In this space, we will develop our understanding of project methodology - this will help us to crystallise the cascade framework as well as inform the evaluation of the project.

Notes to appear here - but see http://creativity4edupunks.pbworks.com/w/page/38623965/Creativity-for-Edupunks-(C4E) for discussion

The methodology of phase 2 of the CSAP OER2 project can be traced from the first project in which we asked partners to share and peer review a number of modules that they themselves taught. The group collected a set of modules that was the equivalent of 360 credits of a undergraduate level 4 (first year) Social Science degree (see http://www.c-sap.bham.ac.uk/oer/toolkit/mapping.html ). The act of sharing, in this context, involved an assumption (or perhaps a condition) that the modules chosen by the six partners were appropriate for sharing and that this involved an understanding:

• that the modules had been taught for some time
• that the partner was 'proud' of the module (it was part of a showcase)
• that they felt that the modules would stand up to review and examination by others (i.e. that it confirmed to a broad understanding of good practice) 

Arising from the discussions and interactions between the partners and the project team a template was elicited that allowed for an initial mapping of the modules in order that they might be shared, transferred and modified by others. In this the question asked was 'what kind of schema can be derived from this mapping and how can this be realised in the process of transfer / transformation of practice?'.  

This examination of the process influenced the group to consider the transfer/transform process to be mediated by a set of understandings, directions, and embedded practice that was essentially tacit, or under-articulated (and possibly under-theorised) [expand on this and give examples]. The group decided to address this by attempting to design a model of 'making open' and the realisation of this was a pedagogical device (a set of relationships and orientations to practice and the sharing of practice) part of which was formulated as a toolkit [draw on Bernstein and Bourdieu]. This legitimation  [Maton]