Stephen has written some valuable comments on my ‘Defining OEP’ blog post. Couple of minor things in my defence and then some more subtaintive points to discuss! Clearly my choice of picture to show the meeting was not a good one given Stephen’s reaction!
…but a conference session consisting of standing in a circle around flip-chart sheets would send me running and screaming into the nearest woods, never to be found again. So, please, let’s not make that an open education practice
Actually the meeting was excellent with a nice mix of different types of group work, use of flip charts, illustrative art drawings to capture key points, images on flckr etc. I found this a great mix and much better than the usual sit round in boardroom style meetings with one person dominating the meeting. Maybe we could have used more technology during the meeting but actually I think the face to face interactions were a key part of us connecting as a consortium at this point in the project.
Stephen critiques my initial starter for ten diagram which articulates the 4 different types of stakeholders involved in OER/OEP arguing that
…so, I’m not sure I like a model where ‘policy-makers’ (also called ’stakeholders’) are distinct from ‘creators’ and ‘users’ - people who create and use should make the policy, in my view.
Clearly the diagram isn’t quite right yet, my intention was never to suggest that the four roles were distinct and separate, rather that they are four aspects which have different agendas and interests. A ‘learner’ could very easily be involved in all four, but at each stage – when they are looking at creating, using, managing or ‘policy-making’ OER they will have a different focus of attention and it was this that I really wanted to bring out and explore.
Good to have some early feedback on this – I think there is a lot to trash out in terms of exactly what OEP is. I am reminded of some work I did a few years ago as part of the NSF/JISC DIalogPlus project. The aim (a naïve one now I admit) was to create a learning design guidance toolkit that would take practitioners through the process of creating learning activities. It would provide guidance and advice on pedagogical approaches, what technologies can be used when and why and a process of mapping learning outcomes, topics, activities and assessment tasks. The toolkit is still around if you want to play. Near the beginning of the work I thought ‘hang on a minute – what exactly do we mean by a learning activity anyway?’ A seemingly simple question… which turned into a mammoth amount of work and a very detailed taxonomy articulating the different components that make up a learning activity! More on the details of this are available in a chapter on the Handbook of Learning Design and Learning Objects by Lockyer et al. (Conole, G. 2008). I have a funny feeling something similar might happen with OEP – i.e. it seems obvious what it is, and easy to articulate it, but I suspect in reality the task will be much more complex.
Conole, G., 2008. Capturing practice, the role of mediating artefacts in learning design. In In L. Lockyer, S. Bennett, S. Agostinhi and B. Harper Handbook of learning designs and learning objects. IGI Global.