What we’ve learned about OER Professional Development

by Kylie Tran (Manager, Library Services and Spaces), University of Melbourne and Nikki Andersen (Open Education Content Librarian), University of Southern Queensland.

This year CAUL’s Open Educational Resources (OER) Professional Development (PD) Program will develop an OER program. In 2021, the project team undertook an environmental scan, literature review and stakeholder survey to inform the design and delivery of this program. Here is what we’ve learned about OER PD so far: 

What we learned from the environmental scan

The purpose of our environmental scan was to gain an understanding of the OER PD programs already on offer around the world. From the environmental scan we learned that:

  • The majority of OER professional development programs were predominantly American. Surprisingly very few were located from Europe or the United Kingdom
  • The OER programs identified used a mixture of platforms and tools. The majority were self-paced courses that offered modular learning
  • Most programs and resources were created for, and aimed at, educators (academics/teaching staff/instructors). Some courses were aimed at both educators and students, such as USQ’s MOOC Repurposing Open Educational Resources: An Introduction. The minority were aimed at library staff
  • The vast majority of programs and resources did not require payment to access or complete. In some instances, programs were freely accessible, but users had the option of paying for a certificate or similar credential
  • The majority of programs do not provide credentials or it was unknown if they did provide them following completion
  • Unsurprisingly, many of the programs included a Creative Commons license, enabling opportunities to reuse and acknowledge the content of the programs and resources. 

What we learned from the literature review

From the literature review we learned that: 

  • The research favoured a whole course approach to capacity building, as opposed to ad-hoc workshops
  • Successful PD programs placed learners in authentic real-world learning contexts, highlighting the importance of situating OER knowledge in participants’ work environments 
  • There was a wide variation in the inclusion of assessment and granting of credentials on completion 
  • The creation of a community of practice or mentorship was supported by the literature, with these networks helping participants grow and develop their OER proficiency 
  • The primary barrier to the completion of OER PD was the ability for participants to allocate time to complete PD, highlighting the importance of organisational support for staff to undertake PD

What we learned from the stakeholder survey

From the stakeholder survey, we learned that: 

  • Most institutions and individuals would find an OER PD program valuable 
  • The PD needs across Library staff are highly variable, from introductory to specialised
  • The majority of respondents favoured (i) self-directed, primarily asynchronous online courses or programs offered over an extended study period followed by (ii) online seminar or lecture series (curated program of linked seminars). 

We look forward to providing an OER PD Program to you all. Stay tuned!

Call for participation: PhD research project on open textbook publishing programs at Australian universities

This post is written by Samara Rowling, PhD Candidate, Editing & Publishing, University of Southern Queensland. Email: samara.rowling2@usq.edu.au

Why research open textbook publishing programs at Australian universities?

While as many of you will be aware, there’s already a growing body of research on open educational practice (OEP) and open educational resource (OER) use in Australian higher education, little research has been conducted on open textbook publishing activities and experiences at Australian universities. Most existing research on open textbook publishing focuses on the international context (e.g. North America), where differences in funding and legislative support affect not only how, but the extent to which this work is undertaken. While we know from anecdotal evidence that many Australian universities are engaged in this work, currently, there is no comprehensive and cohesive data available about the state of open textbook publishing in Australia and how this compares to more established models overseas.

How am I addressing this gap in knowledge?

My Doctor of Philosophy project (HREC approval number H21REA125) will be the first national study of open textbook publishing programs at Australian universities. It aims to investigate current and emerging trends in open textbook publishing within the broader context of university and library-led publishing.

I’m collecting data for this research by surveying staff involved in open textbook publishing at Australian universities about their publishing activities and experiences. Once I’ve analysed these results, I’ll be conducting a series of follow-up interviews with a small group of participants to discuss their responses.

I’ll be sharing the data from this research in open access journals and in my PhD thesis, which I plan to make available under a Creative Commons license through my institutional repository with no embargo period, as well as as an open access book.

In my thesis, I’ll be using this data to make evidence-based recommendations about how we can build more sustainable open textbook publishing programs at Australian universities.

This 60-second animation, created for the 2021 University of Southern Queensland Visualise Your Thesis competition, gives a quick summary of the project:

What can you do to help?

If you’re involved in publishing open textbooks at an Australian university, I’m requesting your assistance with this research. Understanding how we can build more sustainable publishing programs, and consequently, increase production of high-quality Australian open textbooks will improve the student experience by helping to:

• reduce the financial burden of study

• remove geographic and copyright barriers preventing students from accessing essential course materials

• provide more accessible, diverse, and inclusive content than is typically offered by traditional publishers.

You can help with this important research by completing my 15-20 minute online survey at https://surveys.usq.edu.au/index.php/584337 by 28 February 2022.

During this survey, you’ll be asked to share details about your university’s open textbook publishing activities – on topics like funding, staffing, professional development infrastructure, and outputs – as well as your own thoughts about the benefits, challenges, and opportunities of engaging in this work.

If you’re just getting started, were previously publishing but have now stopped, or have decided publishing open textbooks isn’t for you, the survey contains alternate pathways designed to capture these experiences as well. After completing the survey, you can also nominate yourself for a follow-up interview if you would like to discuss your experiences in more detail.

For more information about this research, you can contact me at Samara.Rowling2@usq.edu.au. In the spirit of open access, I’ll be tweeting about this project as I go along, including sharing data and links to any publications, so please follow me at @SamaraRowling for updates.

Visualising usage analytics: An evidence base for open texts

This post was written by Emilia Bell, Coordinator (Evidence Based Practice), University of Southern Queensland. Emilia can be contacted at Emilia.Bell@usq.edu.au or on Twitter @EmiliaCaraBell.

How can evidence-based practice inform how we approach open education practices (OEP)? At the University of Southern Queensland (USQ) Library, the Open Educational Practice and the Evidence Based Practice teams have collaborated to collect data around USQ’s open texts on the Pressbooks platform. The result has been a Power BI data report to visualise the patterns of usage for these open texts. The data are collected as local evidence to support the continuous improvement of open education resources (OER) and OEP and to advocate for the value and values of openness.

Analytics

Data visualisation, using Power BI, has helped support a greater understanding of the Google Analytics data model and its hierarchy. The visualisations are not static, and they allow open education practitioners to engage with the data by filtering or highlighting data points that are relevant to their own evidence needs and practice. The interactivity and design choices help to recognise the collaborative efforts in creating OERs and the varied evidence needs of authors. Using Power BI has enabled authors to access and interact with the data collected on their open text, furthering an evidence-based approach to OEP.

Power BI’s Google Analytics connector allows us to easily draw on the dimensions and metrics required for the data report. The initial metrics used to capture patterns of usage include:

  • Page views and user sessions,
  • Downloads and file type,
  • Sources of traffic,
  • Geographic distribution of users,
  • Link resolver statistics (Alma Analytics), and
  • Users’ browser and device types.

Visualisation of web analytics data for open textbooks can enable open education practitioners to engage in evidence-based practice. The report encourages further exploration of the data and critical reflection on its relevance to OEP.

Screenshot of USQ’s Power BI report showing the unique page views and downloads for the open text ‘Academic Success’ (2021).
USQ’s Power BI report page for ‘Academic Success’ (2021).
Screenshot of USQ’s Power BI report showing the geographic distribution of users.
USQ’s Power BI report page showing geographic distribution of users of USQ’s Pressbooks.

Questions and reflections

Communicating the why of openness, as a value, requires evidence to guide how we approach OERs and the practices surrounding openness. Before creating the report, we dedicated time to deciding which metrics would be important to track and communicate to authors. We started with overarching and values-driven questions, not immediately answerable with our data, but highlighting the motivations behind OEP.

Formulating answerable and data-driven questions is critical to determining the local evidence needs for OEP. These questions support the application of evidence to practice. They allow us to consider what is important to be collecting in our local context and the value behind adopting specific metrics.

Initially, analytics questions may be descriptive, summarising the data:  What chapters are being accessed the most? What percentage of users are referred to a textbook from a learning management system? Over time, more exploratory questions can be identified, especially as relationships, trends, and patterns are recognised in the data and require further interpretation. Exploratory analysis will further inform how we approach openness and work with open texts, encouraging new questions and reflections.

Data visualisation represents one aspect of how we can take an evidence-based approach to OEP. It provides an interactive assessment of the usage of open texts, while also being accessible to authors and supporting a report design that highlights the collaboration behind OEP. As we continue to value, integrate, and assess many evidence types (local, research, and professional knowledge) to inform OEP, we can build continuous improvement and support advocacy for what openness can achieve.

Note: that the screenshots and corporate logos (such as the USQ Phoenix, and any other company represented) and branding are specifically excluded from the Creative Commons Attribution licence of this post, and may not be reproduced under any circumstances without the express written permission of the copyright holders.

New open texts by Australian academic libraries

The ASCILITE Open Educational Practices Special Interest Group (OEP-SIG) is a practitioner-led community that supports open educational practice (OEP) in Australian Higher Education. Each month, they produce a monthly digest on all things OEP. The digest is curated by Ashleigh Barber (University of South Australia), Jennifer Hurley (RMIT), Alice Leutchford (James Cook University) and Nikki Andersen (University of Southern Queensland).

The latest issue of the digest features an excellent list of new open texts and resources produced by Australian academic libraries.

A Long Goodbye by James Cook University

James Cook University has published their first open ebook via Pressbooks titled: ‘A Long Goodbye: Ed and Mary’s Journey with Lewy Body Dementia’. The book chronicles Ed’s experiences as a carer following his wife Mary’s diagnosis with Lewy body dementia. Ed’s story provides information and educational resources related to dementia care. Although specifically focusing on Lewy body dementia, the resources are transferable to caring for people with any type of dementia.

Women’s voices in tourism research by the University of Queensland

This book showcases the many contributions that women worldwide have made to tourism research. It also serves as a collective mentoring platform, containing letters written by women to the future generations of tourism researchers and passing on invaluable observations and advice.

23 Scholarly Communication Things by Queensland University of Technology

This resource has been created as an aid to help library staff to learn about the various aspects of Scholarly Communication.  It is designed to be of use to those who are new to academic librarianship and for seasoned professionals wishing to keep up-to-date.

It is not a ‘how to’ guide, but rather a doorway to information that will help you on your quest for knowledge and experience, using various tools and sites related to world of scholarly communications.

Visuals for Influence by the University of Southern Queensland

‘Visuals for influence: in project management and beyond’ is a practical guide with 24 visuals to download, adapt and deploy to engage your stakeholders. This practical guide will build your confidence and practical skills to quickly and effectively leverage the benefits of visuals to maximise your influence.

  • Uncover the science behind the power in visuals
  • Discover software and tools that make visualisation easy
  • Learn pro design tips that give your visuals a professional edge
  • Download a visual archetype, tailor to your needs, and enhance your influence!

Deleting Dystopia by University of Southern Queensland

‘Deleting Dystopia: Re-asserting Human Priorities in the Age of Surveillance Capitalism’ confirms that the existential threats posed by the misuse of advanced digital technologies are real. But, in place of apathy and fatalism, the book explores ways of understanding the threat, conceptualising solutions and identifying strategies that lead away from digital authoritarian futures towards those funded on humanly viable values and practices.

Introducing the OER Professional Development Project

Open education resources (OER) and accompanying open education practices (OEP), are changing the education landscape. To take on OER-related roles and issues, we need to learn the language and culture of open education and develop expertise in areas such as open licensing, copyright, e-learning, and knowledge about OER technologies and standards.

The Open Educational Resources Professional Development Program project is addressing the OER Professional Development needs of higher education institutions.

The project aims to:

  1. Develop a proposal for an Open Educational Resource professional development program.
  2. Develop and implement an Open Educational Resource professional development program.

The project is led by Marion Slawson (Federation University) and consists of the following team members: Sarah Howard (QUT), Kylie Tran (University of Melbourne), Anne Hawkins (Flinders University), Kate McVey (University of Western Australia) and Nikki Andersen (University of Southern Queensland).

The below video outlines the project’s team current progress.

More information on the Open Educational Resources Professional Development Program project can be found in the project brief (PDF).

Interested in being involved?

Subscribe to the blog to receive project updates and keep an eye out for OER Professional Development 2022.