HEFCE OER Review Interim Report

McGill, L., Falconer, I., Dempster, J., Littlejohn, A. and Beetham, H. (2012) HEFCE OER Review Interim Report. Project Report. HEFCE.

Abstract

This HEFCE OER review extends the synthesis framework used for the UKOER programmes to include the aims and activities of SCORE, thus promoting a unified emphasis on the programmes as part of a whole HEFCE investment in OER. The existing synthesis framework has a number of key focus areas, each with a range of evaluation questions that can be addressed by project teams as they carry out their individual project evaluations. Individual project and strand/theme findings are mapped to the questions in the framework, providing an overview of key issues and trends across the programme. This approach highlights both key outcomes and significant outputs that demonstrate evidence of these. The framework for UKOER has evolved throughout all phases of the UKOER programme. Evaluation & synthesis has been an iterative, two-way process such that projects and support teams contributed to the development of the framework throughout and that each iteration of the framework reflected current work. The OER phase 1 pilot programme enabled the large scale release of OER, the three strands of funding allowed different approaches, benefit cases and technical solutions to be trialled in a genuinely diverse mix of contexts. Phase 2 extended OER release but also supported activity areas around OER use and discovery. The current phase 3 projects are investigating the use of OER and open approaches to work towards particular strategic, policy and societal goals through a thematic approach: Theme A : Extend OER through collaborations beyond H; Theme B: Explore OER publishing models; Theme C: Addressing sector challenges; Theme D: Enhancing the student experience. All three phases have explored individual, institutional and community issues around embedding, sustainable practice and widening engagement with OER. This review of HEFCE's OER work across both the UKOER programme and SCORE initiative both consolidates and potentially expands the representation, themes and findings from previous synthesis across the existing framework. A wide range of answer options (including an 'other' free text option) in the detailed survey and the use of very open questions in interviews allows new and unexpected themes and gaps to surface. However, encouraging respondents of both the wider poll and the OER survey to choose/ state their 'top 3' also enables us to identify more categorically the major influences and priorities across stakeholders.

• Item Type: Research Reports or Papers (Project Report)
• Keywords: Open educational resources, higher education, technology-enhanced learning.
• Status: Published
• Glasgow Author(s) Enlighten ID: Littlejohn, Professor Allison
• Authors: McGill, L., Falconer, I., Dempster, J., Littlejohn, A., and Beetham, H.
• College/School: College of Social Sciences > School of Education
• Publisher: HEFCE