Lessons learned

The lessons learned are arranged here according to the same aspects as shown above in the menu. Some of these lessons are also already listed on the corresponding pages.

Project

  • The problem this project was going to work on was clear and recognized within the target group: the new BN2020 curriculum had a number of new elements for which no educational resources were available yet. Every institution experienced this problem.
  • The common "language" introduced by BN2020 makes conversations about educational resources, their requirements, and their metadata easier. There is no confusion about the meaning of the terms used.

Organization

  • Management should support educators in implementing actions for the project. It starts with properly facilitating educators to increase the quality of educational resources. This is an investment in the beginning. When educational resources from others start being used, it will save time and money in the long run.
  • It is important for an institution that you use the right ambassadors for an increasing dissemination. Someone who has an overview of the curriculum and can serve as a good example. Otherwise there is a risk that the project will only stick to the project members and that it will not get its own identity within the institute.
  • Collaboration between instructors and experts in the field of ICT and library is a must. Not every instructor has the expertise to evaluate or digitize educational resources on all aspects. It is particularly difficult for them to know all the laws and regulations regarding copyright and to be able to link the right metadata to the educational resources. Collaboration with experts from the library is therefore a logical choice. This allows an instructor to focus on developing and an institution to worry less about possible claims because copyright infringement by experts is prevented.
  • Institutions could make the home page known to new instructors so that they do not start developing again but first look in the repository of open educational resources.

Platform

  • Use of the existing infrastructure (Wikiwijs, Edurep and the hallmark functionality) allows for a quick start. The support provided by Wikiwijs for setting up and configuring the platform is essential for a good start.
  • A direct, short line of communication with an active Wikiwijs account manager proved very useful. Any problems that arose were thus quickly resolved.
  • One missing link in the infrastructure is a digital platform for professional communities. This impedes the accumulation of knowledge about such platforms and therefore complicates the process of selecting a suitable platform. It also makes it more difficult to establish a tight coupling between the platform for OER and the professional community.
Quality
  • For instructors, the quality model provides a handle for assessing their own resources and using it as a guideline when creating new resources. The research carried out will provide more information about whether this has contributed to the willingness of instructors to engage in open sharing. (link tab research)
  • Both inspectors were not themselves nurses, but information professionals. Assessing content quality requirements is therefore difficult for them. It is being considered to have two inspectors evaluate the educational resources: one for the content and one for the other aspects. However, that also makes the assessment process more complex and expensive. The most recent quality model makes assessment more feasible for non-experts because it mainly looks at the presence of things (such as metadata) and less at whether these are the right terms. The latter needs to be addressed in the process leading to publication of educational resources (e.g. through peer review) and the whole community should be able to rely on this.
  • Calibration of ratings by the inspectors is needed to make ratings independent of the person of the inspector. 
  • Partly through the use of the inspectors, it has become clear that the quality model needs to be reviewed and adjusted regularly.
  • Because the quality model now applies only to educational resources that comprise a lesson or a series of lessons, other educational resources cannot receive a quality mark because awarding a quality mark is linked to the quality model. The quality of these other educational resources must be made visible by users via reviews or the awarding of stars. This must be encouraged in the professional community; a point for attention for the follow-up project.
Process

  • As an institution, it is important to set out an unambiguous process. It is then clear to instructors how they can make learning resources available.
  • It is important to indicate who has what responsibility. Which person supports the instructors? Where can they go to with questions?
  • Provide training sessions/workshops. 
  • Eduators can learn there from the most common mistakes, for example with copyright. Instruct educators where they can find images that can be freely reused. 
  • Organise a space in their own (internal) database where instructors can prepare initial educational resources before uploading them after the final check. 
Community

  • A community should take an active role where a lot is happening all the time. The instructors should be intrinsically motivated to visit the community online all the time on to be sure not to miss anything.
  • The community is not fully set up so that the new members can give it their own structure.
  • For a sense of belonging, face to face moments are needed in addition to the online community. Educators then also know who they are dealing with. The feeling of wanting to help each other is also strengthened.
Marketing

The marketing consisted of two parts: (1) giving information and an update to those interested and (2) giving information for profiling with the goal of recruiting "members".

(1) Providing information and an update:

The regular oral progress reports given during meetings of the steering committee and the entire LOOV has worked positively to create awareness and support for the initiative among all 17 higher education institutions that offer a Bachelor Nursing program. This ultimately led to all institutions committing to a follow-up.

Project members gave presentations in teaching teams to create awareness. 

(2) Profiling: This step was not started until the end of the project. The project group decided that it would first have sufficient learning resources available on Wikiwijs and be able to showcase a well-organized community before we would start profiling. 

This marketing was found to be the most difficult to penetrate within all layers of each institution. Anyone who hears about this project for the first time is extremely enthusiastic. Yet, little to no dissemination has occurred within entire teaching teams. It is likely that this will take more time than there is left

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