This document summarizes research conducted on teachers' perceptions of open educational resources (OER) through workshops. The researchers collected both qualitative and quantitative data from workshops with teachers at different types of institutions to understand attitudes, motivations, barriers and views on quality regarding OER. Preliminary findings from participant quotes suggest that while some teachers see benefits like cost savings and interactive learning, others express concerns about reliability, lack of recognition, and not having time. The researchers are still analyzing data from workshop recordings and surveys to understand factors influencing teachers' willingness to share educational resources openly.
Developing a communications strategy for ROER4D - insights for the South Afri...ROER4D
Developing a communications strategy for ROER4D - insights for the South African Institute for Distance Education
Seminar presented by Sukaina Walji, 22 May, 2017, Johannesburg
Does it matter how much open? Impact in learning and degrees of opennessROER4D
Does it matter how much open? Impact in learning and degrees of openness. Presentation by Werner Westermann at the 13th Open Education Conference, Richmond, Virginia 2016
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
Dimensions of open research: critical reflections on openness in the ROER4D p...ROER4D
Dimensions of open research: critical reflections on openness in the ROER4D project
Thomas King, Cheryl Hodgkinson-Williams, Michelle Willmers, Sukaina Walji
University of Cape Town
OE Global Conference 2016, 14-16 April, Krakow, Poland
ROER4D Update March 2016 - Presentation to the Hewlett FoundationROER4D
Research on Open Educational Resources for Development (ROER4D) in the Global South:
Update March 2016
Cheryl Hodgkinson-Williams with the ROER4D team's presentation to the Hewlett Foundation, UCT, Cape Town
14 March 2016
Reflections on developing an evaluation and communications strategy for the ...ROER4D
Reflections on developing an evaluation and communications strategy for the ROER4D project
Sukaina Walji and Sarah Goodier
ROER4D Communications and Evaluation Advisors
Presentation for DECI-2 workshop
Cape Town, 4 May 2016
Developing a communications strategy for ROER4D - insights for the South Afri...ROER4D
Developing a communications strategy for ROER4D - insights for the South African Institute for Distance Education
Seminar presented by Sukaina Walji, 22 May, 2017, Johannesburg
Does it matter how much open? Impact in learning and degrees of opennessROER4D
Does it matter how much open? Impact in learning and degrees of openness. Presentation by Werner Westermann at the 13th Open Education Conference, Richmond, Virginia 2016
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
Dimensions of open research: critical reflections on openness in the ROER4D p...ROER4D
Dimensions of open research: critical reflections on openness in the ROER4D project
Thomas King, Cheryl Hodgkinson-Williams, Michelle Willmers, Sukaina Walji
University of Cape Town
OE Global Conference 2016, 14-16 April, Krakow, Poland
ROER4D Update March 2016 - Presentation to the Hewlett FoundationROER4D
Research on Open Educational Resources for Development (ROER4D) in the Global South:
Update March 2016
Cheryl Hodgkinson-Williams with the ROER4D team's presentation to the Hewlett Foundation, UCT, Cape Town
14 March 2016
Reflections on developing an evaluation and communications strategy for the ...ROER4D
Reflections on developing an evaluation and communications strategy for the ROER4D project
Sukaina Walji and Sarah Goodier
ROER4D Communications and Evaluation Advisors
Presentation for DECI-2 workshop
Cape Town, 4 May 2016
California Community College Faculty Motivation and Reflection on Open Textbo...Una Daly
Interviews were conducted with twelve faculty members at community colleges in California who adopted open textbooks in their teaching practice for one academic term or longer. The interviews queried faculty on motivation to undertake the adoption, pedagogical considerations, student savings and feedback, and support from other campus stakeholders.
Faculty were asked how their teaching and student learning was affected as a result of adopting an open textbook in their course. Specifically they were asked if they were collaborating more with other faculty members and whether they were now using a wider range of instructional materials in their courses. With regards to student learning, they were asked if they believed that student learning had improved or whether student retention had improved as a result of the adoption of an open and free textbook. Any unanticipated outcomes that had resulted from the adoption either in their own practice or with students was also queried.
In addition to the faculty and students, other stakeholders on campus are often involved in the decision and process to adopt an open textbook. College initiatives or pilot programs to increase access and equity were sometimes the instigators for making the change and other times it was strictly a faculty decision. Library, instructional design, and bookstore staff were other stakeholders who played roles in the adoption process.
Attend this presentation to better understand the motivations of college faculty who adopt open textbooks and how it affected their teaching practice. Hear about the challenges they encountered and any unexpected outcomes. Learn what students had to say about using open textbooks in the classroom and how it affected their learning and ability to be successful.
Open Educational Resources (OER) challenge the current storylines that steer higher education and publishers’ business models by providing students with access to alternative learning resources other than the traditional textbook or lecturer-generated teaching materials. To what extent students take up the opportunity to search for and find OER that are sufficiently authoritative and current to be considered worthwhile and suitably relevant to their context to be considered useful, is yet to be established in the Global South. Likewise it is also not fully understood to what degree lecturers take the time to explore the Internet to locate existing teaching materials to compare these to their own materials, to legally reuse, revise, remix and redistribute educational resources, and/or to contribute their original materials for others to reuse in specified ways. In fact it is not yet known to what extent students and lecturers are even aware of OER and how they are different from any other materials available on the Internet, let alone how they may practically access these materials in geographically remote or connectivity poor environments in countries in the Global South. Least of all, we have insufficient evidence about the actual impact of OER in the Global South on informal and formal students’ satisfaction or performance or lecturers’ pedagogical practices even though these benefits are widely touted.
Researching Open Educational Resources for Development (ROER4D) in the Global...ROER4D
Researching Open Educational Resources for Development (ROER4D) in the Global South
2nd International Conference on Open and Distance e-Learning, Metro Manila, Philippines, 19 June 2014
Patricia Arinto, Deputy Principal Investigator
The adoption and impact of OEP and OER in the Global South: Theoretical, conc...ROER4D
The adoption and impact of OEP and OER in the Global South: Theoretical, conceptual & methodological framework for the ROER4D project meta-synthesis
Presentation at Open Education Global 2017
Cheryl Hodgkinson-Williams
Professional Development Programme on OER-based e-learningPat Toh
Open Educational Resources have emerged as one of the most innovative teaching and learning tools as well as a cost-effective mechanism to improve the quality of educational offerings by optimising the use of available resources. While OER can be used by any student to learn on his/her own, universities (especially Open Universities) that depend on printed distance learning materials can now use the OERs to offer their courses and programmes and thereby reduce the development time of courses and programmes, and also reduce the cost of launching new programmes. However, not many institutions are in a position to actually develop OERs that can be used effectively for teaching and learning in the digital environment.
The Commonwealth Educational Media Centre for Asia (CEMCA), realising the need for professional development of teachers, has developed this professional development programme on OER-based eLearning to promote the use of OER in educational institutions.
The programme has been developed as part of the institutional capacity building for OER-based eLearning at Wawasan Open University (WOU), Penang. Faculty members of WOU and several other institutions in Asia have contributed to the development of the contents. The modules are learning outcomes of the participants in three workshops supported by CEMCA.
Collaborating across borders: OER use and open educational practices within t...Leigh-Anne Perryman
Collaborating across borders: OER use and open educational practices within the Virtual University for Small States of the Commonwealth
Paper presented by Leigh-Anne Perryman and John Lesperance at OE Global 2015, Banff, Canada.
Open Education Research: Methodology Insights from the Global OER Graduate Ne...Robert Farrow
This session will present an overview of the Global OER Graduate Network research methods handbook. The handbook, published in 2020, was developed by members of the network who are doctoral and post-doctoral researchers in open education, and serves as a useful starting point for anyone wishing to do research in education with a focus on OER, MOOCs or OEP.
An accessible and brief description of the types of methods typically used in research into education and educational technology will be provided. Some of the contrasting philosophical, epistemological and ontological commitments of different research paradigms will be used to differentiate alternative methodologies. Theoretical perspectives will be outlined (but not fully explored).
State-of-the-art approaches will be explored and their relevance for open education explained. The presentation will use examples of current doctoral research to highlight the use of different methods, and will convey insights into using different methods as shared by the researchers. This includes reflections on using different methods, and advice for conducting similar work.
Finally, the presentation will offer up for discussion a provisional model of open scholarship including open practices (agile project management; directly influencing practice; radical transparency; sharing research instruments; social media presence; networks); open science (open access; open data; open licensing); digital innovation (HCI; data science; open source technologies); and normative elements (challenging dominant narratives; promoting social justice; and reducing barriers to educational access).
Reference:
Farrow, R., Iniesto, F., Weller, M. & Pitt., R. (2020). The GO-GN Research Methods Handbook. Open Education Research Hub. The Open University, UK. CC-BY 4.0. http://go-gn.net/gogn_outputs/research-methods-handbook/
The Critical Role of Librarians In OER AdoptionUna Daly
Please join CCCOER on Tuesday, February 26, 10:00 am (Pacific time) to hear about the critical work that librarians do to support OER adoption at community colleges. This webinar will feature three projects where librarians are leading the way in searching, curating, and creating OER to expand student access and improve teaching practices.
card catalog cc-by-nc-sa reeding lessons
Paradise Valley Community College, AZ –Sheila Afnan-Manns and Kande Mickelson, faculty librarians will share how they worked with students in International Business to find and create OER to support course learning outcomes.
Houston Community College District, TX – Angela Secrest, director of library services, will share her libguides that support faculty in the process of finding and adopting high quality OER.
Open Course Library(OCL), WA – Shireen Deboo, OCL and Seattle Community Colleges district librarian will share her work with faculty to find, create, and curate open content for inclusion in the Washington State Community and Technical College’s Open Course Library.
A presentation given at the collaborative conference of the Open Courseware consortium and the Support Centre for Open Resources in Education. Cambridge 2012: Innovation and Impact - Openly Collaborating to Enhance Education (16-18 April)
California Community College Faculty Motivation and Reflection on Open Textbo...Una Daly
Interviews were conducted with twelve faculty members at community colleges in California who adopted open textbooks in their teaching practice for one academic term or longer. The interviews queried faculty on motivation to undertake the adoption, pedagogical considerations, student savings and feedback, and support from other campus stakeholders.
Faculty were asked how their teaching and student learning was affected as a result of adopting an open textbook in their course. Specifically they were asked if they were collaborating more with other faculty members and whether they were now using a wider range of instructional materials in their courses. With regards to student learning, they were asked if they believed that student learning had improved or whether student retention had improved as a result of the adoption of an open and free textbook. Any unanticipated outcomes that had resulted from the adoption either in their own practice or with students was also queried.
In addition to the faculty and students, other stakeholders on campus are often involved in the decision and process to adopt an open textbook. College initiatives or pilot programs to increase access and equity were sometimes the instigators for making the change and other times it was strictly a faculty decision. Library, instructional design, and bookstore staff were other stakeholders who played roles in the adoption process.
Attend this presentation to better understand the motivations of college faculty who adopt open textbooks and how it affected their teaching practice. Hear about the challenges they encountered and any unexpected outcomes. Learn what students had to say about using open textbooks in the classroom and how it affected their learning and ability to be successful.
Open Educational Resources (OER) challenge the current storylines that steer higher education and publishers’ business models by providing students with access to alternative learning resources other than the traditional textbook or lecturer-generated teaching materials. To what extent students take up the opportunity to search for and find OER that are sufficiently authoritative and current to be considered worthwhile and suitably relevant to their context to be considered useful, is yet to be established in the Global South. Likewise it is also not fully understood to what degree lecturers take the time to explore the Internet to locate existing teaching materials to compare these to their own materials, to legally reuse, revise, remix and redistribute educational resources, and/or to contribute their original materials for others to reuse in specified ways. In fact it is not yet known to what extent students and lecturers are even aware of OER and how they are different from any other materials available on the Internet, let alone how they may practically access these materials in geographically remote or connectivity poor environments in countries in the Global South. Least of all, we have insufficient evidence about the actual impact of OER in the Global South on informal and formal students’ satisfaction or performance or lecturers’ pedagogical practices even though these benefits are widely touted.
Researching Open Educational Resources for Development (ROER4D) in the Global...ROER4D
Researching Open Educational Resources for Development (ROER4D) in the Global South
2nd International Conference on Open and Distance e-Learning, Metro Manila, Philippines, 19 June 2014
Patricia Arinto, Deputy Principal Investigator
The adoption and impact of OEP and OER in the Global South: Theoretical, conc...ROER4D
The adoption and impact of OEP and OER in the Global South: Theoretical, conceptual & methodological framework for the ROER4D project meta-synthesis
Presentation at Open Education Global 2017
Cheryl Hodgkinson-Williams
Professional Development Programme on OER-based e-learningPat Toh
Open Educational Resources have emerged as one of the most innovative teaching and learning tools as well as a cost-effective mechanism to improve the quality of educational offerings by optimising the use of available resources. While OER can be used by any student to learn on his/her own, universities (especially Open Universities) that depend on printed distance learning materials can now use the OERs to offer their courses and programmes and thereby reduce the development time of courses and programmes, and also reduce the cost of launching new programmes. However, not many institutions are in a position to actually develop OERs that can be used effectively for teaching and learning in the digital environment.
The Commonwealth Educational Media Centre for Asia (CEMCA), realising the need for professional development of teachers, has developed this professional development programme on OER-based eLearning to promote the use of OER in educational institutions.
The programme has been developed as part of the institutional capacity building for OER-based eLearning at Wawasan Open University (WOU), Penang. Faculty members of WOU and several other institutions in Asia have contributed to the development of the contents. The modules are learning outcomes of the participants in three workshops supported by CEMCA.
Collaborating across borders: OER use and open educational practices within t...Leigh-Anne Perryman
Collaborating across borders: OER use and open educational practices within the Virtual University for Small States of the Commonwealth
Paper presented by Leigh-Anne Perryman and John Lesperance at OE Global 2015, Banff, Canada.
Open Education Research: Methodology Insights from the Global OER Graduate Ne...Robert Farrow
This session will present an overview of the Global OER Graduate Network research methods handbook. The handbook, published in 2020, was developed by members of the network who are doctoral and post-doctoral researchers in open education, and serves as a useful starting point for anyone wishing to do research in education with a focus on OER, MOOCs or OEP.
An accessible and brief description of the types of methods typically used in research into education and educational technology will be provided. Some of the contrasting philosophical, epistemological and ontological commitments of different research paradigms will be used to differentiate alternative methodologies. Theoretical perspectives will be outlined (but not fully explored).
State-of-the-art approaches will be explored and their relevance for open education explained. The presentation will use examples of current doctoral research to highlight the use of different methods, and will convey insights into using different methods as shared by the researchers. This includes reflections on using different methods, and advice for conducting similar work.
Finally, the presentation will offer up for discussion a provisional model of open scholarship including open practices (agile project management; directly influencing practice; radical transparency; sharing research instruments; social media presence; networks); open science (open access; open data; open licensing); digital innovation (HCI; data science; open source technologies); and normative elements (challenging dominant narratives; promoting social justice; and reducing barriers to educational access).
Reference:
Farrow, R., Iniesto, F., Weller, M. & Pitt., R. (2020). The GO-GN Research Methods Handbook. Open Education Research Hub. The Open University, UK. CC-BY 4.0. http://go-gn.net/gogn_outputs/research-methods-handbook/
The Critical Role of Librarians In OER AdoptionUna Daly
Please join CCCOER on Tuesday, February 26, 10:00 am (Pacific time) to hear about the critical work that librarians do to support OER adoption at community colleges. This webinar will feature three projects where librarians are leading the way in searching, curating, and creating OER to expand student access and improve teaching practices.
card catalog cc-by-nc-sa reeding lessons
Paradise Valley Community College, AZ –Sheila Afnan-Manns and Kande Mickelson, faculty librarians will share how they worked with students in International Business to find and create OER to support course learning outcomes.
Houston Community College District, TX – Angela Secrest, director of library services, will share her libguides that support faculty in the process of finding and adopting high quality OER.
Open Course Library(OCL), WA – Shireen Deboo, OCL and Seattle Community Colleges district librarian will share her work with faculty to find, create, and curate open content for inclusion in the Washington State Community and Technical College’s Open Course Library.
A presentation given at the collaborative conference of the Open Courseware consortium and the Support Centre for Open Resources in Education. Cambridge 2012: Innovation and Impact - Openly Collaborating to Enhance Education (16-18 April)
From OER to OEP: Shifting Practitioner Perspectives and Practices with Innova...Shironica Karunanayaka
Winner of an ICDE Prize for Innovation and Best Practice - 2015
“From OER to OEP: Shifting Practitioner Perspectives and Practices with Innovative Learning Experience Design” - Shironica P. Karunanayaka, Som Naidu, J.C.N. Rajendra & H.U.W. Ratnayake
The Open University of Sri Lanka
Faculty Development as Flexible Performance: Towards a Competency-Based Curri...Andrew Tatusko
Description
The Penn State World Campus faculty development curriculum focuses on topics of interest and competencies for effective online teaching and trains faculty to understand those competencies, but it is light on assessing faculty competence for online teaching. The program also does not have robust incentives for faculty to persist in their acquisition of new skills. Finally, faculty are coming to online teaching with prior learning and competencies that we do not measure and so, we have not had a mechanism to offer them different levels of competency mastery.
The redesign of the Penn State World Campus Faculty Development program fuses research in competency-based curriculum and the Teaching for Understanding (TfU) framework (Wiske, 1998) in order for faculty to demonstrate understanding of online teaching and learning through flexible performances. The foundation for the new curriculum is a map that faculty can use to support and improve their online teaching consistent with their prior learning and experience. The curriculum also breaks ground by using Penn State University’s new badging system as a way to assess and track faculty achievements and progress through the curriculum.
Learning Outcomes
As a result of attending this session, audience members will …
see how the Penn State World Campus faculty development unit scales its work to meet the needs of a large population of faculty and students.
gain a working knowledge of competency-based learning and the Teaching for Understanding framework.
gain a working knowledge of how badging and competence are linked.
discuss strategies for assessing faculty competence in teaching and learning.
draft one flexible performance they can implement with their faculty to assess one skill or competency in teaching and learning.
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
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
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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.
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?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Teachers’ Perception of Open Educational Resources: Data Collection through Workshops (ROER4D)
1. Commonwealth Educational
Media Centre for Asia
Teachers’ Perception of Open
Educational Resources: Data
Collection through Workshops
Sanjaya Mishra & Ramesh Sharma
22 April 2015
Open Education Global Conference 2015
Banff, Calgary, Alberta, Canada
2. Background
Access to quality educational
materials
Prohibitive costs of text books
Adoption of OER
Teachers as producers of
educational materials
Why many do not share with others?
3. Research
Create greater
understanding about
why some teachers
share and others do not
Help create appropriate
enabling environment
to sharing of
educational resources
Engage with teachers to
understand their
contexts and individual
conceptions and
dispositions
4. Research Instruments
Attitude towards OER
(ATOER) Scale
Interview Schedule
(with in framework of
Activity Theory)
Workshop Based
Methodology
6. Workshop as a method of data
collection
To collect qualitative
and quantitative data
To examine:
– Attitudes
– Motivations
– Barriers
– Quality
• Participative
• Focused on assessing constructs of
research
7. Institutions … Four types
• Dual-mode University
• Single-mode Open
University
• University in rural
setting
• Private, multi-campus
University
8. Venue for workshop
Teacher participants were taken out of their
University campus to another location
Teachers can concentrate fully on workshop
9. Objectives of the Workshop (for
the Participants)
For participant buy-in to join the workshop, we promoted
the workshops within the institutions through their
academic leaders with the following objectives:
assist the participants to understand history
and development of OER;
enable them to relate the need of OER in
their work environment;
facilitate appreciation of the importance of
open license in educational materials.
13. Workshop Structure …
Debate on Quality
Audio recording of
views of participants
Standards in Industry (Agmark of
Agriculture): but not for education
Fit of Purpose
User to decide Quality
ABCD Model of Quality of OER
Accuracy
Brevity
Clarity
Discoverability
15. Attitudes
“…Using OER will help me to learn from various experts
of different fields and different perspectives”.
“…with the availability of the educational resources in
public domain people would tend to copy instead of
applying their own thought process in their different
educational fields”.
“…the content which is uploaded and that is available as
open educational resources … Its validity is
questionable, though it is relevant but reliability is
doubtful and for higher education purpose, the
information, the knowledge available in OER sources
may not be authentic and relevant”.
16. Barriers
“Yes since I am not very aware on OER … will it give us
any kind of incentive or recognition or
acknowledgement … I would always feel that writing a
paper and publishing in a journal or preparing materials
in form of textbook would bring some kind
recognition…I do not know if OER give that kind of
ratification …”
“If I’ll have sufficient time, I can use OER. At the
present moment, most of my time is being consumed for
administrative and teaching loads. If I have little bit
extra time I think we can do it”.
17. Quality
“we are discussing about educational resources
so I think learning outcome is most important
for quality… how much we learn from a
particular OER …I think is the best quality what
we must learn from that particular OER”
“Quality is questionable! Yes! While copying
something or getting something from OER,
there’ll be a suspicion… what if it is wrong, if it
contains only partial truth or partial
information…”.
18. Motivation
“Using OER while I am teaching in a classroom will be
beneficial because it will be cost effective and time
saving … like there may be many approaches to a
particular solution which may not be possible for me to
cover within the limited time of the classroom… I can
make my teaching more interactive and more
interesting to the students so these are the two
benefits in my opinion”
“I want to say that innovative use of OER can stimulate
the interest of learners and breakdown regular
monotonous learning”.
19. Work in Progress
Transcription and Coding of about 40 hours of
recordings
Finalising the Attitude towards OER scale
Analysis the data gathered through the
workshops and questionnaires (online and
offline)
Reporting results and dissemination