Presented at OpenEd 2012 in Vancouver by Patrick McAndrew and Rob Farrow from The Open University CC-BY

1. Answering the questions of Openness
Patrick McAndrew and Rob Farrow
The Open University's Institute of Educational Technology

3. Innovating Pedagogy 2012
The Open University's Institute of Educational Technology

4. Key areas
MOOCs
Seamless learning
Badges
eBooks
Assessment
Personal Inquiry
Analytics
Publisher-led courses Open Publishing
Rhizomatic learning

5. Bridge to success

6. olnet.org

7. The Open University's Institute of Educational Technology

8. The Open University's Institute of Educational Technology

9. The Open University's Institute of Educational Technology

10. olnet.org

11. Our hypotheses
All project collaborations will address two key hypotheses:
a. Use of OER leads to improvement in student performance and satisfaction.
b. The open aspect of OER creates different usage and adoption patterns than
other online resources
Each project and fellowship will target one or more of the derived testable hypotheses:
c. Open education models lead to more equitable access to education, serving a
broader base of learners than traditional education.
d. Use of OER is an effective method for improving retention for at-risk students.
e. Use of OER leads to critical reflection by educators, with evidence of
improvement in their practice
f. OER adoption at an institutional level leads to financial benefits for students
and/or institutions.
g. Informal learners use a variety of indicators when selecting OER.
h. Informal learners adopt a variety of techniques to compensate for the lack of
formal support, which can be supported in open courses.
i. Open education acts as a bridge to formal education, and is complementary, not
competitive, with it.
j. Participation in OER pilots and programs leads to policy change at institutional
level.
k. Informal means of assessment are motivators to learning with OER

12. Our hypotheses
All project collaborations will address two key hypotheses:
• Use of OER leads to improvement in student performance and satisfaction.
• The open aspect of OER creates different usage and adoption patterns than
other online resources
Each project and fellowship will target one or more of the derived testable hypotheses:
• Open education models lead to more equitable access to education, serving a
broader base of learners than traditional education.
• Use of OER is an effective method for improving retention for at-risk students.
• Use of OER leads to critical reflection by educators, with evidence of
improvement in their practice
• OER adoption at an institutional level leads to financial benefits for students
and/or institutions.
• Informal learners use a variety of indicators when selecting OER.
• Informal learners adopt a variety of techniques to compensate for the lack of
formal support, which can be supported in open courses.
• Open education acts as a bridge to formal education, and is complementary, not
competitive, with it.
• Participation in OER pilots and programs leads to policy change at institutional
level.
• Informal means of assessment are motivators to learning with OER

13. Two key hypotheses
a.Use of OER leads to improvement in
student performance and
satisfaction.
b.The open aspect of OER creates
different usage and adoption
patterns than other online resources

14. Research areas
14

15. Working with…
15

16. …You
• Contact us
• Ideas and issues
• Work with your data
• Share answers
The Open University's Institute of Educational Technology

17. Coming soon…
McAndrew, P., Farrow, R., Law, P. & Elliott-Cirigottis, G. (2012).
Learning the Lessons of Openness.
Journal of Interactive Media in Education.
http://jime.open.ac.uk
The Open University's Institute of Educational Technology

18. Institute of Educational Technology
The Open University
Walton Hall
Milton Keynes
MK7 6AA
www.open.ac.uk/iet