open ed formal learners
Post on 08-Jan-2017
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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
@philosopher1978
@oer_hub
OER Hub rewrite and format
OER Research Hubdeveloping an ecology of sharing
• 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#oerrhub
Project Co-PILOT
Geographical spread of survey responses
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)
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)
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)
Education profiles by repository (N=3038)
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)
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)
Disa
bilit
y Pr
ofile
Disability profiles by repository (N=3137)
Perso
nal in
teres
t
Family
inter
est
Profes
siona
l dev
elopm
ent
Study r
elated
to w
ork
Suppo
rt for
mal stu
dies
For us
e whe
n tra
ining
othe
rs at
wor
k
For us
e whe
n tea
ching
To find
infor
mation
To sha
re w
ith ot
hers
To impr
ove s
tudy s
kills
To impr
ove 2
nd la
ngua
ge sk
ills0%
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)
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
whe
re o
pen
reso
urce
s ar
e us
edOER repository use by subject area (N=2356)
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%)
Reasons for using OER (N=3025)
The op
portu
nity t
o stud
y at n
o cos
t
The ch
ance
to tr
y univ
ersit
y-lev
el co
ntent
befor
e sign
ing 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
lear
ning e
xper
ience
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)
Patterns of OER repository use (N=2460)
iTunes
YouTub
e
TED talks
Merlot
OpenL
earn
Khan A
cade
myJo
rumCurr
iki
Conne
xions
CK12
Wikibo
oks
MIT
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)
Indicators used by non-formal learners to select OER (N=2975)
Evidence of interest from others
Recently updated/uploaded
Ease of download/access
Clear learning outcomes
Reputation of creator
Creative Commons licensing
Open licensing for adaptation
Length/complexity of resource
Interactive/multimedia content
Positive reviews or ratings
Personal recommendation
Successful previous use
Relevance to particular need
Attractive presentation
Being required for formal study
Resource previously used by formal students
Detailed description of resource
0% 10% 20% 30% 40% 50% 60% 70% 80%
OpenLearn (n=729) Saylor (n=2246)
Challenges faced when using OER (N=1669)
Techn
ology
prob
lems
Loca
ting r
esou
rces
Finding
subje
ct-sp
ecific
reso
urce
s
Finding
high
quali
ty re
sour
ces
Finding
up-to
-date
reso
urce
s
Finding
reso
urce
s rele
vant
to co
ntext
Getting
othe
rs to
acce
pt the
use o
f OER
Lack
ing O
ER adap
tation
skills
Lack
of un
ders
tandin
g ope
n per
mission
s
Lack
of tim
e
Lack
of co
nnec
tion w
ith O
ER user
s
Lack
of su
ppor
t from
tutor
/teac
her
0%
10%
20%
30%
40%
50%
60%
Saylor (n=1175) iTunesU (n=94) OpenLearn (n=400)
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)
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)
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
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
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
iTunesU 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
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.
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).
OER Evidence Report 2014http://tinyurl.com/
oerevidence
Thanks for listening!oerhub.netoermap.orgrob.farrow@open.ac.uk@philosopher1978
Join us in building understanding of open education
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OERRH Ethics Manual
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