on titles of sessions for potential dissemination opportunities. It appears that they fit into two main categories.

Category one is for those people with no prior knowledge of OERs and are likely to involve internal events.

Possible session titles

  • An introduction to OERs
  • OSTRICH: OERs, why they matter!

The other category is focused on those with a prior understanding of OERs.

Possible session titles

  • How relevant are OERs in the current economic climate?
  • Reinventing the wheel. Why knowledge is not understanding.
  • Delivering OERs: Centralised vs Decentralised

A trip to the Zoo – 18th January

Members of the OSTRICH team from Bath and Derby visited the Beyond Distance team in Leicester on Tuesday to talk about where the OSTRICH project was at each institution, share thoughts and generally get to know each other a little better.

The agenda covered the following topics

  • Progress update
  • Group discussion on the evolution (and devolution) of CORRE process
  • Initial thoughts and feedback on how the cascade process is going
  • Internal evaluation plans
  • Repository discussion
  • Discussion of possible topics for conference papers

The entire day was extremely useful in framing the project deliverables and disseminating the progress made so far. It was also nice to see the environment in which the Beyond Distance team work and the media zoo in action.

Implementing the CORRE model at Derby

As we get further into the project there is a greater idea about how the CORRE model will be implemented at Derby.

Initially it was thought that Derby might adopt a slightly decentralised version of CORRE.  However as the project has progressed it has become increasingly apparent that the CORRE model fits Derby’s top sliced approach to the development of e-learning materials.

The major difference to the CORRE model is the addition of a substitution option when copyright clearing media.  This has the obvious benefit of allowing resources to maintain their media where previously they would have had to be removed.

Academics Visited

I have started a series of one to one meetings with tutors delivering courses for the Ostrich project.  Meeting up with the tutors to offer copyright guidance at this stage of the project is intended to pre-empt future time intensive or expensive permission seeking.  The difficulty in seeking permission to re-use material under a creative commons licence, rather than in the more restricted in-house educational use we normally seek, could result in not being able to include dependent third party material.

Working with tutors and encouraging the use of material developed in-house or sourcing creative commons material will possibly create more work for the tutors and the media team at the development stage, but will result in a resource which is more secure and less of a legal headache at a later stage.

Also by using images created by a team of professional photographers and designers offers not only a higher quality resource but a more consistent style.

The meeting on 14th December with Louise Buxton, Programme leader in hairdressing and spa was to discuss the dependent material she intends to include in her module.

The discussion centred around good practice in using third party resources, linking to web pages and using images.

In Louise’s module there will be links to web pages, images and some essential published articles.  The tutor is proactive in substituting in-house material and will be working with the photography team to minimise permission seeking.

Louise is keen to replicate in-house photos on the retail module which uses images to illustrate the impact of displaying products, the displays use branded products. It isn’t essential to have the brands showing so we will replicate the image in-house without brands or trade marks showing.

I had a meeting with Chris Barnes, Lecturer in Psychology on 15th December to go through 5 presentations for the Ostrich project. We discussed whether the removal of some of the third party material would weaken the presentation in any way.  Most can be replaced with either generic images taken from Flickr under the same category of the CC licence we are using for the Ostrich project or replicated in-house.

The presentations use 46 images – 3 need to be copyright cleared, 2 need the ownership verified or retrospective permission for change of use, the tutor owns the copyright of the image and has permission for use in house but not open source

Some taken in hospital by the tutor (with permission) we need to remove any personal data so neither the subject or hospital can be identified

Images illustrating psychological testing can be replicated in-house by the photography team or by the tutor.

A couple of cartoons which were included but are not necessary will be removed.

The meetings have been useful in anticipating the workflow for permission seeking and developing a dialogue with the academics so that they are aware of the support available to them.