Download to read offline
![Participatory Action Research (Freire)
Blackall & Hegarty (2012:69) identify four key aspects to Participatory Action
Research (PAR) which are relevant to the worldwide OER community:
The explicit aim to engage all stakeholders […] in describing the problems
Asking those stakeholders to research the problem and propose solutions
Empowering those stakeholders to carry out their plans
Repeating the cycle, reflecting on lessons learned and publishing the
research](https://image.slidesharecdn.com/20161118srhepresentation-161118144236/75/Critical-issues-in-contemporary-open-education-research-75-2048.jpg)
Uploaded byRobert Farrow
Critical issues in contemporary open education research
The document outlines the findings of Dr. Rob Farrow's research on open education, highlighting the positive impact of Open Educational Resources (OER) on student satisfaction, engagement, and learning outcomes, particularly for community college educators. It reveals that while many educators support the use of OER and perceive benefits such as cost savings for students, there remains a significant portion of skepticism regarding its overall effectiveness and adoption. The research also emphasizes the need for further studies on OER impact and the importance of open licensing in educational practices.
More Related Content
Similar to Critical issues in contemporary open education research
Critical issues in contemporary open education research
- 1. Critical issues incontemporary open education research Digital University Network Seminar Society for Research into Higher Education Nov 2016 Dr. Rob Farrow @philosopher1978
- 2.
- 3. • Award-winning researchinto open education • Strategies for building worldwide open education research capacity • Available for research & consultancy (short & long term) • Current projects include: oerhub.net
- 5.
- 6. Keyword Hypothesis Performance OERimprove student performance/satisfaction Openness People use OER differently from other online materials Access OER widen participation in education Retention OER can help at-risk learners to finish their studies Reflection OER use leads educators to reflect on their practice Finance OER adoption brings financial benefits for students/institutions Indicators Informal learners use a variety of indicators when selecting OER Support Informal learners develop their own forms of study support Transition OER support informal learners in moving to formal study Policy OER use encourages institutions to change their policies Assessment Informal assessments motivate learners using OER
- 7. • Research instrumentsapplied consistently across collaborations: surveys, interview questions, focus groups, etc. • Supplemented by integration of secondary research • ‘Agile’ research, sprinting • Thematic and methodological cohesion provided by research hypotheses Research Process
- 10. Geographical spread ofresearch participation
- 11.
- 12. • 37.6% ofeducators (n=268) agree or strongly agree that OER use increases student satisfaction • 27.5% of educators (n=196) agree or strongly agree that OER use improves student grades • Impact appears to be greater for non-grade related aspects: - 36.2% (n=254) OER improves student engagement ✓ - 36.2% (n=254) OER promotes new ways of learning ✓ - 35.2% (n=256) OER increases student interest in subject ✓ - 35% (n=249) OER leads to student self-reliance ✓
- 13. Community College Educators •Responses from CA, TX, VA, FL, TN • Most respondents were experienced teachers with postgraduate degrees • A majority teach full-time and are involved in online instruction • Around half have adapted/used OER but only around 25% create or upload OER
- 14. 6% 13% 14% 14% 16% 18% 19% 21% 22% 23% 3% 5% 1% 3% 4% 2% 2% 2% 2% 2% 0% 10% 20%30% 40% 50% 60% 70% 80% 90% 100% I make use of a wider range of multimedia I reflect more on the way that I teach I have broadened my coverage of the curriculum I now use OER study to develop my teaching I have improved ICT skills I more frequently compare my own teaching with others I have a more up-to-date knowledge of my subject area I use a broader range of teaching and learning methods I collaborate more with colleagues I make more use of culturally diverse resources strongly agree– agree– neither agree nor disagree– disagree– strongly disagree– Impact of OER use on teaching practice (community college educators n=136)
- 15. • 55.7% (n=370)of formal students agree or strongly agree that OER increases student satisfaction • Formal learners reported that increased interest in subject was the main outcome from using OER (60.1% n=398) • Others included increased experimentation (49.4% n=398) and gaining confidence (48.6% n=322) • For some cohorts (e.g. Saylor Academy) more than half of learners believed that they grew more confident, became interested in a wider range of subjects and felt their learning experiences improved
- 16.
- 17.
- 18. 8.5% 8.6% 8.7% 11.5% 11.8% 12.3% 14.3% 15.2% 15.2% 15.4% 15.5% 17.1% 0% 10% 20%30% 40% 50% 60% 70% 80% 90% 100% ... increases interest in the subjects taught ... builds confidence ... allows me to better accommodate learners' needs ... increases collaboration and/or peer-support ... increases enthusiasm for future study ... increases participation in class discussions ... increases satisfaction with the learning experience ... leads to improved student grades ... increases engagement with lesson content ... develops independence and self-reliance ... leads to interest in a wider range of subjects ... Increases experimentation with ways of learning Strongly agree Agree Neutral Disagree Strongly disagree Perceptions of impact of OER on students (community college educators n=136)
- 19. 7.9% 10.8% 12.2% 18 % 23% 25.2% 25.9% 29.5% 32.4% 34.5% 37.4% 38.1% 38.8% 64.7% 69.8% Data sets Wholecourse Interactive games Infographics Audio podcasts Learning tools, instruments and… Lesson plans E-books Tutorials Elements of a course (e.g. a… Open textbooks Quizzes Lectures Images Videos Multimedia content is around twice as popular as other OER (including textbooks) Few reported using a whole course of OER, suggesting they cherry pick resources as needed Very few are using openly available data to teach OER Types Used (community college educators n=136)
- 20. 1% 2% 4%5% 9% 11% 13% 17% 20% 26% 26% 32% 35% 43% 71% 0% 10% 20% 30% 40% 50% 60% 70% 80% OER Repositories Used (community college educators n=136)
- 21. https://www.flickr.com/photos/amagill/3366720659 Strong evidence forsavings when replacing textbooks with open versions Evidence for other forms of cost savings is less clear
- 22. Has your institutionsaved money through OER? yes 44% no 19% don't know 37% “OER resources are old-school, low- tech modules that are not peer- reviewed or nationally normed. There are some interesting tentative attempts at creativity but much of OER is cr*p.” “Students return for additional classes.” “They don't like losing the revenue stream from the bookstore.” “I know that some instructors are only using OER which provides substantial savings for our students.”
- 23. Have your studentssaved money through OER? yes 62% no 13% don't know 25% “Saving money is a big incentive for students and institutions.” “I still use publishers' textbooks in my classes. I use OER as supplements to the textbook.” “My students tell me and enrollment in my classes has continually increased over those of my peers.” “I developed an online textbook for the personal health class that I teach. This saves each of my students approximately $100.” “I know that some instructors are only using OER which provides substantial savings for our students.”
- 24. How important isopen licensing (e.g. CC)? crucial 20% very important 34% somewhat important 19% neither important nor unimportant 22% not at all important 5% More than half feel that open licensing is crucial or very important, but far fewer actually practice it. This could indicate either 1) that educators are not confident about licensing their work or 2) they feel it is an avoidable addition to their workload.
- 25. • Most ofthe respondents have used some sort of OER, though only around a quarter create OER • Most report positive effects on their teaching practice as a result of OER use, particularly around peer collaboration and improved subject knowledge • A smaller proportion (but still in excess of 40%) feel that OER use directly leads to improved reflection on pedagogical practice • Positive effects were also identified for learners, especially around increased self- reliance, subject interest and experimentation • There were similar numbers who thought OER wasn’t making much of a difference and a core of what might be termed ‘anti-OER’ responses Community college (educators) Community College Educators: Summary of Results
- 26. Community College Educators:Summary of Results • There were mixed views about whether OER was saving institutions money, but approximately 2/3 felt that students had saved money • Around 1/3 believe that OER is improving student attrition while around 1/2 believe it is not having an effect • There is a core of advocates who understand and actively promote OER; they adopt open educational practices and believe it leads to benefits • Only around half of OER creators have used open licensing
- 27. https://c2.staticflickr.com/6/5082/5282511749_549b203bc2_b.jpg Farrow, R., delos Arcos, B., Pitt, R., & Weller, M. (2015). Who are the Open Learners? A Comparative Study Profiling non-Formal Users of Open Educational Resources. European Journal of Open, Distance and E- learning, 18(2).
- 28. 0% 5% 10%15% 20% 25% 30% 35% Under 15 15-18 19-24 25-34 35-44 45-54 55-64 65-74 Over 75 Saylor (n=2299) iTunesU (n=103) OpenLearn (n=725) Age profiles by repository (N=3127)
- 29. iTunesU channel userswere much more likely to be younger and were mostly male. They are often in full time education and use OER on an informal basis outside of their formal studies to pursue interest in a wide range of subjects.
- 30. Saylor Academy usersare more likely to be in employment and already in possession of a degree. They tended to be middle aged and primarily motivated by professional development.
- 31. OpenLearn users weremore likely to be older, retired, and female, and had a higher proportion of users who were motivated mainly by personal interest (though 40% are in full time employment).
- 32. Patterns of OERrepository use (N=2460) 0% 20% 40% 60% 80% 100% Saylor (n=1802) iTunesU (n=104) OpenLearn (n=554)
- 33. • Data aboutprior qualification supports idea that OER mainly used by already educated • Most learners use a small number of repositories and indicate little awareness of OER as concept/method • Very high degree of satisfaction with OER across all repositories • However, this doesn’t necessarily equate to increased likelihood of formal study
- 34. Impact of OERrepository on likelihood of future study Repository More likely to study formally Less likely to study formally Saylor (n=1858) 19.8% 19.9% OpenLearn (n=583) 31.4% 13.9% iTunesU (n=94) 23.4% 25.5%
- 35. Adaptation of openresources is high (79.4%) for all roles: This is higher than found in previous studies (e.g. Wiley, 2009) but more research is needed into adaptation behaviours (motivations, goals, techniques, evaluation, etc.) … can one adapt without altering?
- 36. OER Evidence Report2014 OER Data Report 2015 http://oerhub.net/reports/
- 37.
- 38. Thoughts on researchchallenges OER awareness is low, but OER use is high Evidence about OER impact is mixed Efficacy studies for open textbooks have become the standard form of study Lack of triangulation reinforced by nature of openness Incommensurability & granularity of evidence Openness also provides opportunities for innovating research practice
- 39. Thoughts on openness Opennessas constellation Openness as enabler of critical pedagogies The ‘return’ of ideology into open education movement? Ethical, social and political commitments of openness
- 40. Deimann, M. &Farrow, R. (2013). Rethinking OER and their use: Open Education as Bildung. International Review of Online and Distance Learning 14(3). http://www.irrodl.org/index.php/irrodl/article/view/13 70/2542 Farrow, R. (2016).“Constellations of Openness” in Deimann, M. and Peters, M. A. (eds.) The Philosophy of Open Learning: Peer Learning and the Intellectual Commons. New York: Peter Lang. https://www.peterlang.com/view/product/31200 Farrow, R. (2016). A Framework for the Ethics of Open Education. Open Praxis, 8(2). http://dx.doi.org/10.5944/openpraxis.8.2.291 Farrow, R. (2015). Open education and critical pedagogy. Learning, Media and Technology. DOI: 10.1080/17439884.2016.1113991 Some relevant publications
- 41. The Open ResearchAgenda
- 42. What is theOpen Research Agenda? Simple consultation and sharing exercise Invitation to share thoughts about research priorities in open education Results are discussed at conferences and workshops That discussion then becomes part of the following presentation Promoting an open research culture The hope is that we will become better able to anticipate research needs and funding opportunities as well as find potential collaborators
- 43. What is theOpen Research Agenda? Community consultation exercise to better understand research priorities of practitioners Intended to identify patterns across countries and stakeholders ‘ Flipping’ the conference format Stealing research ideas Setting the agenda ourselves
- 44. Survey Methodology Country (mainresidence) Self-perception of OER expertise (adapted from Dreyfus & Dreyfus (1980) model of skill acquisition) Role (choose from list or free text) Context of work/study (based on International Standard Classification of Education (UNESCO, 2011)) Perception of research priorities (free text) Most important research questions (free text)
- 45. As at 31October 2016: • 91 survey responses • Respondents from 24 countries across 5 continents: Australia, Bangladesh, Brazil, Canada, Chile, Croatia, Ecuador, Ethiopia, Germany, India, Ireland, Macedonia, Malta, Mexico, New Zealand, Portugal, South Africa, The Netherlands, United Kingdom • Approximately a further 90 participants in discussion (3 expert meetings; 3 conferences; 1 webinar) Survey Sample Overview
- 46. Hewlett OER Meeting(February)
- 47. Action Lab @OE Global, Krakow (April)
- 48. Action Lab @OE Global, Krakow
- 49. OER16, Edinburgh, UK(April)
- 50. Global OER GraduateNetwork (May)
- 51. Computers and LearningResearch Group Annual Conference (June)
- 52. European OER ExpertsMeeting (June)
- 53. OERu Expert Meeting(October)
- 54. Open Education 2016(November)
- 55.
- 56.
- 57. • One thirdof respondents described themselves as having only one role • More than three quarters (77.3%) of all respondents described themselves as wholly or in part an educator (n=75); Over 40% (n=42) said they were both an educator and an advocate • Three quarters of respondents who describe themselves in whole or part as a policymaker also describe themselves as an advocate of OER (n=11) • Some people said they had as many as 7 simultaneous roles • Most participants who responded with ‘Other’ told us their role was wholly, or in part, as a librarian (3) or researcher (13) Role
- 58.
- 59. What are themost important areas for open education research over the next year?
- 60. Most popular themes 02 4 6 8 10 12 Assessment Awareness & Perceptions Business models Professional development Quality OER for development Collaboration Evidence Impact Technology Case studies Adoption Pedagogy OEP
- 61. ‘Tier 2’ themes 00.5 1 1.5 2 2.5 3 3.5 Adult education Advocacy Credentialing, Professional development, Reuse Digital/information literacy Discoverability Implementation Improving access Policy, Collaboration Copyright & intellectual property Discourse analysis/perceptions Reuse
- 62. Least popular themes Accessibility Ethics Formalrecognition of OER Global North/South Innovation (marginalised voices) Lifelong learning MOOC Non-formal learning OER Creation Open Data Social mission of open education + all the others not mentioned…
- 63. Open practices andpedagogies • OER for lifelong learning and professional development • Policy development • Benefits of ‘non-disposable assignments’ • Local/National platforms for teachers • Networked learning • OER for language development • “Open pedagogy” • Citation and cataloguing protocols • Integration of OER into curriculum • Creating assessment tools • Micro-credentialling • Recognition of prior learning • Sustainable business models
- 64. OER impact research• Measuring the influence of the use of OER and OEP on learning outcomes and institutions • More empirical studies with wider focus than purely on open textbook efficacy • A wider range of research methods (including qualitative approaches) • Quantifying the return on investment from going open • Scant mention of student cost savings
- 65. Promoting adoption andadaptation • Factors affecting adoption of individual OER • Qualitative descriptions of adaptation • Barriers to remix and sharing (& implications for design) • Barriers to institutional adoption • Strategies for easing implementation by faculty
- 66. Collaboration and community •Peer review • Co-operation between institutions • Transnational co-operation • Collaborative instructional design • Promoting equality of opportunity • Partnerships that provide added value • Quality
- 67. Technology and infrastructure •Sustainable OER ecosystem • Ways of cataloguing and sharing OER (e.g. shared database) • Linked open data for education • Open digital badging • Geographical hubs for sharing OER • Using OER with VLEs • Beyond repositories • Interoperability
- 68. Ethical issues • Privacy,security and trust in online learning • Ownership of (student) data and ‘safe spaces’ • Access & accessibility vs. remixable resources • Appropriate literacies • Being ethical ‘in the open’ • Some conflation with ethical issues in e-learning more gnenerally
- 69. Openness • Tension betweendiffering interpretations of openness • Social and political aspects of open education • Articulating the benefits of open • Building open communities and supporting cross-community exchange
- 70. What are themost pressing questions that need to be answered?
- 71. Reflections on thisapproach It’s quite hard to get people to do anything! Envisaged breakdowns of role, level of expertise have been problematic because of multiple roles and most identifying as expert http://oerhub.net/collaboration-2/the-open-research-agenda-2/
- 73. “Messes are complex,multi-dimensional, intractable, dynamic problems that can only be partially addressed and partially resolved.” (Brydon-Miller et al., 2003:21)
- 74. Action Research Originally conceivedby Luwin (1946) “a cycle of posing questions, gathering data, reflection, & deciding on a course of action” (Ferrance, 2000) Several approaches (traditional, contextual, radical, educational) Simple Action Research Model (MacIsaac, 1995)
- 75. Participatory Action Research(Freire) Blackall & Hegarty (2012:69) identify four key aspects to Participatory Action Research (PAR) which are relevant to the worldwide OER community: The explicit aim to engage all stakeholders […] in describing the problems Asking those stakeholders to research the problem and propose solutions Empowering those stakeholders to carry out their plans Repeating the cycle, reflecting on lessons learned and publishing the research
- 76. Suggestions for futureresearch Holistic case studies which include a focus on efficacy and cost savings but also provide (balanced) qualitative data regarding the impact on persons and practices Detailed case studies of open pedagogy (including theoretical perspective) Studies of the narrative on ‘open’ (e.g. discourse analysis) – there are ever more voices in this space with differing interpretations Business analysis -> generate sustainable business models How can a more holistic OER ecosystem be achieved? OER World Map? Sociology/psychology of conversion, persuasion, and culture change Sharing best/effective practices: institutions, educators, learners
- 77. Tensions in theoverall picture Desire for control and predictability Desire for freedom, exploration and innovation Advocacy ‘Pure’ research A well defined community of practice An ‘open’ community ‘I have this problem and I need a solution…’ ‘I think research should be done in…’ Local context Global context Pragmatic Ideological
- 78. To conclude: The evidencebase about the impact of OER continues to grow Much of the debate in the USA is about the relative efficacy of OER alternatives Openness presents challenges to researchers along several axes: lack of clarity; validity; data collection; dissemination. Openness is often contextual and situated: it can be hard to generalise Certain tensions can be determined in the open education movement (conservative/radical; idealist/pragmatic; &c.) Openness can be seen to have a close connection with radical, critical connections through the association with enhanced freedom/autonomy
- 79. Additional image credits https://upload.wikimedia.org/wikipedia/commons/5/59/American_Queen_Eads_Bridge.jpg "Lifeis Sharing" (CC-BY 2.0 Generic, Alan Levine) “Open” Chuck Coker https://upload.wikimedia.org/wikipedia/commons/4/41/Richmond,_Virginia_downtown.jpg https://www.flickr.com/photos/caveman_92223/4016133284/ https://commons.wikimedia.org/wiki/File:Water_drop_impact_on_a_water-surface_-_(5).jpg http://www.thebluediamondgallery.com/pictures/webinar.jpg http://www.thebluediamondgallery.com/highlighted/a/advocacy.html CC-BY-SA 3.0 http://creativecommons.org/licenses/by-sa/3.0/ https://pixabay.com/static/uploads/photo/2012/11/07/10/14/quality-65060_960_720.jpg https://pixabay.com/static/uploads/photo/2014/04/02/10/16/key-303320_960_720.png https://static.pexels.com/photos/4316/technology-computer-chips-gigabyte.jpg https://upload.wikimedia.org/wikipedia/commons/thumb/b/b8/Openness.jpg/377px-Openness.jpg https://upload.wikimedia.org/wikipedia/commons/8/84/Openness_and_Collaboration.png
- 80. • Award-winning researchinto open education • Strategies for building worldwide open education research capacity • Available for research & consultancy (short & long term) • Current projects include: oerhub.net
Editor's Notes
- #6 TWO WAYS: 1. Disregard previous experience/qualification. 2. Use technologies As far back as the 1970s the argument was being made that ‘open education’ was a somewhat vague and nebulous phrase (Denton, 1975; Hyland, 1979).
- #7 The point is that openness is not a teleological progression
- #8 Pick up on this idea of open education as saviour/apocalypse later, perhaps in connection with colonization
- #9 These aren’t necessarily all to do with openness, but form a set of co-ordinates that may help us to understand where openness makes a difference
- #10 These aren’t necessarily all to do with openness, but form a set of co-ordinates that may help us to understand where openness makes a difference
- #14 Open Access publication: making peer reviewed research available free of charge and with minimal restrictions on copyright and other licensing restrictions (Suber, 2012) Probably best known
- #15 Open Data – releasing data for others to use
- #16 Open-source software (OSS) is computer software with its source code made available with a license in which the copyright holder provides the rights to study, change, and distribute the software to anyone and for any purpose. Open-source software may be developed in a collaborative public manner.
- #17 Open Educational Resources (OER) are freely accessible, openly licensed documents and media that are useful for teaching, learning, and assessing as well as for research purposes. It is the leading trend in distance education/open and distance learning domain as a consequence of the openness movement.
- #18 Open Pedagogy is defined by Wiley (2013) as “that set of teaching and learning practices only possible in the context of the free access and [the] permissions characteristic of open educational resources”. http://opencontent.org/blog/archives/2975
- #19 Open Educational Practices include a whole life cycle of OER production and use, institutional strategies, empowering informal learners, creating environments that supports learning, and empowering individuals (Ehlers, 2013:89-97).
- #20 As Bayne & Ross (2014:21-22) note, we are starting to see a move away from the cMOOC/xMOOC binary and greater recognition of more diverse forms of open online course, including DOCC (Distributed Open Collaborative Course); POOC (Participatory Open Online Course); LOOC (Local open online course); BOOC (Big/Boutique Open Online Course); and even a non-open variant – SPOC (Small Private Online Course).
- #21 Openness can be seen as a matter of access, of licence, of publicity, of transparency, of pedagogical practice, or of policy; and yet it is not reducible to any one of these. Sometimes it seems to refer to processes, and sometimes to the outcomes of those processes. Mostly it is context dependent: this makes it hard to extrapolate from one example to others, meaning that we don’t really get closer to a universal definition of openness
- #22 More vague = more open to commercial exploitation
- #23 Openness can be seen as a matter of access, of licence, of publicity, of transparency, of pedagogical practice, or of policy; and yet it is not reducible to any one of these. Sometimes it seems to refer to processes, and sometimes to the outcomes of those processes. Mostly it is context dependent: this makes it hard to extrapolate from one example to others, meaning that we don’t really get closer to a universal definition of openness
- #24 Examples of open tend towards NEGATIVE LIBERTY: removal of barriers. This is well developed but doesn’t capture ‘thicker’ sense of freedom. Eg. Resource rich drug addict. Needed also is a sense of POSITIVE LIBERTY: what kinds of actions in this area can be endorsed by free, rational beings? Deeper ‘ethic of care’ Vision of social justice The ‘underlying ethos of openness’ (Atenas & Havemann, 2014) WORKING ASSUMPTION: Open education has articulated the negative sense but less so the positive sense
- #25 So what does all this have to do with Constellations? Constellations aren’t there. We imagine/interpret them We are always looking into the past GRAVITATIONAL WAVES
- #26 So what does all this have to do with Constellations?
- #27 Synergies between open education and critical theory. One key assumption is that ideologies
- #28 In one sense this is what all open education researchers are arguably doing, even if they don’t conceive of it this way.
- #29 Quotes like these may not be doing me any favours. I didn’t just invent research!
- #30 So what does all this have to do with Constellations?
- #31 Bildung: Critical pedagogy:
- #39 Most responses came from the USA (n=862) or the UK (n=473) though India (n=117) Canada (n=87) and Brazil (n=84) also contributed significant amounts of data. Most countries were represented and people from every continent contributed information. Excluding Africa, only Bolivia, French Guyana, Greenland, Kyrgyzstan, Suriname, Turkmenistan, Uzbekistan, and Venezuela were not represented. Most countries recorded between 5 and 40 responses.
- #41 Caveat – some stereotyping imminent
- #45 Caveat – some stereotyping imminent
- #46 Immediate and ongoing access to educational resources
- #47 For educators, the most important factors surrounding OER are relevance and quality.
- #48 Caveat – some stereotyping imminent
- #49 NB idea of connection between use of OER and certain critical dispositions
- #58 Caveat – some stereotyping imminent
- #59 Users of iTunesU showed a much lower average age profile with 71.8% of their users aged below 35. By contrast, OpenLearn users tended to be older, with 69% aged 35 or over and relatively few younger users. The pattern of user age profiles was closer to a standard deviation for Saylor users (perhaps reflective of a larger sample size).
- #62 http://cdn.xl.thumbs.canstockphoto.com/canstock18561873.jpg
- #63 YouTube is the most popular place to find open resources, with over 50% of each sample reporting that they used it to find OER. iTunesU and TED talks were also popular across the samples, as was Khan Academy (though less so with users of OpenLearn). DON’T USE REPOSITORIES?! Saylor users were much more likely than the other groups to be studying via MOOC platforms (41.7%, n=751). BUT Respondents showed a lack of understanding about the nature of an OER repository: between 9% and 20% of each sample said that they did not use any OER repositories despite the fact that they had only been offered the chance to participate in the survey specifically because of their OER repository use.
- #65 The higher figure for OpenLearn may be explained by the existence of planned pathways between OpenLearn content and degree level content provided by The Open University (UK) which make it easier to move from non-formal to formal study. NO FURTHER STUDY = LEARNING NEEDS MET?
- #68 What is meant by adaptation is not always clear. We took it to mean remix behaviours but many reported activities along a spectrum of adaptation.
- #71 The point here is that if the only thing two resources have in common is an open licence then it’s hard to make comparisons between them
- #72 The point here is that if the only thing two resources have in common is an open licence then it’s hard to make comparisons between them
- #73 The point here is that if the only thing two resources have in common is an open licence then it’s hard to make comparisons between them
- #77 The form is super short – intended to encourage participation
- #79 Survey designed to prompt open-ended, authentic and qualitatively rich responses
- #88 Held at University of Highlands and Islands (Inverness)
- #89 Held at University of Highlands and Islands (Inverness)
- #90 Note that what follows is a summary of the survey data plus the reflections of the various groups from the F2F sessions
- #92 POINT 4 – Only 1 ‘pure’ policymaker (may be of interest) Note that the envisaged breakdown of responses by role is made difficult by this finding
- #93 Overall, those who provided data through the survey consider themselves to be on the whole ‘expert’ and ‘proficient’
- #95 May be reflective of sample – lots of educators
- #96 May be reflective of sample – lots of educators
- #97 May be reflective of sample – lots of educators
- #98 citation and cataloguing protocols; integration of OER into curriculum; creating assessment tools; micro-credentialling and recognition of prior learning; sustainable business models; OER for lifelong learning and professional development; policy development; benefits of ‘non-disposable assignments’;
- #99 measuring the influence of the use of OER and OEP on learning outcomes and institutions; more studies that do not focus on textbooks;
- #100 factors affecting adoption of individual OER; qualitative descriptions of adaptation; barriers to remix and sharing (& implications for design); strategies for easing implementation by faculty’
- #101 Equality of opportunity = widening participation, working against privilege/neo-colonialism
- #102 peer review; co-operation between higher education institutes; importance of quality for education;
- #103 The most frequent request was for an improved technology ecosystem that would make it easier to create, find, share, and evaluate OER
- #104 rivacy, security and trust in online learning; ownership of (student) data and ‘safe spaces’; access & accessibility vs remixable resources;
- #105 social and political aspects of open education; quantifying the return on investment from going open; articulating the benefits of open; building open communities and supporting cross-community exchange; tension between differing interpretations of openness
- #108 Tag Cloud - All – Most important research areas
- #110 http://web.net/robrien/papers/arfinal.html www.alliance.brown.edu/pubs/themes_ed/act_research.pdf
- #112 3 It’s easy to defer to the idea of ‘being practical’ but this can limit ambition
- #119 Here we should include a definition from the original hewlett proposal. I cannot find it right now, but hope to find it tomorrow.
- #120 Focus on Business information component Referring to „Cybersyn project“ from Stafford Beer in Chile The everyone should be able to enter the operations room, find the data he/she needs for getting active in the field of OER.
- #121 Project Cybersyn 1971-1973 Distributed “decision support system” for Chilean national economy Four modules: Economic simulator Monitoring software Operations room National network of Telex machines Gestalt design principle for informatics
- #122 At this stage of the project we could say pretty well, what the project should provide, but not yet, what the OER World Map actually is.
- #123 Conclusions: Whatever you call it. The OER World Map includes three basic ingredients Social Network / Cooperation platform for community of practise Statistical aggregation Visualisation As you can see from the last slides, it is also a learning experience, and the success of the project will depend on making it a collective learning approach, which includes significant parts of the OER community
- #125 Core group: 3000 Actors Ask audience, if they think this is a good number Targeted directly by the website policy makers Hard to estimate a number Will be addressed indirectly, e.g. by reports like the OER Atlas >1.000.000 Teachers & Learners Will be addressed indirectly, e.g. by including OER World Map data into local websites (example OER infosite)
- #127 What kind of data is included? Give a short explanation what services are Point out that the map includes stories as well and that it is a special aspect of the world map architecture that it combines narrative information with data Announce that we are working on the second level right now, e.g. for stories: Country Reports Personal Stories Policies Case Studies / Good Practice Project Reports Law Cases Event Documentation
- #129 The form is super short – intended to encourage participation
- #133 Split into 3 slides?
- #136 Jordan (2014) used openly available and crowd-sourced data on MOOC enrolment and completion to perform a trends analysis using linear regression. This study showed that the average completion rate for MOOC was 10%, and that the massive enrolment seen in some early MOOC was falling as more courses became available. The data from the study was made openly available to others to corroborate results or perform alternative analyses. A blog post about the work went viral and became the de facto citation for MOOC completion rates (Weller, 2014, p. 14).
- #137 Jordan (2014) used openly available and crowd-sourced data on MOOC enrolment and completion to perform a trends analysis using linear regression. This study showed that the average completion rate for MOOC was 10%, and that the massive enrolment seen in some early MOOC was falling as more courses became available. The data from the study was made openly available to others to corroborate results or perform alternative analyses. A blog post about the work went viral and became the de facto citation for MOOC completion rates (Weller, 2014, p. 14).
- #140 This threshold would be unlikely to be high enough for most institutional review boards –especially given (i) the intention to cause psychological stress, and (ii) the impossibility of a small research team knowing what impact the study would have on such a large sample. Indeed, though the study involved researchers from Cornell University their IRB covered only the analysis of data and not its collection. Furthermore, because the work was for a private company it was believed that different ethical expectations apply: “[b]ecause this experiment was conducted by Facebook, Inc. for internal purposes, the Cornell University IRB determined that the project did not fall under Cornell's Human Research Protection Program” (Verma, 2014).
- #143 Point to make here is that these principles are widely understood, apply in diverse contexts Not a systematic review but full papers shows shared genealogy of research ethics principles back to WWII through Belmont Report, Declaration of Helsinki, etc.
- #144 Full paper includes a summary of the strengths and weaknesses of these approaches