Does it matter how much open? Impact in learning and degrees of openness
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The document discusses the impact of open educational resources (OER) on student learning and retention, specifically examining first-year outcomes through a mixed methodology approach including quantitative and qualitative data. Findings indicate that face-to-face students using semi-open OER achieve better exam grades than those using no additional resources or only open textbooks, although they have lower attendance levels. The paper also highlights the importance of openness in educational policy and pedagogy, referencing different types of OER licenses and their implications for quality in education.
Does it matter how much open? Impact in learning and degrees of openness
- 1. Does it matter how much open? Impact in learning and degrees of openness Werner Westermann J. 13th Open Education Conference Richmond, Virginia 2016
- 5. Rationale • OER Adoption looking to assess its Effectiveness – Student 1st year Outcomes (performance) – Very low retention (46%) – Lack of basic knowledge and academic skills • No prerequisite to enroll • Very low socio-demographic profile • Mixed methodology approach – Quantitative – Qualitative • Focus groups with Students / Interview with teachers • Survey to students
- 6. Treatment • Comparison of groups: – randomly assign students to the groups – same teacher for all groups in each scenario – alternatives to assure comparison • Propensity Score Matching: estimation of the probability of receiving an specific treatment – mechanism of comparison • Inverse Probability Weight: matching algorithm compare results of most similar individuals
- 8. OER Selection • Khan Academy – Extensive in resources and content – “Mentor” creates a “Course” selecting and sequencing resources to enrolled students (Remix) • Open Textbook – Created by the teacher’s notes/resources – Hosted in Wikiboks – Printed copy from day 1
- 10. Conclusions • students of the face to face classes that used a semi-open OER obtain significantly better exam grades than students: – that did not use any extra resource – that used an open textbook as an extra resource • face-to-face students that used semi open OER have significantly less attendance levels than other examined students
- 11. Does it matter how open? • Policy: as much open as possible • Pedagogy: what better suites learner/teacher – Where’s the crossover? OER Type of Open License Level of Openness Khan Academy Creative Commons Attribution- NonCommercial-ShareAlike 3.0 United States License (CC BY-NC- SA) Less open, “Quasi open” (1) Open Textbook Creative Commons Attribution 4.0 International (CC BY) Most Open, “True open” (3)
- 12. Does it matter how open?
- 13. Does it matter how open? • Kimmons, R. (2015), OER Quality and Adaptation in K-12: Comparing Teacher Evaluations of Copyright-Restricted, Open, and Open/Adapted Textbooks – open textbooks were of higher quality than copyright-restricted textbooks – open/adapted textbooks were evaluated as having the highest quality
- 14. Larry Cuban
- 15. Hegarty, B. (2015), Attributes of Open Pedagogy: A model for using OER
- 19. Paulo Freire (1921-1997) • Critical Pedagogy – Pedagogy of the Oppressed – Pedagogy for Liberation