Collaborating across borders: OER use and open educational practices within the Virtual University for Small States of the Commonwealth
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The document presents findings from a study on the use of Open Educational Resources (OER) within the Virtual University for Small States of the Commonwealth (VUSSC). It highlights benefits such as improved educational inclusion and professional development, while also addressing challenges faced by educators and learners in accessing OER. Future research directions are suggested to further analyze OER engagement in development contexts.
Collaborating across borders: OER use and open educational practices within the Virtual University for Small States of the Commonwealth
- 1. Collaborating across borders: OER use and open educational practices within the Virtual University for Small States of the Commonwealth Leigh-Anne Perryman, The Open University, UK leigh.a.perryman@open.ac.uk @laperryman John Lesperance, VUSSC/Commonwealth of Learning jlesperance@col.org @COL4D Presented at OE Global 2015 Conference Banff, Canada, 21-25 April 2015
- 2. Intro to VUSSC ● Network of 32 small developing states committed to collaboratively developing OER ● Co-ordinated by Commonwealth of Learning
- 4. ● Use of OERRH questions ● Comparison with OERRH global dataset ● 20 follow-up Skype interviews Methods
- 5. The sample 72% of respondents identified English as their first spoken language
- 6. Educators’ use of OER (1) 88% 66% 72% 90% 94% 56% 89% 77% 77% 97% 98% 74% 60% 42% 36% 66% 65% 37% 47% 22% 23% 51% 53% 20% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% OER used for pedagogical development OER used to increase educational inclusion OER used as materials for learners OER used for subject- related development To enhance my professional development To connect with teachers with similar interests VUSSC Indian educators OpenLearn Saylor.org
- 7. Educators’ use of OER (2) 80% 86% 52% 87% 80% 41% 54% 56% 80% 76% 63% 78% 77% 57% 73% 51% 66% 61% 44% 63% 58% 41% 51% 30% 55% 56% 41% 60% 53% 39% 44% 36% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Broadened coverage of the curriculum Use a broader range of teaching and learning methods More use of culturally diverse resources More up-to-date knowledge of subject area Reflecting more on teaching More frequently comparing teaching with that of others Using OER study to develop my teaching Collaborate more with colleagues VUSSC Indian educators OpenLearn Saylor.org
- 8. Impact of OER on formal learners 100% 90% 91% 92% 90% 80% 91% 80% 46% 85% 79% 86% 62% 64% 72% 36% 65% 56% 67% 29% 58%58% 32% 50% 48% 48% 19% 41% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Increased interest in the subjects taught Grades improving Gaining confidence Increased independence and self-reliance Increased experimentation with new ways of learning Increased collaboration with peers Being more likely to complete my course of study VUSSC formal learners Indian formal learners OpenLearn-using formal learners Saylor.org-using formal learners
- 9. The BOCODOL case study
- 10. Challenges to OER use Educators Formal learners Finding OER relevant to my context 87% 80% Knowing where to find OER 77% 82% Finding OER in my subject area 76% 82% Technical problems 71% 80% Insufficient time to find OER 73% 67% Finding quality OER 70% 82% No connections with OER-using peers 62% 57% Finding up-to-date OER 56% 73%
- 11. What next? ● Future development of VUSSC ● Future research: case studies; more analysis against new model (Perryman & Seal, 2015)
- 12. A new model of OER engagement in development contexts
- 13. Thank you for listening Leigh-Anne Perryman, The Open University, UK leigh.a.perryman@open.ac.uk @laperryman John Lesperance, VUSSC/Commonwealth of Learning jlesperance@col.org @COL4D
Editor's Notes
- #2: Leigh-Anne: 1 minute Thank you… OER Research Hub Fellow; presenting with John Lesperance from COL, Education Specialist in charge of VUSSC Today, sharing the results of a survey of educators, formal students and informal learners connected with VUSSC - looking at OER use and OEP
- #3: Now I’ll hand you over to John, who will give a summary of how VUSSC works.
- #4: Intro to VUSSC: John - video…. 2 minutes
- #5: Leigh-Anne: 1 minute OER Research Hub - Fellow. Survey drew heavily on OERRH questions, which I was heavily involved in developing. This allows for comparison with evidence from the OERRH global dataset. Used SurveyMonkey. Then conducted follow-up Skype interviews.
- #6: Leigh-Anne: 1 minute 18 countries, but 72% identify English as first spoke language Largely very well qualified… 68% educators, 25% formal students, 7% informal learners.
- #7: Leigh-Anne: 2 minutes Looking first at how the VUSSC educators are using OER. Highly engaged. Comparison with Indian educators, OpenLearn and Saylor.
- #8: Leigh-Anne: 3 minutes Outcomes of educators’ use of OER. Still shows educators as highly engaged.
- #9: Leigh-Anne: 3 minutes Moving to formal learners. Slide compares….. Shows OER having a big impact on VUSSC formal learners. Especially impressive when compared with other OERRH survey respondent categories. Hand you over to John again, who will tell you about a case study – Botswana College of Distance and Open Learning – where the impact of VUSSC is very clear.
- #10: Quotes on some slides while John is talking. Probably 2 minutes.
- #11: Leigh-Anne: 1 minute
- #12: John - future development of VUSSC (1 minute video); Leigh-Anne - future research (1 minute)