An OER course

A digital skills course using OER

This is a short 5 week online course aimed at adult learners who want to improve their understanding of the digital skills necessary to engage with an increasingly digital world.
Excellent digital skills framework resource at the OU Library which students could use as self-assessment, but this skills course is aiming at adults who may not be quite at level 1 yet.We were only supposed to use the following OER banks, which meant not being able to use which, when I happened upon it following a link or two, turned out to be the very easiest to search:

The main conclusion I came to however, was that one needed to have a very clear idea of audience and structure before starting out. My choice was an adult online audience and it turned out that one resource was head and tails above all the others for this particular student group — OpenLearn.

A brief review of issues follows:

  • Ariadne: often broken links
  • Jorum : searching not easy, previews don’t work
  • MIT: too advanced for purpose
  • CNX: too difficult to use and many non-English texts without a way to filter these out.
  • Merlot: ratings useful, description of learning material also useful and search good, but out of date links.
  • OpenLearn: despite my criticisms in my earlier blog about this OER, I found this to provide excellent resources and ones that I could pick and chose from easily.
I would always look for existing suitable resources before deciding to create my own so I have no hesitation in using OER. However, ease of searching for and finding the right ones quickly would inevitably mean that I would end up on relying on those OER that were the easiest and quickest to use.
The course is not complete by any means but here is the beginning:
Week number
(G=good, M=medium, B=bad)
Week 1
Using a computer or mobile smartphone and getting connected
Software – Browsers and apps


Both of these were bad in terms of suitability.
Week 2
Creating and caring for your digital identity
Creating a profile
Creating accounts
Establish your icon
OpenLearn (Online Safety)


OpenLearn Identity online


Week 3
Searching and evaluating
Using search engines
Search terms
Evaluating results
Finding like-minded people


Week 4
Organising your digital things, offline and online
File storage
Cloud storage


Week 5
Communicating and collaborating
Web 2.0
Collaborative applications
From OpenLearn




Exploring OER issues

Activity 7: Exploring OER issues

From OER InfoKit  YouTube channel

The JISC report on OER discusses several issues in OER:

  • embedding sustainable practice
  • funding and resourcing
  • time involved in repurposing materials
  • widening engagement
  • licensing and locating license holders for permission
  • multiple OER models
  • institutional policies, practices and coherent strategies
  • technical infrastructures
  • staff skills, understanding and raising individuals’ digital literacies
  • “quality, institutional branding and marketisation” (p9), quality and trust of the materials
  • lack of awareness of OER and their benefits

But perhaps more importantly identifies that progress has been made in significant areas:

“Increased awareness, knowledge and expertise around issues to do with technical, quality, accessibility, and legal aspects have led to the development of systems, policies and procedures to support ongoing OER activities.” (Jisc, 2013, p11)

I have been exploring the OER Research Hub’s impact map and based on the results (though there are not many participants yet) explored the issue of widening participation more deeply. The impact map for Access is representing evidence gathered about the hypothesis that OER will widen participation in education. Without any evidence presented from K12 and most of the evidence originating from the USA, it would appear that there is more evidence to support the idea that access is not widened nevertheless there is a slight skew towards more broad access in higher education and at colleges but less in informal. In the HEFCE survey 55% of people who work with OERs found increased access for learners to be of most significance. As Emma Blake (2014) points out there is also a dearth of evidence from other regions than the first world. However, the Open Educational Resources Survey from Unesco (2012) shows promising responses from developing regions and also shows that OER activity is spread across the different educational sectors.

This same Unesco report also highlights the need for policies and funding to help support the establishment of OER. And here the impact map demonstrates clearly that once an OER policy is adopted then this bring financial benefits to institutions and student, particularly the open textbook movement. Where countries report that they do not have a policy, this is not necessarily the end of the story because many are in the process of creating one.

The third issue I want to address is that concerned with digital literacies, it seems from the review that although digital skills are improving amongst staff, when combined with the need for students to cooperate in the production of OER things get a little trickier. So perhaps although students are engaged with OER they are not necessarily getting the best out of them.

It seems as though sometimes we forget that in the fast paced technological era there are some things that always do take time. The impact map is a little disappointing in terms of the results that it displays, but this is due to the voluntary nature of how evidence is included but also that it depends on individuals proposing the evidence. This could certainly skew the perception of the information that it delivers. It is my experience in K12 that making a change and assessing its impact takes many years, for example, were I to propose a digital reading list to year 7’s the interesting result (their English GCSE results) would take five years to come through.

Open Education – first scribbles

My experience with open education.

Open Education and the Future – TEDxNYED from David Wiley

This presentation isn’t really my experience of open education, though a couple of the things Wiley said struck a chord. “If you don’t want to share, why teach?” That was a good one, and another “Successful educators share most thoroughly with the most students“.

But I put this here just to get me started…. I, like one of my fellow MAODE students also first came across the concept of open as in open source software when I was studying at the Open University. I also was able to take advantage of the OU’s definition of open education, as in open entry, by completing my own Bachelors degree there, something I would have been unlikely to be able to do at any other university because of my dreadful A Level grades. Now as a tutor at the OU that open entry is something we continuously struggle with on level one courses. Students start out unprepared for university level study and yet when that one student succeeds, surpasses their own expectations and is able to progress with confidence onto higher levels it makes up for those who really can’t.

As a teacher I always used other teacher’s resources and also helped to establish a Moodle based website where whole courses could be freely exchanged, shared and updated. But this falls squarely into Open Education Resources (OERs) rather than open education. I see the OU as being the pioneer to allowing anyone access to education, provided they could find a way to pay for it, but that the definition of open education has changed more towards the idea of open as in free. But only free access to the resources, perhaps to a course structure, and if organised well, then also access to other students. A stumbling block is the notion of how a student feels successful, is it through assessment, certification, badgification?

I was very interested in the one laptop per child project and this felt to me like a project that had the potential to really change access to digital resources for the people who needed it the most. It was disappointing to discover that small use of this project wouldn’t work, my school wanted to buy a set, and server etc, for our link school in South Africa but couldn’t. The purchase was restricted to numbers over 12000 and this meant that it was governments who had to buy in. That ended up not feeling very open.

Wiley talks about people giving of their time in open education. I am trying hard not to see the irony of a professor on a six figure salary (just guessing) talking of teachers giving their time.

Over the last couple of years I have taken part in a few MOOCs and completed one. I also use resources shared under the creative commons licence in my studying and in my teaching.

And a Prezzi presentation to go with these musings: