UKOER institutional strand programme issues

 author: Lou McGill

How far should the programme feed in to a marketing and communication plan for UKOER community stakeholders

All Institutional Strand Projects are concerned with encouraging use and take up of material and have gone to considerable lengths to disseminate at national and international events.

Openspires (University of Oxford)

  • Marketing materials and channels for wider community (suggested needed at programme level)

How can the projects work together and share outputs/resources

Outstanding level of cross project and even cross strand working which included discussions at events, contributions to each others blogs, joint dissemination activities, problem solving, shared evaluation tools and development of guidance for the community.

BERLIN (University of Nottingham)

OCEP (University of Coventry)

  • An important part of testing things out was interaction with other projects. I suspect that, at times, many of us wondered whether some of the IPR, licensing and quality issues had any resolution at all, or at least only had resolutions which were extremely guarded, risk averse and would lead to disincentives for depositors. In the end the debate reached a balanced position which is workable; one where the major issues are addressed but the processes are light enough to remove disincentives. But the debate was a long one.

Unicycle (Leeds Metropolitan)

Impact of external factors. Funding issues relating to economic downturn and institutional cuts?

OpenStaffs (Staffordshire University)

  • Staffing and budgets have already had an impact on roles that would support the repository such as a delay in appointing a repository manager.

Measuring deposits using CATs

OCEP (University of Coventry)

  • OCEP the deposit of a fairly brief module description coupled with a few resources such as reading lists, summary lecture notes, teaching timetable, suggestions for seminar topics would be easily measurable in CATS point terms; however, there is nothing to suggest that the resources could be particularly re-usable, valuable in learning or teaching terms, innovative, exemplary or anything else. On the other hand an innovative example of assessment or a guide to using a publicly available resource in an engaging way within a teaching session may not be usefully described in CATS points terms but may have great value in improving delivery of existing content.

OpenSpires Project (University of Oxford)

  • Since the QAA credit system is not used at Oxford University we have calculated our outputs in terms of hours, notional hours of study, and ‘value’