oerresearchub.org developing sustainable business models for institutions’ provision of open...
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Developing sustainable business models for Developing sustainable business models for institutions’ provision of open educational institutions’ provision of open educational resources: Learning from OpenLearn usersresources: Learning from OpenLearn users
Leigh-Anne Perryman, OER Research Hub, The Open University
Patrina Law, Open Media Unit, The Open University
Andrew Law, Open Media Unit, The Open University
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“The basic paradox is between the laudable desire, in the spirit of the open educational resources (OER) movement (UNESCO, 2012) to make knowledge the common property of humankind, and to find a business model that generates money for doing it’.”
Sir John Daniel, 2012
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OECD (2007) reportOECD (2007) reportAltruism
Leveraging taxpayers’ money
Efficiency
Showcase
Taster
Internal developmentOECD (2007) Giving Knowledge for Free: the emergence of open educational resources: http://www.oecd.org/edu/ceri/38654317.pdf.
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Paul Stacey (2012)Paul Stacey (2012)
OER… “accelerate learning by providing educational resources for just-in-time, direct, informal use by both students and self-directed learners” Stacey, P. (2012) The economics of open: http://edtechfrontier.com/
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“Open education acts as a bridge to formal education, and is complementary, not competitive, with it.”
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http://oerresearchhub.org/collaborative-research/hypotheses
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Launched 2006Launched 2006Launched 2006Launched 2006
27 million 27 million unique visitors unique visitors since launchsince launch
27 million 27 million unique visitors unique visitors since launchsince launch
Over 5 million Over 5 million people per people per yearyear
Over 5 million Over 5 million people per people per yearyear
Over 10% Over 10% click click through to through to ‘Study with the ‘Study with the OU’OU’
Over 10% Over 10% click click through to through to ‘Study with the ‘Study with the OU’OU’
Online survey (n=1067)
Majority aged 35-74
Formal students (FT=8%; PT=6%);
Informal learners (87%);
Educators (16%).
oerresearchub.org
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OER as a bridge to formal learningOER as a bridge to formal learning
•OER as showcase•OER as taster•OER as accelerating learning through study skills/confidence development
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‘I recommended OpenLearn to a colleague who was thinking of doing an OU course on retirement’
‘I recommended OpenLearn to a colleague who was thinking of doing an OU course on retirement’
I have shared contents with friends and family, some of whom went on to serious OU study’
I have shared contents with friends and family, some of whom went on to serious OU study’
OpenLearn as ‘showcase’OpenLearn as ‘showcase’
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‘I’ve used OpenLearn to try things out before signing up for a module…you have the ability to 'taste' areas of the modules before signing yourself up for something which may or may not be suited to you.’
‘I’ve used OpenLearn to try things out before signing up for a module…you have the ability to 'taste' areas of the modules before signing yourself up for something which may or may not be suited to you.’
OpenLearn as ‘taster’OpenLearn as ‘taster’
‘All OU modules should have content on OpenLearn’
‘All OU modules should have content on OpenLearn’
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49% of informal learners and 58% of formal students said their motivation to use OpenLearn was to improve their study skills
49% of informal learners and 58% of formal students said their motivation to use OpenLearn was to improve their study skills
OpenLearn & study skillsOpenLearn & study skills
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Barriers to OER useBarriers to OER use
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RecommendationsRecommendations• Increase awareness of the
platform and discoverability of OpenLearn resources, especially for people outside higher education.
• Make the content more engaging for learners.
Photo Credit: margot.trudell CC-BY-NC-NDhttp://www.flickr.com/photos/30103987@N04/6483352101
Reaching new learners via Reaching new learners via
extending syndicationextending syndication
Building social recommendation Building social recommendation
via social networksvia social networks
Badges will: •Motivate entry-level learners•Build confidence•Allow the exploitation of viral features to spread the word •Encourage sign-in/registration (useful data, opportunity to build relationships)
Using badges to support Using badges to support progression, drive sign-in, and progression, drive sign-in, and add to viral impactadd to viral impact
