answering the questions of openness
DESCRIPTION
Presented at OpenEd 2012 in Vancouver by Patrick McAndrew and Rob Farrow from The Open University CC-BYTRANSCRIPT
The Open University's Institute of Educational Technology
Answering the questions of Openness
Patrick McAndrew and Rob Farrow
The Open University's Institute of Educational Technology
Innovating Pedagogy 2012
MOOCs
Open Publishing
Personal InquiryAnalytics
eBooks
Rhizomatic learning
Assessment
BadgesSeamless learning
Publisher-led courses
Key areas
Bridge to success
olnet.org
The Open University's Institute of Educational Technology
The Open University's Institute of Educational Technology
The Open University's Institute of Educational Technology
olnet.org
Our hypotheses All project collaborations will address two key hypotheses:
a. Use of OER leads to improvement in student performance and satisfaction.b. The open aspect of OER creates different usage and adoption patterns than other
online resources Each project and fellowship will target one or more of the derived testable hypotheses:
c. Open education models lead to more equitable access to education, serving a broader base of learners than traditional education.
d. Use of OER is an effective method for improving retention for at-risk students.e. Use of OER leads to critical reflection by educators, with evidence of
improvement in their practicef. OER adoption at an institutional level leads to financial benefits for students
and/or institutions.g. Informal learners use a variety of indicators when selecting OER.h. Informal learners adopt a variety of techniques to compensate for the lack of
formal support, which can be supported in open courses. i. Open education acts as a bridge to formal education, and is complementary, not
competitive, with it.j. Participation in OER pilots and programs leads to policy change at institutional
level.k. Informal means of assessment are motivators to learning with OER
Our hypotheses All project collaborations will address two key hypotheses:
• Use of OER leads to improvement in student performance and satisfaction.• The open aspect of OER creates different usage and adoption patterns than
other online resources Each project and fellowship will target one or more of the derived testable hypotheses:
• Open education models lead to more equitable access to education, serving a broader base of learners than traditional education.
• Use of OER is an effective method for improving retention for at-risk students.• Use of OER leads to critical reflection by educators, with evidence of
improvement in their practice• OER adoption at an institutional level leads to financial benefits for students
and/or institutions.• Informal learners use a variety of indicators when selecting OER.• Informal learners adopt a variety of techniques to compensate for the lack of
formal support, which can be supported in open courses. • Open education acts as a bridge to formal education, and is complementary, not
competitive, with it.• Participation in OER pilots and programs leads to policy change at institutional
level.• Informal means of assessment are motivators to learning with OER
Two key hypotheses
a.Use of OER leads to improvement in student performance and satisfaction.
b.The open aspect of OER creates different usage and adoption patterns than other online resources
Research areas
14
Working with…
15
…You
The Open University's Institute of Educational Technology
• Contact us
• Ideas and issues
• Work with your data• Share answers
Coming soon…
The Open University's Institute of Educational Technology
McAndrew, P., Farrow, R., Law, P. & Elliott-Cirigottis, G. (2012).Learning the Lessons of Openness. Journal of Interactive Media in Education.http://jime.open.ac.uk
Institute of Educational TechnologyThe Open UniversityWalton HallMilton KeynesMK7 6AA
www.open.ac.uk/iet