In 2013 the Hewlett-funded OER Research Hub Project created a bank of survey questions to test eleven hypotheses related to the impact of OER use on teaching and learning. In the two years that followed, a number of bespoke surveys were designed and administered in collaboration with the Flipped Learning Network, Vital Signs, the Community Colleges Consortium for Open Educational Resources, OpenLearn, Saylor Academy, OpenStax, BCcampus, Siyavula, School of Open-P2PU and CoPILOT. Responses from each survey were then combined into a larger dataset to allow for comparison and in-depth examination.
The current report, first in a series of three, presents a frequencies analysis of responses from informal learners, i.e. those learners not registered on a course of study at an educational institution.
The Usage of PollEverywhere by Howard University Faculty Who Took PollEverywh...Dr. Aitza Haddad Nuñez
This study presumes that HBCUs would be specially affected by the integration of technology into the college classroom as a strategy to enhance the active teaching/learning process. In this sense, this study aims to collect preliminary data on the usage of PollEverywhere by faculty members at Howard University, a well-known HBCU, that can be used as a basis for further explorations.
Slidedeck for session given at UNC CAUSE 2010, November 9, 2010.
http://www.unccause.org/cause10/sessions/unc-ch-poll-everywhere-pilot-clickers-without-the-clickers/
The Usage of PollEverywhere by Howard University Faculty Who Took PollEverywh...Dr. Aitza Haddad Nuñez
This study presumes that HBCUs would be specially affected by the integration of technology into the college classroom as a strategy to enhance the active teaching/learning process. In this sense, this study aims to collect preliminary data on the usage of PollEverywhere by faculty members at Howard University, a well-known HBCU, that can be used as a basis for further explorations.
Slidedeck for session given at UNC CAUSE 2010, November 9, 2010.
http://www.unccause.org/cause10/sessions/unc-ch-poll-everywhere-pilot-clickers-without-the-clickers/
Learning Analytics: What is it? Why do it? And how?Timothy Harfield
Presentation delivered to graduate students at Emory University as part of a TATTO (Teaching Assistant Training and Teaching Opportunity) brown bag session.
ABSTRACT
Learning analytics is the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs. Data driven approaches to teaching and learning are rapidly being adopted within educational environments, but there is still much confusion about what learning analytics is, what it can do, and how it is best employed.
This talk will provide a general overview of the field of learning analytics, its terminology and methods, as well as contemporary ethical debates. It will also introduce several open source and Emory-supported analytics tools available to students and instructors to facilitate the achievement of various learning outcomes.
Traditionally, it has been suggested that reading and writing in the FL should be delayed until students have mastered these skills in their mother tongue. In this workshop, however, we will discuss whether such a strategy is still commendable today, when many children are exposed to a FL at a much earlier age, thus bringing about many challenges to us teachers.
Using text-to-speech in exams - practical solutions and pitfalls, UK perspectiveAbi James
Presented by Paul Nisbet and Abi James at the BDAN International Conference, March 2014.
Since 2012 the JCQ Access Arrangements have acknowledged that candidates using a Computer Reader or text-to-speech technology are reading independently making such provision available to candidates in exams that test reading skills for the first time. While use of digital exams with text-to-speech has been widely supported in Scotland through the work of SQA and CALL Scotland for a number of years, the rest of the UK has not had equivalent access. From 2013/14 exam boards in England, Wales and Northern Ireland propose to provide digital versions of exam papers to schools for text-to-speech users. This paper will draw on experiences in Scotland and the work of the BDA New Technology Committee to identify processes and best practices within schools for using these digital papers and to identify the best text-to-speech technology to maximise the benefits for students.
A quick look at who our students are, our student mentor progam, online tutoring, online developmental courses, and satisfaction rates of online students.
A study of the availability and use of assistive technology with dyslexic pup...Abi James
Presented by Malcolm Litten at the BDA International Conference, March 2014
Despite the existence of a variety of tools designed to assist individuals who experience difficulties in reading and writing, research reveals that only a minority of schools actually employ them with their pupils. Even where there exist good quality freeware tools, few schools have a policy of systematically making these available on their network. Research has demonstrated the positive value of such assistive technology and a recent change in exam access arrangements at GCSE argues that its use to assist print-impaired candidates read text is acceptable as proof of independent reading. This paper describes the present failure to enable dyslexic pupils to engage independently in their education and explores the factors that prevented even the best-intentioned schools from offering their pupils the chance to use text-to-speech in the 2013 English GCSE exams.
Challenges most frequently faced when using OER OEPScotland
This list of challenges most frequently faced when using OER is utilised as part of the OEPS Thinking about Open workshop.
The list originates from the work of the OER Hub into the impact of OER on educators and learners around the world.
Learning Analytics: What is it? Why do it? And how?Timothy Harfield
Presentation delivered to graduate students at Emory University as part of a TATTO (Teaching Assistant Training and Teaching Opportunity) brown bag session.
ABSTRACT
Learning analytics is the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs. Data driven approaches to teaching and learning are rapidly being adopted within educational environments, but there is still much confusion about what learning analytics is, what it can do, and how it is best employed.
This talk will provide a general overview of the field of learning analytics, its terminology and methods, as well as contemporary ethical debates. It will also introduce several open source and Emory-supported analytics tools available to students and instructors to facilitate the achievement of various learning outcomes.
Traditionally, it has been suggested that reading and writing in the FL should be delayed until students have mastered these skills in their mother tongue. In this workshop, however, we will discuss whether such a strategy is still commendable today, when many children are exposed to a FL at a much earlier age, thus bringing about many challenges to us teachers.
Using text-to-speech in exams - practical solutions and pitfalls, UK perspectiveAbi James
Presented by Paul Nisbet and Abi James at the BDAN International Conference, March 2014.
Since 2012 the JCQ Access Arrangements have acknowledged that candidates using a Computer Reader or text-to-speech technology are reading independently making such provision available to candidates in exams that test reading skills for the first time. While use of digital exams with text-to-speech has been widely supported in Scotland through the work of SQA and CALL Scotland for a number of years, the rest of the UK has not had equivalent access. From 2013/14 exam boards in England, Wales and Northern Ireland propose to provide digital versions of exam papers to schools for text-to-speech users. This paper will draw on experiences in Scotland and the work of the BDA New Technology Committee to identify processes and best practices within schools for using these digital papers and to identify the best text-to-speech technology to maximise the benefits for students.
A quick look at who our students are, our student mentor progam, online tutoring, online developmental courses, and satisfaction rates of online students.
A study of the availability and use of assistive technology with dyslexic pup...Abi James
Presented by Malcolm Litten at the BDA International Conference, March 2014
Despite the existence of a variety of tools designed to assist individuals who experience difficulties in reading and writing, research reveals that only a minority of schools actually employ them with their pupils. Even where there exist good quality freeware tools, few schools have a policy of systematically making these available on their network. Research has demonstrated the positive value of such assistive technology and a recent change in exam access arrangements at GCSE argues that its use to assist print-impaired candidates read text is acceptable as proof of independent reading. This paper describes the present failure to enable dyslexic pupils to engage independently in their education and explores the factors that prevented even the best-intentioned schools from offering their pupils the chance to use text-to-speech in the 2013 English GCSE exams.
Challenges most frequently faced when using OER OEPScotland
This list of challenges most frequently faced when using OER is utilised as part of the OEPS Thinking about Open workshop.
The list originates from the work of the OER Hub into the impact of OER on educators and learners around the world.
This slide deck is part of the reusable pack of "Thinking About Open" workshop content that was developed by Beck Pitt and Bea de los Arcos as part of the Opening Educational Practices in Scotland (OEPS) project.
You can find instructions and suggestions on how to use the slide deck here: http://www.slideshare.net/OEPScotland/thinking-about-open-workshop-instructions
"Thinking About Open is a half-day workshop exploring what openness and open educational practices are. The workshop aims to help instigate discussion at your organisation on how openness could make a difference to your own practices whilst acting as a springboard for further discussion on the practicalities of open practice. The workshop utilises a range of case studies and examples of openness to help facilitate discussion.
This workshop is aimed at anyone with an interest in finding out more about openness and how it can make a difference to their own practice." (Reference: https://oepscotland.org/events/workshops/)
Infographic: Awareness of OER and OEP in HE institutions ScotlandOEPScotland
The Open Educational Practices in Scotland (OEPS) Project conducted a survey to find out about the level of awareness of open educational resources (OER) and open educational practices (OEP) among HE institutions in Scotland. In total 235 valid responses were collected in a five-week period from 19th October 2015 to 23rd November 2015. This infographic highlights some of the findings. If you are interested in reading the full interim report, please visit http://www.slideshare.net/OEPScotland/awareness-of-oer-and-oep-in-scottish-higher-education-institutions-survey-results
Infographic: Awareness of OER and OEP in Colleges in ScotlandOEPScotland
The Open Educational Practices in Scotland (OEPS) Project conducted a survey to find out about the level of awareness of open educational resources (OER) and open educational practices (OEP) among college staff in Scotland. In total 236 valid responses were collected in a seven-week period from February 1st, 2016 to March 20th, 2016. This infographic highlights some of the findings. If you are interested in reading the full interim report, please visit http://www.slideshare.net/OEPScotland/awareness-of-open-educational-resources-oer-and-open-educational-practice-oep-in-scottish-colleges-survey-results
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
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.
Presentation during Open Access Week celebrations at Wits University, Johannesburg, South Africa
Goal of the presentation: Address broader aspects of openness in higher education
Dr. David E. Herrington, Dissertation Chair for Cheng Chieh Lai, PhD Disserta...William Kritsonis
Dr. David E. Herrington, Dissertation Chair for Cheng Chieh Lai, PhD Dissertation Defense.
Dr. William Allan Kritsonis, PhD Dissertation Committee Member
Dr. David E. Herrington, PhD Dissertation Chair for CHENG-CHIEH LAI, PVAMU/Th...William Kritsonis
Dr. David E. Herrington, PhD Dissertation Chair for CHENG-CHIEH LAI, PVAMU/The Texas A&M University System, 2008. Committee Members: Dr. William Allan Kritsonis, Dr. Camille Gibson, Dr. Tyrone Tanner, Dr. Pamela T. Barber Freeman
Engaging with audiences early: the role of social media and networks in deve...ROER4D
Engaging with audiences early:
the role of social media and networks in developing a communications strategy for a global research project
Association of Business Communications (ABC) Regional Conference, Cape Town,
6-8 Jan 2016
Similar to OERRH Data Report 2013-2015: Informal Learners (20)
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
Open Research workshop held at The Open University (UK) on 29 March 2017 during #openeducationwk.
For accompanying live blog of this session: http://oerhub.net/ethics/liveblog-openresearch-in-openeducationwk/
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.
From Theory to Practice: Can Openness Improve the Quality of OER Research?OER Hub
"From Theory to Practice..." was presented by Beck Pitt at OER15, Cardiff, Wales during April 2015.
This presentation was developed from the slide deck presented at CALRG 2014 at The Open University (UK) during Summer 2014 and the slide deck presented at OpenEd 2014 in Washington DC during November 2014.
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).
What difference does openness make to ethics? This session will examine this question both from the perspective of research into OER and the use of open resources in teaching and learning. An outline of the nature and importance of ethics will be provided before the basic principles of research ethics are outlined through an examination of the guidance provided by National Institutes of Health (2014) and BERA (2014). The importance and foundation of institutional approval for OER research activities is reiterated with a focus on underlying principles that can also be applied openly.
I argue that with a shift to informal (or extra-institutional) learning there is a risk that we lose some clarity over the nature and extent of our moral obligations when working outside institutional frameworks – what Weller (2013) has termed "guerilla" research activity. Innovations of this kind could be free of licensing permissions; they could be funded by kickstarter or public-private enterprise; or they could reflect individuals working as data journalists. But we might also speak of "guerilla" education for innovations taking place on the fringes of institutional activity – from using social media to going full-blown "edupunk" (Groom, 2008). These innovations which employ variants of opennesss can also bring out morally complex situations.
I show how the principles underlying traditional research ethics can be applied openly while noting that, whether working within or outside institutions, there is almost no existing guidance that explains the ethical implications of working openly. Similar issues are raised with MOOC, which operate outside institutions but while drawing on institutional reputations and values. With this in mind I sketch out scenarios we are likely to encounter in the future of education:
- Issues around privacy, security and big data
- Intellectual property conflicts
- Ensuring fair treatment of class students and equivalent online students
- Meeting obligations to content creators
- The ethical status of MOOCs and their obligations to their students
- Moral dimensions of open licenses
- The ethics of learning analytics and the data it produces
I argue that, while models for ethical analysis have been proposed (e.g. Farrow, 2011) more attention should be paid to the ethics of being open. I conclude with an examination of the idea that we have a moral obligation to be open, contrasting prudential and ethical approaches to open education. At the heart of the OER movement, I argue, is a strong moral impulse that should be recognized and celebrated rather than considered the preserve of the ideologue: openness is not reducible to lowering the marginal cost of educational resources. Openness is a diverse spectrum and to leverage its true potential we need to reflect deeply on how technology has the power to challenge the normative assumptions we make about education.
From theory to practice: can openness improve the quality of OER research?OER Hub
"From Theory to Practice..." was presented by Beck Pitt at OpenEd 2014, Washington DC, USA during November 2014.
This presentation was developed from the slide deck presented at CALRG 2014 at The Open University (UK) during Summer 2014.
"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.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
1. INFORMAL LEARNERS
Sample
50.2%
48.3%
Age
English as first
language?
Country of
residence
NO
YES
Disability?
The OER Research Hub is a project funded by the Hewlett Foundation to research the impact of open educational
resources (OER) on teaching and learning. During 2013-2015 survey data were collected from approximately
7,500 users of OER around the globe. This report presents a frequencies analysis of responses obtained from
INFORMAL LEARNERS (i.e. learners who are not registered for a course at an educational institution).
Dataset available for download at http://figshare.com/articles/OERRH_Survey_Data_2013_2015/1528263
2. Decision to use OER
What is your highest educational qualification? N=3203
Which of the following factors influenced your decision to use OER? N=3147
A majority of
informal learners
using OER are
full-time
employed and
already hold a
degree
What is your employment status? N=3290
School leaving qualification
Vocational qualification
College diploma
Undergraduate degree
Postgraduate degree
No formal qualification
Full-time employed
Part-timed employed
Unwaged
Disabled and unable to work
Retired
The opportunity to study at reduced or no cost
The materials can be used flexibly
The materials can be accessed at any time
The materials can be studied online
A desire to have a learning experience/study a course
The chance to try university-level content before paying for a course
A need to find information (but not study a course)
Cost remains the biggest factor driving
OER adoption
2
3. Use of OER
In what subject(s) do you normally use OER? N=2401
Computer & Information Science
Psychology & Philosophy
Religious Studies
Social Sciences
Languages & Linguistics
Science
Mathematics
Arts
Literature
History & Geography
Economics, Business & Management
Applied Science & Engineering
Medicine
Health & Social Care
Education Studies
Physical Ed
Special Ed
Economics and Computer
Science top wide subject
coverage of OER used by
informal learners
3
4. Types of OER
Which of the following types of OER have you used for studying? N=2232
Videos Podcasts Images Info-
graphics
Games Lectures Tutorials Quizzes Full
courses
Course
modules
Open
textbooks
A smaller number of respondents (N=101) were asked about their use of lesson plans (32.7%), data
sets (22.8%) and learning tools, instruments & software plugins (34.7%).
Broad variety of OER
types used by informal
learners
4
5. Selecting OER
NO
Which of the following factors would make you more likely to select a particular resource when
searching for open educational content? N=3012
Evidence of interest in that resource (e.g. lots of downloads)
The resource being recently created, uploaded or updated
The resource being easy to download
A description of learning objectives or outcomes being provided
The resource being created by a reputable/trusted institution/person
The resource having a Creative Commons license
The resource having an open license allowing adaptation
The length/complexity of the resource
Use of interactive or multimedia content (e.g. video)
Positive user ratings or comments about the resource
Personal recommendation
Having previously used this resource successfully
The resource being relevant to my particular interests/needs
The resource featuring a catchy title or attractive image(s)
A detailed description of the resource content being provided
Relevance to one's
particular needs and clear
learning objectives guide
informal learners'
selection of open content.
Few mindful of open
licenses allowing
adaptation.
5
6. Challenges of using OER
Which challenges, if any, do you most often face in using OER? N=1723
Overcoming technology problems
Knowing where to find resources
Finding suitable resources in my subject area
Finding resources of sufficiently high quality
Finding resources that are up-to-date
Finding resources relevant to my context
Not having time to look for resources
Missing the support of a teacher
Support techniques
Which of these techniques have you used to support your learning with OER? N=1921
Discussion via
social networks
Discussion in online
forums
Discussion with
others in person
Writing or reading
blogs
Writing my own
study notes
Informal study
groups
Use of a learning
diary
Use of a study
calendar
Informal learners use a variety of
techniques to support their study
with OER
Not having connections with
OER-using peers
Discoverability of
resources, quality and
subject coverage are the
most pressing
challenges faced by
informal learners using
OER
6
7. Future behaviour
As a result of using [OpenLearn] resources, how likely are you to do any of the following? N=2701
Take a free
course/study an OER
Take a paid-for
course
Do further research
in the subject of my
interest
Download more
OER
Share OER
with others
Recommend OER
to others
Suggested citation: de los Arcos, B., Farrow, R., Pitt, R., Perryman, L-A., Weller, M. & McAndrew, P. (2015). OER
Research Hub Data 2013-2015: Informal Learners. OER Research Hub.
84.5%
24.6%
81.4%
78.5%
60.7%
80.4%
7%
.4%
8.1%
37.5%
19%
18.9%
8.9%
1%
8.6% 9.5%
19.5%
7.6%
1.2%
4.1%
1.2%
10.7%
15.6%
10.8%
High percentages of informal
learners likely to continue using
OER. A quarter of respondents
inclined to go into formal education.
7