215804e.pdf (application/pdf Object) OER Impact Study | Oxford University Department for Continuing Education. The OER Impact Study was a JISC-funded research project examining the impact of Open Educational Resources on teaching and learning in UK higher education. It was part of Phase 2 of the JISC/HE Academy Open Educational Resources Programmme. The study was undertaken jointly by TALL and the Learning Technologies Group of Oxford University Computing Services.
The principal aim of the study was to inform the academic community of the current impact of OER on teaching and learning from institutional, lecturer and student perspectives, by examining issues such as: The patterns of behaviour in the use and reuse of OER by lecturers and students The factors conducive to uptake and sustained practice in the use of OER, as well as some of the barriers The impact on the teaching and reputation of teaching staff and the effect on the student experience Programme and institutional level approaches to OER for teaching and learning To achieve this, the project: OER Impact Study: Research Report.
Open Learning Initiative | Open Learning Initiative. The Saylor Foundation. OERRubrics.pdf. OER Assessment. U.S. Dept. of Ed. Reaffirms OER Support, Highlights Competency-Based Assessment. Last week, Under Secretary of Education Martha Kanter led an education policy briefing at U.S. Department of Education headquarters that put a spotlight on the department’s support for open educational resources (OER). Joined by two of her senior policy advisors long associated with the OER movement, Hal Plotkin (journalist and former president of the Foothill-De Anza Community College District board) and Joel Thierstein (former executive director of the OER organization, Connexions), as well as by the director of the department’s Office of Educational Technology, Karen Cator, Kanter spoke at length about the importance the department places on the continued development of OER.
Kanter continued by identifying a wide range of resources that might fall under the rubric of OER, from open courseware (both modules and full courses) to open textbooks, multimedia files, and learning assessments. The Primary Challenge for the OER Movement. Anna asks about the “Key Challenges for the OER Movement.” While the field earlier faced different challenges, here in late 2011 I believe there is one primary challenge the movement faces in the coming decade, and it is almost never discussed. 1. The Complete and Utter Lack of Assessment in the OER Space.
Humans are famously terrible at judging whether they’re “getting it” or not during learning. The vast majority of OER in the world do not include any assessments. A tiny minority of OER provide non-interactive assessments – these are things like practice problems delivered as text in a pdf. The CMU OLI courses, an even tinier minority of the world’s OER, provide interactive assessment, but do so using a technology which is neither reusable, revisable, remixable, or redistributable.
Now that the OER snowball is rolling down the hill and growing in size every day, at least some people in the field need to turn their attention to the creation of Open Assessment Resources (OAR). Product or Public Good? I was delighted to be invited to speak about our Study of Online Learning our group authored for the HEFCE Task Force at this years ALT-C conference. I focused on the issues that I felt arose from the long awaited report which is due to be published shortly.
Or view the talk in the ALT-C youTube channel The vast majority of online distance offerings are postgraduate ‘professional’ courses. eg. Masters in Law, Medicine, Business, Engineering etc. I made it clear in my presentation at ALT-C that I don’t see this as a problem in of itself. Did that last sentence grate a bit? A fortifying cup of tea with some mini-chedders I was at an amusing talk recently given by an American company who claimed that their “for-profit university was not preoccupied with money”. Almost every institution in this field whether a university or a big corporate is providing an extremely narrow curriculum because certain courses have a better Return on Investment than others. Slides from the talk: Who is using Open Educational Resources? This post marks the official open-on-the-web style start to our JISC funded OER Impact study. The key tasks of the study being: The investigation of patterns of behaviour around the use and reuse of OER.Examining the impact of these behaviours on teaching and learning strategies from institutional, tutor and student perspectives.
Our methodology is distinctly qualitative, focusing on the ‘why’ and much as the ‘what’. Why you might be using OER rather than why they should exist. As anyone who has cruised the blog posts around OER will know there is a never-ending debate about the value-cost ratio of openly licensing educational resources much of which hangs on an expectation of repurposing/remixing. Up to now there has been little research on the potential value of OER as distinct from stuff-on-the-web from the perspective of the users/re-users/remixers.
We hope to somewhat redress that balance. David White, JISC OER Impact Study. Extreme Learning. What is Extreme Learning? Extreme Learning is defined as using technology for learning purposes in novel, unusual, or nontraditional ways. This includes learning with technology when in various locations such as a park, plane, train, subway, boat, or car. It can also include interactive learning activities when climbing a mountain, visiting a local company, riding a bicycle, working in a war zone, or taking a vacation on a remote island. For some people it involves mobile or interactive learning experiences such as in a museum, zoo, auditorium, theater, or sports complex. Others might have experienced extreme learning when at a summer camp, research station, or outdoor classroom.
Perhaps more commonly, you might be enrolled in a virtual school or university or have taken an online class. Research significance Methodology We generated data through four primary methods. Back You can be a participant of the survey. STTqr4005.pdf (application/pdf Object) NCAT-Report_RELEASE.pdf (application/pdf Object) OER_masterNov6a. TED Homepage. Social Sciences & Humanities Psychology: Understanding Happiness Modules include: Martin Seligman on growing happiness Helen Fisher on why we love and cheat Paul Bloom on the origins of pleasure Dan Gilbert on freedom through limited choice Questions, assignments, key terms Links to additional Wiley resources Statistics: Visualizing Data Modules include: David McCandless on data visualization Chris Jordan on turning powerful stats into art Hans Rosling on stats that change your world view Blaise Aguera y Arcas on images as data Questions, assignments, key terms Links to additional Wiley resources Government and Politics: Cyber-Influence and Power Modules include: Ian Goldin on navigating our global future Wael Ghonim on the Egyptian revolution Rebecca MacKinnon on taking back the web Questions, assignments, key terms Additional Wiley resources Religion: Understanding Islam Sustainable Consumption: Reworking the Western Diet Urban Planning - Ecofying Cities Environmental Science Science & Medicine.
Wiley Teams Up With TED to Create Lecture Materials for Big-Idea Videos - The Ticker.