The document summarizes research into open education being conducted by PhD researchers who are part of the Global OER Graduate Network. It notes that the network includes 58 PhD researchers and 11 alumni from 17 countries. The stated aims of the network are to raise the profile of research on open education, support those conducting PhD research in this area, and develop openness as a process of research. The document also categorizes the types of PhD research being conducted into areas such as project case studies, technical specifications, policies, practices in developing nations, MOOCs, pedagogy, and open data/practices.

1. A Review of PhD Research into Open
Education
Beatriz de los Arcos, The Open University, UK
@GOGN_OER

2. Global
OER
Graduate
Network
Photo CC BY 2.0, Mike Beauregard https://flic.kr/p/eVKoh5

3. 58 PhD researchers + 11 alumni in 17 countries

4. To raise the profile of research into open education
To support those conducting PhD research in this area
To develop openness as a process of research
Aims

5. PhotosCCBY2.0GO-GNhttps://www.flickr.com/photos/go-gn/

7. Categories (1)
Project case study – on findings of a particular case study, or
implementation of a project.
Technical – focus on the technical specification of a particular project i.e. an
OER repository.
OER as subject – focus on OER field itself, nature of openness, direction for
OER, suggestions for adoption, etc.
Research with impact data – evaluation of the impact of OER
implementation, using educational research methodology such as control
groups, pre and post test, etc.
Policy - on existing OER policies, the need for policy or standardized
approaches, national frameworks, etc.
Martin Weller, Different Aspects of the Emerging OER Discipline http://www.slideshare.net/mweller/emerging-oer-discipline

8. Categories (2)
Practitioner – use of OER by practitioners in a particular context, i.e.
teachers or librarians.
OER in developing nations – use of OER in the context of developing
nations i.e. TESSA.
MOOCs – an emerging field of its own, or MOOCs interpreted as OER and
reclassified under other categories.
Pedagogy – on the possible impact of OER on pedagogy, or as a vehicle for
change in teaching practice.
Open data/practice/access – an intersection with other aspects of open
practice that have varying degrees of relevance to the OER community.
Martin Weller, Different Aspects of the Emerging OER Discipline http://www.slideshare.net/mweller/emerging-oer-discipline

9. Photo:CCBY-NC-ND2.0Doranhttps://flic.kr/p/aykCu1
bit.ly/GOGNMembers
hip
go-gn.net

10. b.de-los-arcos@open.ac.uk
@celTatis
go-gn.net
@GOGN_OER