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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?”

Experience

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/

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Outcomes & findings28 Fellowships

Research projects and ORO Publications

UNESCO survey of non-English OERData from China teaching excellenceBarriers to OCW in TurkeyTrackable resources from CanadaAuto analysis software from XeroxNew models of use in BrazilUnderstanding African infrastructureModels for social uptake for USApproaches 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

Cohereci.olnet.orgolnet.orgCloudworksOERoployClaims Garden

Communal Claims Gardening…

http://tinyurl.com/69hgynv

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

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

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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

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• 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:

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A parable … Stone Soup

http://www.youtube.com/watch?v=xF8VgHb_HkI#t=2m53s

(2:53 – 5:04)

Bridge 2 Success

Patrick McAndrewThe Open UniversityWalton HallMilton KeynesMK7 6AA

olnet.org

p.mcandrew@open.ac.uk / olnet@open.ac.uk

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