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The Open Research Agenda (Edinburgh)
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.
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The Open Research Agenda (Edinburgh)
- 1. The Open ResearchAgenda OER16 Edinburgh, UK 19-20 April 2016
- 2. • Research intoopen education and strategies for building worldwide open education research capacity • Available for research & consultancy (short & long term) • Current projects include: oerhub.net
- 3. Why the OpenResearch Agenda? Community consultation exercise to better understand research priorities Intended to identify patterns across countries and stakeholders ‘Flipping’ the conference format Stealing research ideas Setting the agenda ourselves
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- 6. As at 19April 2016: • 73 responses; • Respondents from 20 different countries across 5 continents: Australia, Bangladesh, Brazil, Canada, Caribbean Netherlands, Croatia, Ecuador, Ethiopia, Germany, India, Ireland, Macedonia, Malta, Mexico, New Zealand, Portugal, South Africa, The Netherlands, United Kingdom Sample Overview
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- 8. • One thirdof respondents described themselves as having only one role; • Half of all participants who responded with ‘Other’ told us their role was wholly, or in part, as a librarian (3) or researcher (6); • Almost half of all respondents described themselves as wholly or in part an educator and an advocate (n=27); • Three quarters of respondents who describe themselves in whole or part as a policymaker also describe themselves as an advocate of OER (n=9)
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- 10. What are themost important areas for open education research over the next year?
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- 16. What are themost pressing questions that need to be answered?
- 17. Improving what wehave already “Can we do better than Title Author Source License citations? I long for dates and URLs.” “OER Interoperability” “Creating more tools for assessment.”
- 18. Using OER “Why peopledon't use OERs and very often prefer to start from scratch” “Can we really make good use of OER reuse.? REALLY good examples of reuse and remix of OER needed.” “How do we ensure work presented is that of the author” “who are the gatekeepers for maintaining 'quality' OERs? How will copyright restrictions deal with OERs?” “What are the barriers to remix…”
- 19. Impact “What are thebenefits of using open resources? (Comparisons with traditional, non-open resources)” “What value does the "open" (as opposed to "free") have in improving educational outcomes” “Does the use of open educational resources lead to better student learning outcomes?” “Something around value of OER policies - how do they make a difference? what/who is/are the key implementation drivers? Or are OER policies just meaningless statements that have no impact on actual educational practice and learning and teaching?” “does OEP create better, more sustainable learning outcomes?”
- 20. Sustainability “Sustainability of institutionalapproaches to OER use. More mainstreaming rather than projects would convince me.” “How can we create a sustainable, public, non-profit economic ecosystem for OER?” “How do we foster and promote open cooperation - aka crossing the chasm from Sharing to learn…” “how can learners develop self determined connectivist skills and mindset when institutions and venture capital seems hell bent on denying access to such opportunities”
- 21. Thinking BIG “1. Whatis the public (and private) return on investment (social, cultural, economic and environmental) for opening up education through more flexible delivery models? The evidence required here should be available through 'big data' that demonstrates over time the contribution opening up education and more flexible models of delivery make to society. For example, higher employment levels, increased tax revenue, greater civic participation and at a macro level GPD growth.” “…what is the role of publishers in promoting or hindering open education? Also, what is the role of corporations (Google, Apple) and corporate charities (Bill Gates, Hewlett) in open ed promotion.” “What are Employers views? How can we best collaborate to develop an open badge infrastructure that meets their needs ? Evidence that employers embrace and see the potential for open digital badges” “Does Innovation in open learning widens the global knowledge gap?” “Why are governments not mandating publically organisations to release everything under a sensible CC licence that allows attribution and re-purposing not for profit”
- 22. Beyond Borders… “In developingcountries, mindset to share resources is lacking along with the knowledge of Open licenses.” “What are the reasons for the lack of production and uptake of OER in developing countries?” “Are existing OERs being used in LMS? Are Australian universities creating OER resources? Do our (Australian) near neighbors like Pacific Island Countries (PIC) and Timor Leste have and use OERs?”
- 23. Beyond Borders… Whether currentunderstandings of open education (dominated by the Western world/global north) are harming educational progress in the global south. I worry that the strict rules which have been created around 'openness', particularly around remixing, are in fact only benefitting those in the global north. I also don't think that this is a question which can or should be answered by the OERHub, and indeed researchers working in the UK/US/much of Europe.
- 24. Action Lab @OE Global, Krakow
- 25. Action Lab @OE Global, Krakow
- 26. Action Lab @OE Global, Krakow We need a new pedagogy that provides guidance on the use of OER We need to understand the factors affecting ‘conversion’ to open practice • Educators • Students • Policymakers We need detailed qualitative and phenomenological studies of open practice The Global North and Global South need to find ways to collaborate that resist colonialism, not work in silos We need a
- 27. Workshop @ OER16,Edinburgh What are the barriers to remix? (technological, cultural, pedagogical) What is the real purpose of open education? What is it good for? We need meaningful, quantifiable, institutional data that show marked improvement in student outcomes when OER are used Is it time to take an in-depth focus on stakeholders views on widening the research focus? How can we demonstrate the inclusive design benefit of OER? Open educational practices How do we raise awareness of information literacy and its importance? How can we demonstrate its importance to open education in measurable ways? What are the barriers to faculty adoption? What factors support this?
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- 29. Image credits "Life isSharing" (CC-BY 2.0 Generic, Alan Levine) “Open” Chuck Coker https://www.flickr.com/photos/caveman_92223/4016133284/ CC-BY-ND 2.0 https://creativecommons.org/licenses/by-nd/2.0/ “Advocacy” NY http://www.thebluediamondgallery.com/highlighted/a/advocacy.html CC-BY-SA 3.0 http://creativecommons.org/licenses/by-sa/3.0/ “Remixing is Tasty” Gideon Burton https://www.flickr.com/photos/wakingtiger/3156791341 CC-BY-SA 2.0 (https://creativecommons.org/licenses/by-sa/2.0/) Access key https://pixabay.com/static/uploads/photo/2014/04/02/10/16/key-303320_960_720.png
Editor's Notes
- #13 Open Practices “more about open practice as opposed to open resources and more studies that don't focus on cost of text books. We don't all teach to the book.” “Open educational practice, OER infrastructure, storage and retrieval” “impact of open educational practice” “Benefits of being OPEN” “Community building, fostering re-usability, qualification of fellow educators, ways of disseminating good practices around open education to fellow educators” “What aspect(s) of openness make a good/better resource; assumptions (if any) material shares and users make about the licencing of resources available for use”
- #14 Mainstreaming OER “Why do instructors choose what text to adopt? Why haven't more instructors adopted OER?” “Sorting the lack of use issue.” “Does promoting, using and creating open educational resources really provide tangible benefits to students, teachers or institutions.”
- #15 Research as Advocacy “Sorting the lack of use issue.” “Encouraging consistently of opportunities between universities” “Impact on quality of education, business models,” “1) What is works (from a programmatic level) to get faculty to engaged in adopting, adapting and authoring OER and open educational practices. 2) What are disciplinary/subject specific networks doing to promote the acceptability of OER/open pedagogy (and to make it easier to find resources) within in their particular disciplines? 3) Where can I find FUNDING to support faculty who want to author? 4) How can successful library publishing initiatives be replicated (and/or should they be replicated)? 5) More research on library-led initiatives. What's working. How and why. Librarians conduct research and we need good mentors to help us make it really great!”
- #16 Remixing/ adaptation “Research that supports the hypothesis that learning improves when educators adapt open content to contextualize it to their local audience.” “How is general awareness of Creative Commons copyrighting developing and does it help promote OER currency and OE awareness?”
- #17 “Ownership of data, portability and creating "safe spaces" for those traditionally without a voice” “Open pedagogy and the relationship between open education and public education.” “Recognition of prior (informal) learning; legal issues in context with the use of OER;” “1. understanding how sharing of educational materials takes place and 2. how adaptation takes place = qualitative studies on social identity, social practices…” “Using OER with VLEs or Learning Management Systems. Also...how OERs are accessed and supported in Developing countries”