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JISC CASPER will be supporting the 19 projects funded as part of RepRODUCE (Repurposing & reuse of digital University-level content and evaluation) as they engage with all of the issues related to IPR and copyright.
JISC CASPER will be:
All of the case studies and materials developed as part of JISC CASPER will be made available to the wider JISC community (some already are) on an ongoing basis both from this web site and by their deposition in JORUM.
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One of the main conclusions from our Mosaic project (which developed an online course, ‘Ancestral voices: the earliest English literature’, primarily from pre-existing content and made it freely available for reuse and adaption) was that the best way to get your OERs used is to make them as discoverable as possible, by putting them [...]
Yesterday I was at the very enjoyable Beyond Borders event, hosted by our colleague at OUCS which looked at OERs and work of the OpenSpires in particular. With many of the presenters stranded all over the globe they did an amazing job of bring things together and managed a truly multimedia experience. In one respect [...]
I was recently teaching a session on online distance learning as part of the e-Learning MSc here in Oxford. During this I asked the students to critique an OER as an examples of effective online distance learning (or not). As part of this one of our students, Kitty Tong reported on her experience of OER [...]
Having been involved in several research projects around the area of OERs (especially OpenSpires) and more specifically the reuse of existing content (Mosaic and Cascade), it is really gratifying to see some of this work enter our mainstream course production practice. A major benefit of Mosaic was a real tightening up of our approaches to [...]
I am sure most OER projects would say both…but in looking at this area recently it is clear there is a fundamental difference in expectations between making your OER available in iTunesU or YouTube and placing it in a repository – yet most of the debate in this area does not make the distinction. In Oxford [...]