Would you like to speed up the adoption of open educational resources (OER) within your institution? Do you want to help lecturers start with OER? Using this roadmap, you will set up an online workshop which will be your platform to inspire lecturers. The workshop is also for the support specialists: what can they do to lower barriers?
Step 7. Organise a face-to-face workshop
Instead of holding online sessions, you could alternatively organise a face-to-face workshop. The advantage of this is that you would have more time together and can therefore take a deeper dive. The before and after process is essentially the same, but the session itself would then be a whole day face-to-face.
The differences
The basics of the face-to-face workshop are the same as for the online session. The main difference with the online session is that you merge the two separate sessions for lecturers and support specialists. And also that more time is scheduled. The key differences at a glance:
- More time
We reckon about 2.5 hours for the online session. The face-to-face workshop is a full day, allowing participants to spend more time discussing the open educational resources and sharing their own resources along open principles. And, above all, discussing the use of the open educational resources in their own teaching practice. - Redesigning your teaching
In the face-to-face workshop, there is much more time to actually make a start on redesigning teaching and to share and discuss open educational resources that have discovered. - Integrated
The session with the support specialists will be held throughout the workshop day. The support specialists and policymakers will meet during two sessions on the day without the lecturers being present.
Learning objectives
Because the workshop allows more time, it is also possible to achieve an extra learning objective. Learning objective number 4 can be expanded from just providing inspiration to actually putting it into practice.
Learning objective 4 – online version
inspire participants to design teaching and learning activities using open educational resources (such as projects, collaborative activities, assignments, simulations, exercises, quizzes, videos, etc.)
Learning objective 4 – face-to-face version
inspire participants with teaching and learning activities and to redesign your teaching practice using open educational resources (such as projects, collaborative activities, assignments, simulations, exercises, quizzes, videos, etc.).
Practical aspects of the face-to-face workshop
- Book a room for the plenary workshop.
- Book a break-out room for the sessions with the support specialists.
- Provide food & drink and refreshments (coffee, tea, water, lunch, etc.).
- Make sure you have a whiteboard and markers.
- Inform participants to bring their own laptops.
Programme for the face-to-face workshop
|
Time |
Section |
Explanation |
|---|---|---|
|
9.00 |
1. Opening |
General information and introductions
|
|
10.00 - 12.00 |
2. Make a start |
With the use of open educational resources Design or redesign your teaching using open educational resources (OER) |
|
11.00 |
3. Support
|
Identify barriers Where are the barriers within the organisation? How can you support and unburden lecturers? Dedicated component for support specialists. |
|
12.00 |
Lunch |
|
|
12.45 |
4. Interpreting the support role |
Remove barriers
|
|
13.45 |
5. Educational use |
7. Using open educational resources in teaching practice Discuss the possibilities of using OER when designing education. |
|
14.30 |
Make a start for lecturers |
Get to grips with open educational resources Take a critical look at ideas you elaborated this morning. |
|
|
6. Make a start for support specialists |
Get to grips with designing the support process Discuss and elaborate ideas for designing the support process. Dedicated component for support specialists |
|
15.15 |
7. Open sharing |
Sharing your own open educational resources Support specialists make a start on: What are the institution's fundamental principles? Lecturers make a start on: Which design guidelines should you work with? |
|
16.00 |
8. The future |
Decide on final assignments Decide on actions for the development of teaching by lecturers using open educational resources and for the design of the support process by support specialists. |
|
16.30 |
9. Review |
Sharing experiences |
|
17.00 |
End |
|
Expanded programme
We have further expanded on the various programme sections below. For each section, we indicate the objective and find out which resources you can use.
Participants and support specialists get to know each other; participants familiarise themselves with open educational resources. Forms of work will depend on the composition of the group, the preparatory assignments already carried out and your own preferences. Possible options:
- Introductions round
- Quiz to test basic knowledge
- Ask the participants which concepts they are not yet fully clear on
- Go through the introductory module
- Go through the preparatory assignment
- Presentation based on the preparatory assignments as submitted
Sketch a picture of the day and that in the near future: what can participants expect? What is the intended final outcome of the meeting?
Objectives
- Create a positive and friendly mood in the group. Participants feel that they have something to say and feel free to contribute.
- Remove barriers.
- Eliminate gaps in participants' knowledge of open educational resources.
- Expectation management (check they are aligned)
Supporting resources
Online Module: Introduction to open educational resources
You can use elements from the following presentations:
- University of Groningen session: Redesigning Your Course with Open Educational Resources (PDF)
- Webinar on 'Using educational resources of others' - Presentation by Marijn Post, HAN University of Applied Sciences (in Dutch)
- HAN session: Improving your teaching using digital open educational resources (PDF, in Dutch)
Once the first barriers have been removed and the mood is right, the lecturers can make a start on their own course. This will preferably be done together: with their colleagues from the teaching team plus a support specialist. The teaching team will be leading, while the support specialist will follow.
Take the educational principles and course design methodology of your institution as the starting point. Once the lecturers have completed the redesign, they will be able to decide specifically which resources they are going to use. Go through the step Using other people’s open educational resources from the introductory module:
- Search and find resources
- Assess resources
- Adapt
The support specialists participate and observe. They identify the barriers and problems that the teaching team encounters.
Objectives
Lecturers:
- To experience what it is like to find, assess and use open educational resources
Support specialists:
- To gain experience in the use of open educational resources
- To gain insight into the problems associated with open educational resources
Supporting resources
Step Using other people’s educational resources from the introductory module.
In the last hour of the morning session, under the guidance of the trainer, support specialists will discuss among themselves how they should design the support process for lecturers. What barriers with regard to OER have the support specialists seen for themselves while observing the lecturers? And which ones are they already familiar with from their own practice? The discussion will provide insight into:
- What barriers are there and what solutions can the support specialists come up with?
- Who should the support specialists involve in the process?
- How will the support specialists come up with a plan?
Objectives
- To identify barriers within the organisation to the optimal use of OER by lecturers
- To investigate what potential solutions there are.
Supporting resources
- List of possible barriers and their solutions (will follow)
In this section, you will reflect in a plenary session on the barriers encountered by lecturers and support specialists in finding and using OERs. The lecturers will start by presenting their experiences. The support specialists can then comment on these: is it any different than what they have already experienced and observed?
Once the barriers have been identified, you will have an open discussion about what helps lecturers to find and use OERs in their teaching practice quickly and easily. Also discuss what helps lecturers to share materials in line with open principles. What can support specialists do to unburden lecturers and what arrangements need to be put in place within the institution.
Objectives
- To assess the identified barriers that lecturers face
- To decide which barriers the institution should prioritise when considering solutions, and to suggest what possible solutions are available.
Inspiration for interpreting the support role
Hold a brainstorm session using the barriers that emerged in the previous section. Use a tool like Mentimeter to help you with this.
In this section, the focus is on inspiration. What possibilities does use of open educational resources create when designing a course, both in terms of teaching and practical. This section offers lecturers some examples and inspiration when using open educational resources and developing a course module.
As already described in step 5, there are various ways of using open educational resources in education:
- Regular educational resources
Lecturers can use the educational resources of others in their own teaching. These may be exact copies, excerpts from the resources or they may be used in an adapted form. The lecturer is responsible for compiling the resources. - Education from elsewhere
Students can follow entire teaching modules available elsewhere. Why teach a course yourself if a good MOOC is available? However, the lecturer could still be responsible for the examinations. - Students develop educational resources
When students develop open educational resources, they first have to acquire a full mastery of the content. This offers them many insights into the content and their own learning process. Examples include 'knowledge clips' or knowledge articles. - Students find open educational resources
Tell students that there are plenty of educational resources on your particular subject out there. Instruct them to collect and assess some. This will enable them to build their own treasure trove of sources.
In the previous sections, the lecturers probably already used open educational resources in a customary way. In this section, put the emphasis on other didactic formats.
Objective
Provide inspiration for designing courses using open educational resources.
Supporting resources
Find some inspiration in the examples in step 5.
In this section, lecturers will continue to design their education using open educational resources. Following the discussions they had and the inspiration they have gained, lecturers will be able to take a critical look at the designs and ideas they came up with in the morning session for the course they want to develop: what needs to change, are refinements possible, can other formats be devised for the use of OER, and are there any other options to explore further?
Support specialists will work together in this section to find solutions and to design the support process. What needs to change within the institution? Who should be involved in this? Support specialists discuss the challenges of adopting open educational resources within the institution and how a change in the culture can be achieved.
Objectives
- Lecturers: to refine the new design of the course.
- Support specialists: to elaborate the design and organisation of the support process.
Supporting resources
If you need inspiration for this section, draw on the online work session for support specialists, as described in step 5 of this roadmap.
Tip: assess the resources you discover
Before the session, you can assess the resources provided by the lecturers and support specialists. You can also ask the participants to assess each other's resources.
In this section, the focus is on sharing resources. A few aspects worth highlighting here are:
- What are the institution's own guidelines?
For example, are you required to share educational resources under a particular licensing model?
And how does this work from a technical perspective? Does the institution have its own repository? - Tips for design guidelines for open educational resources.
When lecturers develop resources that they wish to share openly, it is helpful if they follow the 'design guidelines for open educational resources'. This will make it easier for others to reuse the resources. In the roadmap ‘Introduction to open educational resources', the things you need to take into account are explained in the step Developing learning materials for re-use.
During the session, give a presentation describing the policies, guidelines and sharing methods that are in place in your institution.
Set the participants the task of reading the step Developing learning materials for re-use of the roadmap ‘Introduction to open educational resources' and check whether they have any questions that need answering. If time allows, you can actually set the participants to work on this by asking them to use the educational resources developed by the participants themselves.
"There wasn't enough time to focus properly on this section. So we are organising a second session in which the focus will be on sharing our own educational resources." - Marijn Post, HAN University of Applied Sciences
Objectives
- To gain insight into the institution's vision and policies on open educational resources.
- To learn how to design your own resources and share them openly so that others can easily adapt and reuse them.
Supporting resources
The 'Introduction to open educational resources' roadmap and the following two steps:
The lecturers (in teams) describe how they intend to proceed with the development of their course. What actions need to be carried out, and who is responsible for doing what and when? Encourage the participants to make their plans as specific as possible.
Decide whether any support will be needed, and set a date for when you will meet to talk about progress. Include the regrouping session in your planning.
The support specialists agree specific arrangements for actions to be taken relating to policy and support. Make sure all actions agreed are "SMART".
Objective
To make results sustainable.
Review the session with the group and round things up by discussing one of the following questions, for example:
- What new insight have you gained into open educational resources?
- How would you further promote the 'open' principle within the institution?
- What advice do you have for our institution?
- ...
Evaluate the day as you would evaluate any other meeting or event. Also ask how much time the participants have spent on the various component parts of this training course.
Objectives
- To make participants more aware of what they have learned and also to promote the concepts underlying the use of open educational resources.
- To gain insight into the workshop, what was effective and what was less so, to ensure it is even more effective next time.
Supporting resources
Use the evaluation questions from step 6 of roadmap.
Regrouping session
Organise a regrouping session as described in step 6 of this roadmap.
A face-to-face regrouping session will offer an extra opportunity for institution-wide dissemination! You could, for example, consider holding part of the regrouping session at an open event already scheduled within your institution. For example, an education café, an innovation meeting or a lunch lecture. Invite the lecturers and support specialists to give presentations at the event, highlighting their own process and the results achieved.
Tips
- Make sure that visitors to the open part of the regrouping session know what they need to do if they want to convert their interest into action. Where can they get support and where can they sign up for the next meeting?
- Also add links to the report of the open meeting so that readers can find the support options and are able to sign up for the meeting.
<< Back to step 6. Organise regrouping sessions and follow-up