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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.

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
  • Transcript

    • 1. A Trajectory of OER Research: From Create and Use to Transformative Processes
      Connexions 2010
      Cynthia Jimes, ISKME
      ISKME:
    • 2. Overview of ISKME’s OER Research Trajectory
      2003
      2005
      2007
      2009
      2011
      0
      • OER Arts & SJ
      • 8. Siyavula
      • 9. Online Learningin Dev Ed
      • 10. Cyberlearning in Community Colleges
      • 11. CNX
      Timeline and Projects
      • OER Commons
      • 12. MITE
      • 13. Travel Well, EUN
      • 14. = Projects that are ongoing
      • 15. CCOT
      • 16. OER PD
      • 17. Ways that OER supports teaching and learning
      • 18. Emergent practices/perceptions aligned to OER
      • 19. Types of and ways knowledge is shared through OER
      • 20. OER communities of practice
      • 21. Creation, use and reuse behaviors
      • 22. Challenges and supports for OER
      Major ResearchIssues Studied
      • Incentives and interest to participate in online resources
      • 23. Existing behaviors to support use of online resources and OER
      • 24. What makes resources usable and reusable for teachers and learners
    • Tracing the Trajectory
      Key Questions and Findings
    • 25. What Factors Support Content Creation?
      Key finding: Workgroups as central
      % of authors who are consistent users
      CNX Workgroup size
    • 26. How to Engage and Sustain Workgroups (COPs)?
      Key finding: Face to face meetings, communication and continuous feedback cycles for knowledge sharing, motivation and support
      Mark Horner, FHSST Project Founder
    • 27. What Are the Incentives to Participation in OER Communities of Practice?
      Key finding (prelim): OER COPs as a mechanism for sharing resources and knowledge about teaching practices and approaches

      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

    • 28. What Use and Reuse Behaviors Exist?
      <1%
      Modularization
      1%
      Language Translations
      Key finding: Simple reuse behaviors prevalent
      23%
      General Editing
      Visual and Technical Changes
      81%
      (N=7,016 versions)
      Type of Reuse Indicated by CNX Authors
    • 29. What Makes a Resource Reusable (Travel Well)?
      Data from surveys with college faculty revealed the following factors as important to determining whether to use and reuse resources
      Key finding: Knowledge about use from other instructors and students
      • How other instructors have used the resource
      • 30. Obtacles others have encountered in using the resource and how they overcame them
      • 31. Whether their expert colleagues have tried and liked the resource
      • 32. Whether students have found the resource interesting
    • What Forms Do COPs Take and What Knowledge Do They Share?
      Key findings (prelim)
      Teaching practices and challenges including:
      • Resources and resource use
      • 33. Assessment methods
      • 34. Creative ideas for teaching a discipline
      • 35. Classroom and teaching challenges
      • 36. Current budget climate
      "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
    • 37. What Emergent Practices and Perceptions Are Aligned to OER?
      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
      Key finding:
      OER facilitates and enhances collaborative behaviors among faculty
    • 38. What Emergent Practices and Perceptions Are Aligned to OER?
      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
      Key finding:
      OER facilitates knowledge sharing aboutteaching practices
    • 39. What Emergent Practices and Perceptions Are Aligned to OER?
      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
      I’d like to support online homework groups where my students can meet to collaboratively work on assignments –CCOT interview participant
      Key finding:
      OER facilitates new student-led models for learning
    • 40. What Emergent Practices and Perceptions are Aligned to OER?
      Key finding: OER supports ongoing improvement of resources and teacher professionalism

      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

    • 41. Implications and Next Steps for Research
    • 42. OER as transformative through its facilitation of knowledge sharing, COPs and collaborative teaching and learning models
      • Continued exploration of the ways that OER emerges in teaching and learning
      • 43. Further exploration of the relationship between knowledge sharing and OER
      • 44. Continued exploration of COPs, their make up, behaviors, and practices
      • 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)
    • Cynthia JimesInstitute for the Study of Knowledge Management in Educationcynthia@iskme.org

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