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CEBE Showcases ORBEE at the OCWC Global 2011 - Pictures
CEBE successfully showcased the Open Resources in Built Environment Education (ORBEE) at the OpenCourseWare (OCW) Consortium Global 2011 in Boston, Massachusetts. The conference was attended by 270 designates from all over the world, including large contingents from Indonesia, Japan, Korea and the UK, illustrating that the OCW is a worldwide network of educators committed to advancing OWC and its impact on global education. To date, 200 universities have published more than 15,000 courses.
President Susan Hockfield and MIT opened this year’s OCW Consortium Global with a three-day celebration of the first 10 years of OpenCourseWare. Hockfield said “If we nurture the global intellectual commons by reaching out to work with collaborators around the world to share our knowledge freely, and if we prepare our students to appreciate the value of this remarkable tradition, so beautifully embodied by the OCW Consortium, we will go a long way towards inventing a better future for all”
ORBEE shares this vision towards building a better future for all and plans to repurpose teaching and learning materials; making them freely available online. This permits their free use especially to address sector needs on ‘work place, work related or distance learning’. ORBEE strongly believes as institutions we have the responsibility to spread knowledge amongst our peers and to nurture this for future generations. MIT has given ORBEE the confidence and the enthusiasm to invest in the effort to create a shared body of open educational resources that spans cultures and regions.
For more information on ORBEE please contact Aled Williams, CEBE Deputy Director at firstname.lastname@example.org.
This short document is intended to provide guidance for academic staff presenting learning packages for Open Resources for Built Environment Education (ORBEE approach). The purpose of the guide is to ensure a level of consistency in production of the packages which should enhance the accessibility of learning material for learners. However, the guidance offered here is not designed to constrain originality and innovation in the way learning is supported, encouraged or assessed.
The guide begins with a series of general principles and then explores each of the components of the packages in more detail. The components are represented below
An average size of 5 credit or 50 notional learning hours is recommended for each OER learning package. This allows created materials to be easily re-purposed so that the content can be clearly defined and understood by both learners and academics.
Each learning package is based on the principle of ‘tell me about it’, show me how it works’ and ‘let me have a go’
‘Tell me about it’ – this can be delivered through a variety of media which introduce the subject matter and relate study material to the learning outcomes. The introduction to subject matter can be supported by essential or recommended reading for the learner
‘Show me how it works’ – at this stage learners will have the opportunity to see how theoretical material introduced earlier relates to practical scenarios and problems.
‘Let me have a go’ – learners will be encouraged to actively apply what they have learned to realistic activities and case studies, helping them apply and contextualise their learning.
- It is envisaged that learners will work their way through the packages in a logical order working from learning materials, engaging with scenarios and problems, applying learning to case studies and finally to self-assessment and solution. However, some learners (or academics) may wish to use the packages in a way more suited to their needs.
- Learners should be encouraged to assess their progress against learning outcomes. This can be achieved by including activities that require the learner to reflect on their engagement and progress with materials.
- In developing learning packages it is important to be sympathetic to the learners’ situation with regard to accessing resources not included in the package. Some learners may find it difficult to gain access to text resources, for example, that are normally accessed through an academic library.
- The design of learning packages should make them as open as possible – meaning that they are attractive and meaningful to the widest possible audience.
This HEA funded project focuses on the use of synchronous webconferencing to support teaching and learning in the part-time/distance learning mode of 12 postgraduate programmes delivered in the School of the Built Environment, University of Salford. Project examined current webconferencing practices from both tutor and student perspectives to ascertain what works best, and to share positive experiences with a view to increasing the effectiveness of distance teaching and learning in the School and the wider community, so as to promote active learning and create communities of practice.
ExcelDL project is managed by Brodie McAdam. Brodie leads a distance learning Construction Law Masters programme at the University of Salford (Course Details). ExcelDL team successfully held an online conference with expert speakers from the field.
Further details can be found at: http://www.exceldl.com/
The Higher Education Academy and JISC are working in partnership to develop the HEFCE-funded Open Educational Resources (OER) programme, supporting UK higher education institutions in sharing their teaching and learning resources freely online across the world. Building on the foundations of a pilot study which took place between April 2009 and March 2010, a second phase of projects and activities are underway until August 2011.
Open Resources for Built Environment Education (ORBEE) plans to repurpose teaching, learning and research built environment education resources that are freely available online under an intellectual property licence. This permits their free use especially to address sector needs on ‘work place, work related or distance learning’. Consequently, by harnessing the knowledge capital of HEI-Industry engagement, a range of relevant re-calibrated open educational resources are to be provided.
Purpose and outcomes
The aim of this project is to encourage and enable the universal sharing of built environment educational resources that allows learners to study in an interesting and challenging way that best suits them. Key outcomes include:
- Analysing, re-purposing and creating selected materials for open access - To evaluate, extend and establish a range of existing and tailored learning materials in built environment education for wider consumption via open VLE.
- Encouraging and embedding positive ORBEE culture - To investigate attitudes of users to promote sharing and searching for open resources in built environment education and build evidence based approaches to encourage a positive cultural change.
For further information: http://orbee.pbworks.com