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Published

Jannes Eshuis …

Jannes Eshuis
(Assist. Professor, Psychology, OUNL)

Published in Technology , Education
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Transcript

  • 1. OpenER in Practice Approach & Experiences Jannes Eshuis (Assist. Professor, Psychology, OUNL)
  • 2. Primary aim
    • Inviting (adult) people to pursue academic study
      • Interesting content
      • Starters level
    • Offered material should be
      • Attractive (presentation)
      • Easily approachable
    • Do people seek further education after OpenER?
  • 3. Secondary aim
    • OpenER at OUNL was small scale
    • Disadvantage: low resources
      • Small team (3 people / part-time)
      • Little material (graphics / presentation)
    • Advantage: forced to become creative & innovative
      • Creative Commons / Open Source
    • Learn about low cost innovation in online education
  • 4. 1. Flash Courses (approach)
    • Tight integration of interactivity (Macromedia Flash)
      • Online experiments
      • Automated feedback
      • Self tests
      • Easy navigation
    • Popular theme (Evolutionary Psychology)
      • Two small Flash components
  • 5. 1. Flash Courses (experience)
    • Main advantage was its attractiveness
      • Easy exploration of subject
      • Playful interactive experience
      • Graphic presentation
    • Disadvantages
      • Design at the expense of content
      • Flash design is very labour-expensive
    • Attractive material but not suitable for our needs
  • 6. 2. Moodle Course (approach)
    • Existing course (new revision in Moodle)
    • Diminish teacher workload
      • Automated feedback
      • Non-moderated collaborative assignments
    • OpenER: opportunity for a pilot with a large group
      • Server demands
      • Evaluation of new self-tuition methods
  • 7. 2. Moodle Course (experience)
    • Hardly any complaints (approx. 4000 users)
      • Login problems
      • Demand for printed (printable) material
    • Self-tuition methods
      • Automated feedback (major improvement)
      • Non-moderated collaboration (sparsely used)
      • Assignments done by 11% of (OpenER) users
  • 8. Conclusion
    • Most of all, OpenER offered us freedom to innovate and opportunity to evaluate the results of this innovation.
    • Questions?
    • Some facts and figures…
  • 9. OpenER: Who does use it?
    • Age: avg 44 (range 15 to 82)
    • Sex: 69% female / 31% male
    • Education
      • 01% primary
      • 27% secondary
      • 55% higher vocational
      • 17% higher academic
    • Looking for academic education?
      • 68% yes
      • 32% no
  • 10. OpenER: Why do they use it?
    • Why browse the material?
      • 56% interest in content
      • 32% assess material / level
      • 12% leisure / other
    • How intensive?
      • 47% superficial browsing
      • 23% superficial studying
      • 22% studying / some assign.
      • 08% studying / all assign.
  • 11. OpenER: What do they do next?
    • Inspired to purchase an academic course?
      • 18% yes
      • 82% no
    • What course?
      • 67% introductory course
      • 11% other psychology
      • 22% other subject
  • 12. OpenER: Window on the future?
    • Interested in more OpenER?
      • 87% yes
      • 13% no
    • Interested in support?
      • 30% only for free
      • 26% willing to pay
      • 44% not interested
    • Interested in certification?
      • 26% only for free
      • 62% willing to pay
      • 12% not interested
  • 13. Thank you for your attention