3. HELLOI am Jamison Miller
I am a doctoral candidate in the School of Education at the College of William & Mary in
Williamsburg, Virginia, USA. My MA is in cultural geography, BA (Honors) is in urban
geography, and AA in liberal arts. My first career was in museum photography.
You can find me at firstname.lastname@example.org, @millerjamison, jrmiller.us
4. The University of Mary Washington
DTLT, Martha Burtis, Jim Groom, DS106, A domain of one’s own, Reclaim Hosting
Jesse Stommel, Hybrid Pedagogy, Digital Pedagogy Lab
Virginia Commonwealth University
ALT Lab, Gardner Campbell, Laura Gogia, Tom Woodward, Hosting #OpenEd16
Virginia Community College System
Richard Sebastian, ELI Digital Open, Z-Degree, Zx23, Lumen Learning
WHAT IS GOING ON IN VIRGINIA?
8. OPEN EDUCATION IN
THE SPACE OF FLOWS
Sociologist Manuel Castells has built a theoretical framework for our economies and
society that are informational, global, and networked. He describes this as The
Networked Society and identifies one of the defining attributes as the SPACE OF
FLOWS, where “the material organization of social practices work through flows”.
9. OPEN EDUCATION
AS A REAL UTOPIA
Sociologist Erik Olin Wright has built a theoretical framework for a CRITICAL and
EMANCIPATORY approach in social science. He proposes developing accounts of
viable alternatives to dominant institutions and social structures, or “real utopias”,
that are based in principles of equality, democracy, and sustainability.
Image: DV Ltd. / Sigtryggur Ari
11. 3 PAPER
DISSERTATIONSTUDENT USE OF OER
How are students using OER in
their coursework? What is
learning like with OER? How
does the use compare to non-
INSTRUCTOR USE OF OER
How are instructors
implementing OER in their
instruction? How is the
adoption of OER (content)
12. Results across multiple studies indicate
that students generally achieve the
same learning outcomes when OER are
utilized and simultaneously save
significant amounts of money.
13. Evaluating the effects that OER have on
learning is problematic for several reasons.
(Farrow, de los Arcos, Pitt, & Weller, 2015)
1. How are students learning with OER? What are they doing with them, how are they using them?
What, if any, affordances are leveraged by the “open” qualities of the resources?
2. How are instructors teaching with OER? Is open being leveraged beyond “gratis”? How?
Is “open” entering into pedagogical practices, designs, or implementations? How?
15. TEACHING & LEARNING
∎ Z-Degree at Tidewater Community College
∎ zELI at Northern Virginia Community College
both built in collaboration with Lumen Learning
16. TEACHING & LEARNING
∎ How are students using OER in their coursework? What is learning
like with OER? How does the use compare to non-open resources?
∎ How are instructors implementing OER in their instruction? How is
the adoption of OER (content) influencing pedagogy (practice)?
17. TEACHING & LEARNING
THEORETICAL FRAMEWORK(S) (Panke & Seufert, 2013)
∎ Sociocultural theories
∎ Cognitive information processing
∎ Emotions, interest, and flow
18. TEACHING & LEARNING
METHODOLOGY & METHODS
∎ (Comparative) Case Study or Phenomenology/graphy
∎ Surveys and document review
∎ Observation, interviews, and focus groups
19. OER PEDAGOGY
WHAT IS THE
Is there evidence of a shift from pedagogies of
scarcity to pedagogies of abundance?
(Weller, 2011; 2014)
Image: CC(0) American Telegraph Co
∎ Presentation template by SlidesCarnival
∎ Creative Commons and Flickr for robust image searching
∎ GO-GN and the OER Hub for funding to attend #oeglobal@G@ gogo
22. SlidesCarnival icons are editable shapes.
This means that you can:
● Resize them without losing quality.
● Change line color, width and style.
Isn’t that nice? :)
For Olin Wright, critical social science is based on the idea that “many forms of human suffering and many deficits of human flourishing are a result of existing institutions and social structures” (2012, p. 2). The predominant forms of higher education readily fall into this category.
Additionally, emancipatory social science is premised upon the idea that “transforming existing institutions and social structures
And further that “Studies across a variety of settings indicate that both students and faculty are generally positive regarding OER.”
Hilton, J. (2016). Open educational resources and college textbook choices: A review of research on efficacy and perceptions. Educational Technology Research and Development, (2011). doi:10.1007/s11423-016-9434-9
they can be adapted and repurposed
often done to improve, update, or align to a specific educational need
hard to judge the efficacy, and makes longitudinal studies problematic.
difficult to reliably attribute any change in performance to the openness of the resources used.
Farrow, R., de los Arcos, B., Pitt, R., & Weller, M. (2015). Who are the open learners? A comparative study profiling non-formal users of open educational resources. European Journal of Open, Distance and E-Learning, 18(2), 50–74.
Tidewater’s Z-Degree is an Associate degree in Business Administration launched in fall of 2013, was the first college degree to entirely incorporate OER and has gained much national and international attention. NOVA’s zELI (Extended Learning Institute) has built OER courses that can be taken for an Associate’s degrees in General Studies or Social Science
In their 2013 summary of learning theories applicable to OER research, Panke & Seufert identified three main areas of theory.
Sociocultural, including Distributed Cognition, Connectivism, Activity Theory, Design in Use, Cognitive Flexibility, Social Constructivism, and Communities of Practice.
Cognitive information processing, including cognitive load theory, cognitive theory of multimedia learning, and self-regulation
Emotions, interest and flow, including Hidi & Renninger’s model of interest development