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In situ editing: Repurposing open educational content - Open Learn Course

Video, image and audio documentation is the preferred media for creating arts practice tutorials and resources, how can issues of time and production of recourses be addressed in relation to OERs and re-purposing of content? 'How can rich media OER content be re-purposed' specifically UAL content, I would also be interested in researching what rich media OER content is available or is being created by other HEIs and how UAL staff and students can re-purpose this material. How would a discipline-based, cross-university online community of practice help to encourage UAL staff and student participation in OER teaching resource environments? Could collaborations be encouraged to create small or new OERs supporting/creating courses or course modules specifically around approaches to multidisciplinary practice, e.g. business and the arts or science and the arts?

The OU are running the following on line course, it may help in addressing these problems:

Introduction - Course link -

Nowadays the internet is increasingly populated with educational websites that offer materials for use and re-use. These materials are called open educational resources (OER, also known as ‘open content’) and are resources such as text, graphics, audio or video, made available free of charge. They are usually produced by educational institutions and published online to the general public for immediate use, or for repurposing according to the users’ needs. OER can also be created by individuals, so the production of OER is not exclusive to educational institutions although largely dominated by them.

In this unit you will look at some institutional OER initiatives, such as MIT’s open courseware, Carnegie Mellon’s Open Learning Initiative and the Open University’s OpenLearn. You will gain an insight into how different OER initiatives design and present content for their audiences.

You will also get the opportunity to repurpose a small amount of OER from the OpenLearn website. You will try to identify the appropriate audience for the material, and repurpose it to fit the needs of that audience. In this unit you will also have the chance to apply your learning design knowledge to think of the best ways in which to repurpose OER to meet the needs of specific audiences...Course link -

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Rethinking Contexts for Learning and Teaching:Communities, Activites and Networks

Richard Edwards, Gert Biesta, Mary Thorpe

Taylor & Francis, 2009 - Education - 177 pages

Now that learning is seen as lifelong and lifewide, what specifically makes a learning context? What are the resultant consequences for teaching practices when working in specific contexts? Drawing upon a variety of academic disciplines, Rethinking Contexts for Learning and Teaching explores some of the different means of understanding teaching and learning, both in and across contexts, the issues they raise and their implications for pedagogy and research. It specifically addressesWhat constitutes a context for learning?How do we engage the full resources of learners for learning?What are the relationships between different learning contexts?What forms of teaching can most effectively mobilise learning across contexts?How do we methodologically and theoretically conceptualise contexts for learning?Drawing upon practical examples and the UK's

Thorpe, Mary (2009). Technology-mediated learning contexts. In: Edwards, Richard; Biesta, Gert and Thorpe, Mary eds. Rethinking contexts for learning and teaching: Communities, activities and networks. London, UK: Routledge