This website gathers and publishes evidence about the impact of open educational resources (OER). It is maintained by the OER Research Hub project. The purpose is to help people understand the impact of OER.
Key TakeawaysMOOC critics are concerned about low overall completion rates, but these rates are typically evaluated without accounting for student intentions.This study, based on survey and log data from nine HarvardX courses, investigates how completion and attrition rates differ based on students' self-reported intentions about course participation.The study found that, on average among survey respondents, 22 percent of students who intended to completea course earned a certificate, compared with 6 percent of students who intended to browse a course.Efforts to personalize MOOCs based on self-reported intentions should be conducted with care: many students who do not intend to complete a MOOC do so, and most who do intend to complete a MOOC are not successful.
Students enrolled in Massive Open Online Courses (MOOCs) may be subject to mass data collection by private companies. MOOCs are made available through schools and universities, as well as private, for-profit businesses like Coursera and non-profit organizations like edX. These courses can offer additional stimulating material for high school students in advanced placement classes, and even count towards college credit. However, when students enroll and participate in MOOCs, they can also unknowingly surrender a great deal of their private information.
Pritchard still questions the effects MOOCs will have; for one thing, he doesn’t see how they can have a sustainable business model on their own. But that doesn’t mean MOOCs are merely another overhyped technology. Ideas about what they offer, and whom they might help, are evolving as rapidly as the MOOCs themselves.
"CC licenses are having a real impact on people’s lives. They are helping reveal information used to treat diseases, to make governments more transparent and accountable, and to make education accessible for everyone, everywhere. That’s an incredible impact for a set of simple, free licenses."
As I was perusing David Kernohan’s notes on Larry Lessig’s keynote at the OpenEd conference, one statement leapt out at me: Could the department of labour require that new education content commissioned ($100m) be CC-BY? There was a clause (124) … Continue reading →
The music business was killed by Napster; movie theaters were derailed by digital streaming; traditional magazines are in crisis mode--yet in this digital information wild west: academic journals and the publishers who own them are posting higher pro...
A collection of readings on open education with commentary. Created for IPT 515R Introduction to Open Education, a graduate course at Brigham Young University. An Open Education Reader is published under the Creative Commons Attribution 4.0 License.
Massive open online courses, first envisioned as a way to democratize higher education, have made their way into high schools, but Washington is powerless to stop the flood of personal data about teenage students from flowing to private companies, thanks to loopholes in federal privacy laws. Universities and private companies this fall unveiled a slew...