Community colleges (in CA, anyway) have articulation agreements with the universities about having the courses accepted for transfer. We have 2.7 million students this year in CCC.
Faculty in cc's will only adopt OER IF they know that OER will be accepted on the transfer agreements.
Although this is not true research, it is definitely a big issue that needs to be addressed.
Economic sustainability and incentives for participation. This includes getting more high level administrators in educational institutions (at multiple levels) to first, understand OER and its implications and secondly to take a position, hopefully, positive about it. My impression is that university presidents, for example, that do understand OER support it 1) if it does not cost too much internal money, and 2) it stops short of offering credentials/degrees.
This is frustrating. It's difficult to parse all the conversations. One recommendation would be to have automatic javascript updating via AJAX-esque tech. Also, sub-threading.
How do people find high quality OER? What sorts of information are most useful? User ratings, expert ratings, recommendations, discussion forums around the content, popularity, tags and vocabularies applied to the material.
From Mike: How do you maintain quality in the administration of the delivered content? How do you preserve the value of the administration of the content?
If we are trying to build a research community that would involve academic researchers we need to think more about review/credentialling and publishing in ways that count within traditional tenure and promotion models. Can we get high reputation journals to do some special issues on OER? Is anyone starting an online journal for OER with a prestigious editorial board? Can we innovate by developing some new type of open review process in which people can submit anything but that through use the best things bubble to the top and are sanctioned as being journal/archive worthy??
Traditionally, organizations such as universities have been the certifiers of quality of knowledge. How does the modification of this knowledge by users impact the credibility?
What I'm basically saying: it used to be canonical. Use the medical example, a professor of medicine can be relied upon to tell the proper ways of conducting a surgery. If a non-medical expert modifies his content and republishes it, could I do great harm?
Current state: How are people using it (in different groups, such as learners in formal and informal situations, lecturers, etc.)?
What does use of OER demand of users (in terms of prerequisite knowledge)?
How are educators looking at content overall (quality, how they judge validity), where do they go for content? Can we take advantage of thinking about content in new ways to enhance acceptance of OER content in particular?
Linked to the above, are there implications for faculty productivity (to be defined, but may include workload, efficiency in producing content) from publishing and using OER materials? Enhancd productivity from re-use? Or decreased productivity from having to re-contextualize the materials?
How do lecturers select OER materials (criteria) and integrate them and put them into context?
How do you track use of OER materials (by lecturers and learners)? Are we losing the feedback loop that can inform development and enhancement of OER?
Is it a meaningful question to ask whether OER has an impact on student learning outcomes? We don't ask whether faculty are better researchers if they read open access journals versus "all rights reserved" journals. We do ask whether their scholarly publishing has greater impact if they publish in open access versus proprietary journals (via citation analysis, for example).
We need to know more about the distribution of awareness and attitudes towards openness more broadly defined within higher ed. How many faculty now about Creative Commons? How many are using it? What do faculty think about open publication of not only their papers but also their data, their metadata, their data anlaysis and viz tools?? OER is part of a bigger openness movement relevant to both education and research results.
Are there different types of "users" that have more influence with the creation/use of OER?
Should there be "standards" around the different types of users? -- unique visitors? members (what does that mean?)?
How do we track what "users" are doing with OER? How are they using? Are they propogating the materials? Are the modifying and re-using? How do we keep track of what now goes into a "black hole"?
Are there different types of "users" that have more influence with the creation/use of OER?
Should there be "standards" around the different types of users? -- unique visitors? members (what does that mean?)?
How do we track what "users" are doing with OER? How are they using? Are they propogating the materials? Are the modifying and re-using? How do we keep track of what now goes into a "black hole"?
Another metric could be adoption a la Tecnologico de Monterrey, in which they note when a professor has adopted an OER for the course. This supplements their use of reviews of OERs by professors. So you could have a reviewed, but not adopted OER, for example.
As university and college budgets deteriorate, greater use of online instruction is beginning to emerge in "emergency budget committes" as potential medium-term solutions to dealing with the inevitable increases in faculty workloads that are envisaged.
This creates an opportunity to engage provosts and presidents that hasn't hitherto existed around the topic of online and distance learning. It isn't any longer a debate about the pedagogical value... it is a practical response to a serious and lasting financial problem
While the focus isn't on OER per se, even a handful of universities doing more in the online learnig space (even if economically motivated) has the potential to contribute massively to the OER that become available.
entirely open or hybrids: both are categories and how successful have they been
what about data around the life cycyle of the OER?Does it do what it is supposed to do? Is it effective? Should it continue? Did it evolve into something else? Is it self-sustaining?
Define lifecycle: how do people come to create? Common obstacles? Response to those? Are there ways to address the characteristics of the stages; what do we learn from what we have done? What is the taxonomy for an OER project?
Research could help inform how much public/gov't funding goes into development of resources/text
books/teacher training materials. There are a multitude of development and funding models for teacher materials, and we need to better understand this landscape.
K-12 teachers need to be comfortable with OER and web use as an educational tool. To icorrect this will take many avenues. One will have to be colleges of education. Another would be professional development perhaps through the unions and state agencies.
We need to pay attention to the system as it relates to the audience of users. We are talking about systems. We can't just drop objects into systems-rather than attend to the system issues for implementation and sustainability
What are the costs of OER? How do we sustain the development and use and professional development?
What evidence is there that OER will be more successful in affecting pedogogical practice than has been all of the "regular" educational research to date?
A comparative study of the process by which knowledge affects practice in different disciplines may provide some insight into the best ways forward for getting OER to affect practice.
Do we know how we should engineer the OER cycle so that the "openness" results in higher quality work, as opposed to lower quality work (due to destruction of original, pedgaogically sound material)?
Discussion
Robert Schuwer
7:04pm 3 March 2009
Measures of Effectiveness
Sustainability
Share-ability & Scalability
Rob Lippincott
4:47pm 4 March 2009
Jimmy Henderson
4:50pm 4 March 2009
Can OERs help rethink the production and delivery of education for more value at lesser cost?
WIll need to build models and gather evidence
M. S. Vijay Kumar
4:52pm 4 March 2009
Community colleges (in CA, anyway) have articulation agreements with the universities about having the courses accepted for transfer. We have 2.7 million students this year in CCC.
Faculty in cc's will only adopt OER IF they know that OER will be accepted on the transfer agreements.
Although this is not true research, it is definitely a big issue that needs to be addressed.
Barbara Illowsky
4:53pm 4 March 2009
Dan Atkins
4:53pm 4 March 2009
Lila Bailey
4:54pm 4 March 2009
Larry Cooperman
4:55pm 4 March 2009
Jason Schultz
4:56pm 4 March 2009
Katherine Fletcher
4:56pm 4 March 2009
Jason Schultz
4:57pm 4 March 2009
How do we measure USE?
How do we measure USEFULNESS?
Standards
Sharing:
- How do we TRACK who is sharing?
- And who's not sharing?
- What convinced them to share?
- Are there contexts or conditions which promote sharing?
Rob Lippincott
4:57pm 4 March 2009
Anthony Bryk
4:57pm 4 March 2009
Fred
4:58pm 4 March 2009
Larry Cooperman
4:58pm 4 March 2009
Larry Cooperman
4:59pm 4 March 2009
Jason Schultz
4:59pm 4 March 2009
Research on what is portable across cultures
Fred
4:59pm 4 March 2009
Jason Schultz
5:00pm 4 March 2009
Dan Atkins
5:00pm 4 March 2009
Anthony Bryk
5:01pm 4 March 2009
Sarah Whitcher Kansa
5:01pm 4 March 2009
Lila Bailey
5:01pm 4 March 2009
Traditionally, organizations such as universities have been the certifiers of quality of knowledge. How does the modification of this knowledge by users impact the credibility?
What I'm basically saying: it used to be canonical. Use the medical example, a professor of medicine can be relied upon to tell the proper ways of conducting a surgery. If a non-medical expert modifies his content and republishes it, could I do great harm?
Larry Cooperman
5:01pm 4 March 2009
Jason Schultz
5:01pm 4 March 2009
Larry Cooperman
5:01pm 4 March 2009
Lila Bailey
5:03pm 4 March 2009
Standards:
What do we mean by standards?
In what areas should we have standards - posting of OER? Translation of content? Display?
How do we make the use of standards cost effective for all?
Should we have a standard language for talking about everything OER -- and even standards?
Rob Lippincott
5:03pm 4 March 2009
Quality of resources--how to make sure that the information/content is of high quality, how to make sure it represents multiple points of view
Addressing/bridging cultural issues--customs of teaching and learning are challenged by OER
Institutional shift
Threat to traditional roles of teacher/student, collaborators' roles
How to get students to think of themselves as producers of knowledge
Becky Herr-Stephenson
5:04pm 4 March 2009
We think an important issue is: what are the goals of OER? What are the goals for different audiences?
What are the common issues across audiences.What are the different issues?
What are the impacts on teaching? What are the impacts on learning? K-12, Higher Ed, Adult learners, home schoolers
If you are creating and OER, then there needs to be thought about individual differences in learners.
Who drives the usage? What are incentives for those people to drive the usage?
Bette Manchester
5:04pm 4 March 2009
Fred
5:05pm 4 March 2009
Hypotheses for research/questions to address:
Mary Y. Lee, MD
Associate Provost
Tufts University
Mary Y. Lee
5:05pm 4 March 2009
Larry Cooperman
5:06pm 4 March 2009
Current state: How are people using it (in different groups, such as learners in formal and informal situations, lecturers, etc.)?
What does use of OER demand of users (in terms of prerequisite knowledge)?
How are educators looking at content overall (quality, how they judge validity), where do they go for content? Can we take advantage of thinking about content in new ways to enhance acceptance of OER content in particular?
Linked to the above, are there implications for faculty productivity (to be defined, but may include workload, efficiency in producing content) from publishing and using OER materials? Enhancd productivity from re-use? Or decreased productivity from having to re-contextualize the materials?
How do lecturers select OER materials (criteria) and integrate them and put them into context?
How do you track use of OER materials (by lecturers and learners)? Are we losing the feedback loop that can inform development and enhancement of OER?
Is it a meaningful question to ask whether OER has an impact on student learning outcomes? We don't ask whether faculty are better researchers if they read open access journals versus "all rights reserved" journals. We do ask whether their scholarly publishing has greater impact if they publish in open access versus proprietary journals (via citation analysis, for example).
Ted Hanss
5:07pm 4 March 2009
Dan Atkins
5:07pm 4 March 2009
Dan Atkins
5:08pm 4 March 2009
Users:
Are there different types of "users" that have more influence with the creation/use of OER?
Should there be "standards" around the different types of users? -- unique visitors? members (what does that mean?)?
How do we track what "users" are doing with OER? How are they using? Are they propogating the materials? Are the modifying and re-using? How do we keep track of what now goes into a "black hole"?
Rob Lippincott
5:08pm 4 March 2009
Users:
Are there different types of "users" that have more influence with the creation/use of OER?
Should there be "standards" around the different types of users? -- unique visitors? members (what does that mean?)?
How do we track what "users" are doing with OER? How are they using? Are they propogating the materials? Are the modifying and re-using? How do we keep track of what now goes into a "black hole"?
Rob Lippincott
5:08pm 4 March 2009
Larry Cooperman
5:09pm 4 March 2009
As university and college budgets deteriorate, greater use of online instruction is beginning to emerge in "emergency budget committes" as potential medium-term solutions to dealing with the inevitable increases in faculty workloads that are envisaged.
This creates an opportunity to engage provosts and presidents that hasn't hitherto existed around the topic of online and distance learning. It isn't any longer a debate about the pedagogical value... it is a practical response to a serious and lasting financial problem
While the focus isn't on OER per se, even a handful of universities doing more in the online learnig space (even if economically motivated) has the potential to contribute massively to the OER that become available.
Daniel Greenstein
5:10pm 4 March 2009
Larry Cooperman
5:11pm 4 March 2009
Kathy Nicholson
5:12pm 4 March 2009
Sustainability
-are there mechanisms to generate support?
success stories, case studies, best "promises"
entirely open or hybrids: both are categories and how successful have they been
what about data around the life cycyle of the OER?Does it do what it is supposed to do? Is it effective? Should it continue? Did it evolve into something else? Is it self-sustaining?
Define lifecycle: how do people come to create? Common obstacles? Response to those? Are there ways to address the characteristics of the stages; what do we learn from what we have done? What is the taxonomy for an OER project?
Rob Lippincott
5:14pm 4 March 2009
Research could help inform how much public/gov't funding goes into development of resources/text books/teacher training materials. There are a multitude of development and funding models for teacher materials, and we need to better understand this landscape.
Sara Crouse
5:14pm 4 March 2009
Sally Johnstone
5:14pm 4 March 2009
We need to pay attention to the system as it relates to the audience of users. We are talking about systems. We can't just drop objects into systems-rather than attend to the system issues for implementation and sustainability
What are the costs of OER? How do we sustain the development and use and professional development?
Is there an aggregator for OER ?
Bette Manchester
5:15pm 4 March 2009
What evidence is there that OER will be more successful in affecting pedogogical practice than has been all of the "regular" educational research to date?
A comparative study of the process by which knowledge affects practice in different disciplines may provide some insight into the best ways forward for getting OER to affect practice.
Do we know how we should engineer the OER cycle so that the "openness" results in higher quality work, as opposed to lower quality work (due to destruction of original, pedgaogically sound material)?
Ahrash Bissell
5:20pm 4 March 2009
Sustainability:
- How do you SUSTAIN the usership - contributors and participants and authors?
- What defines a hybrid?
Rob Lippincott
6:07pm 4 March 2009
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