Midwifery Resources

Midwifery open education logo
As part of this project, a suite of high-quality midwifery resources were produced by the School of Nursing at De Montfort University. The team was led by Jacqui Williams, and Peter Warrington in library services supported the development of a repository.

This is genuinely a unique and outstanding set of open educational resources. To access them go to:

Midwifery OER repository
https://more.library.dmu.ac.uk

or

Midwifery OER YouTube Channel
https://www.youtube.com/user/moreoer


Conference presentation

J Williams (2012). Opening up the curriculum. Conference presentation at: Cambridge 2012, April 16-18: Innovation and Impact – Openly Collaborating to Enhance Education. Download PDF –> Opening Up the curriculum – Jacqui Williams

Student perceptions of OERs

Also now on Figshare:

https://figshare.com/articles/University_student_perceptions_of_open_educational_resources/5024801

Student Masters Dissertation

Student Masters Dissertation

Download Libor’s Dissertation here –>

PDF of Libor Hurt’s Dissertation

I’m very proud to look back on this work that Libor Hurt did at De Montfort. He was awarded his Masters by Research in 2013 and he looked at student perceptions of OERs in a life science faculty. He surveyed students across a number of health, nursing and science degree programmes and looked at their awareness and use of OER, what their working cultures were, and their deeper-rooted attitudes toward open education.

The research was undertaken during 2012 and it is important to note that in the UK this was the year of significant rises to university student fees, from £3,290 up to £9,000, and this is reflected in some of the qualitative findings.

What is lovely to see is the caring and sharing culture in which many students work, readily sharing learning materials with their friends, although some did comment on whether this crossed the line toward collusion, and whether using OER constituted plagiarism.

“to help and be helped by others”

“share with people, then they share with you”

Some welcomed the idea of sharing resources across courses at other universities:

“If a system were to exist that [allowed] students from different universities to  share resources with ease, [so that] students on the same course can connect and share work that can be used as referencing for essays and further reading”

Some were concerned that the nature of some medical subjects were not appropriate for public release. Others felt that since they were paying for their university experience, why should others access the resources for nothing?

“I know it sounds really cheeky but we live in a day and age where we’ve got to pay for it, why should everybody else get it free?”

“I suppose we pay to come to university so it’s a bit kind of selfish but we paid for it so we should keep it”.

Others did agree that it was worthwhile to share materials to broaden opportunities available to everyone:

“Because not everyone gets the same opportunities do they?”

For further research looking at the IMPACT of OER visit the OER RESEARCH HUB! 

 

Student perceptions of open educational resources – part 1

De Montfort University Student Perceptions and Understanding of Open Education Resources and Open Practices

A Masters Dissertation by Libor Hurt

Part of the De Montfort UKOER Phase 3 Project HALSOER funded by Jisc and the HEA (2011-2012).

 

This blog article is a brief overview of Libor’s research looking at student awareness and attitudes to open educational resources (OERs). We always felt that despite students being the target end user of OER, there was surprisingly little research into their awareness and attitudes toward open education as a whole.

In one major report reviewing learner use of online resources, Bacsich and colleagues (2011) highlighted the need for research into learner experiences and learner use of OER across the education spectrum, and the need for good quality studies of uniform methodology to build up a robust picture of research into the subject. They recommended that institutions should understand student views and experiences of OER and online resources to inform strategies and policies.

The aim of Libor’s dissertation was to establish the student perceptions and understanding of OERs, their use and knowledge of them, and to look at student learning habits and sharing cultures that exist in their academic circles. In light of Bacsich et al’s recommendations, we aimed to conduct a robust study using mixed methodology (questionnaires and interviews) for harvesting opinion. In response to the idea of providing a uniform approach, all our questionnaires and interview guides are shared as OERs, and indeed, have been requested for use several times by other researchers. (See Research Pack).

In Libor’s work he uses the UNESCO definition of OER:

 “Open Educational Resources are teaching, learning or research materials that are in the public domain or released with an intellectual property license that allows for free use, adaptation, and distribution.” (UNESCO 2013)

They key point to OER is they are licensed openly for free use, and it is important to convey this notion to students in their participation in this research. Otherwise the research would relate to student use of online resources in general and miss the nuances of “open”. The other difficulty in researching “open” is the many formats and file types available. As part of Libor’s work, he made no assumption as to what types of resources were OER – only the fact that they were freely and openly licensed on the internet.

A number of past studies had looked at staff attitudes and awareness of OER. De Montfort staff for example at the start of the UKOER programme (2009) had little awareness of the term “open educational resources”, but as the programme matured by 2012 half the staff responding to a survey were familiar with OER. (Refs). Central to the success of OER being embraced by individuals and organisations is the notion of sharing – willingness to share your own work and use the work of others by varying degrees. Interestingly in both these surveys, staff attitudes toward sharing did not change – people were willing to share with close academic colleagues but not further even to similar courses within the faculty, and were even less likely to place materials on the internet. Conversely, staff were readily using materials from the web. So it is likely that as with the results of the staff survey, Libor’s results were going to reflect the deeply entrenched cultures and practices specific to one higher education institution.

 

METHODOLOGY

A questionnaire was developed and distributed online using SurveyMonkey and was also available in paper copy. Students participated voluntarily. Semi-structured interviews were carried out in teaching sessions, again on a voluntary basis. Fuller methods will be available in the final dissertation. A “Research Pack” is available for anyone wishing to conduct similar research, hopefully improving on our approaches!

 

Part 2 (next Blog article) talks about the RESULTS.