Some disconnected thoughts about who gives a whatever about OERs, brought on in part by @liamgh’s Why remix an Open Educational Resource? (see also this 2 year old post: So What Exactly Is An OpenLearn Content Remix?). A couple of other bits of context too, to to situate HE in a wider context of educational broadcasting:
– Trust partially upholds fair trading complaints against the BBC: “BESA appealed to the Trust regarding three of the BBC’s formal learning offerings on bbc.co.uk between 1997 and 2009. … the Trust considers it is necessary for the Trust to conduct an assessment of the potential competitive impacts of Bitesize, Learning Zone Broadband and the Learning Portal, covering developments to these offerings since June 2007, and the way in which they deliver against the BBC’s Public Purposes. This will enable the Trust to determine whether the BBC Executive’s failure to conduct its own competitive impact assessment since 2007 had any substantive effect. … No further increases in investment levels for Bitesize, Learning Zone Broadband and the Learning Portal will be considered until the Trust has completed its competitive impact assessment on developments since 2007”
– Getting nearer day by day: “We launched a BBC College of Journalism intranet site back in January 2007 … aimed at the 7,500 journalists in the BBC … A handful of us put together about 1200 pages of learning – guides, tips, advice – and about 250 bits of video; a blog, podcasts, interactive tests and quizzes and built the tools to deliver them. A lot of late nights and a lot of really satisfying work. Satisfying, too, because we put into effect some really cool ideas about informal learning and were able to find out how early and mid career journalists learn best. … The plan always was to share this content with the people who’d paid for it – UK licence fee payers. And to make it available for BBC journalists to work on at home or in parts of the world where a www connection was more reliable than an intranet link. Which is where we more or less are now.” [my emphasis; see also BBC Training and Development]
So why my jaded attitude? Because I wonder (again) what it is we actually expect to happen to these OERs (how many OER projects re-use other peoples’ bids to get funding? How many reuse each others ‘what are OERs stuff’? How many OER projects ever demonstrate a remix of their content, or a compelling reuse of it? How many publish their sites as a wiki so other people can correct errors? How many are open to public comments, ffs? How many give a worked example of any of the twenty items on Liam’s list with their content, and how many of them mix in other people’s OER content if they ever do so? How many attempt to publish running stats on how their content is being reused, and how many demonstrate showcase examples of content remix and reuse.
That said, there are signs of some sort of use: ‘Self-learners’ creating university of online; maybe the open courseware is providing a discovery context for learners looking for specific learning aids (or educators looking for specific teaching aids)? That is, while use might be most likely at the disaggregated level, discovery will be mediated through course level aggregations (the wider course context providing the SEO, or discovery metadata, that leads to particular items being discovered? Maybe Google turns up the course, and local navigation helps (expert) users browse to the resource they were hoping to discover?)
Early days yet, I know, but how much of the #ukoer content currently being produced will be remixed with, or reused alongside, content from other parts of that project as part of end-of-project demos? (Of course, if reuse/remix isn’t really what you expect, then fine… and, err, what are you claiming, exactly? Simple consumption? That’s fine, but say it; limit yourself to that…)
Ok, rant part over. Deep breath. Here comes another… as academics, we like to think we do the education thing, not the training thing. But for those of you who do learn new stuff, maybe every day, what do you find most useful to support that presumably self-motivated learning? For my own part, I tend to search for tutorials, and maybe even use How Do I?. That is, I look for training materials. A need or a question frames the search, and then being able to do something, make something, get my head round something enough to be able to make use of it, or teach it on, frames the admittedly utilitarian goal. Maybe that ability to look for those materials is a graduate level information skill, so it’s something we teach, right…? (Err… but that would be training…?!)
So here’s where I’m at – OERs are probably [possibly?] not that useful. But open training materials potentially are. (Or maybe not..?;-) Here are some more: UNESCO Training Platform
And so is open documentation.
They probably all could come under the banner of open information resources, but thy are differently useful, and differently likely to be reused/reusable, remixed/remixable, maintained/maintainable or repurposed/repurposeable. Of them all, I suspect that the opencourseware subset of OERs is the least re* of them all.
That is all…