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Non-English speakers’ use of OER: consumers or contributors?

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Slides for presentation at OER15 in Cardiff, April 2015.

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Non-English speakers’ use of OER: consumers or contributors?

  1. 1. Non-English speakers’ use of OER: consumers or contributors? B. de los Arcos The Open University, UK oerresearchhub.org @celTatis
  2. 2. Equalize access to knowledge for teachers and students around the globe through OER Education Program, The William and Flora Hewlett Foundation, 2010
  3. 3. Encourage the development and adaptation of OER in a variety of languages and cultural contexts. UNESCO Paris OER Declaration, 2012
  4. 4. “Localizing OER material is not only a question of language but also one of culture. It is important to be aware of cultural and pedagogical differences between the original context of use and the intended new use of the material” (Larson & Murray, 2008)
  5. 5. “Not only does the English language dominate OER provision, but English-language content tends to be based on Western learning theory” (Albright, 2005)
  6. 6. consumers… COVERor contributors? PhotoCCBY-NC2.0https://flic.kr/p/atdP9E Photo CC0 1.0 https://flic.kr/p/qcRnSm
  7. 7. 33.5% do not speak English as native language OER Research Hub Survey Data
  8. 8. Sample Photo CC BY-SA 2.0 https://flic.kr/p/y59xh
  9. 9. English speakers (N=4938) vs non-English speakers (N=1554) 54% female, 45% male 45% informal learners, 26% formal learners, 25.5% educators 59% highly qualified 14% declare a disability Most 25-34 years-old 43% female, 56% male 44% informal learners, 33% informal learners, 24% educators 70% highly qualified 6% declare a disability Most 25-34 years-old
  10. 10. English speakers (N=4938) vs non-English speakers (N=1554) 88% have broadband internet access, 3% have dial-up internet access 57% access internet at work 73% have broadband internet access, 9% have dial-up access 28% access internet at work
  11. 11. Educators
  12. 12. I have adapted OER to fit my needs 78.5%* I have created resources for teaching 41% I have created resources and published them under an open license 16% I have adapted OER to fit my needs 91%* I have created resources for teaching 30% I have created resources and published them under an open license 11% English speakers Non-English speakers
  13. 13. I have added a resource to a repository 29% I have added comments regarding the quality of a resource 25% I have added comments suggesting ways of using a resource 13.5% I have added a resource to a repository 21% I have added comments regarding the quality of a resource 23% I have added comments suggesting ways of using a resource 17% English speakers Non-English speakers
  14. 14. Challenges to using OER Finding suitable resources in my subject area 62% Finding resources of sufficiently high quality 58% Knowing where to find resources 54% Knowing where to find resources 50% Finding resources of sufficiently high quality 46% Finding suitable resources in my subject area 44% English speakers Non-English speakers
  15. 15. Impact of using OER on teaching I use a broader range of teaching and learning methods 64% OER allow me to better accommodate diverse learner needs 62% I use a wider range of multimedia 59% OER allow me to better accommodate diverse learner needs 72% I use a broader range of teaching and learning methods 61% I have a more up-to-date knowledge of my subject area 58% English speakers Non-English speakers
  16. 16. Purpose of using OER To get new ideas and inspiration 78% To supplement my existing lessons or coursework 69% To prepare for my teaching 67% To get new ideas and inspiration 79% To prepare for my teaching 62% To learn about a new topic 50% English speakers Non-English speakers
  17. 17. Informal learners Photo CC BY-SA 2.0 https://flic.kr/p/845bKP
  18. 18. I have adapted OER to fit my needs 85% I have created resources for studying 16% I have created resources and published them under an open license 4% I have adapted OER to fit my needs 85% I have created resources for studying 16.5% I have created resources and published them under an open license 5% English speakers Non-English speakers
  19. 19. Purpose of using OER To improve my study skills 41%* To improve my language skills 6%* To improve my study skills 56%* To improve my language skills 45%* English speakers Non-English speakers
  20. 20. Formal learners Photo CC BY-NC-SA 2.0 https://flic.kr/p/p9fe7M
  21. 21. I have adapted OER to fit my needs 77% I have created resources for studying 20%* I have created resources and published them under an open license 7% I have adapted OER to fit my needs 86% I have created resources for studying 34%* I have created resources and published them under an open license 10% English speakers Non-English speakers
  22. 22. Selecting OER The resource is relevant to my particular interests/needs 78.5% The resource is created by a reputable/trusted institution/person 70% The resource includes a description of learning objectives 66% The resource is relevant to my particular interests/needs 75% The resource includes a description of learning objectives 64% The resource is easy to download 59% English speakers Non-English speakers
  23. 23. Photo: CC BY-ND 2.0 https://flic.kr/p/iqbQsV
  24. 24. Encourage the development, adaptation AND SHARING of OER in a variety of languages and cultural contexts
  25. 25. References: Albright, P. (2005) Final Report of the Internet Discussion Forum of the International Institute for Educational Planning. International Institute for Educational Planning. Larson, R.C. and Murray, M.E. (2008). Open Educational Resources For Blended Learning In High Schools: Overcoming Impediments In Developing Countries. Journal of Asynchronous Learning Networks,12(1), pp. 85-103. Pawlowski, J.M. and Hoel, T. (2012).Towards a Global Policy for Open Educational Resources: The Paris OER Declaration and its Implications, White Paper, Version 0.2, Jyväskylä, Finland.
  26. 26. Thank you b.de-los-arcos@open.ac.uk @celTatis
  27. 27. in service of The Open University

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