Sharing the first batch of systematic review data from my PhD study, on the use of Open Education programs for student equity and social inclusion.

1. Deakin University CRICOS Provider Code: 00113B
deakin.edu.au/cradle
How inclusive is the
“Openness” of Open
Education courses?
Sarah Lambert – ODLAA – 6/2/17
slambe@deakin.edu.au
Twitter @SarahLambertOz

2. Deakin University CRICOS Provider Code: 00113B
Part of PhD Research program
RQ: How can Australian Higher education providers make use of
Open Education programs
for Student Equity and Social Inclusion?

3. Deakin University CRICOS Provider Code: 00113B
PhD Research Question
How can Australian Higher education providers make use of
Open Education programs
for Student Equity and Social Inclusion?
Access, progress
and success in HE
Lifelong learning, health
info, empowerment,
personal goals,
community development

4. Deakin University CRICOS Provider Code: 00113B
PhD Research Question
an educational program offered freely to the community with a
mixture of resources, activities or assessment, and instructional
materials to guide learning and mastery of a particular topic
How can Australian Higher education providers make use of
Open Education programs
for Student Equity and Social Inclusion?

5. Deakin University CRICOS Provider Code: 00113B
Free stuff. So what?
• Selwyn(2011): advantaged people take-up and take
advantage of the new techs
• Rohs & Ganz (2015): MOOCs increasing the digital
divide
• Tinto (2008): access to education without support
does not lead to equal opportunity of education

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Free is not enough
• Warshauer’s seminal work “Technology for Social
Inclusion” (2003)
– providing technology for free does nothing to
improve the lot of disadvantaged learners
– Required: physical, digital, human and social forms
of support for learning and making meaning of the
new techs
– Irish “Information Town Competition” winner ($22M free stuff, failed)
vs 1.5M runner up (plan, partner, embed/engage, success)

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Practice: Inclusion & technology
• 4 OE4SI MOOCs in early lit review
• FiF Forum Nov 2016: revealed more interest in
online technologies (as compared to journals)
– Syncronous techs: keep F2F flavour
– Virtual techs: keep sense of place or campus
– Digital storytelling: privilege FiF/LSES/Indigenous
student experience in their own words

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Rough theory – mapping variations in contexts, programs, outcomes

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Method: Systematic Review
Who is putting OE
to use for
inclusion?
What contexts?
What
interventions?
What supports and
resources?

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Title/abstract screening
• 91 citations imported
– 49 from Google Scholar, 44 from Scopus
– 59 judged as suitable, useful, in scope
• Observations
– MOOCs + study groups
– MOOCs about inclusion, MOOCs for inclusion programs
– Piloting techs for remediating knowledge gaps (new supports)
– Different types of inclusion partnerships (new contexts)

11. Deakin University CRICOS Provider Code: 00113B
Sample set of data: 17 of 59
• Papers from diverse global authors and settings:
– America (6), England (4), Spain (3)
– Switzerland, China, Scotland, Australia, Ecuador, El Salvador,
Chile, Italy and the Netherlands.
• Half conference papers, 35% journals, the rest reports

12. Deakin University CRICOS Provider Code: 00113B
4 staff accounts
• Staff accounts of designing OE: 4 papers
– technical accounts, innovations in auto-generating
support for students (Miranda, Mangione, Orciuoli, Gaeta,
& Loia, 2013; Muñoz-Merino, Rodríguez, & Kloos, 2014);
– MOOCs and embedded support in classrooms (de
Waard, Anckaert, Vandewaetere, & Demeulenaere, 2016);
– assessment design perspectives (Hills & Hughes,
2016).

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1 national policy paper
• synthesised a broad range of national data
and successful interventions to improve the
skills of low-skilled Americans
• explicitly referencing multiple types of OERs
and open technologies (Strawn, 2015).

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11 student evaluated OE projects
• majority (11) completed OE4SI projects, run
and evaluated by students
Outcomes
exceeded
Outcomes
met or largely
met
Mixed
outcomes
Unclear/Other Totals
Universal
interventions
1 3 3 1 8
Targetted
interventions
1 1 1 3

15. Deakin University CRICOS Provider Code: 00113B
Partners and supports
No
partners
+
technology
partner
+ community
partner
+ community and
technology partner
Totals
Single Higher
Education Institution
6 3 1 1 11
Multiple Higher
Education Institutions
3 1 0 1 6
Total 9 4 1 2 16
Cases with a community partner provided a set of physical spaces
and technologies, and human/personalised one on one and group
support (de Waard et al., 2016).
Project sponsored by Samsung had both education, technology and
community organisation partner support (McDougall et al., 2016.)

16. Deakin University CRICOS Provider Code: 00113B
Examples
Identifier Study setting/institution Types of open technologies, author/s reference
U (#71) 8 week introductory computer science MOOC on edX
platform
The "Recommender” tool helps students who get stuck prior to doing a quiz, was
deployed as an "XBlock" into the edX MOOC platform, uses staff and student
crowdsourced resources (Li & Mitros, 2015)
S (#34) Design of auto-generated multiple choice quiz questions
for MOOCs and a process of academic quality checking
at the University of Salerno
"Adaptive Remedial Work Environment (ARWE) based on adaptation and
personalization features provided by the IWT platform. The resulting MOOC
platform is released in beta version as MOMAMOOC." (Miranda et al., 2013)
U (#24) MOOC used as flipped classroom resource for a campus
cohort of engineering foundation students at École
Polytechnique Fédérale de Lausanne, Switzerland
Students had the option of a voluntary peer study group, were provided with
technology and spaces to learn together - by watching MOOC videos and solve
quizzes collaboratively each week, for a 5 week period (N. Li et al., 2014)
U (#45) Coursera Human Trafficking (HT) MOOC aiming for
attitudinal change
Coursera MOOC The MOOC was designed for both attitudinal (cognitive) and
behavioural change in mind. Students were not only exposed to powerful
"undercover" videos and first hand accounts of trafficking, but were encouraged to
develop their own form of activism by developing a Public Service Announcement
(PSA) as an assignment." (Watson et al., 2016)

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Examples
T (#12) "The Hands-On ICT (HANDSON) MOOC included seven teams of facilitators
to manage forums in 7 different languages: English, French, Greek,
Slovenian, Bulgarian, Catalan and Spanish."
The MOOC was developed and delivered in the Canvas
platform, combined with weekly Google hangouts (Colas,
Sloep, & Garreta-Domingo, 2016)
S (#15) Belgian upper secondary students follow an English or French MOOC of their
own choosing. Prep for university, language and digital skills.
Multiple MOOCs were used as classroom learning resources,
firstly in groups, then individually. (de Waard et al., 2016)
T (#61) Spanish speaking learners, including a cohort from the University of El
Salvador, learning in the edX MOOC "MIT 6.002x Circuits and Electronics"
On campus informal study groups. Guidelines developed which
cover use of "three platform components: a learning
management system (LMS), a content management system
(CMS), and an adaptive content engine (ACE)." (Sanchez-
Gordon & Luján-Mora, 2016)
S (#37) Design of MOOCs and organisational change at Universidad Carlos III de
Madrid
Khan Academy technologies for Small Private Online Courses
(SPOCs) plus Moodle for communications tools (Muñoz-Merino
et al., 2014)

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OpenEd programs: how inclusive?
• So far, not bad for STEM, NNS/ESL, college prep
equity cohorts
• Not yet seeing focus on other equity groups (but there
are 32 left to look at)
• A number of technical and pedagogical designs that
could be put to more targeted use for equity needs

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Next
• More analysis
– conception of equity group and what needs remediating;
– design elements, support elements
– success factors, cautionary tales (unintended consequences)
• Data extraction of the remaining 32 papers

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My wish
• More interdisciplinary conversations and
collaborations
• some common aspirations yet different strengths, skills
and knowledges
social
inclusion/widening
participation
Ed tech/IT/analytics

21. Deakin University CRICOS Provider Code: 00113B
Comments and questions
• Email slambe@deakin.edu.au
• Twitter @SarahLambertOz
With thanks to supervisors Prof. David Boud,
Assoc. Prof Phillip Dawson, and Dr Nadine Zacharias