Engaging students in the curriuclum: Students as producers of learningNatalie Lafferty
This presentation is from a workshop run at the University of Dundee eLearning Symposium on 31 May 2013, co led with my colleague Annalisa Manca and three of our students, Elizabeth Ferris, Scott Kendall and Satoko Orihashi. The abstract for our session read:
With the growing use of technology in learning and 24/7 access to information, there is growing interest in ensuring students develop 21st-century learning skills such as enquiry, participation, creativity and digital literacy. One way of nurturing these skills in students is to involve them in developing learning resources. In the School of Medicine students have identified that student-led eLearning development can evolve lifelong learning skills and encourage interprofessional and collaborative working. Furthermore, creating learning resources and peer-led teaching activities not only demonstrate students’ understanding of the curriculum, but also helps them gain a deeper understanding of the subject material, as well as pedagogical skills.
“A Virtual Tour of Innovative Student Services” Presented at the annual conference of the WICHE Cooperative for Educational Technologies,
November 12, 2010, La Jolla, California
Student engagement and library use:an examination of attitudes towards use o...IFLA
The purpose of this paper is to present the findings of a study that examines undergraduate students’ experience with research, library and information use prior to coming to university and their behaviour and attitude towards library and information after they have been exposed to a variety of library awareness activities and received information literacy training during their first year at Ozyegin University in Turkey. Students take a compulsory “Introduction to University’ subject during their first semester taught by both internal and external experts on a wide range of topics including ‘Journey of Information’ presented by library staff. The Library is also involved in the subsequent delivery of information literacy programs throughout students’ university programs in an on-going effort to engage them and to get them involved in university-wide activities. The library staff work as partners with the faculty and other student support services in designing, delivering and evaluating these programs.
An Alternative to Open Source Textbooks: A Case Study of a Library Spearheadi...Dr. Monica D.T. Rysavy
This presentation was given by Monica D.T. Rysavy, Ph.D., Ed.D., and Russell Michalak, MLIS at the American Library Association (ALA) 2019 Annual Conference in Washington D.C.
SITE 2009 - Challenging Teachers’ Preconceptions, Misconceptions, and Concern...Michael Barbour
Barbour, M. K., & Unger, K. (2009, March). Challenging teachers’ preconceptions, misconceptions, and concerns of virtual schooling. Paper presented at the annual conference of the Society for Information Technology and Teacher Education, Charleston, SC.
This study examined the perceptions of graduate students in an instructional technology course related to K-12 online learning based upon their completion of the Teacher Education Goes into Virtual Schooling (TEGIVS) curriculum. The TEGIVS program was created through a grant funded initiative at Iowa State University. Nine graduate students at a large, state-funded, mid-Western university completed this curriculum as a part of their Internet in the Classroom course. Based upon our initial analysis, the TEGIVS curriculum was effective for providing these graduate students with some experience with how K-12 online learning opportunities are delivered, along with some of the possibilities and challenges associated with these opportunities. The analysis of this data is continuing, and there are plans to continue this line of inquiry with additional students in future offerings of this course.
Awareness of OER and OEP in Scotland: Survey Findings from the OEPS Project BdelosArcos
Presentation given at OER16, Edinburgh, April 19th-20th 2016 in collaboration with Beck Pitt as part of our work with the Open Education Practices in Scotland (OEPS) Project.
Engaging students in the curriuclum: Students as producers of learningNatalie Lafferty
This presentation is from a workshop run at the University of Dundee eLearning Symposium on 31 May 2013, co led with my colleague Annalisa Manca and three of our students, Elizabeth Ferris, Scott Kendall and Satoko Orihashi. The abstract for our session read:
With the growing use of technology in learning and 24/7 access to information, there is growing interest in ensuring students develop 21st-century learning skills such as enquiry, participation, creativity and digital literacy. One way of nurturing these skills in students is to involve them in developing learning resources. In the School of Medicine students have identified that student-led eLearning development can evolve lifelong learning skills and encourage interprofessional and collaborative working. Furthermore, creating learning resources and peer-led teaching activities not only demonstrate students’ understanding of the curriculum, but also helps them gain a deeper understanding of the subject material, as well as pedagogical skills.
“A Virtual Tour of Innovative Student Services” Presented at the annual conference of the WICHE Cooperative for Educational Technologies,
November 12, 2010, La Jolla, California
Student engagement and library use:an examination of attitudes towards use o...IFLA
The purpose of this paper is to present the findings of a study that examines undergraduate students’ experience with research, library and information use prior to coming to university and their behaviour and attitude towards library and information after they have been exposed to a variety of library awareness activities and received information literacy training during their first year at Ozyegin University in Turkey. Students take a compulsory “Introduction to University’ subject during their first semester taught by both internal and external experts on a wide range of topics including ‘Journey of Information’ presented by library staff. The Library is also involved in the subsequent delivery of information literacy programs throughout students’ university programs in an on-going effort to engage them and to get them involved in university-wide activities. The library staff work as partners with the faculty and other student support services in designing, delivering and evaluating these programs.
An Alternative to Open Source Textbooks: A Case Study of a Library Spearheadi...Dr. Monica D.T. Rysavy
This presentation was given by Monica D.T. Rysavy, Ph.D., Ed.D., and Russell Michalak, MLIS at the American Library Association (ALA) 2019 Annual Conference in Washington D.C.
SITE 2009 - Challenging Teachers’ Preconceptions, Misconceptions, and Concern...Michael Barbour
Barbour, M. K., & Unger, K. (2009, March). Challenging teachers’ preconceptions, misconceptions, and concerns of virtual schooling. Paper presented at the annual conference of the Society for Information Technology and Teacher Education, Charleston, SC.
This study examined the perceptions of graduate students in an instructional technology course related to K-12 online learning based upon their completion of the Teacher Education Goes into Virtual Schooling (TEGIVS) curriculum. The TEGIVS program was created through a grant funded initiative at Iowa State University. Nine graduate students at a large, state-funded, mid-Western university completed this curriculum as a part of their Internet in the Classroom course. Based upon our initial analysis, the TEGIVS curriculum was effective for providing these graduate students with some experience with how K-12 online learning opportunities are delivered, along with some of the possibilities and challenges associated with these opportunities. The analysis of this data is continuing, and there are plans to continue this line of inquiry with additional students in future offerings of this course.
Awareness of OER and OEP in Scotland: Survey Findings from the OEPS Project BdelosArcos
Presentation given at OER16, Edinburgh, April 19th-20th 2016 in collaboration with Beck Pitt as part of our work with the Open Education Practices in Scotland (OEPS) Project.
Reflecting on the Diverse Innovations and Impacts prompted by an OER projectBeck Pitt
"Reflecting on the Diverse Innovations and Impacts prompted by an OER project" was presented at OER16 in Edinburgh, Scotland on 20 April 2016 with Tim Coughlan.
Framework for an Ethics of Open EducationRobert Farrow
A presentation on the role of ethics of open education from the Open Education Global 2016 conference held in Krakow, Poland. The full paper can be found in Open Praxis from May 2016 via http://dx.doi.org/10.5944/openpraxis.8.2.291
Using the work of the OER Research Hub at the Open University, different types of OER users are identified. The different strategies for reaching these audiences are considered
'Eyes that Survey the World': the latest data snapshot from OER Research HubBeck Pitt
OER Research Hub's presentation at OpenEd14, Washington, November 19-21, 2014. Our 2013-2014 report is available here: http://oerresearchhub.org/2014/11/19/oer-evidence-report-2013-2014/
"OER Research Hub Overview" was presented by Beck Pitt at Thompson Rivers University (TRU), Kamloops, B.C. Canada on 26 May 2015.
This presentation was developed from the slide deck created and presented by Bea de los Arcos at Open Education Global in Banff and OER15 with the addition of slides and content focused on open textbook research.
In this talk I present the results of a study conducted by the Hewlett-funded OER Research Hub Project (Open University) in relation to school teachers¹ use of OER while implementing the flipped learning model
Flipping with OER: K12 teachers’ views of the impact of open practices on stu...BdelosArcos
Results of a study conducted by the Hewlett-funded OER Research Hub Project (Open University) in relation to school teachers' use of OER while implementing the flipped learning model. Presentation at OCWC Global 2014, Ljubljana, Slovenia.
This presentation reports on findings arising from the collaborative research carried out by OER Research Hub and Community College Consortium for OER (CCCOER).
- Most of the 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
- 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
- Only around half of OER creators have used open licensing
- There is a core of advocates who understand and actively promote OER; they adopt open educational practices and believe it leads to benefits
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
ABSTRACT
The paper presents the findings of a HEA-CLL funded project focussing on encouraging students to cocreate
and use OERs via interdisciplinary study guides on research methods. Students were asked to
review the tutor-produced study guides developed on a Google website/wiki and to add resources to the
study guide via a comments feature. In focus interviews, they were asked if they were willing to take
ownership of the guides. Students’ views on student-led guides indicated an interest in this pedagogical
approach, but had issues around trusting their peers’ ability to make reliable judgements. These findings
will be explored in our paper.
Open Access Week 2014: Open Textbook Research Overview OER Hub
This slide deck was presented by Beck Pitt at an Open University (UK) Library Services Open Access Week 2014 event on 22 October 2014.
The presentation focuses on research conducted Fall/Winter 2014 with OpenStax College.
Open Access Week 2014: Open Textbook Research Overview Beck Pitt
This slide deck was presented by Beck Pitt at an Open University (UK) Library Services Open Access Week 2014 event on 22 October 2014.
The presentation focuses on research conducted Fall/Winter 2014 with OpenStax College.
Why, What and How of OER. Educational trends and how Open Education can help address these. Copyright and Open Licensing. Getting Started with an OER project.
An overview of the OER Research Hub project by Patrick McAndrew, Simone Arthur, Rob Farrow, Bea de los Arcos, Nick Freear, Leigh-Anne Perryman, Beck Pitt, Claire Walker, Martin Weller
Analysing analytics, what is learning analytics?Moodlerooms
Take look at analytics in the learning eco-system, including what sort of data is being analysed, who needs the data and what are they going to do with it? This session also looked at the data that can come from Moodle and what questions it can help you and your institution answer.
Student Preference and Perception towards Online Education in Hyderabad Cityijtsrd
The purpose of study an online education industry in its totality and appreciate the use of an integrated approach in understanding the environmental issues and problems. From the last few years the technological advancement and increased users of internet made everything's easier for everyone. If you want to purchase anything you will access online Shopping sites and order product to get at your hand. Whereas new way of getting education is online education virtual education E learning. Like shopping sites, internet also made easier to get education via online. This is really made easy for those who want to work as well as study further. In this report I compared both online education and traditional way of education. We also listed out top 10 international educational sites as well as top 5 Indian online educational sites. Mr. Anjum Pasha | Jarupla Gorya ""Student Preference and Perception towards Online Education in Hyderabad City"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd22876.pdf
Paper URL: https://www.ijtsrd.com/management/marketing/22876/student-preference-and-perception-towards-online-education-in-hyderabad-city/mr-anjum-pasha
3. Keyword Hypothesis
Performance OER improve 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. 7,498 responses from 182 countries:
44.4% informal learners,
28.4% formal learners,
24.3% educators,
2.9% librarians;
50.7% female; 48.3% male;
65% speakers of English as first language;
11% declare a disability;
34% hold a postgraduate degree;
35% use OER in Science.
8. Photo CC BY-SA 2.0 marfis75 https://flic.kr/p/o4Hice
PhotoCCBY-NC2.0AlexProimoshttps://flic.kr/p/dgqpwt
11. Impact of OER on student performance: non-grade related
aspects
12. “Over the course of an entire semester all the kids turned in on
average 82% of their homework, which is significant for me as an
instructor because that made me feel that what I was asking
them to do at home, (…) whatever it happened to be, that they
saw the meaning in doing that.”
“The greatest impact comes when I share the MERLOT website with
students. They instantly connect with others who share their best practices.
Then they develop their own best practices to share with their students and
colleagues. There is such a great ripple effect when people are willing to
share; especially when the information is easy to locate.”
13. Photo CC BY-SA 2.0 https://flic.kr/p/5BZgEa
Photo CC BY 2.0 https://flic.kr/p/6EuSQZ
14. Photo CC BY-SA 2.0 https://flic.kr/p/5BZgEa
79.8% of educators adapt OER to suit their needs
16. “The problem where I teach now is that
we have no money; my textbooks, my
Science textbooks are 20 years old,
they’re so outdated, they don’t relate to
kids (...) so I pick and pull from a lot of
different places to base my units.”
“I will maybe look and find an
instructional video that’s maybe 2
or 3 minutes long that gets to the
point better than I could, and I
would use it, or I will look for
lessons and if they are for Grade
5 or Grade 3 I don’t use all of it, I
just adapt it, I take out what I
don’t want and rearrange it.”
“What I do is I look at a lot of free resources but I don’t usually
give them directly to my students because I usually don’t like
them as much as something I would create, so what I do is I get
a lot of ideas.”
17. • I’ve created resources for teaching 38%
• I’ve created resources and published them
online under an open license 15%
• I have added a resource to a repository 27%
20. ‘I use a broader range of teaching & learning methods’ 64%
‘I reflect more on the way that I teach’ 59%
‘I have broadened my coverage of the curriculum’ 59%
‘I more frequently compare my teaching with others’ 44.5%
21. “It used to be that when I thought about preparing for a lesson I would
look at a book and see what they did and I then would
kind of teach a lesson similar to it but now I can go online
watch a video or look at somebody else’s material that they put out there,
see what they’re doing and either modify what they’re doing and bring it
into my classroom or just get a totally different perspective on it and
allow my students to get multiple perspectives on a
topic.”
25. “Down the road they may. Students talk to other potential
students. When they find out that teachers care about cost
and readability, they are more likely to choose your college”
“Since we are all using online version, the school saves a
lot of paper and money”
“Without any doubt my students are saving money! Only
one has purchased a copy of the textbook - everyone else
uses their laptop, tablet, or prints out what they want.”
27. 57% of informal learners already have a degree
41% of formal learners used OER to try university-
content level before signing up for a paid-for course
89% of all learners choose OER for the opportunity to
study at no cost