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ADM-OERProjectFinalReport

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									Project Acronym: ADM-OER Project
Version: Final Report
Contact: Stephen Mallinder (Project Manager) s.w.mallinder@brighton.ac.uk
Date: 16 May 2010




                                               Project Information
Project Acronym                  ADM-OER Project
Project Title                    Art Design Media-Open Educational Resources Project
Start Date                       May 2009                          End Date            April 2010
Lead Institution                 Art Design Media-Higher Education Academy Subject Centre
Project Director
Project Manager &                Stephen Mallinder: s.w.mallinder@brighton.ac.uk
contact details


Partner Institutions             University of the Arts, London, University for the Creative Arts, Faculty of
                                 the Arts, University of Cumbria
Project Web URL                  http://www.adm.heacademy.ac.uk/projects/sector-
                                 projects/contentfolder.2010-04-22.7419312795/
Programme Name (and
number)
Programme Manager                Joanne Masterson



                                                  Document Name
Document Title                   Final Report
Reporting Period
Author(s) & project role         Stephen Mallinder – Project Manager
Date                             26.04.10                     Filename
URL
Access                            Project and JISC internal                    General dissemination

                                                 Document History
      Version                Date                                           Comments
Final                 April 2010
Project Acronym: ADM-OER Project
Version: Final Report
Contact: Stephen Mallinder (Project Manager) s.w.mallinder@brighton.ac.uk
Date: 16 May 2010




Higher Education Academy/JISC Open Educational Resources Programme




Art Design Media–Open Educational Resources (ADM-OER) Project 2009-10


FINAL REPORT

Author: Stephen Mallinder (Project Manager) ADM-HEA Subject Centre, University of Brighton
s.w.mallinder@brighton.ac.uk

Date of Report: 26 April 2010


Acknowledgements

The ADM-OER Project was funded by JISC – Higher Education Academy.

The ADM-OER Project would like to thank the project partners:

    –    University of the Arts London (UAL): Regina Everitt, Andrew Gray, Stephanie Meece
         (Institutional Project Leaders); Mary Burslem (Project Coordinator); Sarah Mahurter (Project
         Consultant)
    –    University for the Creative Arts (UCA): Tony Reeves (Institutional Project Leader); Sarah
         Jeans and Hilaire Graham (Institutional Leaders); Rosemary Lynch (Internal Consultant);
         Becky Bickerton (Administration)
    –    Faculty of the Arts, University of Cumbria (UoC): Professor Sue Bloxham (Institutional
         Leader); Stephen Wheeler (Project Leader); Linda Shore (CDLT- Project Support); Simon Allen
         (Project Support); Cheri Logan (Internal Project Consultant);
    –    Art Design Media –Higher Education Academy (ADM-HEA) Subject Centre: Debbie Flint and
         Alison Crowe (Internal Project Consultants); Jenny Embleton (Administrator)

The project would also like to thank the staff at the Visual Arts Data Service (VADS) and in particular
Leigh Garrett for his valuable advice and contribution to the project. Thanks also to Christoph Raatz,
the Executive Secretary of the Council for Higher Education in Art and Design (CHEAD) as a project
advisor.

The ADM-HEA project management team would also like to thank the other Subject Centres and
individuals involved in the UK Open Educational Resources Programme for the support, advice and
information on key issues that was offered by during the course of the project.




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Project Acronym: ADM-OER Project
Version: Final Report
Contact: Stephen Mallinder (Project Manager) s.w.mallinder@brighton.ac.uk
Date: 16 May 2010



Executive Summary

This paper reports on findings from the ADM-OER project undertaken by a consortium comprising
two specialist art, design and media institutions: University of the Arts London, University for the
Creative Arts and one university faculty: the Faculty for the Arts, Cumbria University, and led by
ADM-HEA Subject Centre.

In a rapidly accelerating online ecology higher education is required to keep in step with changing
technologies, platforms and networks. The growth of web technologies has offered both challenges
and opportunities for institutions and academics.

A member of the project team identified the current culture of resource creation and use which was,
until this point, on the whole institutionally centred:

        Prior to the start of the OER project at UCA there was little evidence of resource sharing
        taking place outside of a course. Academic staff develop resources and teaching
        materials as part of their teaching activities, but this was almost exclusively for the
        benefit of their students.
        (Tony Reeves - Institutional Project Leader, UCA)

The ADM-OER Project has sought to address this changing environment by assessing the higher
education culture in which such transformations are taking place by engaging directly with teaching
staff and undertaking the processes required to provide openly accessible and usable teaching
resources.

Although many of the processes undertaken were in response to the changing demands of the
project the three key goals remained consistent:

        Review current institutional and departmental policies, practices and procedures relating to
         the ownership, use and development of digital learning and teaching resources in art, design
         and media higher education.
        Establish effective guidelines to support the continuing release of open access educational
         resources.
        To make a significant number of existing learning resources freely available through
         institutional digital repositories and the Jorum Open central repository.

The partner institutions were encouraged to work with teaching and support staff, in their
respective institutions, in order to identify potential materials for open access. The three institutions
developed appropriate repository facilities to house the resources and in addition upload and
provide links within the JISC Jorum Open central repository. The institutional project leaders
reported on these processes but also reported on current policies and practices in order to assess
how effective change might best be implemented in order to provide support for the continuing
release of OERs at an institutional level.

As a result, in addition to the release of resources, the project has been able to deliver a series of
additional reports. The focus group report aims to highlight key OER themes and perceptions as
presented by a range of teaching and support staff in art, design and media subjects. The project
partners’ institutional reports were designed to map existing VLE and research repository facilities,
practices and policies. Additional project deliverables came as a result of this process producing a



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Project Acronym: ADM-OER Project
Version: Final Report
Contact: Stephen Mallinder (Project Manager) s.w.mallinder@brighton.ac.uk
Date: 16 May 2010



series of OER related templates, and guideline documents. These are included as appendices to this
report with the aim of providing suitable support and advice for others. These reports, institutional
OER documents, and guidance templates are available as PDF documents through the Project
Webpage for wider access and use. As the project’s findings are disseminated the aim is to use these
resources as first step in providing information and support to others in the art, design and media HE
community who wish to develop OERs.

What underpinned these objectives was the need to acknowledge that OERs represent a significant
cultural change in pedagogic practices and departmental processes. The sharing of resources in art,
design and media teaching is not new, nor is the use of online learning environments. The exchange
of knowledge, as well as staff and student engagement through digital learning spaces, is familiar to
all academics. The need to produce, share, and access learning and teaching materials, that are
globally accessible through the use of creative commons licenses, provides new challenges to the
subject community.

The project was built upon the belief that to help support a community of practice in art, design and
media, OER processes were most effectively embedded at an institutional level, where universities
themselves could invest in the development of resources. It was felt that institutions could provide
the most identifiable and sustainable repositories. Similarly key terms of staff engagement were
negotiated at an institutional level and, as a result, policies and procedures were positioned in an
institutional context.

Through the progress of the project discussions with staff made it apparent that there was a growing
awareness and support for open access digital materials and that there was evidence to suggest
cultural change was underway. Since the commencement of the project the partners have been able
to report significant changes with regard to embedding effective policies and practices pertaining to
the creation of OERs. In response to the growing need to provide clear and workable procedures all
three partner institutions have begun to develop a range of documents – publisher permissions,
depositor agreements, release forms, take down policies and terms of employment -that are aimed
at providing a framework capable of developing sustainable OER practices through institutional
repositories.

The ADM-OER Project, in reviewing and establishing effective processes for the development and
release of OERs, underlined how many of the key themes appeared common to all subject disciplines
– issues of copyright, intellectual property, licensing and the time-cost of digitization were themes
that appeared to surface across the UK-OER Programme. Other themes raised through the ADM-OER
project were more specific to the art, design and media community –the management of three-
dimensional learning materials, and third-party content as the object of study, for example. It was
also noted that the sector includes a high number of fractional staff, often working in multiple
institutions, who maintain professional practice. It will be important for all OER initiatives to clarify
any distinction between their creative and educational production and teaching-learning materials .

This report looks at these processes and themes that have arisen during the project’s duration, and
also highlights changes that have taken place during the course of the project, with the aim of
supporting the continuing development of sustainable OER policies, practices and materials.




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Project Acronym: ADM-OER Project
Version: Final Report
Contact: Stephen Mallinder (Project Manager) s.w.mallinder@brighton.ac.uk
Date: 16 May 2010



Background

The Open Educational Resources Programme undertaken by JISC and the Higher Education
Academy1 represents a UK-wide initiative to deliver open-content teaching and learning materials in
higher education across a range of disciplines through a series of pilot initiatives. The projects,
undertaken by individuals, institutions and subject-based consortia, aimed to deliver the identified
materials through designated project portals and the Jorum Open central repository.

The ADM-OER Project constitutes a subject-based initiative. It has sought to utilize and build upon
the network and infrastructure of the Art Design Media Higher Education Academy Subject Centre
(ADM‐HEA). The Subject Centre’s relationship with the art, design and media teaching community,
developed over a ten-year period, has provided valuable information to contribute to the project’s
findings and enabled the project’s objectives, progress, and outputs, to be articulated and
disseminated.

The project builds on work undertaken by the partner institutions in the development of online
educational materials, e-learning strategies, and institutional repositories in art, design and media
Higher Education. The University of the Arts London brings specialist knowledge and experience in
the field of learning resources through Institutional Fellowships, secondments to the Centre for
Learning and Teaching in Art and Design (CLTAD) and through the work of its Creative Learning in
Practice Centre for Excellence in Teaching and Learning (CLIP CETL). The University’s Library and
Learning Resources (LLR) has contributed to many digital library and open access initiatives within
the sector and LLR is part of the consortium working on the two-year JISC-funded Institutional
Repository Enhancement Project, Kultur (http://kultur.eprints.org/), launched in June 2009.


University for the Creative Arts brings experience and expertise gained through the Visual Arts Data
Service (VADS). Launched in 1998, VADS, is a UK national service aiding the discovery, creation and
preservation of digital resources for research, teaching and learning in the arts and humanities,
which can bring expertise to the collection, preservation and usage of images for learning and
teaching. Many of the University for the Creative Arts special collections are available through the
(VADS) website (http://www.vads.ac.uk).

The University of Cumbria has worked on several JISC-funded projects including the DEL2 E-
Portfolios in Art, Design and Media.

In addition to VADS, the Council for Higher Education in Art and Design (CHEAD) have been
represented as a project advisor http://www.chead.ac.uk/). As part of the project steering group
CHEAD have been included through the JISCmail and blog communication with regard to the general
progress of the project. They are regarded as an important agency in helping disseminate the final
reports, findings and outcomes of the ADM-OER Project on completion.


The growing importance of virtual learning environments in higher education requires continued
investigation in order to establish the most effective models and procedures for future needs. Digital
repositories have become essential to the delivery of accessible and sustainable teaching and
learning materials. Recent research highlighted the value in supporting communities of practice
1
    http://www.jisc.ac.uk/oer



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Project Acronym: ADM-OER Project
Version: Final Report
Contact: Stephen Mallinder (Project Manager) s.w.mallinder@brighton.ac.uk
Date: 16 May 2010



through shared resources: “the cost of producing and managing high quality learning materials is
steep, hence the focus on encouraging sharing and exchange of materials to make effective use of
skills and knowledge within the community.”2 The benefits of shared resources are both
incremental and durable providing support not merely to institutions and teaching staff but also to
the wider subject community, students and prospective students, nationally and globally.

The UK OER Programme has begun the process of releasing valuable, accessible and usable digital
resources across all HE subject disciplines. This process will begin to promote a self-generating OER
ecology, which should offer long-term benefits by encouraging wider participation in higher
education, support in areas where the creation of resources is difficult or costly and enhancing
pedagogic practices. Art, design and media subject groups are significant as they represent
disciplines whose teaching and learning materials are not exclusively text-based. As such they offer
an opportunity to investigate the processes and policies that are required to secure a wide range of
resources for access, use and repurpose through open digital repositories.

Through prompting discussion on barriers and enablers to OER production and use, the project
aimed to demonstrate the benefits of shared resources to the subject community. In encouraging
expression and collation of a range of views and information from the wider HE sector, the project
endeavoured to show that, with practices and policies in place that help promote the sustainable
release of teaching materials, the value of OERs was both incremental and durable. Entering into
dialogue with teaching staff enabled the project to not only to assess concerns and perceptions of
online resources but also articulate the belief that OERs provided a platform not merely to
institutions and teaching staff but also to the wider subject community, students and prospective
students, nationally and globally.


Aims and Objectives

The project aims and objectives in its initial submission were:

         To collate, review and report current institutional and departmental policies, practices and
          procedures relating to the ownership and use of educational resources, specifically in
          relation to present institutional virtual learning environments and open access materials.
         To identify key issues that may inhibit future release of educational materials, specifically in
          regard to copyright and intellectual property rights in order to provide guidance for other
          art, design and media departments and institutions.
         To use the reporting template in order to illustrate effective and sustainable policies,
          practices and procedures which will help establish a model of shared practice to enable the
          further release of a wide range of educational materials.
         To disseminate effective and sustainable policies, practices and procedures for use by other
          art, design and media higher education departments and institutions.
         To build a collection of quality-assured higher education level open-content materials for
          art, design and media through accessible subject-discipline, and Jorum Open, portals.




2
 Good intentions: improving the evidence base in support of sharing learning materials, L. McGill, S.
Currier, C. Duncan, P. Douglas (Dec.2008) http://ie-repository.jisc.ac.uk/265/


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Project Acronym: ADM-OER Project
Version: Final Report
Contact: Stephen Mallinder (Project Manager) s.w.mallinder@brighton.ac.uk
Date: 16 May 2010



The partners and management team referred to the identified aims throughout the duration of the
project. The outputs and deliverables were agreed and understood by all the partners. The processes
that were to be undertaken, and identified in the initial project plan, remained consistent.3

Methodology


1. Following the sector response to the initial project communiqué the decision was taken to work
closely with the ‘smaller’ consortium that was able to build upon resource and repository work
already undertaken by the host institutions. This was regarded as a more effective, and sustainable,
project strategy rather than develop an autonomous ‘subject’ repository and harvest resources from
a wide range of institutions. It was felt that the opportunities this afforded for the institutions to
showcase their teaching activities would facilitate the development of institutional processes and
the longer-term release of Open Educational Resources.

2. The ADM-HEA Subject Centre’s role was to operate as project management, to develop the
appropriate infrastructure: consortium agreements; steering group; budget outline and liaise with
funders and other consultancy bodies. This role included providing project partners with appropriate
guidance and support, for example in relation to IPR, copyright; licensing, and to establish a working
framework for all the partners in order to provide effective communication between the project and
broader subject community: hosting the project outputs: reports; templates; documents and OER
information: blog; weblinks and guidance.

3. The project partners were responsible for developing their own strategies for the establishment of
institutional repositories and harvesting the agreed materials for the project. However, the partners
were encouraged to augment the effectiveness of this work through discussion, sharing of
approaches and outcomes in a ‘community of practice’ approach.

4. The partners were to assist the project management in collating, reviewing and reporting current
practices, policies and procedures relating to the ownership, creation and use of teaching-learning
resources, repositories and virtual learning environments (VLEs) in place at the partner institutions.

5. Copyright, intellectual property policies relating to the creation and ownership of teaching-
learning materials at the partner institutions were to be identified in order to assess relevant project
issues and provide effective guidance.

6. Licensing agreements used by the partner institutions with regard to the creation and use of
resources relevant to the project were to be identified.

7. The project management role was to offer support and advice in the release of OERs. The
institutional project leaders’ responsibility was to negotiate with teaching staff in the institution to
secure the release, upload and provide metadata information for the resources.

3
  Note: The project’s workpackages also included wider evaluation of the resources however the protracted
process of clearing and uploading of the OERs has made this difficult to complete by the pilot deadline.
Nevertheless the project partners have agreed to follow up on this process in order to achieve the long-term
aims of the project and have made provision for these processes in the budget submission. The Subject Centre
project management is utlising the period up to the end of the academic year, July 2010, to schedule time for
the institutional partners to implement processes for evaluation and dissemination.




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Project Acronym: ADM-OER Project
Version: Final Report
Contact: Stephen Mallinder (Project Manager) s.w.mallinder@brighton.ac.uk
Date: 16 May 2010




The project manager sought to manage and support the project partners but also to collate and
disseminate findings through the creation of a series of reports. The objective was to encourage
discussion and use the Subject Centre’s network to assess wider subject community understandings
of OERs.

8. The project management team aimed to assess wider subject community understandings of OERs,
work with the project partners to help disseminate project aims, help support strategies and develop
appropriate policies in order to secure future release of sustainable resources.

9. The project aimed to help promote a community of practice by encouraging art, design and media
teaching staff to create and share resources openly.


Implementation

1. Call for Project Proposals

A call was put out by the ADM-HEA Subject Centre for project involvement; the consortium of
institutional partners was a result of discussions with the three institutions who had already made
some progress in developing repositories or who had expertise in the development of multi-media
design, e-learning and online educational resources for art, design and media programmes. It was
believed that the institutions, rather than the Subject Centre, hosting the OER portals would provide
a more sustainable project outcome. The project considered working closely with a small consortium
would also ensure clearer communication, more effective dissemination of the project goals, and
more effective project management.

2. Communications

The project management established webpages, blogs, mailing lists, collated documents, reporting
templates, scheduled meetings and helped develop effective communications strategies.

The project partners received all appropriate information from the wider UK OER Programme –
JISCmail, Elluminate recordings, Jorum Open communication, conference and workshop updates.

3. Repositories and Resources

3.1 Repository Development

The project’s main objective was to help develop effective and sustainable policies at an institutional
level. The key strategy in achieving this goal was to support the partners in developing their own
repositories. The project management team provided support and guidance in creating and licensing
OERs but the partner institutions, having identified potential materials at the commencement of the
project, were responsible for accessing, uploading and metadata.


    -    University of Cumbria has developed a repository using Moodle
    -    University of the Arts London built upon the Kultur repository and the used the facilities
         developed for the University of the Arts Research Online, launched in February 2010



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Project Acronym: ADM-OER Project
Version: Final Report
Contact: Stephen Mallinder (Project Manager) s.w.mallinder@brighton.ac.uk
Date: 16 May 2010



    -    University for the Creative Arts have similarly developed their research facilities and have
         launched their repository as the host for OERs. They are currently holding resources that are
         waiting clearance in a secure VLE.

The rationale for building up the research repositories at UAL and UCA was based on “the
simplification of having research and teaching-learning materials in a single location for access and
browsing, “(UAL) and “an investigation of the institutional repository and website revealed the
former to be the most suitable for hosting OERs due to the ability to attach metadata,” (UCA).



3.2 Resources

The project partners gave details to the project management on the processes they undertook to
secure the release of resources (see below). The initial phase of the project included a process of
consultation with the Course Leaders of these programmes of study so as to assess the quantity and
range of materials that might be suitable for inclusion in the OER project. Institutional Deans of
Learning and Teaching, and the Dean of Research were also consulted through the project.

3.2.1 Processes

The processes undertaken by the project partners was detailed to the project management and it
was a consistent theme that generating new materials was less problematic when considering long
term strategies.

UoC reported on the stages of identifying materials and supportive academics which was:

        [A] consistent approach to making content ready for open release has been based on our
        existing practice of supporting course teams and individual academic staff in designing
        for flexible and distributed learning.


Targeting specific teaching staff:

        Three lecturers across art, design and media disciplines, resulting in content from fields
        of multimedia (games design), journalism and contemporary applied arts. Several
        meetings took place with each of the lecturers in order to progress access to their
        teaching resources raising core issues.

The workshop, or ‘activity-based’, approach to OERs was intended to outline the processes of OER
creation. The aim being:

        To present coherent sequences of learning materials that were connected to specified
        learning outcomes, online learning activities that maximised a web-based environment
        and assessment activities.

Simon Allen, University of Cumbria (Project Support)




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Project Acronym: ADM-OER Project
Version: Final Report
Contact: Stephen Mallinder (Project Manager) s.w.mallinder@brighton.ac.uk
Date: 16 May 2010



There was a level of uncertainty as to quantifying the resources, it was hoped that the Course
Leaders would provide direction with regard to what would constitute a package of teaching and
learning materials amounting to 30 credits.

The credit system was used as general guidance throughout the project, with some degree of
flexibility. UoC, for example, reported that although the number of credits for the Multimedia
resources fell slightly short of the agreed credit rating, the Journalism resources submitted were
above the 40 credits originally proposed.

The project partners had identified a number of key resources which they wished to access and use
at the start of the project. However it was not intended to be restricted to this list: “The decision
was taken to open the project up to other areas that expressed a willingness to participate and share
their resources.” (UCA)

As a result UCA reported Printmaking became involved with the project along with the inclusion of
over 500 images with potential to be turned into OER.

Other processes were put into place to begin digitising a series of talks, a series of Power Point
presentations and lecture notes (Advertising and Brand Communication, UCA), a collection of
documents containing text and images suitable for sharing with the sector subject to copyright
clearance (Architecture and Graphic Design, UCA)

The project processes were at points protracted and consequently the uploading of identified
resources has continued up to and beyond the pilot period. These and further resources will
continue to be uploaded into institutional repositories and Jorum Open central project repository.


4. Current Practices, Policies and Procedures

The project partners used an agreed reporting template Current Practices, Policies and Procedures
document to identify and report institutional practices, policies and procedures4.

The reporting template also aimed to provide a mechanism for feeding back on more informal
practices currently within the partner institutions. This highlighted long-established traditions of
sharing resources within the art, design and media teaching communities.

The Project Manager worked with the partners and contacted relevant agencies within the
institutions in order to access copyright ownership and IP documents. All the relevant
documentation is located on the respective partner institutions websites.5 The Project Manager
went through the process with the University of Brighton in order to advise the partners. Partner
comments are included in appendix: ADM-OER Project - Virtual Learning Environments (VLEs) and
Digital Repositories: Current Institutional Facilities, Policies and Practices Report.



5. Copyright and Intellectual Property

4
  See appendix: ADM-OER Project - Virtual Learning Environments (VLEs) and Digital Repositories: Current
Institutional Facilities, Policies and Practices Report: Project Webpage
5
  See References - weblinks to institutional policy documents


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Project Acronym: ADM-OER Project
Version: Final Report
Contact: Stephen Mallinder (Project Manager) s.w.mallinder@brighton.ac.uk
Date: 16 May 2010




One adjustment to the original project goals was in consideration of copyright, IPR and licensing
guidance. Attendance at workshops and seminars and the continual advice received from JISC and
other projects during the course of project, suggested that considerable support in these areas
already existed. Rather than develop a new series of guidelines it was judged more effective to
undertake a review of existing literature and direct the subject community and others seeking
assistance in developing OERs to the relevant agencies, websites and documents. This process was
intended to provide clear unequivocal information in areas that provide the greatest anxiety when
considering production of OERs.

The guidelines report will therefore offer general information on copyright, licensing, creative
commons, as well as the inclusion of appropriate documents used by the project partners6 (see
appendix: ADM-OER Project - Copyright, Intellectual Property and Licensing Guidance). The report
will give graphic instructions on the processes required to produce an OER to help promote the
creation of leaching-learning resources (see appendix: How to Create an OER). However, rather than
generate new copyright information it will build on, and link to, advice from the appropriate
agencies.

University of the Arts, London and University for Creative Arts were able to present and share
documents that had been developed for depositor consent, publisher permission, take down policy
and general licenses.


6. Licenses

Information regarding Creative Commons, JISC templates for resource requests and permission were
accessed and made available by the Project Manager.

All documentation developed by the project partners with regard to seeking permission, clearance
letters and licenses, other than Creative Commons was shared through the duration of the project.

Issues regarding the suitability of the UK OER Programme’s key, Attribution/Share Alike/Non-
Commercial, Creative Commons license to all art and design resources was discussed widely and is
addressed later in the report.


7. Project Management

The range of information made available to the project - from JISC, the Academy, other Subject
Centres, individual project holders and other open educational agencies – created a considerable
volume of correspondence and communication. The Project Manager sought to assess, filter and
disseminate this information through the project mailing list, blog, electronic mail, institutional visits
and partners meetings, in order to help maintain project focus.

The production of reporting templates, documents, conference reports, workshops and seminar
attendance provided mechanisms through which the project management could collate and
distribute information without adding to the project partners’ workload and allowing time to
develop resources and repositories at an institutional level.

6
    See appendix: ADM-OER Project - Copyright, Intellectual Property and Licensing Guidance: Project Webpage


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Project Acronym: ADM-OER Project
Version: Final Report
Contact: Stephen Mallinder (Project Manager) s.w.mallinder@brighton.ac.uk
Date: 16 May 2010




8. Art, Design and Media Community Perceptions

The project survey was launched and distributed through the ADM-HEA Subject Centre network
(http://www.surveymonkey.com/s/FYGKJSG). Comprising 2 simple questions it was designed to
complement the focus group discussions and encourage in-depth contextual responses rather than a
measurable range of specific questions that could potentially be devalued with a smaller sample
response. At the time of writing, 73 responses have been received. More than 20 institutions,
including at least one international institution, have offered to host focus groups as a follow-up. In
order to accommodate as many institutions as possible, as well as minimise project costs, a ‘self-
facilitated’ focus group pack has been designed which will allow the institutions to report back to the
project on key themes and finding.

Focus groups were scheduled and aimed to work in association with, and help feed into, the project
and any subsequent reports by addressing the broader issues of OER culture.7 At the time of writing
five focus groups have been undertaken; at the ADM-HEA Subject Centre’s host institution
(University College Hastings), the partner institutions and at VADs. The UAL Teaching and Learning
Day was also run along the focus group agenda to allow staff feedback. Other focus groups are to be
scheduled in the period up to the end of the academic year, July 2010.

Note: It is the intention of the ADM-HEA Subject Centre to submit a project proposal for the
JISC/Academy OER Programme Phase 2
(http://www.jisc.ac.uk/fundingopportunities/funding_calls/2010/04/grant0610.aspx). In order to
build upon the interest and support generated amongst the subject community by the pilot phase
the institutions that responded to the project survey and Subject Centre communication offering to
host focus groups are being invited to participate in the Phase 2 bid. The bid intends to work with
approximately 10 institutions willing to develop open educational policies, practices and resources.
Focus groups and workshops will be key strategies in identifying appropriate mechanisms to support
these participating institutions develop sustainable OERs.

The findings of these subsequent focus groups will be built into the Phase 2 outcomes, or they will
be incorporated into the current OERs - Towards Understanding and Future Policy in Art, Design and
Media Higher Education: Focus Group and Survey Report. (Available on the Project Webpage). All the
focus group and survey findings will provide additional material to support a subsequent journal
article.


9. Project Dissemination

The project utilised the ADM-HEA Subject Centre’s capacity to disseminate project information,
progress and objectives through its regular community bulletins, its triannual Networks publication
which included updates on the project and features from the project partners and through seminars
and institutional visits.

The goals of the project were disseminated to the teaching community through the ADM-HEA
Subject Centre’s database – emails, news bulletins, publications, focus groups and presentations.

7
 Appendices – ADM-OER Focus Group Handout; ADM-OER Project Survey Summaries 1 and 2: Project
Webpage


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Project Acronym: ADM-OER Project
Version: Final Report
Contact: Stephen Mallinder (Project Manager) s.w.mallinder@brighton.ac.uk
Date: 16 May 2010



Within the partner institutions project information was circulated through emails, flyers, teaching-
learning days, focus groups and by strategic correspondence to department heads and course
leaders.

The wider project findings- additional project reports, guidance and documents are available
through the webpage to the wider community and are being promoted and disseminated through
the project consultants – VADS and CHEAD.

All the project partners are continuing to disseminate the project findings through their own
networks and using available budget provision for the evaluation and dissemination – a number of
conferences have been identified in the academic year.

Note: The project’s progress was interrupted at times due to staffing issues in all three partner
institutions. It should be noted that this may be an inherent concern in such short-term projects.
University for the Creative Arts were unable to appoint an institutional project leader until the
commencement of the new academic year, September 2009, University of the Arts London
appointed a series of institutional leaders throughout the duration of the project. The institutional
leader for University of Cumbria left the project a month prior to completion, however support and
consultancy staff within the institution have successfully completed the project tasks.

The University for the Creative Arts has committed funding for the twelve-month duration of the
project and, in response to the late commencement of the project, will extend the project timeline
accordingly. The Subject Centre Project Manager will continue to work with UCA during this period
as they develop the repository facility and continue to identify and clear resources. The processes
and outcomes will be recorded to be added in report form to the Subject Centre’s ADM-OER Project
website. The Project Manager will also continue to work with the other two project partners until
the end of the academic year in order to support the evaluation and dissemination of the projects
outcomes.


Outputs and Results


The project partners have all launched their institutional repository portals. Each institution is
currently at a different stage of clearing and uploading resources. The partners are keen to ensure
the sustainability of the project and their institutional facilities and continuing to identify, license
and upload resources.


      -   University of the Arts London is using its existing research repository to house and maintain
          its OERs. Accessed through the ‘Item Type’ field / Advanced Search ‘Teaching Resources’.
          The institution have indicated that the resources will finally be housed in a separate
          repository which will be closely linked to the research repository, and will run on the same
          eprints software.

          The resources initially released through the project include a range of subject materials8 -
          Design Studies (Design for the Future, Ekblom, 2008), Dressmaking (A Difference ’Tell Me
          Again’ Core Skills, Davis-Bonnick, 2007), Bookbinding (Bookbinding, Sims, 2000), Multimedia
8
    See appendices


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Date: 16 May 2010



          Design (Dreamweaver Tutorial, 2000. Flash motion Tween Along a Guide Path, 2000, Sims).
          The resource links have been uploaded into Jorum Open.

          Institutional Project Webpage: http://cltad.arts.ac.uk/ualoer/

          Institutional Repository: http://ualresearchonline.arts.ac.uk/

      -   University for the Creative Arts have launched their repository which will house both
          research outputs and OERs. Although work on the project effectively was delayed, due to
          staffing considerations, resources are currently being uploaded.

          The range of resources currently under negotiation cover Fashion (Womenswear podcasts),
          Model Making (lectures/slides), Architecture (lectures/podcasts, Advertising (Series of
          Power Points/Lectures/Discussions) and Printmaking (Printmaking Processes-slides)

          Institutional Project Webpage: http://www.ucreative.ac.uk/index.cfm?articleid=26148

          Institutional Repository: http://www.research.ucreative.ac.uk/


      -   University of Cumbria have developed an institutional repository using open source
          software developed by Moodle9. The repository was launched in the final stages of the
          project.

      -   The range of resources include skills-based and practice-based teaching and learning
          materials, video packages, with supporting documents, SCORM compliant documents and
          work documents for Journalism, Multimedia and Applied arts programmes.

          Institutional Project Webpage: http://www.cumbria.ac.uk/Services/CDLT+/About
          CDLT/OpenEducationalResourcesProject.aspx

          Institutional Repository: http://open.cumbria.ac.uk

Note: See appendices for all the resources, identified and uploaded into the institutional repositories
and Jorum Open, including those awaiting final clearance


      -   The ADM-HEA Subject Centre is using its website to give information and appropriate links.
          At the completion of the project it will house the general outputs – Final Report, ADM-OER
          Survey Findings, Current Practices and Policies Template/ Report, Licensing and Copyright
          Guidance.

          ADM-OER Project Webpage: http://www.adm.heacademy.ac.uk/projects/sector-
          projects/contentfolder.2010-04-22.7419312795

          The project webpage has been used in all correspondence and communication with the
          subject community to give an overview of the UK OER Programme, the project’s aims and
          objectives, links to the partners project webpages, blogs, survey and general information.

9
    http://moodle.org/


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         The webpage will house the project reports, key documents and repository links at the
         conclusion of the pilot period

         ADM-OER Project Blog: http://admopened.wordpress.com/

         The project blog has been promoted through all Subject Centre/project partner
         correspondence and communication, encouraging engagement with the subject community.
         It has also been used, through its archives, to map the project’s progress and milestones.
         Conference outputs, key publications, UK OER Programme initiatives, and project partner
         information has been regularly posted through the blog.

         ADM-OER Project Focus Groups: (see appendix - ADM-OER Project – OERs: Towards
         Understanding and Future Policy in Art, Design and Media- Focus Group and Subject
         Community Survey Report: Project Webpage)

         ADM-OER Project Survey: http://www.surveymonkey.com/s/FYGKJSG

         The survey, in association with the focus groups, was developed to encourage dialogue and
         collate the wider subject community’s perceptions of OERs and key issues. In addition to the
         above report the responses feed into the final report and subsequent journal articles.

         There were 43 participants in the focus groups and 74 respondents to the project survey
         from a range of art, design and media disciplines10:



Note: Focus Group and Project Survey responses have been used to inform this report but were
collated to produce an additional project report (See appendix: OERs - Towards Understanding and
Future Policy in Art, Design and Media Higher Education: Focus Group and Survey Report: Project
Webpage)11



The project partners, through their respective departments, were able to develop and deliver a
series of template documents: Depositor Agreement, Publisher Consent Form (UAL), Digital Release
Form (UCA) and Take Down Policy (UAL), included as appendices to the final report.

In addition the project is in the process of developing a copyright/licensing guidance document,
which will include an OER Creation Flowchart and links to appropriate licensing, copyright and IPR
agencies and documents together with documents developed through the earlier Kultur Project.


10
   Teaching and support staff covered a range of art, design and media programmes including: Course Leaders
(Digital Arts, Advertising and Communication), Principle and Senior Lecturers from Graphic Design, Cultural
Studies, Sound Art, Photography, Fine Art, Printmaking, Journalism, Contemporary Applied Arts, Film and
Television Production. Other participants included Curriculum Developer, Librarian (Victoria and Albert
Museum), Metadata Officer, Visual Resources Librarian, Copyright Services Manager, Repository Manager,
Learning Support, Learning Technology Manager.
11
   The report grouped the comments under 4 key themes: i) Art Design and Media Pedagogies, ii) Technicalities
and Legalities, iii) Individuals and Institutions and iv) Praise and Rewards



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Date: 16 May 2010



(See references for the series of documents and reports produced
http://kultur.eprints.org/documents.htm).


Outcomes


     1. To collate, review and report current institutional and departmental policies, practices
        and procedures relating to the ownership and use of educational resources, specifically in
        relation to present institutional virtual learning environments and open access materials.

The project partners were able to discuss overarching policies and practices with departmental
colleagues and systematically respond to an agreed series of questions. These responses were
collated to form the Virtual Learning Environments (VLEs) and Digital Repositories: Current
Institutional Facilities, Policies and Practices Report (Project Webpage)

It is important to note that the report was written in the first months of the project and the partners
are able to comment on institutional commitment to addressing changing policies and practices in
response to the project aims of the creation of sustainable OERs.

The key observations reflected both institutional Repositories (IRs) where research outputs with
conditional access and use were globally available and Virtual learning Environments (VLEs) exclusive
to students enrolled on specific programmes:

    -    In line with all UK institutions, degree programmes available at the partner institutions have
         access to VLEs, commonly Blackboard, or some type of online ‘learning zone‘, where
         resources, student work and accessible materials can be stored, accessed and frequently
         repurposed within the security of a closed university systems.

    -    The major shift in the use of closed VLEs to open access repositories is with the
         understanding that uploaded materials are for wider use and application having relevance
         outside individual programmes and modules. UCA and UAL have been able to develop their
         existing online research facilities to maximise this, UoC have, during the project, developed
         an open access repository using Moodle software.

    -    The responsibility for uploading and maintaining online VLE resources also varies across the
         institutions. Primarily it is academic teaching staff that create and upload resources but also
         course coordinators, department leaders, subject librarians, technicians and learning
         technologists upload material to Blackboard for their registered course or courses. UoC
         report that courses have no admin support for VLEs.

    -    Quality Assurance differs between repositories housing research outputs with defined
         processes in place and VLEs where materials do not have specific e-Protocols but follow the
         embedded processes and policies of the institution.

    -    Both UCA and UAL building up their online research repositories have QA processes in place
         for uploading materials. For example, the UAL Research Online Advisory Board is agreeing a
         submission policy to ensure quality of submissions. Staff will be encouraged to submit their




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         work through their research office or directly to the repository, where it will be held in an
         area off-line until released through the submissions procedure.

    -    All three institutions have monitoring processes embedded for their repository and VLE
         facilities. UAL and UCA employ Google Analytics. UAL have worked with ePrints to provide
         useful management data and UCA have an IR Manager to facilitate the process.

    -    UAL also has a number individually produced external repositories created by individuals, in
         most part fractional staff, at the University. They are designed to house their own courses. In
         addition individual departments may have their own versions of repositories. But these are
         bespoke and not created/managed using any University guidelines.

    -    The time and cost of OER creation and digitization is of concern to academic staff.
         However, they are expected to create content as part of their teaching commitments. To
         digitize and upload is regarded as an individual responsibility. On the whole it is authors and
         relevant course teams (course coordinators or department leaders, academic staff and
         subject librarians) who are responsible for the maintenance, updating and renewal of these
         resources within the VLE in response to their use on the courses.

    -    The three project partner indicate that, in addition to the ADM-OER Project, there is
         considerable groundswell for the development of online repositories and the creation of
         digital resources within their institutions.

    -    UoC’s institutional policy is to expand the use of technology until it becomes a normalised
         part of the University's teaching and learning. As such staff are encouraged, as part of their
         continuing professional development, to take part of an extensive programme of training in
         the use of Blackboard and other technologies provided by CDLT.



     2. To identify key issues that may inhibit future release of educational materials, specifically
        in regard to copyright and intellectual property rights in order to provide guidance for
        other art, design and media departments and institutions.


The aim was to use the project partners’ responses on practices and procedures regarding resource
creation and ownership, together with the institutional copyright and IP policy documents which are
publically available (see references) as a means of addressing key issues.

The broader project objective was to operate as a mechanism by which subject community practices
and policies could be reported on to encourage wider dialogue, and collate perceptions of open-
content. The focus groups and project survey aimed to open up this dialogue and encourage the
sharing of practices and policies. The aim has been to identify barriers and enablers to the
production and use of OERs in art, design and media subjects.


The project partner responses and available institutional documentation provided a number of key
observations with regard to Institutional Repositories (IRs), intellectual property rights (IPR) and
licenses:



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    -    All the partner institutions have IPR and Copyright guidelines that are publically available
         and they are in the process of review in consideration of the development of open access
         resources and repositories.

    -    UAL have a university Institutional Repository (IR) Advisory Group, which comprise a variety
         of staff including legal team. This group has produced a range of licenses and guides
         pertaining to IPR and Copyright.

    -    UCA currently has a draft IPR policy for the institutional repository. The university also has a
         Commercialisation of Intellectual Property policy and this is being reviewed to assess
         whether it contains sufficient provision for open-access materials.

    -    Although the issue of materials created by fractional staff appears emotive for some
         academics it is generally understood that Copyright and IPR guidelines do not make any
         distinction between full time and fractional or sessional staff. Resources generated in the
         course of their duties at the University are subject to the same policy as full-time staff
         members. However UAL acknowledge that this is being clarified.

2.1 Intellectual Property and Licenses

The UK OER Programme is committed to use Creative Commons licenses, which allow resources to
be shared and remixed (derivative license) and the project resources are deposited in Jorum Open
under these terms. The partners have begun to clarify the issue of licenses with regard to OERs.

The partners’ responses indicated that prior to the commencement of the project there was some
divergence on policy regarding licenses with UCA submitting that no clear policies had been put in
place that would specifically address OERs. However, since the commencement of the project, and in
response to OERs creation and licensing, UCA report two documents have been produced:

“The policies for the IR are in the process of being ratified a draft document has been through the
first round of verification … it is likely that the final document will be similar to the draft”. *See
appendices: OER Depositor Agreement and UCA Digital Resources Release Form -Draft]

UAL have also produced working draft documents during the course of the project. [See appendices:
UAL Seeking permission from publishers Letter and OER Depositor Agreement].


    -    There are various licenses within the IR (institutional repository). However the use of Creative
         Commons licenses where UAL own the copyright has been approved. Those who already
         have work within the IR and are the owners of the copyright have been sent a deposit license.
         (UAL)

    -    UCA up till this point relies on its Commercialisation of Intellectual Property policy to cover all
         copyright issues. http://www.ucreative.ac.uk/index.cfm?articleid=25445 (UCA)


UAL have developed a Take Down Policy designed for application to the UAL Online Repository:
http://ualresearchonline.arts.ac.uk/ualdocs/IRAG_Take_down_policy270409.htm




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There was some concern over the appropriateness of a derivation license in certain situations for art,
design and media materials:

    -    For some OER items, though, we will stick to the ND (non-derivative) type of license:
         mainly these will be works of art that are classed as educational resources rather than
         research items.

         For example, we have arranged to take a collection called 'Tell us about it', which consists
         of the responses of high-achieving students from non-university backgrounds to their
         journeys and learning experiences at UAL. Most of their responses turned out (perhaps
         unsurprisingly) to be in the form of artworks. This is a very cool educational collection,
         with items as diverse as board games, mouse pads, oil paintings, handmade artists’
         books, collage and sculpture. It is meant to teach the teachers, in a way, and we really
         want it online, but we have to prohibit alterations and transformations of original works
         of art, unless the creator specifically permits the work to be modified.

         Stephanie Meece, Institutional Project Leader University of the Arts London


UoC have been able to report that the ADM-OER Project has flagged ambiguity with ownership of
work produced by both staff and students to affected change within the institution’s policies and
procedures:

        Work derived from scholarly activities undertaken by academic staff is the intellectual
        property of the author. However, copyright of materials produced as curriculum design
        and development, including e-learning, resides with the University. This position is
        articulated clearly in staff contracts. In regard to student work the same conditions
        apply, with students and staff treated equally by the policy.

        Issues raised by the project are now being considered and taken forward within the
        University, including:

    -    Amendments to UoC IPR policy to include reference to OERs
    -    Ways of securing agreement from UoC to publish materials under a Creative Commons
         license (Attribution Non-Commercial Share Alike)
    -    Making employment contracts transparent about UoC commitment to, and potentially
         publishing materials as, OERs.

        (See Attached Appendix - University of Cumbria: CCL and IPR Briefing Document)


2.2 Staff

The copyright and intellectual property information and guidance made publically available by the
partner institutions and outlined in the Copyright, Intellectual Property and Licensing: Institutional
Report (see appendix) provided key outcomes regarding the creation of resources by both staff and
students and their exploitation:

    -    The three partner institutions have clear copyright and IP policies in place and general
         documentation available through the university websites. The key issue to be addressed with


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         regard to the production and use of OERs is ownership. The creation of teaching-learning
         materials for use in HE programmes does not differ from other resources, teaching or
         research, created by staff.

    -    The University will normally own the Intellectual Property Rights (IP) emanating from all
         work produced by you in the course of your normal duties whilst you are employed as a
         member of academic staff, a technician or a member of support staff. (UAL)
         http://intranet.arts.ac.uk/intellectual-property/

It must be noted that there was a certain ambiguity regarding ownership of resources:

        Although this document states that any IP generated by staff through the course of
        employment belongs to the institution, it makes a notable exception for ‘scholarly works
        undertaken for academic and non-commercial purposes’ (Commercialisation of
        Intellectual Property (UCA): http://www.ucreative.ac.uk/index.cfm?articleid=25445)

        In terms of potential OERs, this document requires clarification as to whether Power
        Points and Word documents used in teaching and learning activities constitute ‘scholarly
        works’ and whether they are therefore the property of the institution.
        (Tony Reeves - Institutional Project Leade,r UCA)


2.3 Students

Students retain the IP rights to the work they produce. However, they are considered as operating
under the same conditions as staff terms of employment.

    -    Although generally students retain the IP rights to their work at university certain institutions
         regard the terms of studying as equivalent to those of staff employment.(UoC)
         http://www.cumbria.ac.uk/ResearchAndEnterprise/ResearchatUOC/FormsandPolicy.aspx

    -    This Policy is incorporated into all employees' contracts of employment and any legal
         relationship between the University and its students. (UoC)
         http://www.cumbria.ac.uk/ResearchAndEnterprise/ResearchatUOC/FormsandPolicy.aspx
    -
Intellectual property rights originating from a student whilst at the University will normally belong to
the student. (UAL) http://intranet.arts.ac.uk/intellectual-property/


2.4 Commercialisation

The commercial exploitation of resources produced is regarded as a being within the rights of the
institution but it is also considered as negotiable with staff.

    -    Institutions retain the rights to exploit any commercial potential of outputs created through
         the university. Student-staff collaborations may be considered in the context of these
         outputs.(UoC)
         http://www.cumbria.ac.uk/ResearchAndEnterprise/ResearchatUOC/FormsandPolicy.aspx




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    -    When IP is exploited commercially, the University is committed to sharing the benefits of that
         exploitation with the staff concerned. (UoC)
         http://www.cumbria.ac.uk/ResearchAndEnterprise/ResearchatUOC/FormsandPolicy.aspx

    -    UCA currently has a draft IPR policy for the IR. The university also has a Commercialisation of
         Intellectual Property policy and this is being reviewed to assess whether it contains sufficient
         provision for open-access materials. http://www.ucreative.ac.uk/index.cfm?articleid=25445


2.5 Third Party Content

Third party content is a key concern in the creation of OERs, art, design and media materials
potentially offer a high risk of material containing images whose copyright ownership had not been
determined or approved by the original author.

The resources identified for use in the ADM-OER Project have been collated with the intention of
minimising such risks. However, a number of strategies have been implemented by partner
institutions:

        The large quantity of third party images contained in the PowerPoint presentations
        posed significant problems in terms of copyright, and with this in mind a single
        PowerPoint was chosen to provide a case study in clearing existing resources for release
        as OERs.

        (Tony Reeves- Institutional Project Leader, UCA – resource awaiting clearance)

        A single lecture was therefore chosen to provide a case study, the intention being to
        highlight potential difficulties in making all the resources openly available and to give
        some indication as to the projected amount of time that would be required to clear all
        the materials on the site.

        (Tony Reeves- Institutional Project Leader, UCA – resource awaiting clearance)


Other strategies were suggested:

        With regard to a large quantity of printmaking slides - etchings, lithographs and other
        works that evidenced specific printmaking processes. To achieve this, the project
        employed a freelance photographer to sort, catalogue and digitise the materials with
        the intention that as many as possible would be made available as OERs.

        (Tony Reeves- Institutional Project Leader, UCA)

A clear take down policy for the websites housing open-content materials is fundamental. UAL have
developed an appropriate policy document to minimise third-party issues (UAL Take Down Policy:
Project Webpage)

Nevertheless a number of materials in the process of being uploaded as project OERs are still
awaiting clearance and the process recorded for further guidance.



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Focus Group and Project Survey responses provided important context for some of the issues
identified and the comments give an appropriate framework addressing long-term strategies for
developing sustainable OER policies.

The difficulty for many staff was converting existing teaching-learning materials, used in classroom
contexts without IP and copyright concerns, into ones, which could be accessed and used effectively
in the public domain. It was believed much easier to create new resources than it is to deal with
existing material. This provided difficulties with regard to cost and time required for the digitization
of three-dimensional learning objects:

    -    It’s much easier to create new resources than it is to deal with existing material. [Focus
         Group participant]

    -    I just replace photographs with my own…I have a huge library…or I draw or illustrate my own
         workshops. [Focus Group participant]

    -    I just send them an email saying “can I use that?”. [Focus Group participant]

Some respondents acknowledged that art, design and media subjects may lend themselves to a
more understanding approach to the use of copyright material:

    -    There might be disciplinary differences in attitude to copyright…the culture of film may be
         more open to a clip from LA Confidential being there. [Focus Group participant]

However a number of staff believed that copyright issues didn’t make them circumspect with regard
to the production and use of OERs.

    -    Third Party content is frequently the object of study. [Focus Group participant]

    -    OERs exposed to all, not just operating in a secure blackboard environment. [Focus Group
         participant]

    -    There is a fear of going forward at all. [Focus Group participant]

    -    You are responsible if you download anything…it’s £ 8,000 now. [Focus Group participant]

    -    You should be reporting that to You Tube not sending students to look at it. [Focus Group
         participant]


2.6 Institutional Support

The project partners suggest that continued and consistent institutional support is required to
maintain repositories and resource development:

        The team has also identified the significance of needing substantial support from within
        existing University professional support services to maintain the Moodle installation on
        which the open repository is based.

        (Simon Allen, Project support, UoC)


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In discussion the staff felt greater dialogue between themselves, the institutions, IT departments
could help resolve some of these issues. Concerns over control and content appear to create
tensions. One focus group participant, who maintained a professional practice, articulated the view
that institutional support would alleviate potential cost incurred.

    -    We have en external site, which we use as teaching and learning for students…it’s external to
         the university due to institutional problems… [Focus Group participant]

    -    I have always made my resources available via a website (no longer functioning due to
         personal financial cost - I tried in the past to get the college to help but to no avail by my
         employing institution I am more likely in the future need to look at such resources generating
         an income stream even if a small one. [Focus Group participant]

    -    Use of open sources software…mistrust from IT department…anyone can download and
         use…rich or poor…we use open access resources…I admit I have the magic
         passwords…another institution might not let this happen. [Focus Group participant]

In the project partner reports it was suggested that academic staff might be more inclined to share
their teaching materials with the sector if they could hand them over to an internal team of
copyright experts for preparation as OERs.


2.7 Fractional Teaching Staff

HESA figures indicate that considerable numbers of Art and Design, and Media Studies, teaching
staff are employed on part-time contracts. In 2006/7 the staff figures by cost centre (Media Studies
30, Creative Design and Art 33) showed Media Studies 26% and Creative Design and Art 40% of staff
were in Part-Time, Part-Time (term only) and Atypical modes of employment. (Appendix: ADM-OER
Project - Staff Employment by Cost Centre: Project Webpage)

All the partner institutions had clear IP guidelines and policies in place, which indicated staff terms of
employment made no distinction between full-time and part-time positions. Resources produced
were classified as work undertaken as part of a teaching role with IP owned by the institution.

A number of participants believed there should be some understanding by management of the role
played by fractional staff. It was difficult to compartmentalize creative production and teaching and
this should be acknowledged.

Staff who maintained links to professional practice saw advantages in having visibility through
institutional repositories. Their teaching work was regarded as essential and did not see conflict with
their professional status and commercial potential.

    -    The university has to recognize these part-time staff. [Focus Group participant]

    -    I’m associate and only paid 10 hours per week … everything I do outside is unpaid … other
         members of staff would not want their work to associated with university because there is
         not a reciprocal relationship … many of us teach across institutions. [Focus Group
         participant]


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    -    Maybe if ONLY taught at one university then I would feel more comfortable about sharing my
         material. [Focus Group participant]

    -    Need to acknowledge fear of fractional staff – that of losing their teaching role by handing
         over resources for OERs. [Focus Group participant]

    -    I am a fractional staff member and happy to allow a free licence...I thrive on the idea that a
         piece of work of mine can be disseminated and become something else...I’m all for
         education. [Focus Group participant]

    -    A lot of practitioners depend on their commercial outputs … using their creativity to make
         art. [Focus Group participant]

    -    If you are in a partnership arrangement with a commercial body then you have more than
         one point of view to consider...outside of education they would expect to get money out of it.
         [Focus Group participant]


The project partner reports also suggested potential benefits to fractional staff of OERs:

        A large percentage of staff at UCA are sessional, and many juggle a teaching post with
        self-employed activities in the Art and Design sector. Creating new teaching and learning
        activities for students takes time, and it was believed that having access to a bank of
        resources would ease the burden on staff to constantly think of new ideas by providing
        ‘off-the-shelf’ lessons and activities. (UCA)

2.8 Time and Cost

The project partners reported that time and cost were concerns that need further investigation,
particularly as many had full workloads.

        Lecturers found it difficult to dedicate time to the project, and this resulted in the project team
        taking responsibility for the digitisation and preparation of materials to make them ‘open
        ready’.
        (Simon Allen, Project support, UoC)

Each of the focus groups expressed the view that, although happy to create OERs, they felt that with
a full workload the processes involved were prohibitive. Institutional support in this was believed to
be essential but staff understood the difficulties in a very tight HE funding climate. This in turn could
add additional tension for teaching staff.


    -    How do you get the free resources digitized? [Focus Group participant]

    -    Where do we find the time to digitize and upload? [Focus Group participant]

    -    We’re being told we have to go out and get external funding. [Focus Group participant]



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Date: 16 May 2010




    -    As HE shrinking – budgets etc. OER creates tension for teaching staff. [Focus Group
         participant]

    -    Fear amongst members of staff that academics becoming redundant by making resources
         available online. Understanding that this is a cultural change and there is need for clarity on
         institutional attitude to academics. [Focus Group participant]


     3. To use the reporting template in order to illustrate effective and sustainable policies,
        practices and procedures which will help establish a model of shared practice to enable
        the further release of a wide range of educational materials.


It is apparent that partner institutions, had gained considerable experience in developing policies
suited to research outputs for global access – through the Kultur project in particular - and in making
resources available through closed, institutional repositories. The challenge was to build upon these
policies, practices and online facilities in order to put in place an infrastructure to support the long-
term release of teaching-learning materials for global access, use and repurpose.

The partners’ investigations on copyright, IPR and licensing were undertaken to assess whether they
offer sufficient clarity for the long-term development of OERs. The partners’ reports have, amongst
other things, identified the need for developing clear policies in the use of student work and the
value of including OER production in the terms of employment for future staff members. (University
of Cumbria have already indicated that the ADM-OER project has been a catalyst for the provision of
OER production and licensing in future staff terms of employment).

3.1 Policies and Procedures

The project partners reported:

    -    There are no specific reward strategies in place as there is an expectation that staff should
         produce the work as part of their roles. UAL note that, ”they will be measured on their
         contribution to the REF in their annual appraisals”.

    -    UoC report that there are several programmes for reward and recognition within the
         institution. CDLT operate Learning and Teaching Project funding for innovative
         developments. These require a formal research approach and demands are made on staff to
         feed back findings to other University staff.

    -    As with budget considerations the time provision for the creation/digitization/uploading of
         resources is expected to be part of the normal preparation time of teaching practice.

    -    Both UAL and UCA, in appointing Institutional Repository Managers and Administrator, have
         been able to consolidate the IR for the near future within their institutions. The repositories
         will be maintained and UAL indicate that it is part of stated policy that if the IR were to close
         measures would be take to ensure that any material within the IR would, where possible, be
         housed elsewhere.




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Date: 16 May 2010



    -    With the copyright belonging to the University, the need for clearance letters from staff
         for the release of the resources is not strictly required although we are looking into a
         rewording of the IPR policy and employment contracts to make it explicit that and
         resources created for teaching and learning purposes may be released as OERs. As a
         matter or courtesy we have sought and received the initial verbal agreements of the staff
         taking part in this project for their resources to be released as OERs.

         (Stephen Wheeler, Institutional Project Leader University of Cumbria)

UAL reported that they:

    -    Have not made any changes to our policies. Participating in the project has made us
         aware of the kinds of changes we may need to make, and we have taken note of
         Cumbria’s changes to staff terms of employment as something we may choose to do as
         well.

         (Stephanie Meece, Institutional Project Leader University of the Arts London)

3.2 Institutional Support

Since the commencement of the project UCA report a number of strategic and policy changes are
being implemented:


    -    The institution is investigating issues of Quality Assurance and considering appointing a
         ‘gatekeeper’ for the repository. The responsibilities of this post would include verifying the
         academic quality and rigour of research methods and ensuring that resources do not present
         any copyright implications.

    -    The institution has also recently appointed a Repository Manager to oversee the continued
         promotion and development of UCA Research Online.

    -    Learning and Teaching are actively promoting their VLE to staff by producing introductory
         guides and developing video case studies of good practice within the institution.

    -    UCA’s OER project has employed a copyright specialist who has formerly worked for the
         Visual Arts Data Service (VADS) and on the Kultur project in order to create a standard
         clearance letter for OERs.

    -    UCA Sessional staff attend meetings of their course team, and the Learning Technologists are
         increasingly attending these meetings to promote use of the VLE and answer any questions
         that staff may have. Sessional staff are also paid to attend staff development days at which
         the Learning Technologists promote use of the VLE and give sessions on good practice within
         the institution.

The responses from the participants in the focus groups and the comments from the online project
survey gave valuable feedback on strategies to encourage and support the continued release of
OERs.




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Contact: Stephen Mallinder (Project Manager) s.w.mallinder@brighton.ac.uk
Date: 16 May 2010



3.4 Praise and Rewards

Participants in the focus groups were, on balance, very supportive of the value of OERs and did not
seem overly concerned about any additional incentives with regard to their production. They were
seen as an integral part of the teaching role with benefits to both staff and institution.

It was emphasised by teaching staff that institutional support, specifically with regard to the time
and cost of production was essential.

    -    Incentives … there is kudos for the team. [Focus Group participant]

    -    We don’t reward academics for creating lecture notes…it’s part of their job. [Focus Group
         participant]

    -    The reward might be that prospective students want to come there…you suddenly become
         200 (student enrolments) per year. [Focus Group participant]

    -    The potential is raising the game. [Online response]

    -    If I know that colleagues in the same field have put resources online then I can just check out
         what others are doing. [Focus Group participant]

    -    We want to enhance our practice…and reinforce good practice…looking at other peoples’
         work…the resources you are creating are of value. [Focus Group participant]

    -    It’s made here. [Focus Group participant in regard to institutional identity afforded by OERs]

    -    OERs good for reputation of the institution. [Focus Group participant]

    -    The institutional uniqueness is important. [Online response]

3.5 Production and Use of OERs

Staff responses clearly felt that creating and sharing materials was an intrinsic part of art and design
teaching and that they were always conscious of producing for an audience.

    -    Our subject area always puts things online because we produce work for an audience, we’re
         used to it. [Focus Group participant]

    -    The default mechanism is to share...because that’s what we do. [Focus Group participant]

    -    In arts, design and media subjects re-invention is important … part of the process. [Focus
         Group participant]

    -    Academics create all their stuff digitally anyway -an electronic filing cabinet. It’s about
         creating a culture where I’ve made this stuff, I’ll put it there… [Focus Group participant]


There was a general consensus in the discussions that suggested staff were more comfortable
commenting on the creation, rather than use of materials. Many felt personal pedagogic practices


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Version: Final Report
Contact: Stephen Mallinder (Project Manager) s.w.mallinder@brighton.ac.uk
Date: 16 May 2010



and institutional identity were important when considering OERs. However it must be taken into
consideration that art and design is embedded in creative processes. Much of the discussion with
teaching staff centred on the issues surrounding the creation of OERs within an institutional and
employment context.

    -    As staff you want to create your own thing…issues of authorship and ownership…who’s
         made it and what’s it for? [Focus Group participant]

    -    They relate strongly to my teaching style and I can't really see how they would help anyone
         else. [Focus Group participant]

    -    People are willing to give it but not use other peoples. [Focus Group participant]


     4. To disseminate effective and sustainable policies, practices and procedures for use by
        other art, design and media higher education departments and institutions.

The Subject Centre network was used to disseminate aims, progress and the final findings of the
project. The Subject Centre reference groups, website, blog, regular news bulletins and mailouts,
together with Networks publication have been important mechanisms for the distribution of project
news, progress reports and initiatives. A series of additional papers have been produced to help
wider project objectives and findings. An ADM-OER article is to be published by the Arts Libraries
Journal. The paper, written by Stephen Mallinder (Project Manager) and Debbie Flint (Internal
Consultant), draws upon the initial findings of the survey and focus groups and is attached to the
report as an appendix. (See appendix: Mallinder, S. and Flint, D. Sharing Higher Education Learning
and Teaching Resources in Art, Design and Media, (ARLIS Vol. 35 PDF))

The project partners are utilising the period to the end of the academic year, July 2010 to continue
collating and evaluating resources. These will continue to be disseminated throughout the partner
institutions. The ADM-HEA Subject Centre will continue to support the partners and disseminate
finding and resource information through its network.

CHEAD and VADS, as project advisors will help disseminate the project reports, resources and
findings through their collective networks.

UCA is continuing to promote its institutional repository, called UCA Research Online, at the
Research Conference on Friday 23rd April (Wellcome Centre, London).

UoC have reported that they will continue to progress the project’s aims and are dedicated to
supporting the sustainable release of OERs with the objective of providing wider community
understandings:


        University of Cumbria will also publish an evaluative journey report celebrating the road
        travelled during the project … it will use the additional data captured through the
        workshops as well as progress on changes in institutional policy.
        (Simon Allen, Project Support)




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Key conferences have been identified to further disseminate project outcomes: Technology
Supported Learning in the 21st Century: Issues and Paradigms in Transformative Tertiary Education,
Staffordshire University, June 7th 2010 and Empowering Students and Staff, University of Cumbria,
June 24th 2010

     5. To build a collection of quality-assured higher education level open-content materials for
        art, design and media through accessible subject-discipline, and Jorum Open, portals.

Despite staffing and timing issues, the project partners have continued to build momentum in
identifying, licensing and depositing resources in institutional repositories and Jorum Open (see
appendices).

Note: As a response to the difficulties the University for the Creative Arts experienced in positioning
staff at the beginning of the project they have expressed their intention to continue the project (for
3-5 months) after the completion date in order to maximize the number of resources for the
institutional repository and Jorum Open.



Conclusions


The project’s aim has been to differentiate between the common OER requirements, processes and
concerns – IPR, copyright, metadata, repository decisions – and what constitute subject-specific
parameters – ownership of creative production, digitization of 3D objects, third-party content
required for art and design teaching materials, fractional staff who maintain professional practice
and localised art and design processes.

The project team detected a growing awareness of open-content learning and OERs during the
duration of the project. Subject community responses to the survey and the offer of focus groups
indicated a desire to discuss perceptions.

Through the progress of the project discussions with staff made it apparent that there was a growing
awareness and support for open educational resources and that there was evidence to suggest
significant cultural change was underway at a departmental and institutional level. The report has
aimed to capture this shift and the subsequent documents produced by the institutions, included as
appendices, indicate policies and practices are evolving in support of this change.

The partner institutions clearly saw the value of OERs to showcase their institutions and within
departments key issues were being addressed outside the ADM-OER Project – University of the Arts
London have been hosting a number of events that have sought links with the project and
encouraged dialogue with open source education in art an, design and media12 All the project
partners were able to allude to a cultural shift that, although detected barriers at an institutional
level, also saw encouraging opportunities. The experience of University Arts London at the
institution’s Teaching and Learning Day reported considerable staff support and the University of

12
  Own It: Intellectual Property Advice for Creative Enterprises (http://www.own-it.org/) a teaching and
advice conference 8 & 9 March 2010 and Futurising – a creative opportunities festival 29-30 June
2010 (http://www.futurising.org/)


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Date: 16 May 2010



Cumbria reported a growing understanding of OERs and the value of online materials throughout the
Faculty of Arts.

Although the three partner institutions adopted different approaches to establishing repositories,
and have observed different experiences. The University of Cumbria reported “although It was
envisaged that installing Moodle would be the biggest problem…it became the easiest part of the
project.” This could be significant in encouraging other art, design and media departments to
develop their own facilities. As detailed in the Executive Summary, the ADM-OER Project, although
subject-based, intentionally built upon earlier repository and e-learning projects undertaken by the
project partners at an institutional level.

The project was also built upon the belief that to help support a community of practice in art, design
and media such processes were most effectively embedded at an institutional level, where
universities themselves could invest in the development of OERs. It was felt that institutions could
provide the most identifiable and sustainable repositories. Similarly, staff key engagements, and
employment contracts, were negotiated at an institutional level and as a result policies and
procedures were positioned in an institutional context.

Each of the project partners have expressed their aim of continuing to identify and upload materials,
evaluate the project outcomes and disseminate findings beyond the pilot period. The project has
highlighted the value to staff and institutions of accessible and reusable learning objects. It is also
recognition of the need for higher education to keep in step with developments in online cultures.


Implications


It was apparent through the project research that, although the development and release of
educational resources for open access represented a significant change in higher education, the
subject community had long-established cultures of sharing. Pedagogic practices, as well as the
sharing of information, experiences and resources, although informal, form part of teaching. What
was evident during the project’s progress was the need to develop clear understandings and use of
terminology with regard to OERs in order to find common ground amongst teaching staff.

The project’s processes sought to engage both institutions and the subject community in finding
effective ways to embed sustainable procedures and policies. It is evident that both ‘top down’
institutional support and ‘bottom up’ wider academic understandings are key to progressing OER
programmes. The value to institutions of accessible and good quality openly accessible materials in a
global HE environment needs to be clearly articulated in order to maximise senior management
support. Similarly academics who wish to either develop a portfolio of materials, or a pedagogic
legacy, should be encouraged to see OERs as providing an appropriate mechanism.

Discussions with teaching staff would suggest that there was a need to understand the audience and
that there was distinction between the of producing and using of OERs. A number of teaching staff
often appeared more comfortable producing rather than using the resources. The themes of
institutional and individual identity were common in discussions with academic staff, and these are
valuable in promoting the creation of resources, but point to a need for a greater understanding of
‘audience' for OERS.




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Date: 16 May 2010



A key consideration for art and design subjects is the development of ‘new’ purpose-designed OERs,
as opposed to uploading learning objects – slides, texts, reading lists for example. Discussion with
teaching staff in the partner institutions pointed to the cost and time required to digitize and upload
complex learning objects and potential problems faced with capturing detail in certain art and design
artefacts.

OERs present the key issue of whether it is preferable to create new purpose-designed teaching-
learning materials which allows academics and institutions to resolve copyright or third-party
concerns during the process, or to digitize and upload teaching-learning materials which have been
used in classroom contexts and have inherent copyright or third-party concerns which become
problematic with regard to open access and repurpose.

Staff in discussion noted how art, design and media, perhaps even more than any other subjects,
require students to engage with changing contexts. Media subjects specifically are effectively
responding to and reflecting an ongoing and fast-changing media culture. Teaching resources may
be acquired spontaneously in order for those resources to have currency and relevance. A number of
art, design and media programmes are required to address rapidly changing technologies and
professional practices – graphic design, animation, games technologies, online journalism for
example are required to address an evolving creative industries sector.

Art, design and media, more than many subjects, can have potential issues with third-party content.
Such content can frequently be the ‘subject of study’, which may prove problematic with the release
of certain teaching materials for global access and use. In a number of discussions with teaching staff
it was proposed that a more systematic approach to clearing embedded content and third-party
issues could perhaps be put into place. This was referred to as a ‘central clearance’ facility that
would encourage staff to create OERs with the knowledge that copyright issues could be dealt with
through an institutional, or independent HE agency.

From an institutional perspective, staff appeared to be anxious about an insecure funding climate for
higher education and as a result there appears to be a certain scepticism of institutional motives
amongst some staff. Staff felt it may be difficult to keep pace with the requirements of an online
ecology. Institutional practices are embedded and there may be a reluctance to look outside.
However OERs also offered value in retaining the resources created for course that may be
threatened on the short-term:

      At this time of cutbacks, the University is expected to reduce the number of courses it provides,
      so OERs and Moodle could provide a home for those courses – preserving skills and enabling
      their re-establishment as taught courses in the future.

      Stephen Wheeler, Institutional Project Leader

Art, design and media subjects have a high percentage of fractional staff, which has been a topic of
discussion in the subject community.13




13
     See ADM-OER Project - Staff Employment by Cost Centre: Project Webpage


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Date: 16 May 2010



Recommendations

       There was some difficulty in getting dedicated time from academics, and there was a
       subsequent need to spend this time in dialogue that assisted the redevelopment of
       existing materials whilst reassuring them of their intellectual property rights.
       (Simon Allen, Project Support, UoC)

Institutional support would appear to be fundamental in supporting the creation of OERs by
clarifying and embedding policies and practices. A consideration of the time and cost of OER creation
would be a first step in addressing academic needs.

In discussion with teaching staff the role of learning technologists and IT support was identified as
key to progressing OER policies and practices.

Institutional value needs to be addressed in order to garner senior management support – branding,
market models, sustaining course materials through time – may be core themes that could be
promoted.

In a number of discussions with teaching staff it was proposed that a more systematic approach to
clearing embedded content and third-party issues could perhaps be put into place. This was referred
to as a ‘central clearance’ facility that would encourage staff to create OERs with the knowledge that
copyright issues could be dealt with through an institutional, or independent HE agency.

The creation of a ‘stock’ of OERs would appear to be a valuable strategy in attending to issues of
creation and supply, however there is a need to identify the OER ‘audience’ in order to develop
appropriate materials. This is important for art, design and media subjects who will not perhaps have
the immediate and practical applications of science materials in a global HE market.

The need to identify audiences for art, design and media subjects may be achieved through
identifying series of niche areas that could be incorporated into subsequent OER programmes.
Dialogue should be encouraged between HE and professional practice, industry, fractional staff, FE
staff working in association with HE institutions could provide a two way creation and use
mechanism

The ADM-OER Project and now offers a series of strategies and processes which can be built upon to
help develop future resource creation and identify potential audience.




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Contact: Stephen Mallinder (Project Manager) s.w.mallinder@brighton.ac.uk
Date: 16 May 2010



References

McGill, L. Currier, S. Duncan, C. Douglas, P. Good intentions: improving the evidence base in support
of sharing learning materials (Dec.2008) http://ie-repository.jisc.ac.uk/265/

Own It: Intellectual Property Advice for Creative Enterprises (http://www.own-it.org/) a teaching and
advice conference 8 & 9 March 2010 and Futurising – a creative opportunities festival 29-30 June
2010 (http://www.futurising.org/)


University of the Arts London

        Intellectual Property Right (IPR): Policy and Guidelines Document
         http://intranet.arts.ac.uk/intellectual-property/
        UAL Research Governance Policy
         http://www.arts.ac.uk/research/304.htm

University for the Creative Arts

        Copyright Guidance Webpage: http://www.ucreative.ac.uk/index.cfm?articleid=12384.
        Commercialisation of Intellectual Property:
         http://www.ucreative.ac.uk/index.cfm?articleid=25445
        Copyright Guidelines Policy – made available to project
        Intellectual Property Guidelines: http://www.ucreative.ac.uk/index.cfm?articleid=11453

Kultur Project Documents - Available online: http://kultur.eprints.org/documents.htm

        Fair Dealing in an Art Institution
        Diligence and Proposed Intellectual Property Guidelines
        Copyright Factsheet
        Intellectual Property Decision Making Flowchart
        Intellectual Property Scenarios (5 PDFs)


University of Cumbria

        Policy on Intellectual Property Rights (2008)
         http://www.cumbria.ac.uk/ResearchAndEnterprise/ResearchatUOC/FormsandPolicy.aspx
        Intellectual Property Rights Guidance and Procedures: Notes and Guidance (2009)
         http://www.cumbria.ac.uk/ResearchAndEnterprise/ResearchatUOC/FormsandPolicy.aspx


Creative Commons: http://creativecommons.org/
Jorum Open: http://www.jorum.ac.uk/
Orphan Works: http://orphanworks.ssl.co.uk/
Intellectual Property Office: http://www.ipo.gov.uk




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Date: 16 May 2010



Appendices

Appendix 1. University of the Arts London – Available Resources through institutional repository

Ekblom, Paul <http://ualresearchonline.arts.ac.uk/view/creators/Ekblom=3APaul=3A=3A.html>
 (2008) Design For The Future. <http://ualresearchonline.arts.ac.uk/694/> [Teaching Resource]
[Creative Arts and Design > Design studies
<http://ualresearchonline.arts.ac.uk/view/subjects/W200.html> ] (Unpublished)

Davis-Bonnick, Claudette <http://ualresearchonline.arts.ac.uk/view/creators/Davis-
Bonnick=3AClaudette=3A=3A.html> (2007) Making A Difference 'Tell Me Again' Core Skills DVD.
<http://ualresearchonline.arts.ac.uk/117/> [Teaching Resource] [Creative Arts and Design >
Dressmaking <http://ualresearchonline.arts.ac.uk/view/subjects/W712.html> ] (Unpublished)


Sims, David <http://ualresearchonline.arts.ac.uk/view/creators/Sims=3ADavid=3A=3A.html> (2000)
Bookbinding. <http://ualresearchonline.arts.ac.uk/130/> [Teaching Resource] [Creative Arts and
Design > Bookbinding <http://ualresearchonline.arts.ac.uk/view/subjects/W781.html> ]


Sims, David <http://ualresearchonline.arts.ac.uk/view/creators/Sims=3ADavid=3A=3A.html> (2000)
Dreamweaver tutorial. <http://ualresearchonline.arts.ac.uk/131/> [Teaching Resource] [Creative
Arts and Design > Multimedia Design
<http://ualresearchonline.arts.ac.uk/view/subjects/W212.html> ]


Sims, David <http://ualresearchonline.arts.ac.uk/view/creators/Sims=3ADavid=3A=3A.html> (2000)
Flash motion tween along a guide path. <http://ualresearchonline.arts.ac.uk/132/> [Teaching
Resource] [Creative Arts and Design > Multimedia Design
<http://ualresearchonline.arts.ac.uk/view/subjects/W212.html> ]


Resources in Jorum Open

1. The resources agreed for the ADM-OER project

Resource                    Status          Notes
Claudette Davis-            LINKED TO       Link is to files held in UAL Research Online.
Bonnick : Making a          IN JORUM
difference: tell me         OPEN
again. An instructional
dvd, illustrating
various garment
construction
techniques.
David Sims :                LINKED TO       Link is to files held in UAL Research Online.
Bookbinding – Series        IN JORUM
of instructional videos     OPEN
for bookbinding. Video
was created for
students on the FDA


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Contact: Stephen Mallinder (Project Manager) s.w.mallinder@brighton.ac.uk
Date: 16 May 2010



design course.
Chris Follows : Process     LINKED TO       Link is to the active website, which itself contains many teaching
Arts website – A            IN JORUM        items.
website that details        OPEN
through video, images
and text different
aspects of practice
based arts. The idea is
to record and
disseminate certain
specialist processes
within the arts.
Terry Finegan & Diana       LINKED TO       Archived website is held in UAL Research Online, to which the Jorum
Aronstam – Visual           IN JORUM        Open link points.
Directions Online           OPEN
learning resource to
support development
of reflective writing
and effective use of
sketchbooks. Both
staff and students
were involved in the
development of the
resource, a
multimedia website
containing text,
images, sound and
video which can be
used in teaching
contexts or
independently by
students.
Claire Swift : Visual       NOT             It was decided to hold this resource in Blackboard so that it is only
Research Online tool        RECEIVED        accessible to current students.
for womenswear
students – A collection
of sites alongside
documentation and
exercises to facilitate
online research for
students studying
womenswear. This will
be integrated within
UAL’s VLE Blackboard.
This project is nearing
finish so still awaiting
the material.
Polly Kenny :               NOT             Technical problems caused delays and the anticipated e-learning
Capturing Technical         RECEIVED        resources were not created by the project’s end. Development
Processes – Using                           continues, however, and we expect some progress by June 2010.
camtasia this video                         See http://www.arts.ac.uk/docs/Polly_Kenny_Fellowship_Report.pdf
resource will illustrate
different technical
procedures and



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Contact: Stephen Mallinder (Project Manager) s.w.mallinder@brighton.ac.uk
Date: 16 May 2010



processes in order to
facilitate independent
learning.
David Bracegirdle : just    NOT             SMeece contacted him 07April2010 to enquire if he is still interested
contacted this              RECEIVED        and if he has anything for Jorum Open.
academic, who
volunteered his work.
He produces learning
support materials for
students, am yet to
discover more details.

2. New Resources

ADDITIONAL UAL MATERIAL IN JORUM OPEN
· Practical guide for installation of art exhibitions
Smithson, Pete
· Design for the future
Ekblom, Paul
· Dreamweaver tutorial
Sims, David
· Flash motion tween along a guide path
Sims, David



POTENTIAL NEW CONTRIBUTORS
Angela Drisdale-Gordon & Sandra Gittens: The Enslaved’ Project.             SMeece contacted 07 April 2010
This was an evaluative research project into student success on the
Enslaved project - a Widening Participation Unit and Tate Britain
funded project which involved producing a fashion show on the
theme of slavery at the Tate Gallery. Resource: DVD on Enslaved
fashion show, DVD evaluations of the project.
Tessa Holmes : Re-View. This provides a selection of ’bite-size’ visual     SMeece contacted 07 April 2010
tutorials showing the technical stages of traditional printmaking
techniques. These short tutorials offer clear visual instructions for
each stage of a specific printing process (screen-printing, collograph,
solar plate). Resource: Podcasts demonstrating printing preparation
and processes.
David Sims: he has more tutorials on his personal site, some of which       To Do: watch the tutorials and ask him
will be suitable for JorumOpen.                                             for permission to upload the
                                                                            appropriate ones.

Appendix 2. University for the Creative Arts – Resources available/currently under negotiation


Subject Area        Resource          No. of       No. of       Status                     Rationale for
and Level           Description       discrete     hours                                   unavailable resources
                                      items        learning
                    ‘Cultural            17           200       Accessible through
Architecture
                    Context’                                    Jorum Open:
Undergraduate
                    Series of                                   http://open.jorum.ac.uk:
                    session plans,                              80/xmlui/handle/123456
                    notes and                                   789/2925


                                                                                                                    36
Project Acronym: ADM-OER Project
Version: Final Report
Contact: Stephen Mallinder (Project Manager) s.w.mallinder@brighton.ac.uk
Date: 16 May 2010



                    bibliographies
                    Images              300 +                   Awaiting clearance   The majority of images
Printmaking
                    detailing                                                        consist of UCA students’
Undergraduate
                    printmaking                                                      over the last 20 years.
                    processes
                    ‘Contextual           30          200       Awaiting clearance   The images contained in
Graphic Design,
                    Studies’                                                         these resources range
New Media
                    Series of                                                        from famous paintings to
Undergraduate
                    lectures                                                         leaflets and pamphlets,
                    containing                                                       and a significant
                    text and                                                         proportion of the textual
                    images                                                           content has been
                                                                                     scanned / re-typed from
                                                                                     books. The
                    ‘Kessels               5                    Awaiting clearance   These videos are being
Advertising and
                    Kramer talks’                               Expected May 2010    edited by final year
Brand
                    Series of talks                                                  students and are
Communication
                    on design                                                        expected to be
                                                                                     completed by May 2010.
                    ‘Creative             20          200       Awaiting clearance   Each Powerpoint
Advertising and
                    Thinking and                                                     contains 100 + slides, a
Brand
                    Visualising’                                                     large number of which
Communication
                    Series of 10                                                     display commercial
                    Powerpoints                                                      advertisements and
                    and lecture                                                      other third party images.
                    notes
                    ‘Principles of        22          200       Awaiting clearance   There are a number of
Advertising and
                    Marketing’                                                       third party images
Brand
                    Series of 10                                                     contained in these
Communication
                    Powerpoints                                                      Powerpoints.
Undergraduate
                    and lecture
                    notes
                    ‘Philosophy            4                    Awaiting clearance   The project is awaiting
Architecture
                    of Design’                                                       confirmation from the
and Design
                    Four audio                                                       creator of these
Undergraduate
                    podcasts                                                         podcasts to see whether
                                                                                     they can be included in
                                                                                     the project.
                    Three video            3                    Awaiting clearance   The project is awaiting
Architecture
                    podcasts                                                         confirmation form the
and
                                                                                     creators of these
Modelmaking
                                                                                     podcasts to see whether
Postgraduate
                                                                                     they can be included in
                                                                                     the project.


NOTE: Almost every resource identified contains some third party content which are currently being
addressed


Appendix 3. University of Cumbria - Resources available/currently under negotiation




                                                                                                          37
Project Acronym: ADM-OER Project
Version: Final Report
Contact: Stephen Mallinder (Project Manager) s.w.mallinder@brighton.ac.uk
Date: 16 May 2010



AUTHOR /        RESOURCE             DESCRIPTION                        KEYWORDS     NATURE OF      JORUM OPEN         CUM
SUBJECT         TITLE                                                                RESOURCE       LINK               LINK
Tony            Looking after        Looking after the                  Journalism   SCORM          http://open.joru
Randall         the                  neighbourhood                                   compliant      m.ac.uk:80/xml
                                                                        Newspapers
Journalism      neighbourhood        Write a 250-word profile of
                                                                        Media        package;       ui/handle/1234
                (Introduction to     a local councillor for
                                                                                     Word           56789/3030
                government:          Informer Online (University        Government
                                     of Cumbria student                              Document
                Assignment                                              Cumbria
                brief 1)             publication), complete with
                                     a picture of him/her. The
                                     profile should be of interest
                                     and relevance to a student
                                     audience. The councillor
                                     may serve on Carlisle City
                                     Council or any other
                                     principal local authority.
                                     There does not necessarily
                                     have to be a news angle to
                                     this profile. Assignment 1 of
                                     3 for the Introduction to
                                     Government module.
Tony            On the               On the receiving end               Journalism   SCORM          http://open.joru
Randall         receiving end        Write a 250 word news                           compliant      m.ac.uk:80/xmlui
                                                                        Newspaper
Journalism      (Introduction to     story based on the current                                     /handle/1234567
                                                                        Media        package;
                government:          actions/decisions of any                                       89/3031
                                     local authority. The article       Government   Word
                Assignment
                brief 2)             must tell the story in a way                    Document
                                                                        Cumbria
                                     which makes it easy to
                                     understand. All information
                                     must be correctly sourced.
                                     The story must be balanced,
                                     that is, including a fair range
                                     of views and responses to
                                     the issue involved. The story
                                     must include quotes from at
                                     least one first-hand
                                     interviewee. Assignment 2
                                     of 3 for the Introduction to
                                     Government module.
Tony            Local                Local Government Council           Journalism   SCORM          http://open.joru
Randall         Government           Constitutions Presentation                      compliant      m.ac.uk:80/xmlui
                                                                        Government
Journalism      Council              Presentation slides outlining                                  /handle/1234567
                                                                        Media        package;
                Constitutions        the key features of Local                                      89/3013
                                                                        Cumbria      PowerPoint
                Presentation         Government Council
                                                                                     Presentation
                                     Constitutions. (Associated
                                     resource to the ‘On the
                                     receiving end’ assignment 2
                                     of 3 for the Introduction to
                                     Government module)
Tony            Serving the          Serving the public                 Journalism   SCORM          http://open.joru
Randall         public               A day in the life of a local                    compliant      m.ac.uk:80/xml
                                                                        Newspaper
Journalism      (Introduction to     authority worker. This
                                                                        Media        package;       ui/handle/1234
                government:          article will focus on the
                                                                                     Word           56789/3032


                                                                                                       38
Project Acronym: ADM-OER Project
Version: Final Report
Contact: Stephen Mallinder (Project Manager) s.w.mallinder@brighton.ac.uk
Date: 16 May 2010



                assignment           working day of a person            Government          Document
                brief 3)             employed in the public             Cumbria
                                     sector. This could be anyone
                                     from the PA to the Chief
                                     Executive of the County
                                     Council to a dinner lady at a
                                     local school. The task is to
                                     produce a 300 word story.
                                     This can be reported by you,
                                     or written in the first person
                                     (as in our Remembrance
                                     Sunday pieces), it's your
                                     choice. The story should
                                     offer an insight into the
                                     demands and rewards of the
                                     job the subject does, while
                                     reflecting his or her
                                     perception of the value of
                                     working in the public sector.
                                     Assignment 3 of 3 for the
                                     Introduction to Government
                                     module.
Tony            Interviewing         Getting the most out of an         Journalism          SCORM       http://open.joru
Randall                              interview                                              compliant   m.ac.uk:80/xml
                                                                        Professional
Journalism                           A set of related resources
                                                                        Interviewing        package;    ui/handle/1234
                                     that can be used together as
                                                                                            Word        56789/3006
                                     content for students to            Media
                                     explore the role of                                    Document
                                                                        Cumbria
                                     interviewing as a tool of the
                                     professional journalist’s
                                     trade.
Tony            Qualities of the     Qualities of the                   Journalism          SCORM       http://open.joru
Randall         professional         professional journalist            Professional        compliant   m.ac.uk:80/xml
Journalism      journalist,          Summary lecture notes                                  package;    ui/handle/1234
                lecture notes                                           Journalist skills
                                     exploring the nature of                                Word        56789/3008
                                     journalism as a profession         Media
                                                                                            Document
                                     and some of the qualities          Cumbria
                                     and skills that make a
                                     successful journalist.
Tony            Newspapers           Newspapers                         Journalism          SCORM       http://open.joru
Randall                              A series of resources and          Newspapers          compliant   m.ac.uk:80/xml
Journalism                           connected activities delving                           package;    ui/handle/1234
                                                                        Reporting
                                     into the topic of newspaper                            Word        56789/3029
                                     journalism. Includes the           Media
                                                                                            Document
                                     ‘virtual newsstand’, an            Cumbria
                                     exercise in understanding
                                     the diverse nature of some
                                     of Britain’s many newspaper
                                     publications; ‘Maddie and
                                     the Media’ which explores
                                     the extent to which a single
                                     newspaper article can
                                     create ripples throughout



                                                                                                           39
Project Acronym: ADM-OER Project
Version: Final Report
Contact: Stephen Mallinder (Project Manager) s.w.mallinder@brighton.ac.uk
Date: 16 May 2010



Tony            Remembrance          Remembrance Sunday                 Journalism      SCORM       http://open.joru
Randall         Sunday               A collaborative group              Practical       compliant   m.ac.uk:80/xml
Journalism      (Practical           assignment brief requiring         journalism      package;    ui/handle/1234
                Journalism:          the authorship of a series of                      Word        56789/3003
                                                                        Media
                assignment           articles inspired by
                                                                        Cumbria         Document
                brief)               Remembrance Day, which
                                     could feature in a local
                                     weekly newspaper or news
                                     and feature-based website
                                     focusing on a particular
                                     geographical area. Most of
                                     the articles will be individual
                                     first person pieces, with
                                     each group also producing
                                     text and images based
                                     around commemorative
                                     events on Remembrance
                                     Day.
Tony            Practical            Practical Journalism module        Journalism      Word        http://open.joru
Randall         Journalism           description                        Practical       Document    m.ac.uk:80/xml
Journalism      module               Overarching module                                             ui/handle/1234
                                                                        journalism
                description          description including                                          56789/2965
                                                                        Media
                                     indicative content, learning
                                     outcomes, assessment               Cumbria
                                     approaches and reading list.
Angie           Undertaking a        Undertaking a SKILLS AUDIT         Art;            SCORM       http://open.joru
Wyman           SKILLS AUDIT to      to inform a practice based         Design;         compliant   m.ac.uk:80/xml
Contempor       inform a             research proposal for                              package;    ui/handle/1234
                practice based       Masters level study                Contemporary
ary Applied                                                                             Word        56789/2998
                research                                                applied arts;
Arts                                 An activity assignment for
                proposal for                                            Crafts;         Document
                                     post-graduate
                Masters level        Contemporary Applied Arts          Cumbria
                study (activity      students to undertake a
                1)                   self-assessment skills audit
                                     as a precursor activity to
                                     developing a practice-based
                                     research proposal. Activity 1
                                     of 2.
Angie           Developing a         Developing a practice based        Art             SCORM       http://open.joru
Wyman           practice based       research proposal for              Design          compliant   m.ac.uk:80/xml
Contempor       research             Masters level study                                package;    ui/handle/1234
                proposal for                                            Contemporary
ary Applied                          An online learning activity                        Word        56789/3000
                Masters level                                           applied arts
Arts                                 enabling post-graduate
                study (activity                                         Crafts          Document
                                     students to think about and
                2)                   develop their practice-based       Cumbria
                                     research proposals for
                                     Contemporary Applied Arts.
                                     Activity 2 of 2.
Maxwell         Unreal               Unreal Developers Kit level        Multimedia      Weblink     http://open.joru
Robertson       Developers Kit       and Demo Bridge video              Design                      m.ac.uk:80/xml
Multimedia      level and demo       tutorials.                                                     ui/handle/1234
                bridge video                                            Cumbria
                                     These are video tutorials



                                                                                                       40
Project Acronym: ADM-OER Project
Version: Final Report
Contact: Stephen Mallinder (Project Manager) s.w.mallinder@brighton.ac.uk
Date: 16 May 2010



                tutorials            showing the use of the free                                  56789/2992
                                     UNREAL Developer Kit
                                     (http://www.udk.com/)
                                     These videos show
                                     examples for creating new
                                     levels using the games
                                     engine, and importing
                                     meshes from other 3d
                                     modeling programmes.

                                     This is a link to where the
                                     videos can be viewed as a
                                     presentation. The included
                                     videos and associated
                                     example files are available
                                     to download from
                                     JorumOpen as: ‘Unreal
                                     Developers Kit level video
                                     tutorial’ and ‘Unreal
                                     Developers Kit demo bridge
                                     video tutorial’.
Maxwell         Unreal               Unreal Developers Kit level        Multimedia   SCORM        http://open.joru
Robertson       Developers Kit       video tutorial                     Design       compliant    m.ac.uk:80/xml
Multimedia      level video          Two extensive video                             video        ui/handle/1234
                tutorial                                                Cumbria
                                     tutorials and supporting                        package;     56789/3012
                                     .udk and bitmap texture                         Supporting
                                     files introducing students to                   documents
                                     the openly available Unreal
                                     Games Engine, Editor and
                                     Developer’s Kit.
                                     (http://www.udk.com/) The
                                     later is used to build a
                                     double level game grid with
                                     bots and pickups.
Maxwell         Unreal               Unreal Developers Kit              Multimedia   SCORM        http://open.joru
Robertson       Developers Kit       demo bridge video tutorial         Design       compliant    m.ac.uk:80/xml
Multimedia      demo bridge          Video tutorial and                              video        ui/handle/1234
                video tutorial                                          Cumbria
                                     supporting .udk files using in                  package;     56789/3022
                                     the openly available Unreal                     Supporting
                                     Games Engine, Editor and                        documents
                                     Developer’s Kit.
                                     (http://www.udk.com/) This
                                     activity demonstrates how
                                     to bring in a static mesh
                                     from a programme like 3ds
                                     Max. It also covers an
                                     introduction to collisions
                                     and materials.


Journalism      Newspaper            http://www.cumbriacreates          Journalism   Weblink      Awaiting
                basics               .org.uk/topic5/indexfs.html        Newspapers                clearance
                                     Link to University of



                                                                                                     41
Project Acronym: ADM-OER Project
Version: Final Report
Contact: Stephen Mallinder (Project Manager) s.w.mallinder@brighton.ac.uk
Date: 16 May 2010



                                     Cumbria based interactive          Media
                                     online resources at                Cumbria
                                     www.cumbriacreates.org.uk
                                     Brief introduction to the
                                     components of a newspaper
                                     front page.
Scriptwritin    Scriptwriting        http://www.cumbriacreates          Scriptwriting   Weblink   Awaiting
g               basics               .org.uk/topic4/indexfs.html        Media                     clearance
                                     Link to University of
                                                                        Film / TV
                                     Cumbria based interactive
                                     online resources at
                                     www.cumbriacreates.org.uk
                                     Resources exploring the
                                     development of character
                                     biographies for a
                                     screenplay.
Life            Drawing the          http://www.cumbriacreates          Life drawing    Weblink   Awaiting
Drawing         human form           .org.uk/topic6/indexfs.html        Fine art                  clearance
                                     Link to University of
                                                                        Drawing
                                     Cumbria based interactive
                                     online resources at                Art
                                     www.cumbriacreates.org.uk
                                     A series of three resources
                                     explaining how to measure
                                     the human form and the use
                                     of basic shapes in drawing
                                     figures.




OER Project Reports, Templates, Documents and Guidance


NOTE: All Appendices 4-15 are available as PDFs on the Project Webpage:

http://www.adm.heacademy.ac.uk/projects/sector-projects/contentfolder.2010-04-22.7419312795


Appendix 4. ADM-OER Project - Virtual Learning Environments (VLEs) and Digital Repositories:
Current Institutional Facilities, Policies and Practices Report

Appendix 5. ADM-OER Project - Copyright, Intellectual Property and Licensing Guidance:

Appendix 6. ADM-OER Project - Copyright, Intellectual Property and Licensing: Institutional Report:

Appendix 7. ADM-OER Project – OERs: Towards Understanding Future Policy in Art, Design and
Media- Focus Group and Subject Community Survey Report:

Appendix 8. How to Create an OER:




                                                                                                      42
Project Acronym: ADM-OER Project
Version: Final Report
Contact: Stephen Mallinder (Project Manager) s.w.mallinder@brighton.ac.uk
Date: 16 May 2010



Appendix 9. OER Depositor Draft Deposit Agreement:

Appendix 10. UCA Digital Resources Release Form –Draft:

Appendix 11. UAL Seeking permission from publishers to add a work to the repository –Draft:

Appendix 12. UAL Take Down Policy Document –Draft:
As Webpage:
http://ualresearchonline.arts.ac.uk/ualdocs/IRAG_Take_down_policy270409.htm

Appendix 13. ADM-OER Project - Staff Employment by Cost Centre:

Appendix 14. ADM-OER Focus Group Handout:

Appendix 15. ADM-OER Survey Summaries 1 and 2:

Appendix 16. University of Cumbria: CCL and IPR Briefing Document
See attachment with report

Appendix 17. Mallinder, S. and Flint, D. Sharing Higher Education Learning and Teaching Resources
in Art, Design and Media, (ARLIS Vol. 35 PDF) See attachment with report




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