Spreading the Word! Librarians & OER - PowerPoint Presentation

Slide1

Spreading the Word! Librarians & OER

OER14,

29 April 2014

Dr.

Beck Pitt

The Open University

Eleni

Zazani

Birkbeck

College

Nancy Graham

University of Roehampton Slide2

Background Slide3

DELILA

April 2012

CoPILOT

:

from a project to a

CoP

D

eveloping

E

ducators

L

earning and

I

nformation

L

iteracies

for

A

ccreditation

Cross institutional project (Birmingham – LSE) to adapt digital and IL resources to OER

Project website:

http://delilaopen.wordpress.com

Slide4

DELILA

April 2012

CoPILOT

:

from a project to a

CoP

To gather information about librarians’ sharing of IL teaching material

101 responses from UK, Europe, US and beyond

Findings indicate closed sharing

Willingness to share openly but don’t know where to start

Available at

http://delilaopen.wordpress.com/il-oer-survey/

Slide5

DELILA

April 2012

August 2012

CoPILOT

:

from a project to a

CoP

One day event at Birmingham

Several attendees formed committee

Kick off meeting November 2012

Aim: to support UK librarians in sharing openly

1

st

Event at

Uni

of Surrey 30

th

May 2013Slide6

DELILA

April 2012

August 2012

CoPILOT

CoPILOT

:

from a project to a

CoP

C

ommunity

o

f

P

ractice for

I

nformation

L

iteracy

O

nline

T

eaching

Run 2 events (Surrey, Glasgow), participate in conferences & collaborate with IFLA, UNESCO, OERRHUB, etc across sectors

Mailing list

IL-OERS@jiscmail.ac.uk

Twitter

: @CoPILOT2013

Website:

http://www.cilip.org.uk/information-literacy-group/about/copilotSlide7

DELILA

April 2012

August 2012

CoPILOT

CoPILOT

:

from a project to a

CoP

Lead by example, share ideas, practice & knowledge, surface case studies, advocates of openness.

Mailing list

IL-OERS@jiscmail.ac.uk

Twitter

: @CoPILOT2013

Website:

http://www.cilip.org.uk/information-literacy-group/about/copilot

PresentSlide8

2-year research project based at The Open University (UK)

Funded

by William & Flora Hewlett Foundation

Aiming to build the most comprehensive picture of OER impact

Eleven research hypotheses

Collaboration model across different educational sectorsFellowship Scheme

Global reach but with a US focusPracticing openness: CC-BY licensed research instruments / SOO Course / Impact Map

OER Research Huboerresearchhub.org #oerrhub

@

OER_Hub

Slide9

Keyword

Hypothesis

Performance

OER improve student performance/satisfaction

Openness

People use OER differently from other online materials Access

OER widen participation in education

RetentionOER can help at-risk learners to finish their studies ReflectionOER use leads educators to reflect on their practiceFinanceOER adoption brings financial benefits for students/institutions

Indicators

Informal learners use a variety of indicators when selecting OER

Support

Informal learners develop their own forms of study support

Transition

OER support informal learners in moving to formal study

Policy

OER use encourages institutions to change their policies

Assessment

Informal assessments motivate learners using OER Slide10

Collaboration Model

Collaboration ModelSlide11

Collaboration Model

Collaboration ModelSlide12
Slide13

OER Impact MapSlide14

OER Impact Map

http://

oermap.orgSlide15

OER Impact Map

http://

oermap.orgSlide16

MethodologySlide17

Librarian Questionnaire Slide18

Research Questions

OER Research Hub hypotheses:

OER improve student performance/satisfaction

People use OER differently from other online materialsOER use leads educators to reflect on their practice*

OER adoption brings financial benefits for students/institutions OER use encourages institutions to change their policies*

Special areas of interest (CoPILOT):

Encourage creation and sharing of OER Curating & sustaining OER

Closing training gapsSlide19

Background to Surveys (

CoPILOT

)

Source: Zazani, Eleni. The Emerging Information Professional: 21st Century attitudes, technologies and practices.

Chandos publishing (forthcoming)Slide20

Source: Zazani, Eleni. The Emerging Information Professional: 21st Century attitudes, technologies and practices.

Chandos

publishing (

forthcoming)Slide21

FindingsSlide22

Librarian Surveys

Two surveys launched during Open Access week (21-25 October 2014).

Both Surveys closed 2 January 2014.

General Librarians

197 respondents128 of these work F/T or P/T as a Librarian 2 invalid responses, 126 valid responses

CoPILOT Librarians 115 respondents

92 respondents work F/T or P/T as a Librarian 0 invalid responses, 92 valid responses*Slide23

Librarian Sample

218 respondents who work F/T or P/T as a Librarian

81.0% Female (n=175), 17.6% Male (n=38) and 1.4% Transgender (n=3)

47.4% of respondents live in the UK (n=102), 40.0% in the USA (n=86), 3.3% in Ghana (n=7), 3.3% in Canada (n=7) and 6.0% R.O.W. (n=13) including Botswana, South Africa, Italy, Lebanon, Czech Republic, Tanzania

Nearly 90% of respondents have English as their first spoken language (89.4%, n=193)

Over 85% of respondents have a Postgraduate/Graduate School University Degree (87.4%, n=188) Over a quarter of respondents had worked as a librarian for more than 20 years (25.3%, n=50)Slide24

OER Behaviours & PerspectivesSlide25

Librarian Overview

In the last year…

Over half of respondents have published a blog post (50.5%, n=110)

Nearly 70% of respondents have shared an image online (68.8%, n=150)

Almost a third of respondents contributed to a Wiki (30.3%, n=66)

Almost half of respondents contributed to an Internet Forum (49.1%, n=107)55.0% of respondents have downloaded a Podcast (n=120) but only 8.3% have recorded and uploaded a Podcast (n=18)Slide26

Librarian Overview

Nearly 80% of respondents have used OER (78.7%, n=170

)

Over 85% of respondents said that they would be more likely to select a particular resource when searching for OER if it had been created/uploaded by a reputable/trusted institution or person (87.4%, n=180)

Top three challenges faced when using OER:

Knowing where to find resources (60.6%, n=120)

Finding resources of a sufficiently high quality

(60.1%, n=119) Finding suitable resources in my subject area (56.1%, n=111)Slide27

Librarian Overview

Main purposes for using OER in the context of Librarian role:

To help find available content for learning, teaching or training (72.5%, n=124) and/or to get new ideas and inspiration

(72.5%, n=124)

Nearly 70% of respondents strongly agreed or

agreed that they make use of a wider range of multimedia in their Librarian role as a consequence of their use of OER (13.1%, n=19 & 56.6%, n=82 respectively)Top three types of OER used for teaching/training: Images (77.6%, n=128)Videos (58.8%, n=97)

E-books (43.0%, n=71)Slide28

Perceptions of the Impact of OER on students

and institutions

Over 50% of respondents think that their institution benefits financially by using OER (53.5%, n=85)

Over 40% of respondents don’t know whether their institution benefits financially by using OER (40.9%, n=65)

Over half of respondents don’t know whether their students have saved money by using OER (51.2%, n=83)

Nearly 40% of respondents believe their students have saved money by using OER (37.7%, n=61)

“We have proof of this through our Open Education Initiative. Savings for students is calculated each year.”

“We actually did a study recently that showed a 30% reduction in textbook costs after a big push to move to open access textbooks.”Slide29

Creating OER and measuring its impact Slide30

Creative Commons Licensing

“A license is a document that specifies what can and cannot be done with a work (whether sound, text, image or multimedia). It grants permissions and states restrictions. Broadly speaking, an open license is one which grants permission to access, re-use and distribute a work with few or no restrictions” (Open Definition)

Over 70% of respondents had seen the CC logo and knew what it meant (70.6%, n=154)

17.0% of respondents had never seen it (n=37)

12.4% of respondents had seen it but didn’t know what it meant (n=27)

Over 70% of respondents think that open licensing is very important or important to them when using resources in their teaching

(34.4%, n=72 and 37.8%, n=79 respectively)Slide31

The Use and Creation of OER

Respondents were given a definition of Open Educational Resources (UNESCO), and asked to tells us how they had used/created OER.

31.9% of respondents have created OER for study or teaching (n=69)

14.8% of respondents have created resources themselves and published them on an open license (n=32)

If respondents told us they had created OER, they were asked two further questions:How they share the OER they createIf they measure the impact of OER they createSlide32

Please tell us more about how you share the open educational resources you create

“Added to university library website with a CC license.”

“We have an open access repository for teaching resources in my department, which has been an effort put forth by students. It’s a fledgling project which will be more widely shared going forward. The university where I work is embracing OA, and moving toward OA journal publishing as well.”

“I have uploaded copyright-free photographs to Wikimedia Commons.”

“I compile free resources on my library website and on a wiki for the school. I share these resources with the faculty and students at my school.”

“Upload to YouTube”

“Through Google’s

coursebuilder software I created an introductory library course.”

“Via the NHS e-learning repository and from our

organisational

website.”Slide33

Do you measure the impact of the open educational

resources you create?

Of the respondents who create OER for study or teaching and/or create OER and publish them on an open license, nearly 30% told us they measure the impact of the OER they create (29.7%, n=22)

60.8% of respondents who create OER do not measure the impact of the OER they create (n=45)

Nearly 10% of respondents who create OER don’t know if they measure the impact of the OER they create (9.5%, n=7)Question around what constitutes “measuring impact”: One respondent who answered “Don’t Know” noted:

“I track the usage of them but this (e.g. downloads) but I don’t think this is an adequate measure of impact. There may be 1,000’s of downloads but who knows whether anyone has looked at them again.” Slide34

Please tell us more about how you measure the impact of the open educational resources you create

“We do in the sense that we are able to see how many hits the guides get – but no demographics are included such as local or distant users, who users are. Students? Librarians? Educators? Open web searchers, etc.”

“We have a feedback survey – little response we measure page views via

google

analytics.”

“We wish we could measure the impact of our OERs but it’s difficult to know who is making use of them when they can be downloaded for free. We don’t really know how to track and assess the impact of our OERs.”

“To a limited extent by looking at YouTube hits. It’s a sign of engagement if not impact.”

Respondents who told us how they currently measure impact:60.9% look at statistics/usage/analytics (n=14)13.0% Feedback (n=3)26.1% Both analytics and feedback (n=6)“At a rather trivial level, I check how many times resources are accessed.”Slide35

Are there any examples, positive or negative, of your experiences of curating open educational resources that you would like to tell us about?

“The OER project office and the library are working on a project to improve discoverability of OERs to make it easier for users”

“Many faculty expressed interest when the pilot project was proposed. They did not care about the stipend, just saving students money without sacrificing quality.”

“Faculty members do not understand Open Resources and either can’t find them or assume that everything they find can be used in any way and as often as they want, without permissions being sought.”

“An interesting thing that we’ve found is that our faculty do not think of openness as being particularly morally important, at least not in the way that our librarians were assuming that they would…”

“

As part of our work in S2 English, we ask pupils to write an entry for one of the school blogs, based on their current novel / drama study. Part of the success criteria is to use Creative Commons images as part of their articles. Has led to a much wider understanding of how they can use online materials, pupils actively seeking out public domain or CC materials, and greater knowledge of their own rights

.”“The most challenging aspect is that once you put it out there, there’s an expectation that you’ve committed to keeping it up to date…”Slide36

Policy and Openness Slide37

Are you aware of any changes to policy and/or practice

that have taken place at your institution as a result of participation in OER pilots and/or programs?

8.6% Yes (n=14)

55.2% No (n=90)36.2% Don’t Know (n=59)

“The Training department of the Centre is trying to adapt some of the courses to suit African/local context.”

“Faculty are encouraged to find more electronic resources for course reserves; Faculty encourage students to use free or less costly course materials.”

“Partnership with Merlot”

“OER strategy document… [and] institutional repository.”What kinds of practices and policies, if any, does your institution have in relation to OER? “Until quite recently, we had a fund to support open access publishing…”

“Our library is presently developing guides and internal policy regarding OER”

“Absolutely none.”

“None that I am aware of. There is some resistance to sharing learning resources on the part of some academics. Some don’t even want their reading lists to be open…”

“The University Senate has endorsed an Open Access Policy.”Slide38

In the context of your role as librarian, what kinds of

policies would help you to be more open?

“A clear policy would enable me to help students understand the value of OER and its uses in their education.”

“I don’t have much in the way of graphic or web design skills. If I did, I’d be more likely to make my own resources and share them.”

“Promoting open access resources to colleagues and outreaching them to offer training and support in accessing using those resources.”

“If open licenses were mandated for all materials the college produces. If administrators were more understanding of licensing and open source. My institution is still in the habit of defaulting to expensive corporate products even when superior open ones are available. It’s infuriating.”

“It’s more about a cultural shift and a holistic approach – policies are limited.”

“Recognition for the impact of OER’s we create … This might incentivise us to create resources which are more reusable and can be exploited by the wider academic community instead of everybody reinventing the wheel for their local users.”Slide39

SummarySlide40

Lessons Learnt

Next Steps

Effective Collaboration Slide41

Summary of Results

Librarians and Open Educational Resources

87.4

% of librarians said that they would be more likely to select a particular resource when searching for OER if it had been created/uploaded by a reputable/trusted institution or person

(n=180

) • Evidence shows that many librarians working in “silos” • Preliminary results: more forthcoming • What do you think? Do these findings resonate with you?

• We need you! Looking for YOUR best examples of impact... • Help us build the most comprehensive picture of the impact of OER by contributing your evidence to the Impact MapSlide42

Bibliography

Bueno

-de-la-

Fuente, G. (2012). The roles of libraries and information professionals in open educational resources (OER) initiatives. « publications. Available from: 

http://publications.cetis.ac.uk/2012/492.

[Accessed 23 November 2013].De Beer, T. (2012). SCORE library survey report. Available from: http://www.open.ac.uk/score/news/score-library-survey-report

. [Accessed 23 November 2013]. Graham, N., and Secker, J. (2012). Librarians, information literacy and open educational resources: report of a survey. Available from: 

http://delilaopen.files.wordpress.com/2012/04/findingsharingoers_reportfinal1.pdf. [Accessed 23 November 2013]. Harris, S. (2012). Moving towards an open access future: the role of academic libraries. London. Available from:http://www.uk.sagepub.com/repository/binaries/pdf/Library-OAReport.pdf

. [Accessed 23 November 2013]. 

Taylor & Francis. (2013). Facilitating access to free online resources: challenges and opportunities for the library community. Available from: 

http://www.tandf.co.uk/libsite/pdf/TF-whitepaper-free-resources.pdf

. [Accessed 23 November 2013]. 

TBI Communications on behalf of

InTech

. (2012). Assessing the role of librarians in an Open Access world. Croatia. Available from: 

http://www.intechopen.com/js/ckeditor/kcfinder/upload/files/Role

 of the Librarian_Survey_Findings_Jun12.pdf. [Accessed 23 November 2013]. 

Zazani

, Eleni.

 The Emerging Information Professional: 21st Century attitudes, technologies and practices

.

Chandos

publishing (

forthcoming

)

Open

Definition on Licensing (

http://opendefinition.org/guide/

)

Creative Commons logo:

http://

mirrors.creativecommons.org/presskit/icons/cc.large.png

Slide43

Thanks for listening!

oerresearchhub.org

http://

oermap.org Twitter: @OER_Hub @BeckPitt@EleniZazani @

msnancygraham Slide44