Motivations to deposit

two approaches to Open Educational Resources (OER) within Languages and Social Sciences (LSS) at Aston University

Sarah Hayes, Pam K. Lowe, Anna Gruszczynska, Darren Marsh

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)

Abstract

In Spring 2009, the School of Languages and Social Sciences (LSS) at Aston University responded to a JISC (Joint Information Systems Committee) and Higher Education Academy (HEA) call for partners in Open Educational Resources (OER) projects. This led to participation in not one, but two different OER projects from within one small School of the University. This paper will share, from this unusual position, the experience of our English tutors, who participated in the HumBox Project, led by Languages, Linguistics and Area Studies (LLAS) and will compare the approach taken with the Sociology partnership in the C-SAP OER Project , led by the Centre for Sociology, Anthropology and Politics (C-SAP). These two HEA Subject Centre-led projects have taken different approaches to the challenges of encouraging tutors to deposit teaching resources, as on ongoing process, for others to openly access, download and re-purpose. As the projects draw to a close, findings will be discussed, in relation to the JISC OER call, with an emphasis on examining the language and discourses from the two collaborations to see where there are shared issues and outcomes, or different subject specific concerns to consider.
Original languageEnglish
Title of host publicationUniversity information systems
Subtitle of host publicationselected problems
EditorsLeszek Rudak
Place of PublicationPoland
PublisherDifin
ISBN (Print)978-83-7641-356-3
Publication statusPublished - 2010
EventEuropean Universities Information Systems (EUNIS) 2010 - Warsaw (PL)
Duration: 23 Jun 201025 Jun 2010

Other

OtherEuropean Universities Information Systems (EUNIS) 2010
CityWarsaw (PL)
Period23/06/1025/06/10

Fingerprint

social science
language
resources
sociology
tutor
academy
anthropology
information system
politics
school
education
linguistics
participation
discourse
Teaching
experience

Keywords

  • open educational resources
  • sharing
  • languages
  • discourse analysis
  • social sciences
  • English
  • humanities
  • Humbox
  • LLAS
  • C-SAP

Cite this

Hayes, S., Lowe, P. K., Gruszczynska, A., & Marsh, D. (2010). Motivations to deposit: two approaches to Open Educational Resources (OER) within Languages and Social Sciences (LSS) at Aston University. In L. Rudak (Ed.), University information systems: selected problems Poland: Difin.
Hayes, Sarah ; Lowe, Pam K. ; Gruszczynska, Anna ; Marsh, Darren. / Motivations to deposit : two approaches to Open Educational Resources (OER) within Languages and Social Sciences (LSS) at Aston University. University information systems: selected problems. editor / Leszek Rudak. Poland : Difin, 2010.
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abstract = "In Spring 2009, the School of Languages and Social Sciences (LSS) at Aston University responded to a JISC (Joint Information Systems Committee) and Higher Education Academy (HEA) call for partners in Open Educational Resources (OER) projects. This led to participation in not one, but two different OER projects from within one small School of the University. This paper will share, from this unusual position, the experience of our English tutors, who participated in the HumBox Project, led by Languages, Linguistics and Area Studies (LLAS) and will compare the approach taken with the Sociology partnership in the C-SAP OER Project , led by the Centre for Sociology, Anthropology and Politics (C-SAP). These two HEA Subject Centre-led projects have taken different approaches to the challenges of encouraging tutors to deposit teaching resources, as on ongoing process, for others to openly access, download and re-purpose. As the projects draw to a close, findings will be discussed, in relation to the JISC OER call, with an emphasis on examining the language and discourses from the two collaborations to see where there are shared issues and outcomes, or different subject specific concerns to consider.",
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Hayes, S, Lowe, PK, Gruszczynska, A & Marsh, D 2010, Motivations to deposit: two approaches to Open Educational Resources (OER) within Languages and Social Sciences (LSS) at Aston University. in L Rudak (ed.), University information systems: selected problems. Difin, Poland, European Universities Information Systems (EUNIS) 2010, Warsaw (PL), 23/06/10.

Motivations to deposit : two approaches to Open Educational Resources (OER) within Languages and Social Sciences (LSS) at Aston University. / Hayes, Sarah; Lowe, Pam K.; Gruszczynska, Anna; Marsh, Darren.

University information systems: selected problems. ed. / Leszek Rudak. Poland : Difin, 2010.

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)

TY - CHAP

T1 - Motivations to deposit

T2 - two approaches to Open Educational Resources (OER) within Languages and Social Sciences (LSS) at Aston University

AU - Hayes, Sarah

AU - Lowe, Pam K.

AU - Gruszczynska, Anna

AU - Marsh, Darren

PY - 2010

Y1 - 2010

N2 - In Spring 2009, the School of Languages and Social Sciences (LSS) at Aston University responded to a JISC (Joint Information Systems Committee) and Higher Education Academy (HEA) call for partners in Open Educational Resources (OER) projects. This led to participation in not one, but two different OER projects from within one small School of the University. This paper will share, from this unusual position, the experience of our English tutors, who participated in the HumBox Project, led by Languages, Linguistics and Area Studies (LLAS) and will compare the approach taken with the Sociology partnership in the C-SAP OER Project , led by the Centre for Sociology, Anthropology and Politics (C-SAP). These two HEA Subject Centre-led projects have taken different approaches to the challenges of encouraging tutors to deposit teaching resources, as on ongoing process, for others to openly access, download and re-purpose. As the projects draw to a close, findings will be discussed, in relation to the JISC OER call, with an emphasis on examining the language and discourses from the two collaborations to see where there are shared issues and outcomes, or different subject specific concerns to consider.

AB - In Spring 2009, the School of Languages and Social Sciences (LSS) at Aston University responded to a JISC (Joint Information Systems Committee) and Higher Education Academy (HEA) call for partners in Open Educational Resources (OER) projects. This led to participation in not one, but two different OER projects from within one small School of the University. This paper will share, from this unusual position, the experience of our English tutors, who participated in the HumBox Project, led by Languages, Linguistics and Area Studies (LLAS) and will compare the approach taken with the Sociology partnership in the C-SAP OER Project , led by the Centre for Sociology, Anthropology and Politics (C-SAP). These two HEA Subject Centre-led projects have taken different approaches to the challenges of encouraging tutors to deposit teaching resources, as on ongoing process, for others to openly access, download and re-purpose. As the projects draw to a close, findings will be discussed, in relation to the JISC OER call, with an emphasis on examining the language and discourses from the two collaborations to see where there are shared issues and outcomes, or different subject specific concerns to consider.

KW - open educational resources

KW - sharing

KW - languages

KW - discourse analysis

KW - social sciences

KW - English

KW - humanities

KW - Humbox

KW - LLAS

KW - C-SAP

M3 - Chapter (peer-reviewed)

SN - 978-83-7641-356-3

BT - University information systems

A2 - Rudak, Leszek

PB - Difin

CY - Poland

ER -

Hayes S, Lowe PK, Gruszczynska A, Marsh D. Motivations to deposit: two approaches to Open Educational Resources (OER) within Languages and Social Sciences (LSS) at Aston University. In Rudak L, editor, University information systems: selected problems. Poland: Difin. 2010