A Trajectory of OER Research: From Create and Use to Transformative Processes<br />Connexions  2010<br />Cynthia Jimes, IS...
Overview of ISKME’s OER Research Trajectory<br />2003<br />2005<br />2007<br />2009<br />2011<br /><ul><li>FHSST
Teachers’ Domain
Training Commons
SEP
Curriki
CurriculumNet</li></ul>0<br /><ul><li>OER Arts & SJ
Siyavula
Online Learningin Dev Ed
Cyberlearning in Community Colleges
CNX</li></ul>Timeline and Projects<br /><ul><li>OER Commons
MITE
Travel Well, EUN
 = Projects that are ongoing
CCOT
OER PD
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ISKME Connexions 2010 Research Trajectory

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ISKME's research director Cynthia Jimes presents on what makes an OER resource travel well.

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  • Although only 22% of content was created by author users working in groups, those who did work in groups were more likely to stay with CNX as consistent author usersAnd consistent author users creatred more content over time
  • Although only 22% of content was created by author users working in groups, those who did work in groups were more likely to stay with CNX as consistent author usersAnd consistent author users creatred more content over time
  • Communities of practice dependent on knowledge sharing and knowledge sharing dependent on communities of practice
  • 57 percent (n=3,578) of visual/technical, editing, and language changes were done by authors not part of the original author group12 percent (n=10) of modularization changes were by authors not part of the original author group
  • Although only 22% of content was created by author users working in groups, those who did work in groups were more likely to stay with CNX as consistent author usersAnd consistent author users creatred more content over time
  • ISKME Connexions 2010 Research Trajectory

    1. 1. A Trajectory of OER Research: From Create and Use to Transformative Processes<br />Connexions 2010<br />Cynthia Jimes, ISKME<br />ISKME:<br />
    2. 2. Overview of ISKME’s OER Research Trajectory<br />2003<br />2005<br />2007<br />2009<br />2011<br /><ul><li>FHSST
    3. 3. Teachers’ Domain
    4. 4. Training Commons
    5. 5. SEP
    6. 6. Curriki
    7. 7. CurriculumNet</li></ul>0<br /><ul><li>OER Arts & SJ
    8. 8. Siyavula
    9. 9. Online Learningin Dev Ed
    10. 10. Cyberlearning in Community Colleges
    11. 11. CNX</li></ul>Timeline and Projects<br /><ul><li>OER Commons
    12. 12. MITE
    13. 13. Travel Well, EUN
    14. 14. = Projects that are ongoing
    15. 15. CCOT
    16. 16. OER PD
    17. 17. Ways that OER supports teaching and learning
    18. 18. Emergent practices/perceptions aligned to OER
    19. 19. Types of and ways knowledge is shared through OER
    20. 20. OER communities of practice
    21. 21. Creation, use and reuse behaviors
    22. 22. Challenges and supports for OER </li></ul>Major ResearchIssues Studied<br /><ul><li>Incentives and interest to participate in online resources
    23. 23. Existing behaviors to support use of online resources and OER
    24. 24. What makes resources usable and reusable for teachers and learners</li></li></ul><li>Tracing the Trajectory<br />Key Questions and Findings<br />
    25. 25. What Factors Support Content Creation?<br />Key finding: Workgroups as central <br />% of authors who are consistent users<br />CNX Workgroup size<br />
    26. 26. How to Engage and Sustain Workgroups (COPs)? <br />Key finding: Face to face meetings, communication and continuous feedback cycles for knowledge sharing, motivation and support<br />Mark Horner, FHSST Project Founder<br />
    27. 27. What Are the Incentives to Participation in OER Communities of Practice?<br />Key finding (prelim): OER COPs as a mechanism for sharing resources and knowledge about teaching practices and approaches<br />“ <br />That’s the reason I started my workgroup which I called the 'literature circle [to share my approach and materials for teaching literacy]. […] Otherwise people would just give the children the book and say read the book and nothing happens after that.  - Siyavula Interview Participant<br />”<br />
    28. 28. What Use and Reuse Behaviors Exist?<br /><1%<br />Modularization<br />1%<br />Language Translations<br />Key finding: Simple reuse behaviors prevalent<br />23%<br />General Editing<br />Visual and Technical Changes<br />81%<br />(N=7,016 versions)<br />Type of Reuse Indicated by CNX Authors<br />
    29. 29. What Makes a Resource Reusable (Travel Well)? <br />Data from surveys with college faculty revealed the following factors as important to determining whether to use and reuse resources<br />Key finding: Knowledge about use from other instructors and students<br /><ul><li>How other instructors have used the resource
    30. 30. Obtacles others have encountered in using the resource and how they overcame them
    31. 31. Whether their expert colleagues have tried and liked the resource
    32. 32. Whether students have found the resource interesting </li></li></ul><li>What Forms Do COPs Take and What Knowledge Do They Share?<br />Key findings (prelim)<br />Teaching practices and challenges including:<br /><ul><li>Resources and resource use
    33. 33. Assessment methods
    34. 34. Creative ideas for teaching a discipline
    35. 35. Classroom and teaching challenges
    36. 36. Current budget climate</li></ul>"I am hoping this discussion will inspire me to assess in a new way, and continue to find ways to value artwork for the purpose of grading […] without judging the work, if that makes sense” – OER Arts and SJ Project Participant<br />
    37. 37. What Emergent Practices and Perceptions Are Aligned to OER?<br />My colleagues and I collaborated to integrate the [open text] book with our existing syllabi and course curriculum […]Now we meet regularly to talk about lesson plans. –CCOT interview participant<br />Key finding:<br />OER facilitates and enhances collaborative behaviors among faculty<br />
    38. 38. What Emergent Practices and Perceptions Are Aligned to OER?<br />I have some good ideas that I feel I have tried and refined. I could share these with others and they the same. I often like to try new ideas and inquiry lessons. –OER PD survey participant<br />Key finding:<br />OER facilitates knowledge sharing aboutteaching practices<br />
    39. 39. What Emergent Practices and Perceptions Are Aligned to OER?<br />My goal is to get to almost total student led work where they are self-motivated and interested in the subject matter as opposed to relying on a text. –OER PD survey participant<br />I’d like to support online homework groups where my students can meet to collaboratively work on assignments –CCOT interview participant<br />Key finding:<br />OER facilitates new student-led models for learning<br />
    40. 40. What Emergent Practices and Perceptions are Aligned to OER?<br />Key finding: OER supports ongoing improvement of resources and teacher professionalism <br />“ <br />I want to put all of my material up there, so that it is subject to the scrutiny of the entire world. And so they can manipulate it and change it.-SiyavulaInterview Participant<br />”<br />
    41. 41. Implications and Next Steps for Research<br />
    42. 42. OER as transformative through its facilitation of knowledge sharing, COPs and collaborative teaching and learning models<br /><ul><li>Continued exploration of the ways that OER emerges in teaching and learning
    43. 43. Further exploration of the relationship between knowledge sharing and OER
    44. 44. Continued exploration of COPs, their make up, behaviors, and practices
    45. 45. Continued assessment of the factors that serve to support OER as a transformative process for teaching and learning (culture, context, existing teaching practices, etc)</li></li></ul><li>Cynthia JimesInstitute for the Study of Knowledge Management in Educationcynthia@iskme.org<br />

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