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Answering the questions of Openness
Patrick McAndrew and Rob Farrow




                 The Open University's Institute of Educational Technology
Answering the questions of openness
Innovating Pedagogy 2012




         The Open University's Institute of Educational Technology
Key areas


       MOOCs
                       Seamless learning
 Badges
                             eBooks
    Assessment
                       Personal Inquiry
       Analytics



     Publisher-led courses  Open Publishing
             Rhizomatic learning
Bridge to success
olnet.org
The Open University's Institute of Educational Technology
The Open University's Institute of Educational Technology
The Open University's Institute of Educational Technology
olnet.org
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
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
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
Research areas




                 14
Working with…




                15
…You

• Contact us
• Ideas and issues

• Work with your      data
• Share answers


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

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Answering the questions of openness

  • 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
  • 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
  • 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
  • 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

Editor's Notes

  1. Not sure about this slide. Want to mention the Innovating Pedagogy areas and the way accessibility underlies each of them.
  2. B2S funded under Next Generation Learning Challenge - $750,000 for 18 months collaborative project.