The Stolen Lives project (http://www.stolenlives.co.uk/resources/) is a collaborative, community-based, creative and open educational resource designed to raise awareness of historic and contemporary slavery. There are estimated to be more than 35 million enslaved people currently in the world (Global Slavery Index, 2014). Even in the UK, roughly 13,000 individuals are believed to be in some form of slave labour today. Given the importance of the topic and potential positive impact of increased awareness, the Stolen Lives resources are available under a Creative Commons Attribution (CC BY 4.0) license to encourage widespread access, use and recreation within all forms of education.
The open collection is comprised of seventeen short videos based on songs or narratives with suggested teaching application and recommendations for open pedagogy (Wiley, 2013). The highly visual pieces are intended for secondary, further and higher education as well as for use in community education (Bridger & Shaw, 2011). Designed to be collaborative, the online format encourages students, teachers and members of diverse learning communities (Higher Education Academy [HEA], 2011) to use the resources as they are and also as a foundation for the creation of new resources relevant for the user’s own unique community.
This presentation will outline the conceptual framework, design and process of implementing this project. We will show how the video and supplementary resources available in different formats – including lesson plans, cross-curriculum ideas, texts, lyrics, music scores and backing tracks for the music and/or narrative pieces – all provide variation and flexibility for repurposing, reusing and resharing. The combination of a web-based platform with effective use of social media and online collaboration tools help promote the resources and encourage users to use any combination of available assets for their own educational environments. We encourage teachers and students alike to post their own interpretations of the songs and narratives back to the community. Data analytics will confirm the global reach and potential scale since the launch of this project in August 2015. Although still in early stages, examples of community created resources from secondary education and open educational practices (Beetham, et al., 2012) will be shared and we will discuss how this model could be replicated for other subject areas where open educational resources form the core of the project.
Beetham, H., Falconer, I., McGill, L. & Littlejohn, A. (2012). JISC Open Practices: Briefing paper. JISC. Retrieved from https://oersynth.pbworks.com/w/file/fetch/58444186/Open%20Practices%20briefing%20paper.pdf.
Bridger, K., & Shaw, J. (2011). Mainstreaming: Equality at the heart of higher education. Equality Challenge Unit. Retrieved from http://www.ecu.ac.uk/publications/mainstreaming-equality-at-the-heart-of-he/
Higher Education Academy [HEA], (2011). The UK Professional Standards Framework. HEA. Retrieved from https://www.heacademy.ac.uk/sites/default/files/downloads/ukpsf_2011_english.pdf
Global Slavery Index (updated 2014). 2014 Global Slavery Index. Retrieved from http://www.globalslaveryindex.org/findings/
Wiley, D. (2013). What is Open Pedagogy? Retrieved from http://opencontent.org/blog/archives/2975