The Open Educational Resources Research Hub (OER Research Hub) will provide a focus for research, designed to give answers to the overall question ‘What is the impact of OER on learning and teaching practices?’ and identify the particular influence of openness. We work in collaboration with projects across four education sectors (K12, college, higher education and informal) extending a network of research with shared methods and shared results.
In May, the project team announced that completion rates in the Open2Study courses were exceeding 25%, almost four times higher than the industry average with research suggesting average MOOCs completion rates were generally below 7%.
“The major challenge for MOOCs and free online education is that despite attracting mass volumes of students, most people fail to complete the course and therefore do not achieve the learning objectives,” said OUA Chief Executive Paul Wappett.
“With one in four Open2Study students completing their subjects, we are proud to see that we are really engaging our students.”
Wappett said he believed OUA “understood the online student” and that the results proved Open2Study was delivering an outstanding experience compared to other free online education platforms.
“There are several reasons why Open2Study is different from its competitors and we attribute our early success to the academic quality of our subjects, high production values and, most importantly, our learning, teaching and assessment model which is designed with the online student in mind.”
Yesterday seventeen open education experts came together to begin writing the Open Education Handbook. The handbook is part of the LinkedUp project, and the project team have chosen to also make it one of the first activities of the soon-to-be-launched Open Education Working Group. The handbook takes the form of an open, living document and it made sense to start the process through a collaborative effort – in the form of a booksprint.
Matching OER Ideals and Practices in India: a survey Bharathi Harishankar, University of Madras, India Conference Theme: Innovation Abstract: Open Educational Resource (OER) is a nascent phenomenon in India enabled by the growth of ICTs and Open...
Boundless, the company that builds on existing open educational resources to provide free alternatives to traditionally costly college textbooks, has released 18 open textbooks under Creative Commons Attribution-ShareAlike (CC BY-SA), the same license used by Wikipedia. Schools, students and the general public are free to share and remix these textbooks under this license. The 18 textbooks cover timeless college subjects, such as accounting, biology,chemistry, sociology, and economics. Boundless reports that students at more than half of US colleges have used its resources, and that they expect its number of users to grow.
As open advocates, organizations and policy makers recognize the potential for open policies to significantly increase the amount and quality of publicly funded education, research, data, and software, there is a pressing need to provide them support so they can successfully create, adopt and implement open policies. Open policies promote open licensing of resources financed through public funding in order to maximize the impact of the investment.
Traditionally untreated primary problems in that they are mobile but for secondary and postponing further algebraic are solved by making use of the equations.
With this new digital educational resource (designed for children / as 10 years and above) is used primarily experimentation, simulation, numerical proportional reasoning that every student has a greater or lesser degree, the basic operations and arithmetic methods and graphic-geometric to solve a number of interesting challenges.
Interactive models are used for students to make their assumptions, express their arguments, approximate or exact solutions overtake and verify the correctness or otherwise of their conjectures. It requires, as the only prior knowledge, the intuitive concept that speed / ae / as in this age group have (often derived from social use in competitions, races, family car, etc ...).
A very informative and comprehensive blog post by Daniel T. Hickey, Associate Professor of Learning Sciences and Research Scientist at the Center for Research on Learning and Technology at Indiana University. Daniel discusses the possible difference between the intended purpose and actual function of digital badges, making reference to theories of assessment and related research.