Category: data
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OER Impact Map now open for contributions
I’m pleased to announce the latest addition to the OER Impact Map which now has an outward-facing user interface for entering data. The URL for the entry form is http://chaos.open.ac.uk/submit/. From here you can select which hypothesis your evidence relates to; add a geocode; and tag sectors. Once this information is…
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OER Impact Map: Rankings and recommendations are open
Clements and Pawlowski’s (2012, p. 9) survey-based study of secondary school teachers’ attitudes towards OER quality identifies several selection indicators involved in survey respondents’ choice of OER … They conclude that, in addition to quality instruments such as rankings and recommendations, trust is a common feature amongst these selection indicators…
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OER Research Hub: Our first year in review (2012-2013)
Our OER Research Hub project began its first year probably the same way most research projects do –new staff establishing themselves into their new roles; developing key project management documents that would outline the framework of how the project would flow; developing of a research framework that would guide how…
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Evidence of OER Impact #opened13
Here are my slides for tomorrow’s presentation at Open Ed 2013. You can provide feedback through the comments below or tweet me via @philosopher1978. OER Impact: Towards an Evidence Base from Robert Farrow If you’d like to submit evidence to our project you may do so here. Here’s the voting…
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A note from OERRH Open Fellow Sara Frank Bristow
I arrived at the OER Research Hub on 7 October 2013, intent on diving immediately into a study examining the Hub’s Hypothesis J: that Participation in OER pilots and programs leads to policy change at the institutional level. I dramatically underestimated how overstimulating an environment I’d find the Open University (and…
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The lofty heights of open: EADTU conference 2013, Paris
Dinner in the Eiffel Tower restaurant may have been the physical high point of three days recently spent in Paris attending the 2013 European Association of Distance Teaching Universities (EADTU) conference. However, the academic high point of the conference was gaining a bird’s-eye view of the development of open education across…
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OER, At-Risk and Non-Traditional Students
Just over 10 years ago a US Department of Education report noted that at the turn of the millenium “…73% of all undergraduates were in some way non-traditional.” (Choy, 2002, 1) Moreover, as the report goes on to describe, this type of student faces specific issues and barriers to successfully…
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Beatus ille…
A quick Google-search on the benefits of OER for students will easily deliver a number of hits calling upon, for instance, their power to encourage more independent and flexible learning opportunities, and to facilitate exploration of materials ahead of enrolment, allowing learners to choose more wisely and also be better…
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Eyes Wide Shut: Measuring the Impact of Open
How do we define “openness” and what does “open” mean? Moreover, does it really matter if we cannot reach consensus on what “open” means? From David Wiley’s blog back in 2009 (“Open” is a continuous, not binary, construct. A door can be wide open, completely shut, or open part way…