OER, MOOCs and the promise of
broadening access to education
Professor Gráinne Conole
Dr Rebecca Eynon (with Nabeel Gillan...
Seminar format
5.00-6.30
3 short presentations (Sarah, Gráinne, Rebecca)
Panel session and discussion
6.30-7.15
Drinks rec...
Openness in Open Educational
Resources and MOOCs: fact or
fiction?
Sarah Porter, Academic Visitor,
Oxford Internet Institu...
Fact: Openness
•

A compelling sociological, psychological, legal
and technological movement.

Source: Professor Terry And...
Open Educational Resources




Convergence of late 1990s trend in elearning for re-usable learning objects and
the openn...
2009-2012, £5.7m
E&S report
OER infokit

UKOER phase 1
How can institutions, individuals, consortia best release OER?
What...
Programme outcomes
Over 100 higher education institutions involved
Several thousand resources created and shared
openly (t...
Broadening access to education?
“while communities may encourage first steps into open
practices, they sometimes seem anti...
MOOC fiction






MOOCs are only being run by elite
institutions in order to market themselves
MOOC learners are all w...
MOOC facts
There are at least 8 million MOOC users worldwide
MOOC participants come from a wide range of
geographic locati...
MOOCs broadening access?
ALISON – 'the original MOOC' – 600 courses
Providing 'essential, certified workplace skills'
(bus...
MOOC facts
There is no single MOOC model, content and
approaches vary and are developing constantly
We are just at the beg...
Student motivation
Student demographics
A study from Stanford University's Learning Analytics group in 2013 identified fou...
MOOC assertions
MOOC participants represent a huge population
of online learners – with varied disciplines,
demographics, ...
References
Alison.com (accessed 17/2/14)
Anderson, T. (2013) Openness, Online Universities, Moocs and Beyond at
http://www...
Openness in Open Educational Resources and MOOCs: fact or fiction?
Openness in Open Educational Resources and MOOCs: fact or fiction?
Openness in Open Educational Resources and MOOCs: fact or fiction?
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  • David - overview
  • Openness in Open Educational Resources and MOOCs: fact or fiction?

    1. 1. OER, MOOCs and the promise of broadening access to education Professor Gráinne Conole Dr Rebecca Eynon (with Nabeel Gillani and Isis Hjorth) Sarah Porter Part of the Breaking Boundaries series http://breakingboundariesoxford.org/
    2. 2. Seminar format 5.00-6.30 3 short presentations (Sarah, Gráinne, Rebecca) Panel session and discussion 6.30-7.15 Drinks reception
    3. 3. Openness in Open Educational Resources and MOOCs: fact or fiction? Sarah Porter, Academic Visitor, Oxford Internet Institute
    4. 4. Fact: Openness • A compelling sociological, psychological, legal and technological movement. Source: Professor Terry Anderson
    5. 5. Open Educational Resources   Convergence of late 1990s trend in elearning for re-usable learning objects and the openness movements First major manifestation through MIT Open Courseware Initiative – which spawned many others
    6. 6. 2009-2012, £5.7m E&S report OER infokit UKOER phase 1 How can institutions, individuals, consortia best release OER? What do creators want to do with it? Is it sustainable? UKOER phase 2 How can we best encourage discovery and use of OER? How can we extend and grow existing approaches to OER? What do users want to do with it? Is this sustainable? E&S report OER infokit OER use case studies OER use report Student use of OER lit. review UKOER phase 3, JISC Digitisation & Content… E&S report OER infokit Into The Wild ebook OER Historical Perspective Terminology guide Student attitudes to OER Source: David Kernohan, Jisc How can we use OER and related practices to meet identified strategic and cultural needs? How can technology support these practices and use cases? What does everyone want to do with it? Is this sustainable?
    7. 7. Programme outcomes Over 100 higher education institutions involved Several thousand resources created and shared openly (through Jorum.ac.uk) Very wide range of subject areas included Communities of practice created Impact?
    8. 8. Broadening access to education? “while communities may encourage first steps into open practices, they sometimes seem antithetical to the basic philosophy of open release of resources. We found a contradiction between the aim of the UKOER programme to openly release OER and limited practices within some communities, resulting in release of OER within bounded communities. These contradictions present major barriers to successful OER release.” Falconer, I., Littlejohn, A, and McGill, L. in Reusing Open Resources,   Edited by Allison Littlejohn and Chris Pegler, Routledge, 2013
    9. 9. MOOC fiction    MOOCs are only being run by elite institutions in order to market themselves MOOC learners are all western males over the age of 26 MOOCs aren't actually being used – hardly anyone completes a whole MOOC
    10. 10. MOOC facts There are at least 8 million MOOC users worldwide MOOC participants come from a wide range of geographic locations MOOC participants vary widely in age Not all MOOCs are the same – demographics can vary widely depending on the subject area, level of study and approach taken Completion rates vary widely and are up to 50% in some cases
    11. 11. MOOCs broadening access? ALISON – 'the original MOOC' – 600 courses Providing 'essential, certified workplace skills' (business, finance, languages, IT, soft skills) Free content and support Charged for course management, certification Over 3 million users world-wide Biggest growth is in India
    12. 12. MOOC facts There is no single MOOC model, content and approaches vary and are developing constantly We are just at the beginning of seeing what MOOCs will offer – the rate of development and growth is very fast e.g. 'blended' MOOCs, accredited MOOCs, varied course length We don't yet know enough about what participants are 'getting' from MOOCs – but we do know that they have varied motivation and are engaging in a range of ways
    13. 13. Student motivation Student demographics A study from Stanford University's Learning Analytics group in 2013 identified four types of students Course Auditing Completing Disengaging Sampling High school 6% 27% 28% 39% Undergraduate 6% 8% 12% 74% Graduate 9% 5% 6% 80%
    14. 14. MOOC assertions MOOC participants represent a huge population of online learners – with varied disciplines, demographics, motivations and contexts Networked technologies, data collection and analysis tools and techniques provide a significant opportunity to understand how the learners are interacting with each other and content Significant potential to shape more inclusive, flexible and learner-focused education
    15. 15. References Alison.com (accessed 17/2/14) Anderson, T. (2013) Openness, Online Universities, Moocs and Beyond at http://www.slideshare.net/terrya/moo-cs-uoc-round-table-june-2013 (accessed 30/1/14) Falconer, I., Littlejohn, A, and McGill, L. (2013) in Reusing Open Resources, Edited by Allison Littlejohn and Chris Pegler, Routledge. Harvard and MIT release working papers on open online courses at https://www.edx.org/blog/harvard-mit-release-working-papers-open (accessed 17/2/14) Huan, Li. MOOCs and higher education: concepts, models and trends (2013) at http://www.slideshare.net/sconul/li-yuan-moo-cs-and-higher-education Kizilcec, R.F., Piech, C., Schneider, E. (2013) Deconstructing Disengagement: Analyzing Learner Subpopulations in Massive Open Online Courses at http://www.stanford.edu/~cpiech/bio/papers/deconstructingDisengagement.pdf (accessed 30/1/14) Times Higher Education (2014), MOOC completion rates below 7% at http://www.timeshighereducation.co.uk/news/mooc-completion-rates-below-7/2003710.article (accessed 30/1/14) UK OER programme at http://www.jisc.ac.uk/whatwedo/programmes/ukoer3.aspx (accessed 17/2/14) UK OER Synthesis and Evaluation at https://oersynth.pbworks.com/ (accessed 17/2/14)

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