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Open Educational Resources: Gathering the evidence for Impact
 

Open Educational Resources: Gathering the evidence for Impact

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Presentation on the OLnet evidence hub and approaches to finding and sharing evidence of the impact of OER. This version first presented at the ICDE 24th conference in Bali 4 October 2011.

Presentation on the OLnet evidence hub and approaches to finding and sharing evidence of the impact of OER. This version first presented at the ICDE 24th conference in Bali 4 October 2011.
Related links:
Cloudworks: http://cloudworks.ac.uk/cloud/view/5800
YouTube: http://www.youtube.com/watch?v=Oo3xPyoiwYg
Conference: http://www.ut.ac.id/icde2011/
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  • NB Claims Garden entry. Example of a claim with links to nine pieces of evidence that have been cited in support of the claim. Note similar number of pieces of counter-evidence. It’s up to the OER community to decide for themselves. This is an illustration of the ‘storyteller’ or anecdotal evidence that is distilled within the hub.
  • Show evidence hub and information from flowers
  • Overview of the purpose of challenge and solution categories within EH
  • So far, we haven’t really spoken about evidence. But that’s got to be the main thrust of this.

Open Educational Resources: Gathering the evidence for Impact Open Educational Resources: Gathering the evidence for Impact Presentation Transcript

  • olnet.org Open Educational Resources: Gathering the evidence for Impact Patrick McAndrew & Rob Farrow The Open University UK “ Do we really know what everyone is doing and what everyone knows?”
  • Experience
    • Enhance OU reputation
    • Extending reach
    • Widening participation
    • Experiment with courses
    • Accelerate technologies
    • Catalyst for collaboration
    • Research base
    • Recruitment of students
    http://oro.open.ac.uk/17513 /
  • http://www.flickr.com/photos/bartelomeus/4184705426/
  • Outcomes & findings 28 Fellowships Research projects and ORO Publications UNESCO survey of non-English OER Data from China teaching excellence Barriers to OCW in Turkey Trackable resources from Canada Auto analysis software from Xerox New models of use in Brazil Understanding African infrastructure Models for social uptake for US Approaches to mapping the OER world Learning design and patterns for OER 19378 Rethinking openness 25819 Understanding what teachers want 24118 How users participate 22288 Studying the ways groups learn 23392 Directions for education 21894 Collective intelligence models 23352 Infrastructure Cohere ci.olnet.org olnet.org Cloudworks OERoploy Claims Garden http://cloudworks.ac.uk/cloud/view/5800
  • Hewlett Grantees – an exercise in mapping Hewlett Grantee Report (x125) http://olnet.org/node/512 Automated textual markup (XIP) Ágnes Sándor OLnet Fellow, Xerox Template-driven analysis by OLnet researchers Panagiota Alevizou, Elpida Makriyannis, Tina Wilson, Andreia Inamorato dos Santos, Patrick McAndrew Annotation & visualization tools integrating all the analyses Collective Intelligence tool Evidence Hub Distilled Themes, Challenges, Claims, Evidence, & Documents via a simplified user interface for the wider community to browse and update Michelle Bachler Anna De Liddo Simon Buckingham Shum
  • http://cloudworks.ac.uk/cloud/view/5800
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  • Communal Claims Gardening…
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  • http://tinyurl.com/69hgynv
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  • http://www.youtube.com/watch?v=Oo3xPyoiwYg
  • Challenges and solutions
    • Using Collective Intelligence
      • to both identify ‘challenges’ and find ‘solutions’
    • A mechanism to assess
      • the importance of challenges and
      • the viability of solutions
    • Capturing and visualizing
      • relationships between disparate elements of OER world
    • Building up a picture
      • of priorities, successes and failures
  • Research, evidence and claims
    • Why is a Challenge important, or a solution meaningful?
      • We need to find evidence
      • Different levels for the different kinds of claims being made
    • Evidence can be subjected to Collective Intelligence
      • Linked to new claims the OER movement wants to make
      • Challenged by other pieces of evidence
  • • Unobstructed licenses expand student access to high-quality, up-to-date, engaging, and customized content more quickly, cost-effectively, and efficiently than today. • Unobstructed licenses unlock educational resources that are developed using taxpayer dollars so they can be shared, customized, and improved, yielding a far greater return on investment to the public. • Open educational resources with unobstructed licenses are the path forward to ensure every student has access to high-quality, engaging, personalized, and up-to-date content. • Ultimately, open educational resources with unobstructed licenses can help transform our schools by producing better equipped teachers, better prepared students, and better education outcomes Advocacy claims:
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  • olnet.org ci.olnet.org
  • A parable … Stone Soup
    • http://www.youtube.com/watch?v=xF8VgHb_HkI#t=2m53s
    • (2:53 – 5:04)
    Bridge 2 Success
  • Patrick McAndrew The Open University Walton Hall Milton Keynes MK7 6AA
    • o lnet.org
    • p.mcandrew@open.ac.uk / olnet@open.ac.uk
    olnet.org