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Who are the open learners?
Dr. Rob FarrowDr. Bea de los ArcosDr. Beck PittProf. Martin WellerThe Open University, UK
#opened2015
OPEN EDUCATIONRESEARCH HUB
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Farrow, R., de los Arcos, B., Pitt, R. & Weller, M. (forthcoming). Who are the open learners? A comparative study profiling non-formal users of open educational resources. European Journal of Open, Distance and E-Learning.
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@philosopher1978
@oer_hub
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OER Hub Study design / methodologyDemographicsOER behaviours / attitudesDiscussion & further research
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OER Hub Study design / methodologyDemographicsOER behaviours / attitudesDiscussion & further research
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OER Hub Study design / methodologyDemographicsOER behaviours / attitudesDiscussion & further research
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OER Hub Study design / methodologyDemographicsOER behaviours / attitudesDiscussion & further research
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OER Hub Study design / methodologyDemographicsOER behaviours / attitudesDiscussion & further research
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• Research project 2013-2015 at The Open University (UK)
• Funded by William & Flora Hewlett Foundation
• Tasked with building the most comprehensive picture of OER impact
• Organised by eleven research hypotheses
• Collaboration model works across different educational sectors
• Global reach but with a USA focus
• Openness in practice: methods, data, dissemination
OER Research Hub
oerresearchhub.org oerhub.net
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OER Evidence Report 2014
http://tinyurl.com/oerevidence
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OER Data Report 2013-2015
http://tinyurl.com/oerdata
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Project Co-PILOT
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Study design / methodology
• Why look at non-formal learning? Finding evidence ‘in the wild’
• Collaborative, modular survey design
• Some respondents are in formal education, but not connected with OER
• Collectors on different OER repositories; active for several months
• 3127 usable responses
• Full survey data set is available from http://bit.ly/oerhubdata
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Geographical spread of survey responses
8621
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Under 15
15-18
19-24
25-34
35-44
45-54
55-64
65-74
Over 75
0% 5% 10% 15% 20% 25% 30% 35%
Saylor (n=2299) iTunesU (n=103) OpenLearn (n=725)
Age profiles by repository (N=3127)
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Saylor (n=2257) iTunesU (n=102) OpenLearn (n=731)0%
10%
20%
30%
40%
50%
60%
70%
Male FemaleTransgender
Gender profiles by repository (N=3090)
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No formal qualification
School leaving qualification (16-18 years)
Vocational qualification (i.e. practical, trade-based)
College diploma or certificate
Undergraduate/Bachelors University degree
Postgraduate/Graduate School University degree
0% 5% 10% 15% 20% 25% 30% 35% 40%
OpenLearn (n=719) iTunesU (n=104) Saylor (n=2215)
Highest prior educational qualification (N=3038)
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Employed (full time)
Employed (part time)
Volunteer (full time)
Volunteer (part time)
Student (full time)
Student (part time)
Unwaged (seeking work)
Unwaged (domestic)
Unwaged (disability)
Retired
0% 10% 20% 30% 40% 50% 60%
OpenLearn (n=732) iTunesU (n=110) Saylor (n=2300)
Employment profiles by repository (N=3142)
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Visual
Hearing
Speech
Mobility
Learning
Neurological
Mental
Long Term/Chronic
0% 1% 2% 3% 4% 5% 6% 7% 8% 9%
OpenLearn (n=737) iTunesU (n=102) Saylor (n=2298)D
isab
ility
Pro
file
Disability profiles by repository (N=3137)
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Person
al int
erest
Family
inter
est
Profes
siona
l dev
elopm
ent
Study r
elated
to w
ork
Suppo
rt form
al stu
dies
For us
e whe
n trai
ning o
thers
at work
For us
e whe
n tea
ching
To find
infor
mation
To sha
re with
othe
rs
To impro
ve st
udy s
kills
To impro
ve 2n
d lan
guag
e skil
ls0%
10%20%30%40%50%60%70%80%90%
100%
Saylor (n=2077) iTunesU (n=94) OpenLearn (n=612)
Reasons for using OER (N=2783)
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ComputingPsychology
ReligionSocial Science
Language/LinguisticsScience
MathematicsArts
LiteratureHistory
EconomicsEngineering
MedicineHealth
EducationPhysical EducationSpecial Education
Other
0% 10% 20% 30% 40% 50% 60% 70%
OpenLearn (n=496) iTunesU (n=110) Saylor (n=1750)
Subj
ect a
reas
OER repository use by subject area (N=2356)
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Most popular subject areas
Repository Most popular subject 2nd ranked subject 3rd ranked subjectSaylor
(n=1750)Economics (34.2%) Computing (33.2%) Mathematics (28.2%)
OpenLearn (n=496)
Languages (29.8%) Sciences / Arts (24.6%) Computing (23.8%)
iTunesU (n=110)
Psychology (60.9%) Sciences (57.3%) Mathematics / Literature History (40.0%)
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Reasons for using OER (N=3025)
The op
portu
nity t
o stud
y at n
o cos
t
The ch
ance
to try
unive
rsity-
level
conte
nt be
fore s
igning
up
The m
ateria
ls ca
n be u
sed f
lexibl
y
The m
ateria
ls ca
n be a
cces
sed a
t any
time
The m
ateria
ls ca
n be s
tudied
onlin
e
A desir
e to h
ave a
learn
ing ex
perie
nce
To find
infor
mation
(non
-form
al stu
dy)
0%10%20%30%40%50%60%70%80%90%
100%
Saylor (n=2293) OpenLearn (n=732)
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Patterns of OER repository use (N=2460)
iTunes
YouTub
e
TED talks
Merlot
OpenL
earn
Khan A
cade
myJo
rumCurr
iki
Conne
xions
CK12
Wiki
book
sMIT
Creativ
e Com
mons
Saylor
MOOCs
Don't u
se re
posit
ories
0%
20%
40%
60%
80%
100%
Saylor (n=1802) iTunesU (n=104) OpenLearn (n=554)
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Indicators used by non-formal learners to select OER (N=2975)
Evidence of interest from others
Ease of download/access
Reputation of creator
Open licensing for adaptation
Interactive/multimedia content
Personal recommendation
Relevance to particular need
Being required for formal study
Detailed description of resource
0% 10% 20% 30% 40% 50% 60% 70% 80%
OpenLearn (n=729) Saylor (n=2246)
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Challenges faced when using OER (N=1669)
Techn
ology
prob
lems
Loca
ting r
esou
rces
Finding
subje
ct-sp
ecific
reso
urces
Finding
high
quali
ty res
ource
s
Finding
up-to
-date
resou
rces
Finding
reso
urces
relev
ant to
conte
xt
Getting
othe
rs to
acce
pt the
use o
f OER
Lack
ing O
ER adap
tation
skills
Lack
of un
derst
andin
g ope
n perm
ission
s
Lack
of tim
e
Lack
of co
nnec
tion w
ith O
ER users
Lack
of su
pport
from tu
tor/te
ache
r0%
10%
20%
30%
40%
50%
60%
Saylor (n=1175) iTunesU (n=94) OpenLearn (n=400)
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Support techniques used by non-formal learners (N=1892)
Discussion via social networks
Discussion in online forums
Discussion in person
Discussion via microblogging
Discussion via videochat
Consulting and/or editing wikis
Writing or reading blogs
Writing study notes
Informal study groups
Use of a learning journal/diary
Use of additional resources such as CDs, books, video
Use of a study calendar/plan
Use of digital note-taking applications
0% 20% 40% 60% 80%
OpenLearn (n=398) Saylor (n=1494)
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Behaviours relating to use/reuse/review of OER (N=907)
Adaptation of OER
Creation of OER
Publication of OER on open licence
Added OER to a repository
Reviewed quality of public OER
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
OpenLearn (n=210) Saylor (n=697)
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Impact of OER use on future behavior of Saylor users (n=1858)
Take a free course / study OER
Take a paid-for course
Do further research in the subject
Download more materials from the repository
Make use of repository materials for teaching
Share repository materials with others
Recommend repository content to others
0% 20% 40% 60% 80% 100%
84.6%
19.8%
78.3%
74.9%
35.6%
57.8%
77.7%
More likely No change Less likely Don't know
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Impact of OER use on future behavior of iTunesU users (n=94)
Take a free course / study OER
Take a paid-for course
Do further research in the subject
Download more materials from the repository
Make use of repository materials for teaching
Share repository materials with others
Recommend repository content to others
0% 20% 40% 60% 80% 100%
81.9%
23.4%
83.0%
86.2%
36.2%
59.6%
69.1%
More likely No change Less likely Don't know
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Impact of OER use on future behavior of OpenLearn users (n=583)
Take a free course / study OER
Take a paid-for course
Do further research in the subject
Download more materials from the repository
Make use of repository materials for teaching
Share repository materials with others
Recommend repository content to others
0% 20% 40% 60% 80% 100%
86.1%
31.4%
77.7%
73.2%
29.2%
44.8%
73.9%
More likely No change Less likely Don't know
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discussion & takeaway pointsprofiling users of oer repositories
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iTunesU channel users were much more likely to be younger and were mostly male. They are often in full time education and use OER on an informal basis outside of their formal studies to pursue interest in a wide range of subjects
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Saylor Academy users are more likely to be in employment and already in possession of a degree. They tended to be middle aged and primarily motivated by professional development.
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OpenLearn users were more likely to be older, retired, and female, and had a higher proportion of users who were motivated mainly by personal interest (though 40% are in full time employment).
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discussion & takeaway points
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discussion & takeaway points• Data about prior qualification supports idea that OER
mainly used by already educated
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discussion & takeaway points• Data about prior qualification supports idea that OER
mainly used by already educated• Very high degree of satisfaction with OER across all
repositories
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discussion & takeaway points• Data about prior qualification supports idea that OER
mainly used by already educated• Very high degree of satisfaction with OER across all
repositories• However, this doesn’t necessarily equate to
increased likelihood of formal study
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Impact of OER repository on likelihood of future study
Repository More likely to study formally Less likely to study formallySaylor
(n=1858)19.8% 19.9%
OpenLearn (n=583)
31.4% 13.9%
iTunesU (n=94)
23.4% 25.5%
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discussion & takeaway points• Data about prior qualification supports idea that OER
mainly used by already educated• Very high degree of satisfaction with OER across all
repositories• However, this doesn’t necessarily equate to
increased likelihood of formal study• Most learners use a small number of repositories and
indicate little awareness of OER as concept/method
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discussion & takeaway points• Data about prior qualification supports idea that OER
mainly used by already educated• Very high degree of satisfaction with OER across all
repositories• However, this doesn’t necessarily equate to
increased likelihood of formal study• Most learners use a small number of repositories and
indicate little awareness of OER as concept/method• High level of ‘adaptation’
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discussion & takeaway pointsrelation to project hypotheses
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Many factors appear to be at play, including: detailed metadata; subject area and level of study; format; perceived relevance; reputation of repository or creator; evident learning outcomes; ease of access; and evidence of interest from others. Less important factors included open licensing and attractive presentation.
Non-formal learners use a variety of indicators when selecting OER
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Non-formal learners use a wide range of study techniques, with taking notes; reading and writing blogs; discussion both online and in person among the most commonly reported techniques.
Non-formal learners adopt a variety of techniques to compensate for the lack of formal support, which can be supported in open courses
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Open education acts as a bridge to formal education, and is complementary, not competitive, with it
Open education acts as a bridge to formal education, and is complementary, not competitive, with it
For many learners OER use makes them feel more likely to embark on formal study but there also appears to be a significant minority of non-formal learners who believe their learning needs are being met without the need for a more supported or formalized experience.
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Non-formal means of assessment are motivators to learning with OER
Non-formal means of assessment are motivators to learning with OER
Online assessments / badges were not identified as a major motivating factor; though they may be more important in the context of MOOC where learning assessment and certification is more central.
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Farrow, R. de los Arcos, B., Pitt, R. & Weller, M. (forthcoming). Who are the open learners? A comparative study profiling non-formal users of open educational resources. European Journal of Open, Distance and E-Learning.
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• Research into open education and strategies for building worldwide open education research capacity
• Available for research & consultancy (short & long term)• Current projects include:
Open Education Research Hub
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http://oerworldmap.org
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Thanks for [email protected]@philosopher1978