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=Introduction to OER, Creative Commons, and Open Government Licence= | =Introduction to OER, Creative Commons, and Open Government Licence= | ||
The WikiEducator's OER Handbook http://wikieducator.org/OER_Handbook is an invaluable resource for exploring the use of Open Educational Resources. We have drawn on it here for our purposes (as marked below), but the interested reader may wish to delve more into the original resource. | |||
See | ==Defining OER== | ||
The term "Open Educational Resource(s)" (OER) refers to educational resources (lesson plans, quizzes, syllabi, instructional modules, simulations, etc.) that are freely available for use, reuse, adaptation, and sharing. In contrast, Open Educational Practices (OEP) involve the processes that create an educational environment where OER are used as learning resources. OEP focuses on the approaches that are used to support the "demand side of education and not so much on the supply side" (OER) (Blackall & Hegarty, 2011). An openness to collaboration, sharing, networking and creating an online identity are some of the characteristics required to practice in this environment. | |||
The term "open educational resources" was first used in July 2002 during a UNESCO workshop on open courseware in developing countries (Johnstone, 2005). Most definitions of the term include content, software tools, licenses, and best practices. OER is a burgeoning field of practice and exploration as evidenced by the growing number of research studies including the OECD (2007), OLCOS (2007), and Hewlett Foundation (Atkins, Brown and Hammond, 2007) reports. There is an emerging research community gaining momentum and focusing on investigating the impact of OER on learning and the education environment. {{adaptedfrom|http://wikieducator.org/OER_Handbook/educator/Introduction/Defining_OER|whole}} | |||
==Why OER== | |||
{{adaptedfrom|Wikieducator|DefiningOER|With OER you are free to | |||
* Reuse - Use the work verbatim (unaltered), without having to ask | |||
* Revise - Alter or transform the work to meet your | |||
* Remix - Combine the (verbatim or altered) work with other works for enhanced | |||
* Redistribute - Share the verbatim, reworked, or remixed work with others. | |||
(Wiley, 2007)}} | |||
==Creative Commons and Open Government Licence== | |||
Many OER are have a Creative Commons licence. There are a number of variants of 'CC' licences, but crucially all the free distribution of the licensed work without needing to seek permissions (in most cases, as long as attribution to the source is maintained). Some licences do not allow 'remixing' or 'revising' and are thus less suitable for OER, but in most OER a more flexible licence which allows 'derivatives' is assigned, leaving the user free to modify the resource as they wish. See the Creative Commons website for more detail http://creativecommons.org/about. | |||
The Open Government Licence is a UK inititiatve to licence all Crown Copyright (and other Governmental) works under a licence similar to the Creative Commons licence (available http://www.nationalarchives.gov.uk/doc/open-government-licence/ ). In addition, most materials in the National Archives are now under an OGL licence, meaning they may be remixed, and reused - as we have done in many places on this wiki. | |||
=Adapting and Sharing our Resources= | =Adapting and Sharing our Resources= | ||
{{adaptedfrom|TESSA Working With Teachers|SharingPractice|''' | {{adaptedfrom|TESSA Working With Teachers|SharingPractice|'''How can you deepen your engagement with the ORBIT community and others involved in working with teachers in an open educational resource (OER) environment? | ||
The ORBIT materials are OERs. This means that they can be freely shared, adapted and used by anyone. | The ORBIT materials are OERs. This means that they can be freely shared, adapted and used by anyone. | ||
You might start with the community closest to you – in your own context. If you are a teacher educator working in a college or university, these questions might help | You might start with the community closest to you – in your own context. If you are a teacher educator working in a college or university, these questions might help | ||
* To what extent do teacher educators at my institution work together? | * To what extent do teacher educators at my institution work together? | ||
* How could I benefit from increasing this collaboration? | * How could I benefit from increasing this collaboration? | ||
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* How can you share your ORBIT experiences with others who work with teachers in schools and in your local community? | * How can you share your ORBIT experiences with others who work with teachers in schools and in your local community? | ||
You could use the following steps for selecting and preparing to use ORBIT activities in the curriculum | You could use the following steps for selecting and preparing to use ORBIT activities in the curriculum | ||
# Select an appropriate theme or teaching approach that you’ve identified as needing attention, or which is on your curriculum/scheme of work for the next few weeks – this might be one which you find particularly challenging to teach, one which your learners have struggled with or a new way of teaching that you want to try out. | # Select an appropriate theme or teaching approach that you’ve identified as needing attention, or which is on your curriculum/scheme of work for the next few weeks – this might be one which you find particularly challenging to teach, one which your learners have struggled with or a new way of teaching that you want to try out. | ||
# Locate and review relevant ORBIT materials to identify suitable sections which match your chosen theme, topic or skill. | # Locate and review relevant ORBIT materials to identify suitable sections which match your chosen theme, topic or skill. | ||
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=Copyright= | =Copyright= | ||
==How to Stay Within the Law== | ==How to Stay Within the Law== | ||
{{adaptedfrom|Copyright: keep it legal/Resource|CopyrightWithinTheLaw|Everyone has favourite websites they use to find information | {{adaptedfrom|Copyright: keep it legal/Resource|CopyrightWithinTheLaw|Everyone has favourite websites they use to find information. When you use these sources to find useful-looking material, apart from making sure that it is of good quality, you also need to take account of the conditions surrounding its use. Simply being on the web does not make something freely available to use in all circumstances. Intellectual Property Rights (IPR), of which copyright is just one part (along with Patents, Designs and Trademarks) protect the creators of ideas. Materials that are in some way ‘fixed’ like text, music, pictures, sound recordings and web pages, are protected by the Copyright, Designs and Patents Act 1988 and may often have an accompanying symbol (©) and/or legal statement. | ||
In most circumstances, works protected by copyright can only be used – and ‘used’ can mean copied, scanned, distributed, stored, adapted, broadcasted or shown - in whole or in part with the permission of the owner. You are personally responsible if you use material without having the necessary permissions and could face prosecution and a hefty fine. You also have a moral duty to act as a good role model to the students in your care in order to help them recognise the importance of keeping legal. | In most circumstances, works protected by copyright can only be used – and ‘used’ can mean copied, scanned, distributed, stored, adapted, broadcasted or shown - in whole or in part with the permission of the owner. You are personally responsible if you use material without having the necessary permissions and could face prosecution and a hefty fine. You also have a moral duty to act as a good role model to the students in your care in order to help them recognise the importance of keeping legal. | ||
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When looking for material to use in the classroom, using ‘reliable, high quality’ sites to start with can take some of the guesswork out of finding resources that can be re-used legally. The objective of this course activity is to revisit the sites you normally use, and review them to see whether they are good sources of legal-to-use information. | When looking for material to use in the classroom, using ‘reliable, high quality’ sites to start with can take some of the guesswork out of finding resources that can be re-used legally. The objective of this course activity is to revisit the sites you normally use, and review them to see whether they are good sources of legal-to-use information. | ||
Go to the sites that you normally use as sources of material. Note down any information about the copyright associated with those sites. To what extent can you legally use material from them? | Go to the sites that you normally use as sources of material. Note down any information about the copyright associated with those sites. To what extent can you legally use material from them?{{adaptedfrom|Copyright: keep it legal/Resource|CopyrightPractical|}} | ||
{{adaptedfrom|Copyright: keep it legal/Resource|CopyrightPractical|}} | |||
=Wikis= | =Wikis= | ||
Learners often need space to share ideas and/or resources, to write together. This section looks at the use of a ‘wiki’ (a website which can be added to and edited by any number of people) for these purposes. | |||
So what is a wiki? A wiki is a website for sharing and developing ideas, materials, plans etc. Any page of the website can be changed by anyone (sometimes usernames and passwords are needed, sometimes edits can be anonymous). Only one person can edit any one page at one time but as soon as they have finished and saved, anyone else can then edit it. | So what is a wiki? A wiki is a website for sharing and developing ideas, materials, plans etc. Any page of the website can be changed by anyone (sometimes usernames and passwords are needed, sometimes edits can be anonymous). Only one person can edit any one page at one time but as soon as they have finished and saved, anyone else can then edit it. | ||
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You might like to look at some existing wikis that are used for learning and teaching and share thoughts about how they are being used. | You might like to look at some existing wikis that are used for learning and teaching and share thoughts about how they are being used. | ||
{{:Sharing ideas - developing wikis (primary)/Resource/Table2}} | {{:Sharing ideas - developing wikis (primary)/Resource/Table2}} | ||
'''Wiki Structure''' | |||
'''Thinking about structure''' <br /> Wikis, like any other website can have different structures to suit different contexts. These range from a single web page to a series of linked web pages both of which can be edited by individuals or groups of people. | '''Thinking about structure''' <br /> Wikis, like any other website can have different structures to suit different contexts. These range from a single web page to a series of linked web pages both of which can be edited by individuals or groups of people. | ||
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* [http://www.vital.ac.uk/community/mod/resource/view.php?id=1209&direct=1 ‘The potential of wikis in the classroom’] Fountain (2005) - available [[file:The potential of wikis in the classroom.doc| here]] | * [http://www.vital.ac.uk/community/mod/resource/view.php?id=1209&direct=1 ‘The potential of wikis in the classroom’] Fountain (2005) - available [[file:The potential of wikis in the classroom.doc| here]] | ||
* [http://www.vital.ac.uk/community/mod/resource/view.php?id=1206&direct=1 ‘The good, the bad and the wiki’] Wheeler, Yeomans and Wheeler (2008) - available [[file:The good, the bad and the wiki.doc| here]] | * [http://www.vital.ac.uk/community/mod/resource/view.php?id=1206&direct=1 ‘The good, the bad and the wiki’] Wheeler, Yeomans and Wheeler (2008) - available [[file:The good, the bad and the wiki.doc| here]] | ||
* [http://www.vital.ac.uk/community/mod/resource/view.php?id=1207&direct=1 ‘A five stage model for the use of a wiki’] Wheeler (2008) - available [[file:A five stage model for the use of a wiki.doc| here]]. <br/> <br/> You might also want to explore the VITAL resources on wikis.}} | * [http://www.vital.ac.uk/community/mod/resource/view.php?id=1207&direct=1 ‘A five stage model for the use of a wiki’] Wheeler (2008) - available [[file:A five stage model for the use of a wiki.doc| here]]. <br/> <br/> You might also want to explore the VITAL resources on wikis.{{adaptedfrom|Sharing ideas - developing wikis (primary)/Resource|Whole|}} | ||
{{adaptedfrom|Learning together introducing wikis/Resource|BECTA|In 2008, Becta published the results of a study of the use of Web 2.0 tools in Key Stage 3 and 4 classrooms. You can access this report [[file:Becta report.pdf|here]], or in editable (.doc) format [[file:Becta report.doc|here]]. This is a lengthy report covering all aspects of Web 2.0 tools (including social networking and blogging) but there are some sections that focus on the use of wikis.Go to page 20 of the report for statistics relating to teacher perceptions of wikis and experiences of their use in the classroom. Reflect on the final bullet point that relates to use of wikis and their management. Think about whether wiki management could be an issue for you and your learners and how you might deal with this, for example, creating wikis for smaller groups and introducing a code of conduct. Add to your notes from the previous activities any further thoughts arising from your reading. | {{adaptedfrom|Learning together introducing wikis/Resource|BECTA|In 2008, Becta published the results of a study of the use of Web 2.0 tools in Key Stage 3 and 4 classrooms. You can access this report [[file:Becta report.pdf|here]], or in editable (.doc) format [[file:Becta report.doc|here]]. This is a lengthy report covering all aspects of Web 2.0 tools (including social networking and blogging) but there are some sections that focus on the use of wikis.Go to page 20 of the report for statistics relating to teacher perceptions of wikis and experiences of their use in the classroom. Reflect on the final bullet point that relates to use of wikis and their management. Think about whether wiki management could be an issue for you and your learners and how you might deal with this, for example, creating wikis for smaller groups and introducing a code of conduct. Add to your notes from the previous activities any further thoughts arising from your reading. | ||
Go to page 34 and read the section that considers the issues of private versus collaborative learning. An important point is made here about some learners who prefer their own private space for learning and therefore find it difficult to engage in collaborative activities. Reflect on whether any of your learners may have this preference and could find collaboration through a wiki to be difficult. Could you encourage such learners to become involved by careful selection of a small group of students to work on a wiki-based activity? Again, add any thoughts you have to your notes.}} | Go to page 34 and read the section that considers the issues of private versus collaborative learning. An important point is made here about some learners who prefer their own private space for learning and therefore find it difficult to engage in collaborative activities. Reflect on whether any of your learners may have this preference and could find collaboration through a wiki to be difficult. Could you encourage such learners to become involved by careful selection of a small group of students to work on a wiki-based activity? Again, add any thoughts you have to your notes.}} | ||
