open ed formal learners

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

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