Open Oxford - assessing impact beyond the institution   ? David White & Melissa Highton  Technology-Assisted Lifelong Lear...
Page  llamnudds
Page  Collaboration between TALL & LTG at Oxford Marion Manton Elizabeth Masterman Joanna Wild oerblog.conted.ox.ac.uk
Page  .robbie Is it sufficient to make the claim, “We gave away all these toothbrushes… surely *someone* is brushing their...
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Page  “ I find that [the institutions] website has enough on it to keep me busy for a good four, five weeks.”    (OER Impa...
 
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by Lou McGill for  Good Intentions:  improving the evidence base in  support of sharing learning materials   CC BY-NC-SA  ...
 
Page  Study of UK Online Learning
Page  “ There is no point duplicating effort to create content that is already available and has been proven to work.” Col...
Page  Less ‘conceptual’ = wider use?
Page  Matt Gorecki ‘ Field for the British Isles’ Anthony Gormley “ Openness”
Page  <ul><li>Institutional website </li></ul><ul><li>Online media </li></ul><ul><li>Online Courses </li></ul><ul><li>OER ...
Page  Broadcast  vs.  Conversation Institutional  vs.  Individual  Marketing  vs.  Teaching/Learning Media quality  vs.  P...
Page  Manganese  University of Nottingham #5 in iTunesU The Periodic Table Janet Fyfe Jorum
Page  Broadcast  vs.  Conversation Institutional  vs.  Individual  Marketing  vs.  Teaching/Learning Media quality  vs.  P...
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David White and Melissa Highton, Open Oxford, assessing impact beyond the institution

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Slides of the Plenary presentation by David White and Melissa Highton for the event : "Does it make a difference? The impact of repositories and OERs on teaching and learning", March 2011

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  • http://www.mindmeister.com/maps/show/76726554
  • http://www.mindmeister.com/maps/show/76726554
  • http://www.mindmeister.com/maps/show/76726554
  • David White and Melissa Highton, Open Oxford, assessing impact beyond the institution

    1. 1. Open Oxford - assessing impact beyond the institution ? David White & Melissa Highton Technology-Assisted Lifelong Learning (TALL) + Learning Technologies Group (LTG) University of Oxford 23 March 2011
    2. 2. Page llamnudds
    3. 3. Page Collaboration between TALL & LTG at Oxford Marion Manton Elizabeth Masterman Joanna Wild oerblog.conted.ox.ac.uk
    4. 4. Page .robbie Is it sufficient to make the claim, “We gave away all these toothbrushes… surely *someone* is brushing their teeth.” Would you want your local legislature to fund a program based on this evidence? If you ran a foundation, would you give money to a program based on this evidence? David Wiley
    5. 5. Page
    6. 6. Page “ I find that [the institutions] website has enough on it to keep me busy for a good four, five weeks.” (OER Impact) “..one student looked about 340 something times in something like an eight week period.  He said, every time I’d remember it when I was looking at it and then I’d forget it but it was great because every time I needed to do it for my essay, I’d just go back and look.  And I thought that’s 340 times he hasn’t emailed or telephoned me.” (OER Impact)
    7. 8. Page
    8. 9. by Lou McGill for Good Intentions: improving the evidence base in support of sharing learning materials CC BY-NC-SA Steve took it The Cow Model
    9. 11. Page Study of UK Online Learning
    10. 12. Page “ There is no point duplicating effort to create content that is already available and has been proven to work.” Collaborate to compete: OLTF
    11. 13. Page Less ‘conceptual’ = wider use?
    12. 14. Page Matt Gorecki ‘ Field for the British Isles’ Anthony Gormley “ Openness”
    13. 15. Page <ul><li>Institutional website </li></ul><ul><li>Online media </li></ul><ul><li>Online Courses </li></ul><ul><li>OER </li></ul><ul><li>Stuff online </li></ul><ul><li>Social Media </li></ul>
    14. 16. Page Broadcast vs. Conversation Institutional vs. Individual Marketing vs. Teaching/Learning Media quality vs. Pedagogy
    15. 17. Page Manganese University of Nottingham #5 in iTunesU The Periodic Table Janet Fyfe Jorum
    16. 18. Page Broadcast vs. Conversation Institutional vs. Individual Marketing vs. Teaching/Learning Media quality vs. Pedagogy
    17. 19. Page
    18. 20. Page
    19. 21. Page
    20. 22. Page
    21. 23. Page

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