Pitch It! presentation delivered at EDUCAUSE 2016 to solicit ideas and collaboration in higher education to achieve greater OER adoption. Solutions proposed include a standard scheme and an authoring/remixing tool.
An Ally for Inclusive Practice: A UK PerspectiveClaire Gardener
A 45 min presentation give to BbWorld 19, Austin Texas on 25th July 2019. The aim is to discuss the University of Derby approach to inlcusive practice and the implmentation of Blackboard Ally to enhance the student experience
The future of transnational education: overcoming the challenges, embracing t...University of Limerick
This presentation looks at the changing forms of transnational education, showing that ownership structures, workforces, customer bases and stakeholders are becoming increasingly multinational.
Team-Based Approach to Deploying VDI in Learning EnvironmentsJeremy Anderson
A presentation delivered at the 2013 NERCOMP annual conference. Main focus revolves around building teams to deconstruct silos within IS, academic schools, and between IS and clients.
MassCUE 2011 Motivating students to become self-directed learnersMary Wiseman
If you want to learn more about understanding “how-to” motivate your students in their journey to becoming self-directed learners, this is for you.
* Learn what self-directed learning skills are.
* Understand what is critical you teach and how.
* Gain tips you can immediately implement into your classroom.
An Ally for Inclusive Practice: A UK PerspectiveClaire Gardener
A 45 min presentation give to BbWorld 19, Austin Texas on 25th July 2019. The aim is to discuss the University of Derby approach to inlcusive practice and the implmentation of Blackboard Ally to enhance the student experience
The future of transnational education: overcoming the challenges, embracing t...University of Limerick
This presentation looks at the changing forms of transnational education, showing that ownership structures, workforces, customer bases and stakeholders are becoming increasingly multinational.
Team-Based Approach to Deploying VDI in Learning EnvironmentsJeremy Anderson
A presentation delivered at the 2013 NERCOMP annual conference. Main focus revolves around building teams to deconstruct silos within IS, academic schools, and between IS and clients.
MassCUE 2011 Motivating students to become self-directed learnersMary Wiseman
If you want to learn more about understanding “how-to” motivate your students in their journey to becoming self-directed learners, this is for you.
* Learn what self-directed learning skills are.
* Understand what is critical you teach and how.
* Gain tips you can immediately implement into your classroom.
Barriers and Enablers to the Use of Virtual Worlds in Higher Education: An Ex...Helen Farley
Three-dimensional (3D) virtual worlds have been used for more than a decade in higher education for teaching
and learning. Since the 1980s, academics began using virtual worlds as an exciting and innovative new
technology to provide their students with new learning experiences that were difficult to provide any other way.
But since that time, virtual worlds have failed to maintain their popularity as learning spaces; many builds
falling into disuse and many disappearing altogether. The aim of this article is not only to determine why virtual
worlds have not become a mainstream teaching tool, but to ascertain why they have even failed to maintain their
popularity. In order to do this, the research team surveyed over 200 academics about the barriers and enablers to
the use and perceived affordances of virtual worlds in teaching and learning. These responses are examined in
relation to academics’ past, present and future use, experience and knowledge of virtual world environments.
Presentation LMU Munich: The power of learning analytics to unpack learning a...Bart Rienties
The power of learning analytics to unpack learning and teaching: a critical perspective
Ludwig-Maximilians-Universität München
Fakultät für Psychologie und Pädagogik
An Ecological Lens on the Stressors of Planning for OER Engagement was presented by Danielle Dubien (Canterbury, NZ) as part of the Researcher Presentations at the GO-GN mini-seminar on 31 March 2020.
A recording of the session is available: https://www.youtube.com/user/GOGNOER/playlists
Effect of Animation Teaching Strategy on Secondary School Students’ Achieveme...ijtsrd
The study examined the effect of animation teaching strategy on secondary school students’ achievement, retention and interest in climate change in Lokoja, Kogi State. Three objectives and three research questions were raised and answered, and three null hypotheses were tested. A non randomized pre test post test quasi experimental design was adopted for the study. The population covered all public Senior Secondary School, year three SSS 3 science students in Lokoja, Kogi State. Two intact classes which are made up of one hundred and thirty 130 students were sampled. The instruments for data collection are Environmental Education Concept Achievement Test EECAT , Environmental Education Concept Retention Test EECRT and Environmental Education Concept Interest Scale EECAS respectively. Statistical tools used include percentages, mean x¯ and standard deviations to answer the research questions while Analysis of Covariance ANCOVA was used to analyze the research hypotheses at a significance level 0.05 5 . Findings of the study revealed that animation teaching was viable in upgrading students achievement, retention and interest in climate change. The paper recommended among others that teachers should teach Environmental Education infused concepts with animations. Aiyedun, Tope Gloria "Effect of Animation Teaching Strategy on Secondary School Students’ Achievement, Retention and Interest in Climate Change in Lokoja, Kogi State" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-3 , April 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30740.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/30740/effect-of-animation-teaching-strategy-on-secondary-school-students%E2%80%99-achievement-retention-and-interest-in-climate-change-in-lokoja-kogi-state/aiyedun-tope-gloria
Changing the Learning Landscape: OER and open data in research methods teachi...Ester Ehiyazaryan
A presentation given at an HEA organised workshop under the Changing the Learning Landscape initiative (February, 2013). The focus of the presentation was on developing open academic practice in teaching research methods.
Defining Constituents, Data Vizzes and Telling a Data StoryJeremy Anderson
Overview of basic constituent analysis and data visualization considerations for telling data-rich stories in the higher education context. Presentation delivered at NERCOMP's 2024 Data Day.
Barriers and Enablers to the Use of Virtual Worlds in Higher Education: An Ex...Helen Farley
Three-dimensional (3D) virtual worlds have been used for more than a decade in higher education for teaching
and learning. Since the 1980s, academics began using virtual worlds as an exciting and innovative new
technology to provide their students with new learning experiences that were difficult to provide any other way.
But since that time, virtual worlds have failed to maintain their popularity as learning spaces; many builds
falling into disuse and many disappearing altogether. The aim of this article is not only to determine why virtual
worlds have not become a mainstream teaching tool, but to ascertain why they have even failed to maintain their
popularity. In order to do this, the research team surveyed over 200 academics about the barriers and enablers to
the use and perceived affordances of virtual worlds in teaching and learning. These responses are examined in
relation to academics’ past, present and future use, experience and knowledge of virtual world environments.
Presentation LMU Munich: The power of learning analytics to unpack learning a...Bart Rienties
The power of learning analytics to unpack learning and teaching: a critical perspective
Ludwig-Maximilians-Universität München
Fakultät für Psychologie und Pädagogik
An Ecological Lens on the Stressors of Planning for OER Engagement was presented by Danielle Dubien (Canterbury, NZ) as part of the Researcher Presentations at the GO-GN mini-seminar on 31 March 2020.
A recording of the session is available: https://www.youtube.com/user/GOGNOER/playlists
Effect of Animation Teaching Strategy on Secondary School Students’ Achieveme...ijtsrd
The study examined the effect of animation teaching strategy on secondary school students’ achievement, retention and interest in climate change in Lokoja, Kogi State. Three objectives and three research questions were raised and answered, and three null hypotheses were tested. A non randomized pre test post test quasi experimental design was adopted for the study. The population covered all public Senior Secondary School, year three SSS 3 science students in Lokoja, Kogi State. Two intact classes which are made up of one hundred and thirty 130 students were sampled. The instruments for data collection are Environmental Education Concept Achievement Test EECAT , Environmental Education Concept Retention Test EECRT and Environmental Education Concept Interest Scale EECAS respectively. Statistical tools used include percentages, mean x¯ and standard deviations to answer the research questions while Analysis of Covariance ANCOVA was used to analyze the research hypotheses at a significance level 0.05 5 . Findings of the study revealed that animation teaching was viable in upgrading students achievement, retention and interest in climate change. The paper recommended among others that teachers should teach Environmental Education infused concepts with animations. Aiyedun, Tope Gloria "Effect of Animation Teaching Strategy on Secondary School Students’ Achievement, Retention and Interest in Climate Change in Lokoja, Kogi State" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-3 , April 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30740.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/30740/effect-of-animation-teaching-strategy-on-secondary-school-students%E2%80%99-achievement-retention-and-interest-in-climate-change-in-lokoja-kogi-state/aiyedun-tope-gloria
Changing the Learning Landscape: OER and open data in research methods teachi...Ester Ehiyazaryan
A presentation given at an HEA organised workshop under the Changing the Learning Landscape initiative (February, 2013). The focus of the presentation was on developing open academic practice in teaching research methods.
Defining Constituents, Data Vizzes and Telling a Data StoryJeremy Anderson
Overview of basic constituent analysis and data visualization considerations for telling data-rich stories in the higher education context. Presentation delivered at NERCOMP's 2024 Data Day.
Clustering Models to Assist in Student OutreachJeremy Anderson
Presentation delivered at Texas Association of Institutional Research on the applications of unsupervised clustering models to drive student outreach, as well as a general overview of common algorithms.
Creating a Print-on-Demand Initiative for Open Educational ResourcesJeremy Anderson
Presentation delivered at the Northeast OER Summit on the work of Bay Path University to generate a print option for digital open educational resources in service of a diverse student population.
How any institution can get started on learning analyticsJeremy Anderson
Two case studies from Bay Path University in developing predictive retention analytics at the course level and across the four-year college experience. Walks through the CRISP-DM framework and how it guided each project. Also shares resources for carrying out similar projects in Excel. Presented at NERCOMP 2021
Creating Wraparound Supports for Students through Internal PartnershipsJeremy Anderson
Presentation delivered to the Quality Matters East Regional Conference in 2020. Covered is a basic framework for developing analytics projects by combining stakeholders, IR, and IT.
A presentation on the benefits of "four" instructional apps in the learning management system for improving student self-regulation, attendance and engagement tracking, instructor reflection, and predictive modeling.
Addressing the Adjunct Underclass: Fit and Employment Outcomes in Part-Time F...Jeremy Anderson
Dissertation defense, Creighton University, Interdisciplinary Leadership program. The Relationship between Person-Environment Fit and Employment Outcomes in Part-Time Adjunct Faculty
The Triple A (AAA) of OER: Accessibility, Availability, and AffordabilityJeremy Anderson
Session presented at NERCOMP 2019 on the intersectionality of OER and UDL for promoting highly accessible and available learning experiences for diverse learners. Panelists included Kelsey Hall, Lance Eaton, Kevin Corcoran, and Jeremy Anderson.
Case Study: Increasing Access through OER AdoptionJeremy Anderson
Presentation delivered at EDUCAUSE 2018 on the three methods used for increasing adoption of OER at Bay Path University. A special focus and emphasis is placed on the practical learnings and future directions at The American Women's College.
2018 Horizon Report Webinar: Adaptive Learning and OER at ScaleJeremy Anderson
Presentation delivered during the 2018 Horizon Report Webinar on the work happening at The American Women's College at Bay Path University to bring OER and adaptive learning to diverse, non-traditional learners.
Webinar delivered to the Connecticut Distance Learning Consortium on the partnership between Ed Map and The American Women's College at Bay Path University to scale adoption of open educational resources (OERs). Strategic and operational approaches are shared, along with lessons learned.
Speakers were Mark Christiansen, Jeremy Anderson, and Jessica Egan.
The Path to Creating an Integrated Online Contingent Faculty Competency SystemJeremy Anderson
Steps that The American Women's College have taken in developing faculty competencies for hiring, developing, and evaluating contingent faculty. Presented at OLC Accelerate 2017.
An overview of the challenges and strategies to scale adaptive learning course design at that The American Women's College. Strategies included vendor partnerships, change management, communication planning, and human resource development. Presented at OLC Accelerate 2017.
Presentation delivered at the 2017 Northese OER Consortium. Thesis: OER is too unstructure and adaptive too reliant on structure to facilitate an easy integration. This leaves significant benefits for learners on the table. More work must be done with OER and adaptive providers, as well as with standards groups like IMS Global.
Implementing Adaptive, Data-Driven Course Design to Improve Student LearningJeremy Anderson
Presentation on adoption of adaptive learning systems and their use for data-driven course design practices. Delivered at NERCOMP 2017 with Frances Rowe (Quinnipiac University), Erik Moody (Marist College), and Matthew Maron (Quinnipiac University).
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
7. “the open provision of educational
resources, enabled by information
and communication technologies,
for consultation, use and adaptation
by a community of users for non-
commercial purposes"
UNESCO (2002).
11. Cost to student
Comprehensive content
Easy to find
Recommended by other faculty
Adaptable/editable
Supplemental instructor material
Works with LMS
Familiarity with brand
Includes test banks
Familiarity with brand
Easy to find
Works with LMS
Recommended by other faculty
Comprehensive content
Includes test banks
Supplemental instructor material
Adaptable/editable
Cost to student
Importance Satisfaction
Allen & Seaman (2016).
14. Not enough resources
Too hard to find
No comprehensive catalog
Not used by other faculty
Not high quality
Not knowing permission to change
Not current
Difficult to integrate with tech
Lack of institutional support
Too difficult to edit
The Barriers
Lumen, OpenStax, Boundless
OER Commons, Khan Academy
OER Commons
OER Commons, MERLOT
Lumen, OpenStax, MERLOT
Lumen, OpenStax, Boundless
IMS Global
Those Addressing
Good afternoon, my name is Jeremy Anderson and I’m here from The American Women’s College at Bay Path University in Springfield, MA.
I’d like to share a few ideas about how to cross OER’s adoption chasm.
Would anyone like to guess what this line represents?
Average cost across all types of institutions – 2-year, 4-year, public, private
Per US ED
This represents a 22% increase, or $4,648 additional
Want to see something even scarier?
The projection is that the price will climb another $4,000 to around $26,000 in the coming decade
Of the total bill, the average undergraduate pays $1,298 for textbooks each year. Per the College Board
This is an area where costs can be contained with existing technology and ideas
One of those ideas is open educational resource, or OER…<read definition>
There are thousands of open courses and who knows how many tens of thousands of other types of OER?
So we have a problem, and there is a solution, or at least part of a solution, so what’s the problem?
Before going any further, let’s consider Rogers’ famous S-Curve of innovation
This plots the time to adoption and the proportion of the population adopting
Essentially, there comes a tipping point where a critical mass of adopters pushes the diffusion widely
Rogers instructs us that there are few tried and true ways to accelerate the curve
Relative advantage – there has to be something in it for the faculty
Trialability – they have to be able to pick it up and play with it
Complexity – it has to be dead simple
Compatibility – it has to fit in existing schemas of what educational resources are
Observability – have to be able to see others doing it
Let’s apply this concept to OER in higher education.
The Babson Research Group has been tracking OER adoption for a few years and they’ve found that we’re stagnant around 5% adoption <click for animation>
We must not be using the levers very well
Babson provides some additional insights into the situation.
Since OER is still in the early stages of diffusion, let’s start by looking at all educational resources first.
The BRG asked faculty what was most important to them when picking educational resources, open or not, here is what they said
Then faculty were asked to rate their satisfaction levels were with the same criteria. That looked like this <animate>
Let’s start to analyze this a bit by charting the gaps. Red are negative gaps, while green represents times when satisfaction outstrips importance ratings.
We can take out those positive gaps since we’re doing well, at least according to the faculty who drive adoption
Then we can take out the cost element since that is an inherent feature of OER
We’re left with the gaps worth addressing
Remember, those gaps are across all ed resources – open and proprietary
Two things jump out at me from this list:
Faculty don’t want a basic text. They want supporting materials, media, instructor resources
They want to be able to build mix and edit this content to fit their needs
Supported by the fact that Babson found that 60% of courses use a combination of resources
You can see this, too, when you peak into virtually any LMS shell and see links to videos, journal articles, blogs, etc.
Own experience with OER shows this – Trey & PSY205/206 example
Now let’s consider OER, specifically, in this context.
Again, the BRG has provided excellent data about the barriers specific to OER adoption
We have companies and organizations pushing to generate content, keep it fresh, make it easy to find and rank or evaluate. Here is just a smattering of those partners in Higher Ed. <animate>
We also have standards like LTI so that we can integrate the OER with target systems
Let’s clean up the equation by taking out barriers that are being addressed <animate>
Then let’s take out the variables that the market doesn’t have much control over <animate>
We are left with two barriers that need more work
These are the types of problems that innovators and early adopters will put up with these barriers because they are so excited to try
Example: PSY205 & PSY206
Worked with RIT to ingest multiple OER sources for psych – NOBA & Lumen
PDFs and Word documents. No way for the program director or SME to blend these resources on own in an expedient fashion
Had to rely on technologists
Each OER source used a different schema and structure for their documents
We didn’t have the internal resources – time, expertise – on our team
Engaged with RIT developers to port OER schemas to RIT schema
No wonder why more people aren’t jumping on board
So here’s a pitch for how to overcome these gaps and barriers
First , we need to work to provide a standard structure to OER documents
What we’ve been doing:
working towards RIT’s standard – we adopt their terminology, definitions, and XML markup for things like
objective
lesson
activity
Our approach to date has been too narrow since we have so many OER providers, each with own originating schema built around their preferred terminology and definitions
Plus faculty, subject matter experts, instructional designers, etc. each use their own terms for the same thing.
The semantic game of what’s an Course Competency, a Weekly Objective, etc. makes it almost impossible to work together
Mapping schemas is labor intensive and costly
<animate>Should have a shared language based upon concepts with common definitions.
Each concept would have standard properties.
Let’s use the “package” concept as a quick example. <animate>It could have properties like a title, author, delivery type (OL, OG, HY, lab, lecture, etc.)
There is a payoff for all content providers since they’d know that their resources would plug and play.
Blending will be easier from a technical standpoint since schemas will matched
Next we’d need something that will allow faculty to quickly search for and connect these resources from disparate locations
Addresses faculty wants and the current barriers
Comprehensive content
Adaptable/editable and they want this to be easy
Easy integrations
There are some partners in the space that are doing components of this.
OER commons has a really nice document author and module builder. Includes metadata, a simple WISYWIG editor, structured fields….BUT NO MIXING
<animate>H5P provides standard interactive components that otherwise would be out of reach of many instructors…BUT NO QUICK ABILITY TO ADD TO A LARGER, UNIFIED WORK
<animate>GitHub has this great way of allowing users to share materials, borrow, remix, re-author, BUT NOT PARTICULARLY ACCESSIBLE TO FACULTY
Each does a part of the puzzle, but none contains all of the tools
Need to bridge capabilities into a single authoring and remixing tool.
There is a market since it would allow easier adoption of digital content. Low cost providers – Boundless, Lumen, etc. – could see great increases in business.
Put more competition into the marketplace
Achieving that tool, and building it upon standards, will flip most of the levers to accelerate diffusion
Relative advantage of cost, mixability, comprehensiveness – all the things faculty and students want
Easy to try and low complexity since it’s built upon standards and a unified tool
Compatible with existing tech like authoring in an LMS
Our prediction would be that the outcome of these standards and an authoring/remixing tool would be achieving <animate> critical mass and accelerating diffusion across higher ed.