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Open Educational Resources - Evidence and Impact
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Open Educational Resources - Evidence and Impact


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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.
  • Transcript

    • 1. 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?”
    • 2. Experience
    • 3.
      • Enhance OU reputation
      • Extending reach
      • Widening participation
      • Experiment with courses
      • Accelerate technologies
      • Catalyst for collaboration
      • Research base
      • Recruitment of students /
    • 4.
    • 5. 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 Cloudworks OERoploy Claims Garden
    • 6.  
    • 7.  
    • 8. Communal Claims Gardening…
    • 9.  
    • 10.  
    • 11.  
    • 12.  
    • 13.
    • 14.  
    • 15.
    • 16. 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
    • 17. 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
    • 18. • 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:
    • 19.  
    • 20.  
    • 21.
    • 22. A parable … Stone Soup
      • (2:53 – 5:04)
      Bridge 2 Success
    • 23. Patrick McAndrew The Open University Walton Hall Milton Keynes MK7 6AA
      • o
      • /