In this joint presentation with Co-PILOT, Beck Pitt (OERRH researcher) explores some of the findings from the two surveys conducted autumn/winter 2013 with librarians around the world.
"Librarians' Perceptions of OER" was presented by Beck Pitt at OpenEd 2014, Washington DC, USA during November 2014.
Research was carried out in collaboration with CoPILOT and this presentation was developed from Eleni, Nancy and Beck's presentation at OER13 in Newcastle, UK earlier in the year.
CCCOER OER Research Open Textbooks and LibrariansUna Daly
Have you been asked by your college administration or colleagues about open textbook usage and perceptions? Recent studies have shown that awareness and usage of OER by faculty is not yet mainstream. Come and hear results of surveys conducted by the OER Research Hub on open textbook usage by faculty and librarians including understanding of open licenses, quality, and how librarians can inform open textbook adoptions. In addition, we will hear from the SPARC organization about the direct connection between open access and open education and the important role that libraries have in curating and promoting open educational resources adoption in the classroom.
Please join the Community College Consortium for Open Educational Resources (CCCOER) for this free, open webinar and a chance to ask questions of our two expert speakers.
Date: Wed, December 10
Time: 10 am PST, 1:00 pm EST
Featured speakers:
Beck Pitt, PhD, OER Researcher, OER Research Hub, Open University UK, sharing research from surveys conducted with faculty who have adopted OpenStaxCollege textbooks and with librarian on perceptions and usage of OER.
Nicole Allen, Director of Open Education, SPARC sharing SPARC’s transition from an Open Access advocacy group to an Open Access and Open Education advocacy group that promotes librarians’ role in both of these important and intertwined initiatives.
Structural and individual factors that influence the selection of open (and c...Rajiv Jhangiani
This document summarizes research on factors that influence faculty selection and use of open educational resources (OER) and commercial textbooks. It finds that while awareness of OER is moderate, many faculty who select course materials are unaware or know little about OER. The top factors influencing selection are content quality, ease of use, and cost to students. While faculty perceive OER quality as similar to commercial resources, non-users view OER quality as lower. Many faculty are aware that textbook costs affect students but receive frequent queries about alternatives.
The Impact of Open Textbooks in the USA and South Africa: When? Why? How?OER Hub
These slides accompanied the OER Research Hub webinar "The Impact of Open Textbooks in the USA and South Africa: When? Why? How?" on 28 May 2014. Speakers: Megan Beckett (Siyavula), Beck Pitt (The Open University, OER Research Hub) and Daniel Williamson (OpenStax College). The session was chaired by Martin Weller (The Open University, OER Research Hub).
You can watch a recording of the webinar here: http://tinyurl.com/p926br2
A new research impact measuring system by nader ale ebrahimNader Ale Ebrahim
For years, scientists have been trying to measure the quality of scholarly work by the number of times an article is cited in other articles or the impact factor of the journal which published an article. However, citation is a lagging indicator and journal impact factor may be misleading since a Journal's citation count is usually caused by a small number of articles in that journal.
With the rise of the web as the archiving and emerging interaction platform, there is a need for new ways to measure articles and books impact. Altmetrics attempts to use the online activity to measure impact, buzz, word of mouth for scientific information and it includes new ways to measure usage at the citation level. In this workshop, I will explain about application of altmetrics tools such as: Altmetric.com, Impactstory.org, Plumanalytics.com, and PLoS metrics.
Julie CleverleyLeeds Beckett UniversityIn 2017-18 we undertook a pilot project to evaluate OpenAthens, EZ Proxy and Student Record data to enable in-depth analysis of e-resources usage, student engagement and library impact. The project objective was to provide evidence and insight to inform e-resource acquisition so that our users had appropriate, impactful and value for money resources, and thus a successful learning and teaching experience. We are now starting to look at School data, comparing it with NSS results to measure the correlation between usage of and engagement with e-resources and student feedback.
The document summarizes surveys conducted at four institutions - Danubius University of Galati, Romania, Universidad Politecnica de Valencia, Spain, University of Cape Town, South Africa, and University of Michigan, USA - regarding faculty and student familiarity with, perceptions of, and willingness to contribute to open courseware (OCW) initiatives. Key findings include low familiarity with OCW but receptiveness to the concept, and a positive correlation between OCW familiarity and intention to contribute materials, especially among older faculty. The document calls for expanding such research to other open educational activities and sharing results.
"Librarians' Perceptions of OER" was presented by Beck Pitt at OpenEd 2014, Washington DC, USA during November 2014.
Research was carried out in collaboration with CoPILOT and this presentation was developed from Eleni, Nancy and Beck's presentation at OER13 in Newcastle, UK earlier in the year.
CCCOER OER Research Open Textbooks and LibrariansUna Daly
Have you been asked by your college administration or colleagues about open textbook usage and perceptions? Recent studies have shown that awareness and usage of OER by faculty is not yet mainstream. Come and hear results of surveys conducted by the OER Research Hub on open textbook usage by faculty and librarians including understanding of open licenses, quality, and how librarians can inform open textbook adoptions. In addition, we will hear from the SPARC organization about the direct connection between open access and open education and the important role that libraries have in curating and promoting open educational resources adoption in the classroom.
Please join the Community College Consortium for Open Educational Resources (CCCOER) for this free, open webinar and a chance to ask questions of our two expert speakers.
Date: Wed, December 10
Time: 10 am PST, 1:00 pm EST
Featured speakers:
Beck Pitt, PhD, OER Researcher, OER Research Hub, Open University UK, sharing research from surveys conducted with faculty who have adopted OpenStaxCollege textbooks and with librarian on perceptions and usage of OER.
Nicole Allen, Director of Open Education, SPARC sharing SPARC’s transition from an Open Access advocacy group to an Open Access and Open Education advocacy group that promotes librarians’ role in both of these important and intertwined initiatives.
Structural and individual factors that influence the selection of open (and c...Rajiv Jhangiani
This document summarizes research on factors that influence faculty selection and use of open educational resources (OER) and commercial textbooks. It finds that while awareness of OER is moderate, many faculty who select course materials are unaware or know little about OER. The top factors influencing selection are content quality, ease of use, and cost to students. While faculty perceive OER quality as similar to commercial resources, non-users view OER quality as lower. Many faculty are aware that textbook costs affect students but receive frequent queries about alternatives.
The Impact of Open Textbooks in the USA and South Africa: When? Why? How?OER Hub
These slides accompanied the OER Research Hub webinar "The Impact of Open Textbooks in the USA and South Africa: When? Why? How?" on 28 May 2014. Speakers: Megan Beckett (Siyavula), Beck Pitt (The Open University, OER Research Hub) and Daniel Williamson (OpenStax College). The session was chaired by Martin Weller (The Open University, OER Research Hub).
You can watch a recording of the webinar here: http://tinyurl.com/p926br2
A new research impact measuring system by nader ale ebrahimNader Ale Ebrahim
For years, scientists have been trying to measure the quality of scholarly work by the number of times an article is cited in other articles or the impact factor of the journal which published an article. However, citation is a lagging indicator and journal impact factor may be misleading since a Journal's citation count is usually caused by a small number of articles in that journal.
With the rise of the web as the archiving and emerging interaction platform, there is a need for new ways to measure articles and books impact. Altmetrics attempts to use the online activity to measure impact, buzz, word of mouth for scientific information and it includes new ways to measure usage at the citation level. In this workshop, I will explain about application of altmetrics tools such as: Altmetric.com, Impactstory.org, Plumanalytics.com, and PLoS metrics.
Julie CleverleyLeeds Beckett UniversityIn 2017-18 we undertook a pilot project to evaluate OpenAthens, EZ Proxy and Student Record data to enable in-depth analysis of e-resources usage, student engagement and library impact. The project objective was to provide evidence and insight to inform e-resource acquisition so that our users had appropriate, impactful and value for money resources, and thus a successful learning and teaching experience. We are now starting to look at School data, comparing it with NSS results to measure the correlation between usage of and engagement with e-resources and student feedback.
The document summarizes surveys conducted at four institutions - Danubius University of Galati, Romania, Universidad Politecnica de Valencia, Spain, University of Cape Town, South Africa, and University of Michigan, USA - regarding faculty and student familiarity with, perceptions of, and willingness to contribute to open courseware (OCW) initiatives. Key findings include low familiarity with OCW but receptiveness to the concept, and a positive correlation between OCW familiarity and intention to contribute materials, especially among older faculty. The document calls for expanding such research to other open educational activities and sharing results.
Exploring the Impact of Open Textbooks Around the World Beck Pitt
"Exploring the Impact of Open Textbooks Around the World" was presented by Beck Pitt at the Open Textbook Summit #OTSummit in Vancouver on 28 May 2015.
The document summarizes a talk given by Joseph Hardin from the University of Michigan about open courseware creation in higher education. It discusses surveys conducted of faculty and students at UMichigan in 2008 and 2009 regarding familiarity with and willingness to contribute to open courseware. The results showed higher willingness among graduate student instructors and lower familiarity overall, especially among tenure-track faculty. Future work aims to study other types of open educational activities and expand the surveys to more institutions.
This document summarizes the Open Research Agenda event held in Edinburgh, UK on April 19-20, 2016. It provides an overview of the event goals, which included identifying open education research priorities and setting the agenda for future research. A community consultation gathered over 70 responses from 20 countries to inform the research agenda. Key areas for future research that were identified include open practices, mainstreaming open educational resources (OER), adaptation, access, impact, and sustainability. The document also lists several pressing research questions submitted for each topic area.
Evaluation for Impact and Learning Asia Value Advisors Nov 6 2014Victor Kuo
The workshop will overview intermediate and advanced concepts of evaluating the impact of philanthropic foundations as well as the organizational systems that support impact evaluation and learning within foundations. Main topics include: prioritizing evaluation audiences and purposes, selecting among a range of evaluation designs (randomized controlled trials, quasi-experimental designs, correlational studies, descriptive studies); organizational readiness for evaluation and learning; and organizational learning. A range of practical tools for developing evaluation projects and for building organizational practices in evaluation and learning will also be shared. Current debates, criticisms, and possible ways forward will be presented using select cases and illustrations. Participants will be encouraged to bring their own examples, offer honest appraisals, and identify ways to advance their own philanthropic work. (This workshop is at an intermediate level; basic concepts of evaluation will be reviewed briefly in the context of more advanced topics.)
Tiffany Barnes "Making a meaningful difference: Leveraging data to improve le...CITE
The document discusses the future of learning and how data can be leveraged to improve learning for most people. It outlines using data to recognize excellence in teaching and learning, provide real-time support, and identify effective collaborations. A case study is described that used an intelligent tutoring system to construct student models and provide feedback based on past student data. Guiding principles of respect, beneficence, and justice are presented for developing learning systems.
Scaling up learning analytics solutions: Is privacy a show-stopper?Tore Hoel
1) The document discusses the challenges of scaling up learning analytics solutions from research labs to the classroom in light of privacy and ethics concerns.
2) It notes that learning analytics could be considered unlawful if students do not have control over and consent to how their data is used.
3) The presentation raises important questions about data ownership, student consent, and limiting data collection and use to only what is necessary for educational purposes.
Introduction to Learning Analytics - Framework and Implementation ConcernsTore Hoel
This document provides an introduction to learning analytics, including:
1. A definition of learning analytics as the measurement, collection, analysis and reporting of learner data to understand and optimize learning.
2. An overview of how learning analytics is used in universities, schools, and the workplace to predict student performance, track progress, and personalize instruction.
3. A framework model showing how data is transformed into analytics and insights to benefit learners, teachers, and institutions.
This document describes two projects aimed at improving computing students' information literacy skills. The first project encouraged use of e-journals and improved electronic searching. It resulted in students making greater use of journals and advanced search techniques, and producing better quality bibliographies. The second project developed strategies to promote evaluating information quality. It led to higher quality bibliographies citing peer-reviewed sources and quality websites. Both projects embedded activities in the curriculum and used collaboration, reinforcement, and timely contextualized learning. An iterative cognitive skills model of information literacy is presented and mapping shows how skills are developed through stages of identifying needs, locating, evaluating, solving problems, and implementing solutions.
Evaluate! Evaluation of school librariesJohan Koren
This document discusses evaluating school library media services. It begins by defining evaluation and noting that evaluation of school libraries should examine quality, significance, and condition. The purposes of evaluation include finding what is right and wrong and judging the significance, worth, and quality. Evaluation can examine collections, personnel, programs, curriculum collaboration, and more. Standards provide a baseline for evaluation and require interpreting quantitative and qualitative data. The document outlines methods, types, and models of evaluation.
Gobert, Dede, Martin, Rose "Panel: Learning Analytics and Learning Sciences"CITE
This panel discussed learning analytics and learning sciences. Janice Gobert discussed problems with standardized tests and how interactive labs have assessment potential but challenges. Chris Dede discussed his research on immersive learning using virtual reality and challenges assessing open-ended environments. Taylor Martin discussed how microgenetic research and learning analytics can improve data collection and analysis. Carolyn Rose discussed using conversational data and a new theoretical framework analyzing social processes and distances. The panel addressed if these methods lead to improved standardized test scores, with Janice and Chris noting validity issues with standardized tests and that these methods improve deeper learning over rote memorization.
Mapping & Curation in OER Impact Research #altcRobert Farrow
Presentation from ALT-C conference, 2014 on the value of mapping and curation as an approach to impact research. The presentation includes some discussion of results from OER Research Hub.
The ethics of MOOC research: why we should involve learnersRebecca Ferguson
Presentation given by Rebecca Ferguson at the FutureLearn Academic Network (FLAN) meeting at the University of Southampton, UK, on 2 December 2015. #flnetwork
Published on 19 November 2014 this report brings together the findings of the OER Hub collaborative open research that took place during 2013-2014. The report was co-authored by Bea de los Arcos, Rob Farrow, Leigh-Anne Perryman, Beck Pitt and Martin Weller.
Find out more about the project, our hypotheses and the report: http://oerresearchhub.org/2014/11/19/oer-evidence-report-2013-2014/
Results from Digital Curation Centre's 2015 survey of UK universities and Higher Education Institutions on development of RDM (research data management) support services
Delta Analytics Open Data Science Conference Presentation 2016Sara Hooker
Delta Analytics, a 501(c)3 Bay Area non-profit presented at the open data science conference 2016.
Interested in using your data skills to give back? Delta Analytics is a Bay Area non-profit that provides pro-bono data science to grant recipients all over the world. Eneza Education, a Delta grant recipient, worked with Delta Fellows to understand how over 1 million primary school students in Kenya used pre-smart phone technology to learn outside the classroom. We will share insights about edtech from our work with Eneza, discuss our analysis and partnership process, and suggest some best practices for skill based volunteering.
This document discusses the tensions between pragmatism and idealism in open educational resource (OER) advocacy. It notes that while OER adoption rates are growing, they remain relatively low. The ideal goal of OER is to not just make materials free but to encourage adaptation and improvement through open licensing. However, OER advocates still rely on tactics from the commercial textbook industry. The document advocates moving beyond a focus on replacing textbooks and instead promoting open educational practices that empower educators. It argues this shift is needed for OER to realize its full potential to reduce costs while improving education.
"Librarians' Perceptions of OER" was presented by Beck Pitt at OpenEd 2014, Washington DC, USA during November 2014.
Research was carried out in collaboration with CoPILOT and this presentation was developed from Eleni, Nancy and Beck's presentation at OER13 in Newcastle, UK earlier in the year.
CCCOER Webinar: OER Research on Open Textbook adoption and LibrariansBeck Pitt
This document summarizes research on the adoption of open textbooks and the role of librarians in open educational resources (OER). It finds that using open textbooks can positively impact both educators and students by increasing engagement and satisfaction. It also finds that while many librarians support OER by adapting and creating resources, challenges remain around finding and assessing quality. Measuring the impact of OER also needs more development. Overall, the research highlights opportunities for further collaboration between educators and librarians to expand OER.
CCCOER Webinar: OER Research on Open Textbook adoption and LibrariansOER Hub
"OER Research on Open Textbook adoption and Librarians" was presented by Beck Pitt on 10 December 2014 as part of a CCCOER webinar with Nicole Allen (SPARC) and Una Daly.
These slides were created by reversioning two previous presentations: Librarians Perceptions of OER and Open Access Week 2014: Open Textbook Research Overview (also available on Slideshare).
Distinguishing the dOERs: Faculty use of Open Educational ResourcesBeck Pitt
"Distinguishing the dOERs: Faculty use of Open Educational Resources" was presented by Beck Pitt on 10 March 2015 as part of a BCcampus webinar for Open Education Week with Rajiv Jhangiani and Clint Lalonde.
Exploring the Impact of Open Textbooks Around the World Beck Pitt
"Exploring the Impact of Open Textbooks Around the World" was presented by Beck Pitt at the Open Textbook Summit #OTSummit in Vancouver on 28 May 2015.
The document summarizes a talk given by Joseph Hardin from the University of Michigan about open courseware creation in higher education. It discusses surveys conducted of faculty and students at UMichigan in 2008 and 2009 regarding familiarity with and willingness to contribute to open courseware. The results showed higher willingness among graduate student instructors and lower familiarity overall, especially among tenure-track faculty. Future work aims to study other types of open educational activities and expand the surveys to more institutions.
This document summarizes the Open Research Agenda event held in Edinburgh, UK on April 19-20, 2016. It provides an overview of the event goals, which included identifying open education research priorities and setting the agenda for future research. A community consultation gathered over 70 responses from 20 countries to inform the research agenda. Key areas for future research that were identified include open practices, mainstreaming open educational resources (OER), adaptation, access, impact, and sustainability. The document also lists several pressing research questions submitted for each topic area.
Evaluation for Impact and Learning Asia Value Advisors Nov 6 2014Victor Kuo
The workshop will overview intermediate and advanced concepts of evaluating the impact of philanthropic foundations as well as the organizational systems that support impact evaluation and learning within foundations. Main topics include: prioritizing evaluation audiences and purposes, selecting among a range of evaluation designs (randomized controlled trials, quasi-experimental designs, correlational studies, descriptive studies); organizational readiness for evaluation and learning; and organizational learning. A range of practical tools for developing evaluation projects and for building organizational practices in evaluation and learning will also be shared. Current debates, criticisms, and possible ways forward will be presented using select cases and illustrations. Participants will be encouraged to bring their own examples, offer honest appraisals, and identify ways to advance their own philanthropic work. (This workshop is at an intermediate level; basic concepts of evaluation will be reviewed briefly in the context of more advanced topics.)
Tiffany Barnes "Making a meaningful difference: Leveraging data to improve le...CITE
The document discusses the future of learning and how data can be leveraged to improve learning for most people. It outlines using data to recognize excellence in teaching and learning, provide real-time support, and identify effective collaborations. A case study is described that used an intelligent tutoring system to construct student models and provide feedback based on past student data. Guiding principles of respect, beneficence, and justice are presented for developing learning systems.
Scaling up learning analytics solutions: Is privacy a show-stopper?Tore Hoel
1) The document discusses the challenges of scaling up learning analytics solutions from research labs to the classroom in light of privacy and ethics concerns.
2) It notes that learning analytics could be considered unlawful if students do not have control over and consent to how their data is used.
3) The presentation raises important questions about data ownership, student consent, and limiting data collection and use to only what is necessary for educational purposes.
Introduction to Learning Analytics - Framework and Implementation ConcernsTore Hoel
This document provides an introduction to learning analytics, including:
1. A definition of learning analytics as the measurement, collection, analysis and reporting of learner data to understand and optimize learning.
2. An overview of how learning analytics is used in universities, schools, and the workplace to predict student performance, track progress, and personalize instruction.
3. A framework model showing how data is transformed into analytics and insights to benefit learners, teachers, and institutions.
This document describes two projects aimed at improving computing students' information literacy skills. The first project encouraged use of e-journals and improved electronic searching. It resulted in students making greater use of journals and advanced search techniques, and producing better quality bibliographies. The second project developed strategies to promote evaluating information quality. It led to higher quality bibliographies citing peer-reviewed sources and quality websites. Both projects embedded activities in the curriculum and used collaboration, reinforcement, and timely contextualized learning. An iterative cognitive skills model of information literacy is presented and mapping shows how skills are developed through stages of identifying needs, locating, evaluating, solving problems, and implementing solutions.
Evaluate! Evaluation of school librariesJohan Koren
This document discusses evaluating school library media services. It begins by defining evaluation and noting that evaluation of school libraries should examine quality, significance, and condition. The purposes of evaluation include finding what is right and wrong and judging the significance, worth, and quality. Evaluation can examine collections, personnel, programs, curriculum collaboration, and more. Standards provide a baseline for evaluation and require interpreting quantitative and qualitative data. The document outlines methods, types, and models of evaluation.
Gobert, Dede, Martin, Rose "Panel: Learning Analytics and Learning Sciences"CITE
This panel discussed learning analytics and learning sciences. Janice Gobert discussed problems with standardized tests and how interactive labs have assessment potential but challenges. Chris Dede discussed his research on immersive learning using virtual reality and challenges assessing open-ended environments. Taylor Martin discussed how microgenetic research and learning analytics can improve data collection and analysis. Carolyn Rose discussed using conversational data and a new theoretical framework analyzing social processes and distances. The panel addressed if these methods lead to improved standardized test scores, with Janice and Chris noting validity issues with standardized tests and that these methods improve deeper learning over rote memorization.
Mapping & Curation in OER Impact Research #altcRobert Farrow
Presentation from ALT-C conference, 2014 on the value of mapping and curation as an approach to impact research. The presentation includes some discussion of results from OER Research Hub.
The ethics of MOOC research: why we should involve learnersRebecca Ferguson
Presentation given by Rebecca Ferguson at the FutureLearn Academic Network (FLAN) meeting at the University of Southampton, UK, on 2 December 2015. #flnetwork
Published on 19 November 2014 this report brings together the findings of the OER Hub collaborative open research that took place during 2013-2014. The report was co-authored by Bea de los Arcos, Rob Farrow, Leigh-Anne Perryman, Beck Pitt and Martin Weller.
Find out more about the project, our hypotheses and the report: http://oerresearchhub.org/2014/11/19/oer-evidence-report-2013-2014/
Results from Digital Curation Centre's 2015 survey of UK universities and Higher Education Institutions on development of RDM (research data management) support services
Delta Analytics Open Data Science Conference Presentation 2016Sara Hooker
Delta Analytics, a 501(c)3 Bay Area non-profit presented at the open data science conference 2016.
Interested in using your data skills to give back? Delta Analytics is a Bay Area non-profit that provides pro-bono data science to grant recipients all over the world. Eneza Education, a Delta grant recipient, worked with Delta Fellows to understand how over 1 million primary school students in Kenya used pre-smart phone technology to learn outside the classroom. We will share insights about edtech from our work with Eneza, discuss our analysis and partnership process, and suggest some best practices for skill based volunteering.
This document discusses the tensions between pragmatism and idealism in open educational resource (OER) advocacy. It notes that while OER adoption rates are growing, they remain relatively low. The ideal goal of OER is to not just make materials free but to encourage adaptation and improvement through open licensing. However, OER advocates still rely on tactics from the commercial textbook industry. The document advocates moving beyond a focus on replacing textbooks and instead promoting open educational practices that empower educators. It argues this shift is needed for OER to realize its full potential to reduce costs while improving education.
"Librarians' Perceptions of OER" was presented by Beck Pitt at OpenEd 2014, Washington DC, USA during November 2014.
Research was carried out in collaboration with CoPILOT and this presentation was developed from Eleni, Nancy and Beck's presentation at OER13 in Newcastle, UK earlier in the year.
CCCOER Webinar: OER Research on Open Textbook adoption and LibrariansBeck Pitt
This document summarizes research on the adoption of open textbooks and the role of librarians in open educational resources (OER). It finds that using open textbooks can positively impact both educators and students by increasing engagement and satisfaction. It also finds that while many librarians support OER by adapting and creating resources, challenges remain around finding and assessing quality. Measuring the impact of OER also needs more development. Overall, the research highlights opportunities for further collaboration between educators and librarians to expand OER.
CCCOER Webinar: OER Research on Open Textbook adoption and LibrariansOER Hub
"OER Research on Open Textbook adoption and Librarians" was presented by Beck Pitt on 10 December 2014 as part of a CCCOER webinar with Nicole Allen (SPARC) and Una Daly.
These slides were created by reversioning two previous presentations: Librarians Perceptions of OER and Open Access Week 2014: Open Textbook Research Overview (also available on Slideshare).
Distinguishing the dOERs: Faculty use of Open Educational ResourcesBeck Pitt
"Distinguishing the dOERs: Faculty use of Open Educational Resources" was presented by Beck Pitt on 10 March 2015 as part of a BCcampus webinar for Open Education Week with Rajiv Jhangiani and Clint Lalonde.
Open approaches to OER impact research Robert Farrow
In this session the work of OER Research Hub is outlined and the merits of open approaches to understanding impact are discussed. OER Research Hub(funded by the William and Flora Hewlett Foundation) works internationally in collaboration with a range of research partners to assess impact across different education profiles. This often requires rethinking methodological assumptions or working in adaptive and responsive ways in order to facilitate sharing of impact data. OER Research Hub thus uses open methods to investigate the impact of OER on education and learning. Open forms of dissemination employed include open access publication, blogging, open release of research data and research tools, open online courses and the OER Impact Map, which draws together data relating to our research hypotheses and shows how a plurality of content can be brought together through data visualisation and graphical mapping. In addition to discussing how some of these techniques might be used to assess impact in other areas I will present some of the headline findings from the project.
Critical issues in contemporary open education researchRobert Farrow
This presentation outlines some key considerations for researchers working in the fields of open education, OER and MOOC. Key lines of debate in the open education movement will be described and critically assessed. A reflective overview of the award-winning OER Research Hub project will be used to frame several key considerations around the methodology and purpose of OER research (including 'impact' and 'open practices'). These will be compared with results from a 2016 OER Hub consultation with key stakeholders in the open education movement on research priorities for the sector. The presentation will conclude with thoughts on the potential for openness to act as a disruptive force in higher education.
Exploring the Impact of Open Textbooks Around the WorldBCcampus
Open educational resources (OER) have the potential to reduce costs for students and increase flexibility for educators. A global research project is exploring the impacts of OER through various methods, including surveys of educators who have adopted open textbooks. Preliminary findings suggest that OER can increase student satisfaction and engagement while allowing educators to better accommodate student needs and reflect more on their teaching practices. Educators report that OER adoption is also motivating them to collaborate more and explore new teaching approaches.
The Impact of Open Textbooks in the USA and South Africa: When? Why? How?Beck Pitt
These slides were produced for an OER Research Hub webinar that I co-presented with Megan Beckett (Siyavula) and Daniel Williamson (OpenStax College) on 28 May 2014. The presentation discusses some of the findings of surveys that were carried out during autumn/winter 2013 and early 2014.
You can watch a recording of the webinar here: http://tinyurl.com/p926br2
Abstract available here: http://oerresearchhub.org/news-and-events/oer-research-hub-webinar-programme/open-texts/
The Ecology of Sharing: Synthesizing OER ResearchRobert Farrow
Arguably, Open Educational Resources (OER) are starting to enter the mainstream, though some fundamental questions about their value and impact remain to be answered or supported with appropriate evidence. Much early OER activity was driven by ideals and interest in finding new ways to release content, with less direct research and reflection on the process. Furthermore, the majority of OER studies are localised, making extrapolation problematic. At the same time there are considerable practical experiences and ideas that it would be valuable to share. This presentation introduces the 'hub' as metaphor for the kind of networked research that is needed by the OER movement. The Open University's OER Research Hub project (2012-2014) works across eight primary research collaborations augmented with additional fellowships and connections with organisation to collate and synthesize research into OER across a range of sectors and stakeholders (k12, College Entry, Higher Education, Informal). The guiding research hypotheses are grounded in preparatory work in discourse analysis and collective intelligence as part of the OLnet project (which was previously presented at OER12). We then describe the research methodology for OER Research Hub, showing how claims about 'openness' may be validated in different contexts. The argument presented is that through (1) integrating and co-ordinating research methods and (2) developing open data policies it is possible to build an evidence base for the kinds of claims that the OER movement wants to make. Thus, through an 'ecology of sharing' researchers can build and participate in a research network that is greater than the sum of its parts. We will also show how this is working in practice by highlighting some of the activities that are taking place within some collaborations, showing how harmonizing the questions we ask in surveys and interviews across the different collaborations enhances our ability to make both comparative claims which apply in the broadest range of educational contexts.
"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.
Taking advantage of openness: understanding the variety of perspectives on op...OER Hub
There has been considerable coverage of the growth of Massive Open Online Courses (MOOCs) that give free access to courses that have familiar structures. However, there are many other ways in which Open Educational Resources are being used and influencing education. In the OER Research Hub we have worked across educational sectors looking at ways that OER are being adopted and used. In this paper we step back from some of the detailed work with collaborating projects to consider their different motivations and shared challenges. The case studies show how openness acts as inspiration, however the impact of openness can be harder to see. Our survey data is showing how open aspects can seem less important as projects seek to build to broad engagement, and that aims of widening access are challenged by findings that open education appeals to those who already have existing confidence and experience. The actions of the collaborating partners seek to address these issues for example through courses that help develop understanding of openness and by understanding the groups that they serve who have special needs.
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
OER Impact at Community College: eLearning 2014Una Daly
The research project aimed to build the most comprehensive picture of OER impact. It was a collaboration between The Open University and CCCOER, funded by Hewlett, involving surveys and interviews. The survey of over 130 community college educators found that most had adapted OER but fewer created OER. Respondents believed OER improved their teaching and student outcomes like engagement and satisfaction. Over 60% said OER saved students money and over 1/3 thought it promoted student retention.
This slide deck was presented at CNX 2014 in Houston, USA on 1 April 2014 as part of the "Student Efficacy: Are they Learning?" rapid fire panel. It contains preliminary research findings on educators and students using OpenStax College open textbooks.
Final, updated research findings can be found in the slide deck "The Impact of Open Textbooks in the USA and South Africa..." and via http://oerresearchhub.org
This slide deck was presented at CNX 2014 in Houston, USA on 1 April 2014 as part of the "Student Efficacy: Are they Learning?" rapid fire panel. It contains preliminary research findings on educators and students using OpenStax College open textbooks.
Final, updated research findings can be found in the slide deck "The Impact of Open Textbooks in the USA and South Africa..." and via http://oerresearchhub.org
The document summarizes the results of the Open Research Agenda consultation exercise conducted in 2016. The consultation aimed to better understand research priorities in open education by gathering input from practitioners through an online survey and discussions at various conferences. Key findings included that the most important identified research areas were assessment, awareness/perceptions, and business models. Respondents represented various roles but most identified as educators. The results informed discussions at the Open Education 2016 conference on setting future research directions and identifying potential collaborations in open education research.
Slides presented at Open Education 2016. The Open Research Agenda is an international consultation exercise on research priorities in open education which combines online surveys and focus group interactions. This presentation summarises thematic analysis of the data set and indicates future directions for research in the field of open education.
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Why should you care about OER is an overview of OER and the California Open Online Library for Education (cool4ed.org) given for faculty at the Porterville College Summer Institute on May 25, 2015.
Una Daly, CCCOER Director (May 2016)
Awareness of OER and OEP in Scottish Higher Education Institutions Survey Res...OEPScotland
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Slides from the second Twitter 101 workshop held during Open Access week 2017 at The Open University (UK). The workshop was conducted by members of the OER Hub team (Beck Pitt and Rob Farrow) on 24 October 2017
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This document summarizes a systematic review of theses from researchers in the Global OER Graduate Network (GO-GN). The GO-GN aims to raise the profile of open education research and support PhD students conducting research in this area. The review analyzed 50 theses from 14 countries across 10 categories related to open education, including project case studies, technical specifications, OER as a subject, policy, practitioners, developing nations, MOOCs, pedagogy, and open data/practice/access. The goal was to better understand the emerging field of open education research.
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Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
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Chapter 5
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Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
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Text Books:
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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The event will cover the following::
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Spreading the Word! Librarians and OER (OER14, April 2014)
1. Spreading the Word!
Librarians & OER
OER14, 29 April 2014
Dr. Beck Pitt
The Open University
Eleni Zazani
Birkbeck College
Nancy Graham
University of Roehampton
3. DELILA April 2012
from a project to a CoP
1. Developing Educators Learning and Information Literacies for
Accreditation
2. Cross institutional project (Birmingham – LSE) to adapt digital and
IL resources to OER
3. Project website: http://delilaopen.wordpress.com
4. DELILA April 2012
from a project to a CoP
1. To gather information about librarians’ sharing of IL teaching
material
2. 101 responses from UK, Europe, US and beyond
3. Findings indicate closed sharing
4. Willingness to share openly but don’t know where to start
5. Available at http://delilaopen.wordpress.com/il-oer-survey/
5. DELILA April 2012 August 2012
from a project to a CoP
1. One day event at Birmingham
2. Several attendees formed committee
3. Kick off meeting November 2012
4. Aim: to support UK librarians in sharing openly
5. 1st Event at Uni of Surrey 30th May 2013
6. DELILA April 2012 August 2012 CoPILOT
from a project to a CoP
Community of Practice for Information Literacy Online Teaching
Run 2 events (Surrey, Glasgow), participate in conferences &
collaborate with IFLA, UNESCO, OERRHUB, etc across sectors
Mailing list IL-OERS@jiscmail.ac.uk
Twitter: @CoPILOT2013
Website: http://www.cilip.org.uk/information-literacy-group/about/copilot
7. DELILA April 2012 August 2012 CoPILOT
from a project to a CoP
Lead by example, share ideas, practice & knowledge, surface case
studies, advocates of openness.
Mailing list IL-OERS@jiscmail.ac.uk
Twitter: @CoPILOT2013
Website: http://www.cilip.org.uk/information-literacy-group/about/copilot
Present
8. • 2-year research project based at The Open University (UK)
• Funded by William & Flora Hewlett Foundation
• Aiming to build the most comprehensive picture of OER impact
• Eleven research hypotheses
• Collaboration model across different educational sectors
• Fellowship Scheme
• Global reach but with a US focus
• Practicing openness: CC-BY licensed research instruments / SOO Course /
Impact Map
OER Research Hub
oerresearchhub.org
#oerrhub @OER_Hub
9. 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
18. Research Questions
OER Research Hub hypotheses:
OER improve student performance/satisfaction
People use OER differently from other online materials
OER use leads educators to reflect on their practice*
OER adoption brings financial benefits for students/institutions
OER use encourages institutions to change their policies*
Special areas of interest (CoPILOT):
Encourage creation and sharing of OER
Curating & sustaining OER
Closing training gaps
19. Background to Surveys (CoPILOT)
32
57
101
521
218
0
100
200
300
400
500
600
0 1 2 3 4 5 6
Surveys
Librarians and OER
De Beer, 2012
Bueno-de-la-Fuente, Robertson, & Boon,
2012
Graham & Secker, 2012
Taylor & Francis, 2013
OERRHUB, CoPILOT, 2014
Source: Zazani, Eleni. The Emerging Information Professional: 21st Century attitudes,
technologies and practices. Chandos publishing (forthcoming)
20. 32
57
101
211
14
521
4
218
0
100
200
300
400
500
600
0 1 2 3 4 5 6 7 8 9 10
Librarians & openness (OA & OER)
De Beer, 2012 Bueno-de-la-Fuente, Robertson, & Boon, 2012
Graham & Secker, 2012 TBI Communications on behalf of InTech, 2012
Harris, 2012 Taylor & Francis, 2013
Lawson, 2013 MA Thesis Gregson & Hatzipanagos, 2013
OER Research Hub & COPILOT, 2014
Source: Zazani, Eleni. The Emerging Information Professional: 21st Century attitudes,
technologies and practices. Chandos publishing (forthcoming)
22. Librarian Surveys
Two surveys launched during Open Access week (21-25 October 2014).
Both Surveys closed 2 January 2014.
General Librarians
197 respondents
128 of these work F/T or P/T as a Librarian
2 invalid responses, 126 valid responses
Co-PILOT Librarians
115 respondents
92 respondents work F/T or P/T as a Librarian
0 invalid responses, 92 valid responses*
23. Librarian Sample
• 218 respondents who work F/T or P/T as a Librarian
• 81.0% Female (n=175), 17.6% Male (n=38) and 1.4% Transgender (n=3)
• 47.4% of respondents live in the UK (n=102), 40.0% in the USA (n=86), 3.3%
in Ghana (n=7), 3.3% in Canada (n=7) and 6.0% R.O.W. (n=13) including
Botswana, South Africa, Italy, Lebanon, Czech Republic, Tanzania
• Nearly 90% of respondents have English as their first spoken language
(89.4%, n=193)
• Over 85% of respondents have a Postgraduate/Graduate School University
Degree (87.4%, n=188)
• Over a quarter of respondents had worked as a librarian for more than 20
years (25.3%, n=50)
25. Librarian Overview
In the last year…
• Over half of respondents have published a blog post (50.5%, n=110)
• Nearly 70% of respondents have shared an image online (68.8%,
n=150)
• Almost a third of respondents contributed to a Wiki (30.3%, n=66)
• Almost half of respondents contributed to an Internet Forum (49.1%,
n=107)
• 55.0% of respondents have downloaded a Podcast (n=120) but only
8.3% have recorded and uploaded a Podcast (n=18)
26. Librarian Overview
Nearly 80% of respondents have used OER (78.7%, n=170)
• Over 85% of respondents said that they would be more likely to
select a particular resource when searching for OER if it had been
created/uploaded by a reputable/trusted institution or person (87.4%,
n=180)
• Top three challenges faced when using OER:
Knowing where to find resources (60.6%, n=120)
Finding resources of a sufficiently high quality (60.1%, n=119)
Finding suitable resources in my subject area (56.1%, n=111)
27. Librarian Overview
• Main purposes for using OER in the context of Librarian role:
To help find available content for learning, teaching or training
(72.5%, n=124) and/or to get new ideas and inspiration (72.5%,
n=124)
• Nearly 70% of respondents strongly agreed or agreed that they
make use of a wider range of multimedia in their Librarian role as a
consequence of their use of OER (13.1%, n=19 & 56.6%, n=82
respectively)
• Top three types of OER used for teaching/training:
28. Perceptions of the Impact of OER on students
and institutions
• Over 50% of respondents think that their institution benefits
financially by using OER (53.5%, n=85)
• Over 40% of respondents don’t know whether their institution
benefits financially by using OER (40.9%, n=65)
• Over half of respondents don’t know whether their students have
saved money by using OER (51.2%, n=83)
• Nearly 40% of respondents believe their students have saved money
by using OER (37.7%, n=61)
“We actually did a study recently
that showed a 30% reduction in
textbook costs after a big push to
move to open access textbooks.”
30. Creative Commons Licensing
• Over 70% of respondents had seen the CC logo and knew what it meant
(70.6%, n=154)
• 17.0% of respondents had never seen it (n=37)
• 12.4% of respondents had seen it but didn’t know what it meant (n=27)
• Over 70% of respondents think that open licensing is very important or
important to them when using resources in their teaching (34.4%, n=72 and
37.8%, n=79 respectively)
31. The Use and Creation of OER
Respondents were given a definition of Open Educational Resources
(UNESCO), and asked to tells us how they had used/created OER.
• 31.9% of respondents have created OER for study or teaching (n=69)
• 14.8% of respondents have created resources themselves and published
them on an open license (n=32)
If respondents told us they had created OER, they were asked two further
questions:
1. How they share the OER they create
2. If they measure the impact of OER they create
32. Please tell us more about how you share the open educational
resources you create
“Upload to
YouTube”
“Via the NHS e-learning
repository and from our
organisational website.”
33. Do you measure the impact of the open educational
resources you create?
Of the respondents who create OER for study or teaching and/or create OER
and publish them on an open license, nearly 30% told us they measure the
impact of the OER they create (29.7%, n=22)
• 60.8% of respondents who create OER do not measure the impact of the
OER they create (n=45)
• Nearly 10% of respondents who create OER don’t know if they measure the
impact of the OER they create (9.5%, n=7)
Question around what constitutes “measuring impact”: One respondent who
answered “Don’t Know” noted:
34. Please tell us more about how you measure the impact of the
open educational resources you create
Respondents who told us
how they currently
measure impact:
60.9% look at
statistics/usage/analytics
(n=14)
13.0% Feedback (n=3)
26.1% Both analytics and
feedback (n=6)
“At a rather trivial level, I check
how many times resources are
accessed.”
35. Are there any examples, positive or negative, of your
experiences of curating open educational resources that you
would like to tell us about?
“As part of our work in S2 English, we ask pupils to write an entry for one of the school
blogs, based on their current novel / drama study. Part of the success criteria is to use
Creative Commons images as part of their articles. Has led to a much wider
understanding of how they can use online materials, pupils actively seeking out public
domain or CC materials, and greater knowledge of their own rights.”
37. Are you aware of any changes to policy and/or practice
that have taken place at your institution as a result of participation in OER
pilots and/or programs?
8.6% Yes (n=14)
55.2% No (n=90)
36.2% Don’t Know (n=59)
“The Training department of the Centre is
trying to adapt some of the courses to suit
African/local context.”
“OER strategy document… [and]
institutional repository.”
What kinds of practices and policies, if any, does your
institution have in relation to OER?
“Until quite recently, we had a fund to
support open access publishing…” “None that I am aware of. There is
some resistance to sharing learning
resources on the part of some
academics. Some don’t even want their
reading lists to be open…”
“The University
Senate has endorsed
an Open Access
Policy.”
38. In the context of your role as librarian, what kinds of
policies would help you to be more open?
“If open licenses were mandated for all materials the college produces. If
administrators were more understanding of licensing and open source. My institution is
still in the habit of defaulting to expensive corporate products even when superior open
ones are available. It’s infuriating.”
“Recognition for the impact of
OER’s we create … This might
incentivise us to create
resources which are more
reusable and can be exploited
by the wider academic
community instead of
everybody reinventing the
wheel for their local users.”
41. Summary of Results
Librarians and Open Educational Resources
• 87.4% of librarians said that they would be more likely to select a
particular resource when searching for OER if it had been
created/uploaded by a reputable/trusted institution or person (n=180)
• Evidence shows that many librarians working in “silos”
• Preliminary results: more forthcoming
• What do you think? Do these findings resonate with you?
• We need you! Looking for YOUR best examples of impact...
• Help us build the most comprehensive picture of the impact of OER by
contributing your evidence to the Impact Map
42. Bibliography
Bueno-de-la-Fuente, G. (2012). The roles of libraries and information professionals in open educational resources (OER)
initiatives.. Available from: http://publications.cetis.ac.uk/2012/492. [Accessed 23 November 2013].
De Beer, T. (2012). SCORE library survey report. Available from: http://www.open.ac.uk/score/news/score-library-survey-report.
[Accessed 23 November 2013].
Graham, N., and Secker, J. (2012). Librarians, information literacy and open educational resources: report of a survey. Available
from: http://delilaopen.files.wordpress.com/2012/04/findingsharingoers_reportfinal1.pdf. [Accessed 23 November 2013].
Harris, S. (2012). Moving towards an open access future: the role of academic libraries. London. Available from:
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