OESS 18 Keynote Presentation
•Download as PPTX, PDF•
1 like•152 views
In this keynote presentation, I celebrate the accomplishments of open education in how the field has helped underserved populations, as well as areas for improvement.
Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Similar to OESS 18 Keynote Presentation
Similar to OESS 18 Keynote Presentation (20)
Recently uploaded
Recently uploaded (20)
OESS 18 Keynote Presentation
- 1. Centering the margin: How open education addresses the status of underserved populations Jasmine Roberts Communication Lecturer at The Ohio State University Open Education Southern Symposium
- 7. Students are resorting to crowdsourcing methods, such as creating GoFundMe accounts, in order to cope with textbook costs.
- 8. University of Georgia Pell eligible students +12.3% Non-Pell eligible students +7.4% All Students +8.6% -2.05% -4.43% -2.68% Δ Grade Δ DFW The Impact of Open Educational Resources on Various Student Success Metrics Change from non-OER to OER
- 10. 95% Same or Better Outcomes http://openedgro
- 11. The need for disaggregate OER data “If OER researchers are able to show learning gains for historically underserved students, this would be even more significant—especially for institutions where low-income, adult, and students of color persist and complete at lower rates.” -Manuela Ekowo, former policy analyst and current media associate at ReThink Media
- 12. Race and culture influence how students learn ●Students are not a monolithic group and OER research should acknowledge and account for this in data reporting. ● Active learning strategies close the achievement gap between Latinx and Black students and their white counterparts. (Freeman et al., 2014). ●Compared to students from suburban areas, students from rural areas benefit more from teaching strategies that focus on learning rather than academic performance (Hadre, Sullivan,& Roberts, 2008). ●Black students excel better in classes that encourage freedom of expression and novelty (Hale, 2016).
- 14. Peer Review Process • Women are underrepresented on the editorial boards of academic journals, particularly in the STEM field • White male privilege ensures gatekeeping and cultural access in the peer review process • The open access model has the potential to dismantle the systemic workings of patriarchy, whiteness, and Western culture in the peer review process.
- 16. Openly sharing is not absolute • Open work comes with perceived risks for faculty • The risks are increasingly a part of the career experiences for faculty of color. • “Virtual mobs” serves as a cultural backlash strategy to keep faculty of color “in their place.”
Editor's Notes
- ALX: https://affordablelearning.osu.edu
- Source: https://www.npr.org/2018/06/18/621023537/summer-melt-why-arent-students-showing-up-for-college
- Source: https://www.insidehighered.com/news/2017/04/26/college-completion-rates-vary-race-and-ethnicity-report-finds
- Students from rural populations also face unique challenges and barriers to higher education. Other factors in lower rural college enrollment rates: Higher rates of drug and mental health problems Higher rates of poverty—household incomes are 20 to 25 percent below national averages. Less access to high speed internet/technology Lower rates of high school teacher recruitment and retention. Fewer than one in five rural adults aged 25 and older have college degrees, says the U.S. Department of Agriculture’s Economic Research Service. That compares to the national average of nearly half,
- OER can positively influence at-risk students. Colvard, N., Watson, C., Park, H. (2018, July) The Impact of Open Educational Resources on Various Student Success Metrics. Retrieved from http://www.isetl.org/ijtlhe/pdf/IJTLHE3386.pdf
- Across 13 academic studies that attempted to measure results pertaining to student learning (higher ed: 15784 treatment, 99,692 control, k12: 1805 treatment 2439 control) none showed results in which students who utilized OER performed worse than their peers who used traditional textbooks. Allen, G., Guzman-Alvarez, A., Molinaro, M., Larsen, D. (2015). Assessing the Impact and Efficacy of the Open-Access ChemWiki Textbook Project. Educause Learning Initiative Brief, January 2015. See also this newsletter. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2012). Interactive Learning Online at Public Universities: Evidence from Randomized Trials. Ithaka S+R. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2014). Interactive Learning Online at Public Universities: Evidence from a Six‐Campus Randomized Trial. Journal of Policy Analysis and Management, 33(1), 94-111. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from http://www.eurodl.org/index.php?p=archives&year=2012&halfyear=2&article=533. Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), 1537-1550. (OA preprint) Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Hilton, J., & Laman, C. (2012). One college’s use of an open psychology textbook. Open Learning: The Journal of Open and Distance Learning, 27(3), 201–217. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/02680513.2012.716657. (Open Repository Preprint). Lovett, M., Meyer, O., & Thille, C. (2008). The open learning initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning. Journal of Interactive Media in Education, 2008 (1). Pawlyshyn, Braddlee, Casper and Miller (2013). Adopting OER: A Case Study of Cross-Institutional Collaboration and Innovation. Educause Review. Robinson, T.J. (2015). Open Textbooks: The Effects of Open Educational Resource Adoption on Measures of Post-secondary Student Success (Doctoral dissertation). Robinson T. J., Fischer, L., Wiley, D. A., & Hilton, J. (2014). The impact of open textbooks on secondary science learning outcomes. Educational Researcher, 43(7): 341-351. Wiley, D., Hilton, J. Ellington, S., and Hall, T. (2012). “A preliminary examination of the cost savings and learning impacts of using open textbooks in middle and high school science classes.” International Review of Research in Open and Distance Learning. 13 (3), pp. 261-276. This also includes Fischer et al (2015), Wiley et al. (EPAA) (2016), and Hilton et al. (IRRODL) (in press)
- Source: https://www.edsurge.com/news/2017-06-09-oer-researchers-don-t-disaggregate-data-on-diverse-students-here-s-why-they-should
- Source: https://www.theatlantic.com/education/archive/2014/12/how-black-students-tend-to-learn-science/383387/ Source: https://files.eric.ed.gov/fulltext/EJ869300.pdf Source: https://files.eric.ed.gov/fulltext/EJ1157579.pdf
- Source: https://www.ncbi.nlm.nih.gov/pubmed/25177537
- There are perceived career risks that come along with “open” work for faculty. Source: https://www.edsurge.com/news/2018-05-16-where-are-all-the-faculty-in-the-open-education-movement
- And the perceived and real risks are even greater for faculty of color. There is an increasing amount of faculty members of color who are aggressively attacked for simply doing their work-calling out the very systems that breed inequity and discrimination. Drs. Stephen Finley, Biko Gray, and Lori Martin recently authored an article discussing the particular vulnerability that faculty of color face in doing their work, especially if they write or research race-related issues or talk about such topics in the classroom. e cases, send violent threat to professors of color and their loved ones. Source: https://www.aaup.org/sites/default/files/FinleyGrayMartin.pdf