Do Open Educational Resources Improve Student Learning? Implications of the Access Hypothesis
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When Is Open Access Not Open Access?
Editorial When Is Open Access Not Open Access? Catriona J. MacCallum ince 2003, when PLoS Biology Box 1. The Bethesda Statement on Open-Access Publishing was launched, there has been This is taken from http:⁄⁄www.earlham.edu/~peters/fos/bethesda.htm. a spectacular growth in “open- S 1 access” journals. The Directory of An Open Access Publication is one that meets the following two conditions: Open Access Journals (http:⁄⁄www. 1. The author(s) and copyright holder(s) grant(s) to all users a free, irrevocable, doaj.org/), hosted by Lund University worldwide, perpetual right of access to, and a license to copy, use, distribute, transmit Libraries, lists 2,816 open-access and display the work publicly and to make and distribute derivative works, in any digital journals as this article goes to press medium for any responsible purpose, subject to proper attribution of authorship2, as (and probably more by the time you well as the right to make small numbers of printed copies for their personal use. read this). Authors also have various 2. A complete version of the work and all supplemental materials, including a copy of “open-access” options within existing the permission as stated above, in a suitable standard electronic format is deposited subscription journals offered by immediately upon initial publication in at least one online repository that is supported traditional publishers (e.g., Blackwell, by an academic institution, scholarly society, government agency, or other well- Springer, Oxford University Press, and established organization that seeks to enable open access, unrestricted distribution, many others). In return for a fee to interoperability, and long-term archiving (for the biomedical sciences, PubMed Central the publisher, an author’s individual is such a repository). -
Radical Solutions and Open Science an Open Approach to Boost Higher Education Lecture Notes in Educational Technology
Lecture Notes in Educational Technology Daniel Burgos Editor Radical Solutions and Open Science An Open Approach to Boost Higher Education Lecture Notes in Educational Technology Series Editors Ronghuai Huang, Smart Learning Institute, Beijing Normal University, Beijing, China Kinshuk, College of Information, University of North Texas, Denton, TX, USA Mohamed Jemni, University of Tunis, Tunis, Tunisia Nian-Shing Chen, National Yunlin University of Science and Technology, Douliu, Taiwan J. Michael Spector, University of North Texas, Denton, TX, USA The series Lecture Notes in Educational Technology (LNET), has established itself as a medium for the publication of new developments in the research and practice of educational policy, pedagogy, learning science, learning environment, learning resources etc. in information and knowledge age, – quickly, informally, and at a high level. Abstracted/Indexed in: Scopus, Web of Science Book Citation Index More information about this series at http://www.springer.com/series/11777 Daniel Burgos Editor Radical Solutions and Open Science An Open Approach to Boost Higher Education Editor Daniel Burgos Research Institute for Innovation & Technology in Education (UNIR iTED) Universidad Internacional de La Rioja (UNIR) Logroño, La Rioja, Spain ISSN 2196-4963 ISSN 2196-4971 (electronic) Lecture Notes in Educational Technology ISBN 978-981-15-4275-6 ISBN 978-981-15-4276-3 (eBook) https://doi.org/10.1007/978-981-15-4276-3 © The Editor(s) (if applicable) and The Author(s) 2020. This book is an open access publication. Open Access This book is licensed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made. -
Learner Participation and Engagement in Open Online Courses: Insights from the Peer 2 Peer University
MERLOT Journal of Online Learning and Teaching Vol. 9, No. 2, June 2013 Learner Participation and Engagement in Open Online Courses: Insights from the Peer 2 Peer University June Ahn Assistant Professor College of Information Studies and College of Education University of Maryland, College Park College Park, MD 20740 USA [email protected] Brian S. Butler Associate Professor College of Information Studies and Robert H. Smith School of Business University of Maryland, College Park College Park, MD 20740 USA [email protected] Alisha Alam Graduate Research Assistant College of Information Studies University of Maryland, College Park College Park, MD 20740 USA [email protected] Sarah A. Webster Graduate Research Assistant College of Information Studies University of Maryland, College Park College Park, MD 20740 USA [email protected] Abstract Recent developments in massive open online courses (MOOCs) have brought renewed attention to online learning, but most of the attention has been centered on courses offered through platforms such as Coursera and edX. This paper focuses on the importance of examining alternative, large-scale learning initiatives that promote more participatory modes of education production and delivery. It presents a comprehensive description of the Peer 2 Peer University (P2PU), a social computing platform that promotes peer-created, peer-led, online learning environments. Using log data from the P2PU platform, the ecosystem of this learner-generated education platform is described. The descriptive analysis highlights P2PU's growth in terms of the participatory learning environments that have been created – such as online study groups, courses, and challenges – and also describes the participation patterns of P2PU members. -
Fostering Learning in the Networked World: the Cyberlearning Opportunity and Challenge
Inquiries or comments on this report may be directed to the National Science Foundation by email to: [email protected] “Any opinions, findings, conclusions and recommendations expressed in this report are those of the Task Force and do not necessarily reflect or represent the views of the National Science Foundation.” Fostering Learning in the Networked World: The Cyberlearning Opportunity and Challenge A 21st Century Agenda for the National Science Foundation1 Report of the NSF Task Force on Cyberlearning June 24, 2008 Christine L. Borgman (Chair), Hal Abelson, Lee Dirks, Roberta Johnson, Kenneth R. Koedinger, Marcia C. Linn, Clifford A. Lynch, Diana G. Oblinger, Roy D. Pea, Katie Salen, Marshall S. Smith, Alex Szalay 1 We would like to acknowledge and give special thanks for the continued support and advice from National Science Foundation staff Daniel Atkins, Cora Marrett, Diana Rhoten, Barbara Olds, and Jim Colby. Andrew Lau of the University of California at Los Angeles provided exceptional help and great spirit in making the distributed work of our Task Force possible. Katherine Lawrence encapsulated the Task Force’s work in a carefully crafted Executive Summary. Fostering Learning in the Networked World: The Cyberlearning Opportunity and Challenge A 21st Century Agenda for the National Science Foundation Science Foundation the National for A 21st Century Agenda Report of the NSF Task Force on Cyberlearning Table of Contents Executive Summary...............................................................................................................................................................................................................................5 -
Open Educational Resources: CLIPP
CLIPP 45 College Library Information on Policy and Practice from the College Libraries Section of the Association of College and Research Libraries Open Educational Resources COMPILED AND WRITTEN BY MARY FRANCIS Association of College and Research Libraries A division of the American Library Association Chicago, Illinois 2021 The paper used in this publication meets the minimum requirements of American National Stan- dard for Information Sciences–Permanence of Paper for Printed Library Materials, ANSI Z39.48- 1992. ∞ Library of Congress Control Number: 2021931261 Copyright ©2021 by the Association of College and Research Libraries. All rights reserved except those which may be granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Printed in the United States of America. 25 24 23 22 21 5 4 3 2 1 TABLE OF CONTENTS VII CLS CLIPP COMMITTEE 1 INTRODUCTION 3 LITERATURE REVIEW AND BIBLIOGRAPHY 13 ANALYSIS AND DISCUSSION OF SURVEY RESULTS 18 Appendix A: Survey With Results 50 Appendix B: Resources From Survey Respondents 51 Appendix C: Sample Documents 53 OER RESOURCES LISTS: 53 Elon University Belk Library Elon, NC 53 Open Educational Resources (OER) 54 Furman University James B. Duke Library Greenville, SC 54 Open Educational Resources (OERs): OERs by Subject 55 FACULTY STIPEND PROGRAMS: 55 Connecticut College Charles E. Shain Library New London, CT 55 Open Educational Resources Grant Program 55 Rationale 56 Program Design 56 Application Categories 59 Fort Hays State University Forsyth Library Hays, KS 59 Open Textbook Grant -
Open Access, Open Education and Open Data
IFMSA Policy Proposal OpenAccess, OpenEducation and OpenData Proposed by Team of Officials Presented to the IFMSA General Assembly August Meeting 2017 in Arusha, Tanzania Policy Commission • Eleanor Parkhill, Medsin-UK, [email protected] • Kim van Daalen, IFMSA-The-Netherlands, ifmsa-the- [email protected] • Alexander Lachapelle, Liaison Officer for Medical Education issues, IFMSA, [email protected] Policy Statement Introduction Scholarly material is essential for research and education. Committing to making high value scientific knowledge accessible to researchers, scientists, entrepreneurs, and policy makers worldwide is a major step towards better health outcomes for all. Yet, cost barriers or use restrictions often prevent health professionals worldwide - and scientists from all areas - from engaging or consulting the very materials that report scientific discovery. Over the past decade, Open Access, Open Education & Open data have become central to advancing the interests of researchers, scholars, students, businesses and the public. Yet, while consulting academic journals, students face limited access to published research output, data and papers because of very high fees. The high cost of academic journals restricts the use of knowledge. A vast amount of research is funded from public sources – yet taxpayers are locked out by the cost of access. IFMSA Position The International Federation of Medical Students’ Associations (IFMSA) firmly believes in the importance of openness across all published research outputs (including among others, all online research output, peer-review and non-peer-reviewed academic journal articles, conference papers, theses, book chapters, monographs). Thereby IFMSA believes in the ability of openness to improve the educational experience, democratize access to research and education, advance research and education, and improve the visibility and impact of scholarship. -
Open Educational Resources: a Review of Attributes for Adoption in an Online Bachelor’S Degree Program
61 OPEN EDUCATIONAL RESOURCES: A REVIEW OF ATTRIBUTES FOR ADOPTION IN AN ONLINE BACHELOR’S DEGREE PROGRAM Patricia Neely, Higher Learning Institute Jan P. Tucker, Higher Learning Institute Angela Au, Higher Learning Institute ABSTRACT $V FRQFHUQV DERXW WKH VN\URFNHWLQJ FRVWV RI D FROOHJH GHJUHH KDYH FRQYHUJHG ZLWK WKH LQFUHDVLQJ DYDLODELOLW\RIRSHQHGXFDWLRQDOUHVRXUFHV 2(5 KLJKHUHGXFDWLRQDGPLQLVWUDWRUVDUHDVNLQJIDFXOW\DQG FXUULFXOXPGHVLJQHUVWRXVH2(5VWRGHVLJQFRXUVHVDQGSURJUDPV7KLVFDVHVWXG\H[SORUHVWKHGHFLVLRQ PDNLQJSURFHVVDQGRXWFRPHVRIDQRQOLQHIRUSURÀWXQLYHUVLW\·VDWWHPSWWREXLOGORZFRVWEXVLQHVVGHJUHH programs using open educational resources. The paper concludes with a list of suggested criteria for evaluating open source content when designing similar programs. .H\ZRUGVRSHQHGXFDWLRQDOUHVRXUFHVRSHQVRXUFHFRQWHQWFXUULFXOXPGHVLJQFRXUVHGHYHORSPHQW GHFLVLRQPDNLQJ INTRODUCTION who are often accused of changing editions to keep 2SHQ (GXFDWLRQDO 5HVRXUFHV DUH GH¿QHG DV textbook prices high (Grasgreen, 2014). College “teaching, learning and research materials in any textbook costs have increased over 80% in the past medium that resides in the public domain and have GHFDGHIRXUWLPHVWKHUDWHRILQÀDWLRQ 6FKRODUO\ been released under an open license that permits Publishing Resources and Academic Coalition, access, use, repurposing, reuse and redistribution 2014). For students already struggling to pay by others with no or limited restrictions,” (Atkins, college tuition and fees, which have risen 1000% Brown, & Hammond, 2007, p. 7). Open educational in the past -
PLOS Biology Open Research: Protocols in PLOS ONE
COVID-19, Open Research, Trust and Transparency Niamh O’Connor │ March 2021 …is a nonprofit, Open Access publisher empowering researchers to accelerate progress in science and medicine by leading a transformation in research communication. We propelled the movement for OA alternatives to subscription journals. We established the first multi-disciplinary publication inclusive of all research regardless of novelty or impact. And we demonstrated the importance of open data availability. All articles across our journals are published under CC BY licence. From Open Access to Open Science How do we co-create a system that’s open for everyone? From Open Access to Open Research “Openness enables researchers to address entirely new questions and work across national and disciplinary boundaries.” NASEM Report, Open Science by Design, 2018 The chain, whereby new scientific discoveries are built on previously established results, can only work optimally if all research results are made openly available to the scientific community.’ Schiltz M (2018), PLoS Biol 16(9): e3000031. https://doi.org/10.1371/journal.pbio.3000031 Open research increases trust https://www.pewresearch.org/f act-tank/2019/10/04/most- americans-are-wary-of- industry-funded-research/ Copyright 2019 Pew Research Center Trends: impact of the early months of the pandemic April 2020 theplosblog.plos.org/2020/04/learning-how-we-can-support-researchers-during-covid-19/ Open Research: Pre-prints Note: 2018 figures are from May; 2021 is to mid-February; Percentages are of those articles -
Open Educational Resources (Oers)
Open Educational Resources: Introduction Booklet and Webinar sensitize everyone. Open Educational Resources (OERs) Introduction Booklet and Webinar In this context, the Development Gateway Open Education Resources http://topics.developmentgateway.org/openeducation (OER) dgCommunity drives a Community Awareness & Sensitization project which includes a free Booklet and Webinar introducing the concept of Open Educational Resources and its potential to serve Education and Development programmes and practitioners, with a special emphasis on Developing Countries. The Booklet and the Webinar both provide: - a definition of Open Educational Resources, - an introduction to Open licenses and Standards, - an introduction to the Production and Distribution of OER, - a list of OER content repositories, search engines and projects. This project directly serves the OER dgCommunity main objective, which is to sensitize Development practitioners and citizens to Open Educational Resources, for the benefit of all. The Booklet and the Webinar are also to be considered as gateways for beginners to major OER projects, content repositories and search engines. An important part of its content introduces third part initiatives and portals in the domain of Open Drawings by Andrzej Krause. © 2004 BioMed Central, reproduced with permission. Education. Context The Webinar uses real-time Web conferencing tool, enabling trainees to During the past five years, thanks to innovative universities and interact with the trainer and to discuss together at the end of the session. educational projects from around the world, the Open Educational The associated Booklet is published under Creative Commons Attribution Resources (OER) movement has appeared and grown rapidly, addressing 3.0 license and can be used freely. major educational issues such as the “knowledge divide” and access for all to relevant information. -
OPEN EDUCATIONAL RESOURCES Presented By: Robin Robinson and Millie Gonzalez Why OER
KEEPING HIGHER EDUCATION AFFORDABLE INCREASING STUDENT ENGAGEMENT OPEN EDUCATIONAL RESOURCES Presented by: Robin Robinson and Millie Gonzalez Why OER 2013 study by the College Board Government estimates, average Accountability Office, student attending a textbook prices have four-year public college increased by 82 percent will spend $1,200 on in a 10-year period books and supplies Why OER 94% (who 48% text 65% not didn’t buy book cost buying text book) influenced required concerned course text book about selection grades The research group estimates that each student could save about $100 per class by using open textbooks. Those are textbooks with open copyright licenses that are available free online, although students who want printed versions would pay modest fees. http://mitopencourseware.wordpress.com/2014/01/28/open- textbooks-could-help-students-financially-and-academically- chronicle-of-higher-ed/ U.S. PIRG (Public Interest Research Group) AGENDA What is OER? How does it apply to FSU? Context How does it benefit students? Challenges and Opportunities Creative Commons Impact to Faculty and Students Application Next steps Discussion Resources Thank you What is OER? Open Educational Resources (OER) are teaching, learning or Source material research materials that Educational material created under an are in the public offered freely and open license can be domain or released with an intellectual open to anyone under reused, improved, property license that license agreements redistributed or re- allows for free use, mixed adaptation, and distribution. Source: UNESCO http://en.unesco.org/ -(United Nations Educational Scientific and Cultural Organization) WHAT IS OPEN ACCESS VS OER? Open Access OER Open access refers to free, OER encompasses a broader set of immediate, online availability of digital content which works well in research articles with rights to an online or blended learning these articles. -
Plos Progress Update 2014/2015 from the Chairman and Ceo
PLOS PROGRESS UPDATE 2014/2015 FROM THE CHAIRMAN AND CEO PLOS is dedicated to the transformation of research communication through collaboration, transparency, speed and access. Since its founding, PLOS has demonstrated the viability of high quality, Open Access publishing; launched the ground- breaking PLOS ONE, a home for all sound science selected for its rigor, not its “significance”; developed the first Article- Level Metrics (ALMs) to demonstrate the value of research beyond the perceived status of a journal title; and extended the impact of research after its publication with the PLOS data policy, ALMs and liberal Open Access licensing. But challenges remain. Scientific communication is far from its ideal state. There is still inconsistent access, and research is oered at a snapshot in time, instead of as an evolving contribution whose reliability and significance are continually evaluated through its lifetime. The current state demands that PLOS continue to establish new standards and expectations for scholarly communication. These include a faster and more ecient publication experience, more transparent peer review, assessment though the lifetime of a work, better recognition of the range of contributions made by collaborators and placing researchers and their communities back at the center of scientific communication. To these ends, PLOS is developing ApertaTM, a system that will facilitate and advance the submission and peer review process for authors, editors and reviewers. PLOS is also creating richer and more inclusive forums, such as PLOS Paleontology and PLOS Ecology Communities and the PLOS Science Wednesday redditscience Ask Me Anything. Progress is being made on early posting of manuscripts at PLOS. -
Models for Sustainable Open Educational Resources
Models for Sustainable Open Educational Resources Stephen Downes National Research Council Canada 29 January 2006 The Open Courseware concept is based on the philosophical view of knowledge as a collective social product and so it is also desirable to make it a social property. - V. S. Prasad, Vice-Chancellor - Dr. B. R. Ambedkar Open University, India Imagine a world in which every single person is given free access to the sum of all human knowledge. That's what we're doing. - Terry Foote, Wikipedia The Importance of Open Educational Resources The importance of open educational resources (OERs) has been widely documented and demonstrated recently. From conferences and declarations dedicated to the support of OERs to the development of resource repositories and other services, there has been a general awakening in the learning community. Countering that trend are some of the challenges surrounding the fostering of a network of OERs. If, as Larsen and Vincent-Lancrin (2005) say, "The open sharing of one's educational resources implies that knowledge is made freely available on non- commercial terms," then this raises the question of how such a network is to be sustained. If resource users do not pay for their production and distribution, for example, then how can their production and distribution be maintained? This short essay is about the sustainability of OERs. Most people, when they think of sustainability, think of how resources are paid for, but this essay takes a wider view, for it should be clear that this is only one part of a larger picture. So we will what they are, who creates them, how we pay for this, how we distribute them and how we work with them.