This presentation will share the experiences of a post-92 institution which is taking an incremental approach to embedding OEP, including OERs, throughout the curriculum in line with its mission for the common good. By identifying open practice as a key aim in university strategies, the intention is that it will gradually become interwoven with ‘normal’ day to day teaching and learning activities. Following the collaborative development of an OER policy for the University and a ‘proof of concept’ event-based, open online event led by the central Blended Learning team, open practice is gradually being embedded in the design and delivery of new and existing programmes, both campus-based and online.
A development programme for programme teams has been put in place, facilitated by the central Blended Learning team in collaboration with School-based Learning Technologists and supported by Blackboard’s customer success team. One aspect which has perhaps received less attention in the wider examination of online and open learning is the impact on academic staff and the expectations of enhanced digital skills beyond their established practice. To capture the impact on academic colleagues, data are being gathered on current practices and understanding of online learning and OEP through surveys and confidence logs. As the initiative progresses, the findings will inform future development sessions as well as wider University practices, policy and strategy. We will share the outcomes to date, including the open practices and technologies which are supporting the initiative, and reflect on the key enablers and barriers to strategic implementation.
Following the short presentation, the audience will be encouraged to share views on transformational change in innovative learning and teaching (Gunn et al, 2014), and consider how local ownership and sustainable integration might support the centrality of OEP to the benefit of staff, the institution, the community and most importantly, the student experience.
Gunn, C., [removed], Lent, N. Smyth, K. (2014), Representing Academic Development, Journal of Perspectives in Applied Academic Practice, 2 (2), jpaap.napier.ac.uk/index.php/JPAAP/article/view/92
Kerr, J. Houston S., Marks L., Richford, A. (2015) Building and executing MOOCS, University of Glasgow Report www.gla.ac.uk/colleges/socialsciences/staff/learningandteaching/mooc/