The document discusses open educational resources (OER) and the Open Educational Resources movement. It describes some of the research and projects that have been conducted to understand the impact and use of OER, including 28 fellowships, research projects, publications, and studies of OER use in various countries. It also discusses challenges in understanding and assessing OER use and impact, and proposes using collective intelligence methods to identify challenges, find solutions, and provide evidence to support different claims about OER.

1. olnet.org Open Educational Resources: Gathering the evidence for Impact Patrick McAndrew & Rob Farrow The Open University UK “ Do we really know what everyone is doing and what everyone knows?”

2. Experience

3. Enhance OU reputation Extending reach Widening participation Experiment with courses Accelerate technologies Catalyst for collaboration Research base Recruitment of students http://oro.open.ac.uk/17513 /

4. http://www.flickr.com/photos/bartelomeus/4184705426/

5. Outcomes & findings 28 Fellowships Research projects and ORO Publications UNESCO survey of non-English OER Data from China teaching excellence Barriers to OCW in Turkey Trackable resources from Canada Auto analysis software from Xerox New models of use in Brazil Understanding African infrastructure Models for social uptake for US Approaches to mapping the OER world Learning design and patterns for OER 19378 Rethinking openness 25819 Understanding what teachers want 24118 How users participate 22288 Studying the ways groups learn 23392 Directions for education 21894 Collective intelligence models 23352 Infrastructure Cohere ci.olnet.org olnet.org Cloudworks OERoploy Claims Garden

8. Communal Claims Gardening…

13. http://tinyurl.com/69hgynv

15. http://www.youtube.com/watch?v=Oo3xPyoiwYg

16. Challenges and solutions Using Collective Intelligence to both identify ‘challenges’ and find ‘solutions’ A mechanism to assess the importance of challenges and the viability of solutions Capturing and visualizing relationships between disparate elements of OER world Building up a picture of priorities, successes and failures

17. Research, evidence and claims Why is a Challenge important, or a solution meaningful? We need to find evidence Different levels for the different kinds of claims being made Evidence can be subjected to Collective Intelligence Linked to new claims the OER movement wants to make Challenged by other pieces of evidence

18. • Unobstructed licenses expand student access to high-quality, up-to-date, engaging, and customized content more quickly, cost-effectively, and efficiently than today. • Unobstructed licenses unlock educational resources that are developed using taxpayer dollars so they can be shared, customized, and improved, yielding a far greater return on investment to the public. • Open educational resources with unobstructed licenses are the path forward to ensure every student has access to high-quality, engaging, personalized, and up-to-date content. • Ultimately, open educational resources with unobstructed licenses can help transform our schools by producing better equipped teachers, better prepared students, and better education outcomes Advocacy claims:

21. olnet.org ci.olnet.org

22. A parable … Stone Soup http://www.youtube.com/watch?v=xF8VgHb_HkI#t=2m53s (2:53 – 5:04) Bridge 2 Success

23. Patrick McAndrew The Open University Walton Hall Milton Keynes MK7 6AA o lnet.org p.mcandrew@open.ac.uk / olnet@open.ac.uk olnet.org