Exploring open educational practices of 1st year studentsTabisa Mayisela
This document summarizes a study exploring how first year university students in South Africa use digital content and open educational practices in their courses. The study found that while students found online resources, they did not intentionally search open educational repositories. Some students engaged in open practices like using open technologies, but most were unaware of concepts like Creative Commons licensing and open educational resources. The study recommends pedagogy encouraging digital content creation and collaboration between faculty and libraries to increase student awareness of open educational practices and resources.
Global Open Education Graduate Network Research Presentation - Cape Town, Sou...Michael Paskevicius
A brief overview of research journey into open educational practices so far. I am exploring how open educational practices (OEP) are evolving and being actualized in formal higher education. As an educational developer, I am interested in how to support faculty in moving to OEP, understanding the experience of faculty currently innovating with OEP, as well as the student experience of being engaged with OEP.
How inclusive is the "Openness" of Open Education?Sarah Lambert
This document provides an overview of a PhD student's research on how open education programs can be used by Australian higher education institutions to promote student equity and social inclusion. The research aims to critically examine whether open education truly benefits underprivileged groups or exacerbates existing inequities. The student's literature review identified some programs that successfully supported equity cohorts using open online courses, though more targeted interventions may be needed. Her research will analyze case studies of programs combining open technologies with physical and social supports. The goal is to understand how open education can be designed and implemented inclusively for different student populations and circumstances.
Critical issues in contemporary open education researchRobert Farrow
This presentation outlines some key considerations for researchers working in the fields of open education, OER and MOOC. Key lines of debate in the open education movement will be described and critically assessed. A reflective overview of the award-winning OER Research Hub project will be used to frame several key considerations around the methodology and purpose of OER research (including 'impact' and 'open practices'). These will be compared with results from a 2016 OER Hub consultation with key stakeholders in the open education movement on research priorities for the sector. The presentation will conclude with thoughts on the potential for openness to act as a disruptive force in higher education.
Exploring open educational practices of 1st year studentsTabisa Mayisela
This document summarizes a study exploring how first year university students in South Africa use digital content and open educational practices in their courses. The study found that while students found online resources, they did not intentionally search open educational repositories. Some students engaged in open practices like using open technologies, but most were unaware of concepts like Creative Commons licensing and open educational resources. The study recommends pedagogy encouraging digital content creation and collaboration between faculty and libraries to increase student awareness of open educational practices and resources.
Global Open Education Graduate Network Research Presentation - Cape Town, Sou...Michael Paskevicius
A brief overview of research journey into open educational practices so far. I am exploring how open educational practices (OEP) are evolving and being actualized in formal higher education. As an educational developer, I am interested in how to support faculty in moving to OEP, understanding the experience of faculty currently innovating with OEP, as well as the student experience of being engaged with OEP.
How inclusive is the "Openness" of Open Education?Sarah Lambert
This document provides an overview of a PhD student's research on how open education programs can be used by Australian higher education institutions to promote student equity and social inclusion. The research aims to critically examine whether open education truly benefits underprivileged groups or exacerbates existing inequities. The student's literature review identified some programs that successfully supported equity cohorts using open online courses, though more targeted interventions may be needed. Her research will analyze case studies of programs combining open technologies with physical and social supports. The goal is to understand how open education can be designed and implemented inclusively for different student populations and circumstances.
Critical issues in contemporary open education researchRobert Farrow
This presentation outlines some key considerations for researchers working in the fields of open education, OER and MOOC. Key lines of debate in the open education movement will be described and critically assessed. A reflective overview of the award-winning OER Research Hub project will be used to frame several key considerations around the methodology and purpose of OER research (including 'impact' and 'open practices'). These will be compared with results from a 2016 OER Hub consultation with key stakeholders in the open education movement on research priorities for the sector. The presentation will conclude with thoughts on the potential for openness to act as a disruptive force in higher education.
Choosing Open (#GO_GN) - Openness and praxis: Using OEP in HECatherine Cronin
This summary provides the key points from the document in 3 sentences:
The document discusses open educational practices (OEP) in higher education. It explores how academic staff use OEP, their reasons for using or not using OEP, and identifies 4 dimensions shared by academic staff who do use OEP - balancing privacy and openness, developing digital literacies, valuing social learning, and challenging traditional teaching roles. The document concludes that use of OEP is a complex, personal, and contextual issue that higher education institutions should support by building academic staff capacity in digital literacies, navigating privacy and openness, and reflecting on educator roles.
The iterative engagement between curation and evaluation in an open research ...SarahG_SS
Presentation at the African Virtual University (AVU) in Nairobi, Kenya in July 2015. This practice-based presentation outlines the iterative engagement between ROER4D’s curation strategy and evaluation of this project objective, and analyses how this facilitates development of the evaluation plan. Opportunities and challenges of developing and evaluating a curation strategy for such a large-scale open research project are also highlighted.
Slides presented at Open Education 2016. The Open Research Agenda is an international consultation exercise on research priorities in open education which combines online surveys and focus group interactions. This presentation summarises thematic analysis of the data set and indicates future directions for research in the field of open education.
Understanding lecturers’ adoption of OER: a multi-factorial approach ROER4D
This document summarizes research into factors that influence lecturers' adoption of open educational resources (OER) at three South African universities: the University of Cape Town (UCT), the University of Fort Hare (UFH), and the University of South Africa (UNISA). The researchers developed an OER adoption pyramid identifying six key factors - access, permission, awareness, capacity, availability, and volition. Interviews with lecturers showed their level of OER readiness varied between the institutions depending on how structural, cultural, and personal factors interact within each university's institutional culture. UCT exhibited the highest OER readiness while UFH exhibited the lowest.
The document discusses a study on the impact of open educational resources (OER) availability on open educational practices in universities in Sub-Saharan Africa as part of an ICT-integrated teacher education program. It provides background on the program developed courses in math, science and other subjects that were released under Creative Commons licenses. The study examined the extent of OER use and repurposing at the network and university levels. It found the OER were extensively used as source materials in course development. However, while the university participated in the OER creation, it did not adopt the full teacher education program due to financial and technological constraints. The availability of OER impacted the process for creating the open courseware.
Community College Consortium for OER Panel: Increasing Student Retention and ...Una Daly
Presentation at the Online Teaching Conference Jun 18, 2015 in San Diego, CA:
The cost of textbooks has been identified as a major barrier for students completing their education. Colleges seeking to increase student retention and success are promoting the use of open educational resources and open textbooks to reduce costs and improve pedagogy. A key strategy for college adoption campaigns has been participating in communities of practice. Members of the Community College Consortium for OER (CCCOER) will share their best practices and other tactics for nurturing a national community of practice focused on open education.
Etienne Wenger defines communities of practice as “groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.” With over 250 member colleges in 19 states and provinces, CCCOER encourages collaboration between members and invites OER project presentations at monthly online meetings. Experienced members advise those who are just getting started on OER and best practices are freely shared. Access to a community of college OER experts through our advisory listserve allows new members to quickly find and adopt the highest quality OER available. Meetups at regional and national conferences provide an opportunity to share and promote the OER adoption successes of our members with colleagues in higher education.
Hear from this panel of OER experts about how they promote open textbooks and OER adoption at their colleges:
Una Daly, Director of CCCOER and Curriculum Design at the Open Education Consortium. Panel facilitator.
Katie Datko: Interim Associate Dean of Distance Education and Instructional Designer, Pasadena City College.
James Glapa-Grossklag, Dean of Educational Technology, Learning Resources, and Distance Learning, College of the Canyons, President of CCCOER Advisory
Barbara Illowsky: Dean of Basic Skills & OER, CCC Online Ed Initiative and Mathematics professor at De Anza College.
Cherylee Kushida: Distance Education Coordinator and Computer Science professor at Santa Ana College.
This document discusses open educational resources (OER) and open education. It provides an overview of features of open universities, the results of an Athabasca University survey on OER use and creation, and the benefits and potential challenges of open education. It also outlines next steps such as adapting existing OER, developing open courses, and establishing an UNESCO Chair in OER.
Sarita Kumar and Savithri Singh conducted a survey to study awareness of open educational resources (OER) among content creators in India. They found that while many understand the importance of open education, there remains a lack of understanding about what constitutes OER and how to license content openly. Over 60% of respondents were unaware of how to license their materials as OER. The survey indicates that while India has actively participated in open education, more advocacy is needed to increase awareness of OER licensing and concepts among academic authors and institutions.
This document summarizes research on factors influencing adoption of open educational resources (OER) in Mongolia's higher education system. The researchers conducted surveys and interviews with educators to understand awareness, access, cultural influences, policies, practices, and perceptions of quality and value of OER. Key findings include modest OER awareness, adequate technological access, lack of a collaborative culture around sharing resources, no formal incentives for OER creation, and mixed views on OER utility depending on localization and relevance for teaching. Recommendations focus on further awareness raising, developing local OER, building communities of practice, and establishing policies that encourage OER engagement.
This document summarizes research on the impact of open educational resources (OER) provided through the Darakht-e Danesh digital library in Parwan province, Afghanistan. The research found that OER increased teachers' subject knowledge, improved lesson planning, and provided more current subject information. OER also helped initiate collaboration among students. However, teachers' understanding of concepts like openness and intellectual property was still developing. Overall, OER showed potential to strengthen education quality in Afghanistan if access to technology can be expanded.
The study examined the impact of open educational resources (OER) on the cost and quality of course materials in postgraduate distance education courses at the University of the Philippines Open University (UPOU). 48 courses from 3 disciplines - Education, Health, and Development Studies - were reviewed. The results showed that OER use varied by discipline, with Health courses using OER most at 50% of modules on average. Students and faculty generally perceived that OER-using courses matched learning objectives and topics. In Education specifically, OER were seen as appropriate to course level and relevant to topics. In Health, learning resources were highly rated in terms of sufficiency, relevance, and accuracy. Across disciplines, learning activities using OER were
Championing the Cause: Bridging State Policy and Practice in K-12 OER (Open E...Sara Frank Bristow
This document summarizes a presentation on K-12 open educational resource (OER) champions and their role in driving policy changes. It profiles the work of David Wiley in Utah and the Washington Open Course Library as examples. OER champions drive policy changes by implementing pilots to build evidence, documenting processes for others, convening stakeholders, and advocating for policies that support OER adoption. They champion issues of cost, quality and access that are universally important. Their work removing barriers and leading by example through school programs can help increase OER usage and further policy changes.
Battle for Open - Studia Generalia Lecture Tallin Estonia, April 2015Terry Anderson
This document summarizes a presentation on open education practices given at Athabasca University. Some key points:
- Athabasca University has 34,000 students in fully online programs up to the doctorate level, making it the largest online university in Canada.
- Open education values student freedom and control as well as continuing education as a basic human right.
- The presentation covered open educational resources, open textbooks, open data, open publishing, and open pedagogy. Researching open education practice was also discussed.
- Challenges to adoption of open practices include institutional resistance, governance issues, commercial social media influences, and lack of staff engagement. However, openness also provides opportunities
Distance Education- Emerging Technologies and Opportunities in AfricaTerry Anderson
Distance education shows promise for expanding access to education in Africa but faces many challenges. It can increase enrollment and lower costs if implemented effectively, but may not be suitable for all subjects or students. While distance education has grown significantly in Africa, it has not fully met the increasing demand for higher education. New technologies like MOOCs and online learning hold potential to further scale educational opportunities, but quality, costs, and cultural factors must be considered.
This document summarizes the results of a survey of 250 university teachers regarding their use of technology and open educational resources (OER) in their teaching. The survey found that while teachers have generally received training in using common technologies like Word and PowerPoint, they received less training in areas like online pedagogies and assessment. Teachers rated their technology skills as average or above average except in areas like online course creation. While teachers expressed willingness to learn more about OER and use OER in their teaching, most universities do not currently provide support for OER creation. The researchers conclude that more training and institutional support is needed to promote educational innovation using OER.
Choosing Open (#GO_GN) - Openness and praxis: Using OEP in HECatherine Cronin
This summary provides the key points from the document in 3 sentences:
The document discusses open educational practices (OEP) in higher education. It explores how academic staff use OEP, their reasons for using or not using OEP, and identifies 4 dimensions shared by academic staff who do use OEP - balancing privacy and openness, developing digital literacies, valuing social learning, and challenging traditional teaching roles. The document concludes that use of OEP is a complex, personal, and contextual issue that higher education institutions should support by building academic staff capacity in digital literacies, navigating privacy and openness, and reflecting on educator roles.
The iterative engagement between curation and evaluation in an open research ...SarahG_SS
Presentation at the African Virtual University (AVU) in Nairobi, Kenya in July 2015. This practice-based presentation outlines the iterative engagement between ROER4D’s curation strategy and evaluation of this project objective, and analyses how this facilitates development of the evaluation plan. Opportunities and challenges of developing and evaluating a curation strategy for such a large-scale open research project are also highlighted.
Slides presented at Open Education 2016. The Open Research Agenda is an international consultation exercise on research priorities in open education which combines online surveys and focus group interactions. This presentation summarises thematic analysis of the data set and indicates future directions for research in the field of open education.
Understanding lecturers’ adoption of OER: a multi-factorial approach ROER4D
This document summarizes research into factors that influence lecturers' adoption of open educational resources (OER) at three South African universities: the University of Cape Town (UCT), the University of Fort Hare (UFH), and the University of South Africa (UNISA). The researchers developed an OER adoption pyramid identifying six key factors - access, permission, awareness, capacity, availability, and volition. Interviews with lecturers showed their level of OER readiness varied between the institutions depending on how structural, cultural, and personal factors interact within each university's institutional culture. UCT exhibited the highest OER readiness while UFH exhibited the lowest.
The document discusses a study on the impact of open educational resources (OER) availability on open educational practices in universities in Sub-Saharan Africa as part of an ICT-integrated teacher education program. It provides background on the program developed courses in math, science and other subjects that were released under Creative Commons licenses. The study examined the extent of OER use and repurposing at the network and university levels. It found the OER were extensively used as source materials in course development. However, while the university participated in the OER creation, it did not adopt the full teacher education program due to financial and technological constraints. The availability of OER impacted the process for creating the open courseware.
Community College Consortium for OER Panel: Increasing Student Retention and ...Una Daly
Presentation at the Online Teaching Conference Jun 18, 2015 in San Diego, CA:
The cost of textbooks has been identified as a major barrier for students completing their education. Colleges seeking to increase student retention and success are promoting the use of open educational resources and open textbooks to reduce costs and improve pedagogy. A key strategy for college adoption campaigns has been participating in communities of practice. Members of the Community College Consortium for OER (CCCOER) will share their best practices and other tactics for nurturing a national community of practice focused on open education.
Etienne Wenger defines communities of practice as “groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.” With over 250 member colleges in 19 states and provinces, CCCOER encourages collaboration between members and invites OER project presentations at monthly online meetings. Experienced members advise those who are just getting started on OER and best practices are freely shared. Access to a community of college OER experts through our advisory listserve allows new members to quickly find and adopt the highest quality OER available. Meetups at regional and national conferences provide an opportunity to share and promote the OER adoption successes of our members with colleagues in higher education.
Hear from this panel of OER experts about how they promote open textbooks and OER adoption at their colleges:
Una Daly, Director of CCCOER and Curriculum Design at the Open Education Consortium. Panel facilitator.
Katie Datko: Interim Associate Dean of Distance Education and Instructional Designer, Pasadena City College.
James Glapa-Grossklag, Dean of Educational Technology, Learning Resources, and Distance Learning, College of the Canyons, President of CCCOER Advisory
Barbara Illowsky: Dean of Basic Skills & OER, CCC Online Ed Initiative and Mathematics professor at De Anza College.
Cherylee Kushida: Distance Education Coordinator and Computer Science professor at Santa Ana College.
This document discusses open educational resources (OER) and open education. It provides an overview of features of open universities, the results of an Athabasca University survey on OER use and creation, and the benefits and potential challenges of open education. It also outlines next steps such as adapting existing OER, developing open courses, and establishing an UNESCO Chair in OER.
Sarita Kumar and Savithri Singh conducted a survey to study awareness of open educational resources (OER) among content creators in India. They found that while many understand the importance of open education, there remains a lack of understanding about what constitutes OER and how to license content openly. Over 60% of respondents were unaware of how to license their materials as OER. The survey indicates that while India has actively participated in open education, more advocacy is needed to increase awareness of OER licensing and concepts among academic authors and institutions.
This document summarizes research on factors influencing adoption of open educational resources (OER) in Mongolia's higher education system. The researchers conducted surveys and interviews with educators to understand awareness, access, cultural influences, policies, practices, and perceptions of quality and value of OER. Key findings include modest OER awareness, adequate technological access, lack of a collaborative culture around sharing resources, no formal incentives for OER creation, and mixed views on OER utility depending on localization and relevance for teaching. Recommendations focus on further awareness raising, developing local OER, building communities of practice, and establishing policies that encourage OER engagement.
This document summarizes research on the impact of open educational resources (OER) provided through the Darakht-e Danesh digital library in Parwan province, Afghanistan. The research found that OER increased teachers' subject knowledge, improved lesson planning, and provided more current subject information. OER also helped initiate collaboration among students. However, teachers' understanding of concepts like openness and intellectual property was still developing. Overall, OER showed potential to strengthen education quality in Afghanistan if access to technology can be expanded.
The study examined the impact of open educational resources (OER) on the cost and quality of course materials in postgraduate distance education courses at the University of the Philippines Open University (UPOU). 48 courses from 3 disciplines - Education, Health, and Development Studies - were reviewed. The results showed that OER use varied by discipline, with Health courses using OER most at 50% of modules on average. Students and faculty generally perceived that OER-using courses matched learning objectives and topics. In Education specifically, OER were seen as appropriate to course level and relevant to topics. In Health, learning resources were highly rated in terms of sufficiency, relevance, and accuracy. Across disciplines, learning activities using OER were
Championing the Cause: Bridging State Policy and Practice in K-12 OER (Open E...Sara Frank Bristow
This document summarizes a presentation on K-12 open educational resource (OER) champions and their role in driving policy changes. It profiles the work of David Wiley in Utah and the Washington Open Course Library as examples. OER champions drive policy changes by implementing pilots to build evidence, documenting processes for others, convening stakeholders, and advocating for policies that support OER adoption. They champion issues of cost, quality and access that are universally important. Their work removing barriers and leading by example through school programs can help increase OER usage and further policy changes.
Battle for Open - Studia Generalia Lecture Tallin Estonia, April 2015Terry Anderson
This document summarizes a presentation on open education practices given at Athabasca University. Some key points:
- Athabasca University has 34,000 students in fully online programs up to the doctorate level, making it the largest online university in Canada.
- Open education values student freedom and control as well as continuing education as a basic human right.
- The presentation covered open educational resources, open textbooks, open data, open publishing, and open pedagogy. Researching open education practice was also discussed.
- Challenges to adoption of open practices include institutional resistance, governance issues, commercial social media influences, and lack of staff engagement. However, openness also provides opportunities
Distance Education- Emerging Technologies and Opportunities in AfricaTerry Anderson
Distance education shows promise for expanding access to education in Africa but faces many challenges. It can increase enrollment and lower costs if implemented effectively, but may not be suitable for all subjects or students. While distance education has grown significantly in Africa, it has not fully met the increasing demand for higher education. New technologies like MOOCs and online learning hold potential to further scale educational opportunities, but quality, costs, and cultural factors must be considered.
This document summarizes the results of a survey of 250 university teachers regarding their use of technology and open educational resources (OER) in their teaching. The survey found that while teachers have generally received training in using common technologies like Word and PowerPoint, they received less training in areas like online pedagogies and assessment. Teachers rated their technology skills as average or above average except in areas like online course creation. While teachers expressed willingness to learn more about OER and use OER in their teaching, most universities do not currently provide support for OER creation. The researchers conclude that more training and institutional support is needed to promote educational innovation using OER.
1) The document summarizes updates from the GO-GN.net organization, which supports open education research and PhD students.
2) Key updates include a new website, membership application process, surveys of members, webinar series, and funding secured for three more years.
3) The goals are to establish GO-GN as a global community for OER research, have PhD students at the heart of it, and develop resources to increase publications, students, alumni, and ongoing researchers in open education.
Opening-up the HE box through cross-boundary collaborative open learning in c...Chrissi Nerantzi
This document discusses opening up higher education through cross-boundary collaborative open learning. It presents a phenomenographic study of two open online courses involving academics from different institutions. Interviews and surveys examined how participants experienced these cross-institutional courses and which characteristics most influenced their experiences. The study developed a framework for open learning consisting of learner engagement patterns, needs, and design considerations. The framework aims to support new approaches to academic development and continuing professional development that are cross-institutional, collaborative, and open.
Making MOOCs and changing open educational practicesROER4D
Making MOOCs and changing open educational practices
Laura Czerniewicz, Andrew Deacon, Sukaina Walji, Michael Glover
9 March 2017
Presentation at Open Education Global Conference 2017
Global OER Graduate Network: Raising the Profile of Research into Open Educat...BdelosArcos
The document discusses the Global OER Graduate Network, which supports 45 PhD researchers from 14 countries researching open education. The network aims to raise the profile of open education research, support PhD students, and develop openness in the research process. It also discusses open research and defines it as conducting and sharing research such as proposals, literature reviews, and findings publicly to allow others to access and build upon.
Open research is defined as intentionally sharing research proposals, documents, literature reviews, methodologies, instruments, frameworks, findings, and data publicly to allow others free access, use, modification, and sharing while preserving ethics and legal standards. Conducting open research can improve quality through an agile process where work is openly shared and built upon, though there are also challenges to consider regarding openly sharing failures or incomplete work.
FACTORES PARA LA PUESTA EN MARCHA Y EL ÉXITO DE MICROEMPRESAS ASOCIATIVAS CRE...Francisco Diaz Bretones
El fomento del emprendimiento desde las universidades es una función académica cada vez más valorada. Sin embargo, existen muy pocos trabajos que aborden las barreras y los elementos facilitadores que encuentran los emprendedores universitarios. Este estudio analiza los motivos y otros factores que facilitan la puesta en marcha y el éxito de empresas colectivas creadas por universitarios poniendo especial énfasis en el papel desempeñado por las universidades. El análisis empírico consistió en el estudio de 13 empresas creadas por egresados de tres universidades españolas, mediante entrevistas en profundidad a sus socios. Los resultados muestran que el desarrollo profesional y valores personales como iniciativa, independencia, capacidad de adaptación y constancia son las motivaciones más señaladas por los universitarios para crear empresas con sus compañeros. Asimismo, la universidad aparece como un elemento de apoyo a través de asignaturas de creación de empresas, servicios como asesoría, publicidad o contactos y el conocimiento mutuo de futuros socios. Sin embargo, el análisis revela que aún queda mucho camino por recorrer en las universidades para lograr una promoción más eficaz.
A Comparative Study of Indian Learners in Massie Open Online Courses (MOOCs)FutureLearn FLAN
Presented by Janesh Sanzgiri of The Open University at The Open University, Milton Keynes, UK on 15 June 2017. This presentation formed part of the FutureLearn Academic Network section (FLAN Day) of the 38th Computers and Learning Research Group (CALRG) conference. For full details, see http://cloudworks.ac.uk/cloudscape/view/3004
This document summarizes a study comparing Indian learners on Western and Indian MOOC platforms. It found that learners on the Indian NPTEL platform were more motivated by professional goals, faced more technical challenges, and found courses more difficult than those on the UK's FutureLearn. Interviews revealed NPTEL learners used MOOCs to supplement poor local education, while FutureLearn learners engaged more for leisure. Learners preferred local content but a British accent over Indian. The study helps address the lack of research on non-Western MOOC users.
If MOOCs are the answer, did we ask the right questions? Implications for the...Marco Kalz
Kalz, M. (2013). If MOOCs are the answer, did we ask the right questions? Implications for the design of large-scale online courses. Presentation given at the 3rd Annual Research Conference of the Maastricht School of Management. Revolutions in Education: New Opportunities for Development? 6 September 2013, Maastricht, The Netherlands.
To download this presentation please see http://dspace.ou.nl
This document discusses a study examining the impact of adopting open educational resources (OER) in African-developed massive open online courses (MOOCs) on educators' open educational practices. The study investigated how creating and using OER in MOOCs affected educators' attitudes, behaviors, and teaching practices. Preliminary observations found early positive responses from educators, with some challenges around finding openly licensed materials. The study used interviews and artifacts to analyze educators' practices over time using a conceptual framework of cultural-historical activity theory. The hypothesis was that using OER in MOOCs would help spread more open educational practices.
2018-07-10 ICALT 2018 in Mumbai Gap between MOOC Designers and Learners on In...Christian M. Stracke
2018-07-10 Paper presentation at ICALT 2018 in Mumbai on Gap between MOOC Designers and Learners on Interaction and GMQS findings by Christian M. Stracke and Esther Tan from OUNL
Educational Question Routing in Online Student CommunitiesJakub Macina
1. The document presents an educational question routing framework for online student communities that recommends questions to users suitable to answer them based on their expertise, willingness, and workload.
2. An experiment applying this framework to a quantum cryptography MOOC with over 4,600 students showed it increased accurate recommendations, community participation in answering questions, and average user contributions compared to a baseline method.
3. The framework incorporated additional data from the MOOC beyond community question answering activity and its effectiveness was demonstrated in a real online experiment over 7 weeks with the MOOC students.
MOOCs in India and China - Developments and ChallengesJanesh Sanzgiri
This document discusses developments and challenges of MOOCs in India and China. It notes that while early hype suggested MOOCs could benefit underprivileged learners, completion rates are generally poor and participants tend to be highly educated males from Western countries. Both India and China have established national MOOC platforms, with China's XuetangX platform partnering with universities to offer credit recognition. While MOOCs aim to improve quality, there are concerns they could reinforce neo-colonial notions of knowledge and that populations may lack readiness for self-regulated online learning. Overall, MOOCs are seen as having potential but more needs to be done to reach lower socioeconomic groups.
Research methods in open education: insights from the Global OER Graduate Ne...Robert Farrow
Presentation from the ALT Summer Summit 2020 describes the GO-GN Research Methods Handbook which supports researchers working in the field of open education
2018-07-13 MOOQ Conference in Athens MOOQ and the Quality of MOOCs - Findings...Christian M. Stracke
2018-07-13 Presentation at European MOOQ Conference in Athens on MOOQ and the Quality of MOOCs - Findings and Tools by Christian M. Stracke and Esther Tan from OUNL
Open Education Research: Insights from the Global OER Graduate Network (GO-GN)Robert Farrow
This presents an overview of the Global OER Graduate Network (GO-GN) Research Methods Handbook. The aims of the GO-GN are:
- to raise the profile of research into open education,
- to offer support for those conducting PhD research in this area, and
- to develop openness as a process of research.
More than 100 doctoral and post-doctoral researchers form the core of the network with more than 200 experts, supervisors, mentors and interested parties forming a community of practice.
The Handbook was developed by members of the network who are researchers in open education, and serves as a useful starting point for anyone wishing to do research in education with a focus on OER, MOOCs or OEP.
To contextualise this approach, an accessible and brief description of the types of methods typically used in research into education and educational technology will be provided. Some of the contrasting philosophical, epistemological and ontological commitments of different research paradigms will be described. Theoretical perspectives will be outlined (though not fully explored).
The Handbook benefits from a range of illustrations (courtesy of Bryan Mathers) which are intended to make the Handbook more relatable and accessible. Reflections on the process of creating the visual journey will be shared.
Finally, the presentation will offer up for discussion a provisional model of open scholarship including open practices (agile project management; directly influencing practice; radical transparency; sharing research instruments; social media presence; networks); open science (open access; open data; open licensing); digital innovation (HCI; data science; open source technologies); and normative elements (challenging dominant narratives; promoting social justice; and reducing barriers to educational access).
Learning Outcomes:
- Delegates will benefit from an overview of research methods in open education
- Processes of open collaboration to produce a manuscript will be shared
- Supporting critical reflection on practice
This presentation, given on 30/9/20 to OpenEdColloquium20 at Nelson Mandela University, South Africa, highlights the GO-GN Research Methods Handbook. The Handbook provides a guide to research methodology for researchers working in the field of open education.
Kovanović et al. 2017 - developing a mooc experimentation platform: insight...Vitomir Kovanovic
LAK'17 Conference paper presentation:
Abstract:
In 2011, the phenomenon of MOOCs had swept the world of education and put online education in the focus of the public discourse around the world. Although researchers were excited with the vast amounts of MOOC data being collected, the benefits of this data did not stand to the expectations due to several challenges. The analyses of MOOC data are very time-consuming and labor-intensive, and require a highly advanced set of technical skills, often not available to the education researchers. Because of this MOOC data analyses are rarely done before the courses end, limiting the potential of data to impact the student learning outcomes and experience.
In this paper we introduce MOOCito (MOOC intervention tool), a user-friendly software platform for the analysis of MOOC data, that focuses on conducting data-informed instructional interventions and course experimentations. We cover important design principles behind MOOCito and provide an overview of the trends in MOOC research leading to its development. Although a work-in-progress, in this paper, we outline the prototype of MOOCito and the results of a user evaluation study that focused on system’s perceived usability and ease-of-use. The results of the study are discussed, as well as their practical implications.
Open Education Research : Overview, Benefits and Challenges Robert Farrow
Open education research has grown since 2012 through projects led by the OER Research Hub exploring topics like student performance, access, and educator practice. The hub conducts global surveys, publishes reports, and builds research capacity through networks. Current projects examine business models for open education and how teachers reuse OER through online courses. The presentation reviews the hub's work and encourages collaboration to further open scholarship.
This document summarizes a meeting of AU's MOOC Advisory Group. It introduces the co-leaders and members of the advisory group. It then briefly reviews AU's MOOC initiative and recent developments, including a $840,000 grant from the Gates Foundation to fund MOOC research projects. Finally, it presents a draft taxonomy development process for the advisory group to determine the direction of AU's MOOC efforts and ensure research on their MOOC experiences.
2018-08-23 EARLI Conference in Bonn Quality Reference Framework for MOOCs Str...Christian M. Stracke
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Reference:
Farrow, R., Iniesto, F., Weller, M. & Pitt., R. (2020). The GO-GN Research Methods Handbook. Open Education Research Hub. The Open University, UK. CC-BY 4.0. http://go-gn.net/gogn_outputs/research-methods-handbook/
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A Comparative Study of Indian Learners in Massive Open Online Courses (MOOCS)
1. JANESH SANZGIRI (THE OPEN UNIVERSITY, UK) @JANESHSANZGIRI
SUPERVISORS: PROF. MARTIN WELLER, DR. LEIGH-ANNE PERRYMAN, DR. ROBERT
FARROW
A Comparative Study Of Indian Learners In
Massive Open Online Courses(MOOCS)
2. PRESENTATION OUTLINE
• MOOCs as Open Education
• The Indian Context – MOOCs in India
• Research Questions
• Research Design
• Survey Findings
• Emerging themes from Interviews
• The PhD process so far
3. MOOCS AS OPEN EDUCATION
• The original conception of MOOCs vs Commercial MOOC providers
• The original promises of Commercial MOOC providers
• The constant moves away from Openness
• Research into MOOCs - Openness forgotten?
4. THE INDIAN CONTEXT – MOOCS IN INDIA
• Significant enrolments from Indians on the three major US MOOC platforms
(Coursera, edX, Udacity)
• Between 10-15% of all total enrolments (Bhattacharyya 2013)
• Largest cohort of learners outside of the US
5. THE NEED FOR RESEARCH
• Research into non-Western MOOC users currently lacking
• According to Veletsianos and Sheperdson (2016), only 8% of empirical MOOC
research came out of Asia – 5.4% from China, and less than 1% from India.
• There is an increasing use of learning analytics and log-data to try and make sense of
learning in MOOCs
• There is a need for more studies into the learner experience, and the learner voice,
to try and make sense of some of the findings from the quantitative study.
• Most importantly, there is a need to explore the ways in which MOOCs are currently
being used my learners in the developing world.
6. RESEARCH QUESTION
• What are the demographics, motivations and experiences of Indian learners in
Massive Open Online Courses?
• What, if any, are the differences in the demographics, motivations and experiences of
Indian learners between global and local MOOC platforms?
7. NPTEL
National Programme
on Technology
Enhanced Learning –
Started as an OER
repository along the
lines of MIT-OCW
922 Courses, mostly
in Engineering and
Technology – All
under Open License
NPTEL MOOCs - 225
Courses
20% of degree
credits can be taken
through MOOCs
8. FUTURELEARN
UK-based MOOC platform with 99
international university and
institutional partners
Focus on social learning
Fewer enrolments compared to
Coursera, edX – Greater engagement
Indian Learners average 3% of total
cohort
9. RESEARCH DESIGN
• THREE STAGE STUDY
• Stage 1: Pilot interviews with eight participants
• Stage 2: Survey on learner demographics, motivations, and experiences (n=2649)
• Stage 3: Semi-structured interviews with Indian learners on global MOOC platform
(FutureLearn) and Indian MOOC platform (NPTEL) (n=30)
10. SURVEY FINDINGS - RESPONSES
Site Number of Responses
NPTEL 2009
FutureLearn 364
Other 276
Total 2649
11. DEMOGRAPHICS - GENDER
0 20 40 60 80 100
Male
Female
NPTEL (in %)
NPTEL (in %)
0 20 40 60 80 100
Male
Female
FutureLearn (in %)
FutureLearn (in %)
15. MOTIVATION
• PCA Generated Two Scales of Extrinsic Motivation and Leisure
• The non-parametric Mann-Whitney U-Test was used to compare the means of the
two scales.
• NPTEL users statistically significantly more likely to take MOOCs for Extrinsic
Motivators (Professional Development, Improving Job/Education Prospects
etc.) (U=246496.5, p=0.05) while FutureLearn users were statistically
significantly more likely to take MOOCs for leisure purposes (U=207139.5,
p=0.05).
16. CHALLENGES
• PCA Generated two Scales of Challenges, broadly defined as “Technical Challenges”
and “Course Difficulty related Challenges”.
• Mann-Whitney U-Test was used to compare the non-parametric means of the scales
generated.
• NPTEL participants were statistically significantly more likely to face Technical
challenges (U=193748.500, p=0.05) and find the courses tougher (U=197454,
p=0.05) than FutureLearn participants.
17. EXPERIENCES
• PCA Generated 3 Scales from 16 Likert-items on learners’ experiences with MOOCs
• Scales are broadly defined by items related to “Openness”, “Lack of Interest in
Interaction” and “Usability”
• Interestingly, the Mann-Whitney U Tests on the three Experience scales found NO
statistically significant difference in the responses of NPTEL and FutureLearn
participants. Why could this be?
18. EMERGING THEMES FROM INTERVIEWS
• Low quality of local instruction – MOOCs as a ‘quality’ supplement to poor
educational standards.
• Re-evaluate how learners engage with MOOCs – Technical challenges in India –
Downloading course content – Implications for Research?
• FutureLearn participants more likely to be life-long learners – similar to existing
accounts from MOOC learner literature
• Learners using FutureLearn courses to overcome societal norms.
• When given a choice, learners prefer local to global MOOC content.
19. THE PHD PROCESS SO FAR
• The Challenge of Access to Data – Especially in MOOC Research
• The importance of presenting at every opportunity, and making connections
• The Conundrum of Methodology – Research Questions – and Data
20. THANK YOU!
A Comparative of Indian Learners in Massive Open Online Courses
Janesh Sanzgiri
Supervisors: Professor Martin Weller, Dr. Robert Farrow, Dr. Leigh-Anne Perryman
Contact: janesh.sanzgiri@open.ac.uk
Twitter: @janeshsanzgiri