LORO, an OER repository for language teachers:  Does it make a difference?   Anna Comas-Quinn, SCORE Fellow Impact of OER ...
Languages Open Resources Online   <ul><li>LORO is about:  </li></ul><ul><li>...making all teaching materials for all level...
 
 
How do we measure impact? <ul><li>Metrics (eprints inbuilt + google analytics) </li></ul><ul><li>Surveys (questionnaires +...
 
 
Online surveys <ul><li>Department of Languages ALs only (~320) </li></ul><ul><li>June 2009 (129 respondents) </li></ul><ul...
March 2010 usage survey
March 2010 usage survey
Data from forums <ul><li>I guess what might have stopped me in my early days with the OU would have been anxiety about pee...
Focus groups <ul><li>Conducted on Elluminate </li></ul><ul><li>Personas  </li></ul><ul><li>Impact on your teaching practic...
LORO in your professional practice: a framework for reflection Instructions :  (1) Read the whole page BEFORE starting to ...
Jakob Nielsen (2006) “Participation Inequality: Encouraging More Users to Contribute”
Jakob Nielsen (2006) “Participation Inequality: Encouraging More Users to Contribute”
Any questions?  <ul><li>Contact  FELS- [email_address] </li></ul><ul><li>or  </li></ul><ul><li>Anna Comas-Quinn </li></ul>...
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Anna Comas-Quinn LORO, an OER Repository for language teachers

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Slides of the morning presentation by Anna Comas-Quinnfor the event : "Does it make a difference? The impact of repositories and OERs on teaching and learning", March 2011

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  • The following two slides are about AL users. We surveyed all 316 ALs who are employed this year, and got 173 replies, a 55% response rate – this high response rate was due to the fact that we sent a two question survey, which many tutors liked. Exact figures are 87% have and 13% haven’t. We can mention courses that already had the materials, like L120, L211 and L203 and courses where there were no materials in LORO such as LB160.
  • Exact figures here are 33% have and 67% haven’t.
  • Anna Comas-Quinn LORO, an OER Repository for language teachers

    1. 1. LORO, an OER repository for language teachers: Does it make a difference? Anna Comas-Quinn, SCORE Fellow Impact of OER on teaching and learning 23 March 2011
    2. 2. Languages Open Resources Online <ul><li>LORO is about: </li></ul><ul><li>...making all teaching materials for all levels and languages available to all users, </li></ul><ul><li>… making OU tutorial materials available to the wider languages community, </li></ul><ul><li>… allowing users to share their own materials with the whole languages community, </li></ul><ul><li>… starting a change in the way we work (OER, access, transparency, quality). </li></ul>
    3. 5. How do we measure impact? <ul><li>Metrics (eprints inbuilt + google analytics) </li></ul><ul><li>Surveys (questionnaires + usage polls) </li></ul><ul><li>Data from forums </li></ul><ul><li>Focus groups </li></ul><ul><li>Narrative frames </li></ul><ul><li>(Barkhuizen, G. and Wette, R. (2008) ‘Narrative frames for investigating the experiences of language teachers’, System , 36, 372–387) </li></ul>
    4. 8. Online surveys <ul><li>Department of Languages ALs only (~320) </li></ul><ul><li>June 2009 (129 respondents) </li></ul><ul><li>July 2010 (73 respondents) </li></ul><ul><li>March 2010 (173 respondents) </li></ul><ul><li>March 2011… </li></ul>
    5. 9. March 2010 usage survey
    6. 10. March 2010 usage survey
    7. 11. Data from forums <ul><li>I guess what might have stopped me in my early days with the OU would have been anxiety about peer critique.  When you're just developing online resources as a new tutor, there's every reason not to feel too confident about them. Now I have no pride and scatter my resources all over the place.  (9:25 am) </li></ul><ul><li>I think the fact that not many tutors do share resources is a problem. On a course where tutors are cooperative it works really well. On one where they are not it can seem very one sided. (9:35 am) </li></ul><ul><li>Yes, but it IS about confidence, most of the time, isn't it?  We all think (most of us?) that our stuff is very basic and no-one would want it. But they do, if only to make them feel good about their own stuff  :-) (9:38 am) </li></ul><ul><li>(Talking Point, ‘Elluminate on Elluminate’, 11 December 2010) </li></ul>
    8. 12. Focus groups <ul><li>Conducted on Elluminate </li></ul><ul><li>Personas </li></ul><ul><li>Impact on your teaching practice </li></ul><ul><li>Followed by ‘narrative frames’ </li></ul>
    9. 13. LORO in your professional practice: a framework for reflection Instructions : (1) Read the whole page BEFORE starting to write. (2) Write a coherent narrative; i.e. link each idea to the next like you would in a story. The way I use LORO in preparation for a tutorial is that… The main reason for this is that… For instance, I remember a particular case when I was teaching…. and I decided to…. It would have been very helpful if…. In terms of my own teaching practice, I think that sharing the resources I have created with colleagues… In relation to my own teaching practice, what I think about LORO is that... The way I would like LORO to address this is… A major constraint, though, might be that…
    10. 14. Jakob Nielsen (2006) “Participation Inequality: Encouraging More Users to Contribute”
    11. 15. Jakob Nielsen (2006) “Participation Inequality: Encouraging More Users to Contribute”
    12. 16. Any questions? <ul><li>Contact FELS- [email_address] </li></ul><ul><li>or </li></ul><ul><li>Anna Comas-Quinn </li></ul><ul><li>SCORE Fellow </li></ul><ul><li>[email_address] </li></ul>

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