OEROUNL

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Information about OEROUNL

Published on June 3, 2008

Author: cplp

Source: slideshare.net

Description

Fred Mulder
John van der Baaren
Jannes Eshuis
Robert Schuwer

OpenER: A Dutch Initiative on OER Fred Mulder John van der Baaren Jannes Eshuis Robert Schuwer

Agenda Why this experiment? Major goals Organisation Activities Courses Research Results Current status Lessons learned Future strategy

Why this experiment?

Major goals

Organisation

Activities

Courses

Research

Results

Current status

Lessons learned

Future strategy

Mission of the OUNL Working together within networks and alliances, OUNL develops, provides and promotes higher distance education of top quality . The university is a pioneer in the innovation of higher education and aims at the wide-ranging needs of its students, the market and the community at large. OUNL seeks to be an institution that is strongly anchored in the Dutch higher education system through its educational, research and innovation activities.

Working together within networks and alliances, OUNL develops, provides and promotes higher distance education of top quality .

The university is a pioneer in the innovation of higher education and aims at the wide-ranging needs of its students, the market and the community at large.

OUNL seeks to be an institution that is strongly anchored in the Dutch higher education system through its educational, research and innovation activities.

OUNL and Life Long Learning The OUNL is a major initiator, together with the national educational broadcasting company and the national infrastructure organisations for education and research, of a national initiative in the field of lifelong learning in which the employer’s organisations, the trade unions and the various educational branch organisations participate. This national program aims at realizing a national learning infrastructure for lifelong learning, targeting individual learners and thereby bridging the gap between formal and informal learning .

The OUNL is a major initiator, together with the national educational broadcasting company and the national infrastructure organisations for education and research, of a national initiative in the field of lifelong learning in which the employer’s organisations, the trade unions and the various educational branch organisations participate.

This national program aims at realizing a national learning infrastructure for lifelong learning, targeting individual learners and thereby bridging the gap between formal and informal learning .

Why this experiment? 2000 / Lisbon Agreement : How can we increase the number of people with higher education? Three courses of action : creating a wider range of learning tracks creating more diversity in higher education bringing more nontraditional groups (i.e. employed and unemployed people) to higher education by extending opportunities for lifelong learning based, amongst others, on an e-learning approach

2000 / Lisbon Agreement : How can we increase the number of people with higher education?

Three courses of action :

creating a wider range of learning tracks

creating more diversity in higher education

bringing more nontraditional groups (i.e. employed and unemployed people) to higher education by extending opportunities for lifelong learning based, amongst others, on an e-learning approach

Main characteristics OpenER is flexible, open, time-independent, easy accessible (standard PC, Internet access, web browser are sufficient) OpenER requires an individual to invest time and effort but does not incur any out-of pocket expenses. The content is self-contained. No materials have to be bought Research and measurements of effectiveness around the project Almost all learning material offered is in the Dutch language

OpenER is flexible, open, time-independent, easy accessible (standard PC, Internet access, web browser are sufficient)

OpenER requires an individual to invest time and effort but does not incur any out-of pocket expenses. The content is self-contained. No materials have to be bought

Research and measurements of effectiveness around the project

Almost all learning material offered is in the Dutch language

Intended outcomes (1) 16 courses of 25 study hours each (= 1 EC ) or > 16 courses (= 400 hours) a user-friendly on-line delivery system user-friendly on-line facilities for selfassessment substantial marketing and PR to create awareness with the Dutch population about OpenER and the OUNL

16 courses of 25 study hours each (= 1 EC )

or > 16 courses (= 400 hours)

a user-friendly on-line delivery system

user-friendly on-line facilities for selfassessment

substantial marketing and PR to create awareness with the Dutch population about OpenER and the OUNL

Intended outcomes (2) free available academic learning materials opportunities for those with limited experience and confidence to prepare for formal education opportunities for formal assessment and certification as a starting point for a Higher Education study extra enrollments in Dutch Higher Education knowledge on the effectiveness of open content delivery for stimulating participation in Higher Education research and evaluation results on open content delivery and community forming among users

free available academic learning materials

opportunities for those with limited experience and confidence to prepare for formal education

opportunities for formal assessment and certification as a starting point for a Higher Education study

extra enrollments in Dutch Higher Education

knowledge on the effectiveness of open content delivery for stimulating participation in Higher Education

research and evaluation results on open content delivery and community forming among users

Financials The OpenER-experiment received grants from The Directorate Learning and Working, established by the Dutch Ministery of Education, Culture and Science and the Ministery of Social Affairs The William and Flora Hewlett Foundation To a total of approx. €660,000.

The OpenER-experiment received grants from

The Directorate Learning and Working, established by the Dutch Ministery of Education, Culture and Science and the Ministery of Social Affairs

The William and Flora Hewlett Foundation

To a total of approx. €660,000.

Organisation

Activities to start Selection of Content Management System Independent of regular IT infrastructure Formulate course characteristics Faculty tour Three courses already available Hesitation to cooperate “Give away your crown juwels for free“ No room for unplanned activities

Selection of Content Management System

Independent of regular IT infrastructure

Formulate course characteristics

Faculty tour

Three courses already available

Hesitation to cooperate

“Give away your crown juwels for free“

No room for unplanned activities

Course characteristics: initial Size of 25 study hours Given the target group: initial Bachelor level Content handles a complete subject (no ending with a “cliffhanger”) Intellectual properties on the material owned by the OUNL In form and content representative for a regular OUNL course. Course material in Dutch (to avoid creating a potential barrier when using the English or German language) Derive a course for OpenER from an existing regular course

Size of 25 study hours

Given the target group: initial Bachelor level

Content handles a complete subject (no ending with a “cliffhanger”)

Intellectual properties on the material owned by the OUNL

In form and content representative for a regular OUNL course.

Course material in Dutch (to avoid creating a potential barrier when using the English or German language)

Derive a course for OpenER from an existing regular course

Course characteristics: adjustments Duration different from 25 hours Course in English Courses developed from scratch Add a read aloud version of some courses Add courses on an advanced level

Duration different from 25 hours

Course in English

Courses developed from scratch

Add a read aloud version of some courses

Add courses on an advanced level

Course development Jannes: hit the floor!

Jannes: hit the floor!

Communication Press releases around publication of new course National newspaper Internet newssites OUNL website and intranet Weblog project leader

Press releases around publication of new course

National newspaper

Internet newssites

OUNL website and intranet

Weblog project leader

Feedback Feedbackforms General Linked to a course Registration (voluntarily)

Feedbackforms

General

Linked to a course

Registration (voluntarily)

Research: question Characteristics of use of open content Anonymous users No formal support Noncommittal How to ensure users take teacher and experts role? How to make users more committed?

Characteristics of use of open content

Anonymous users

No formal support

Noncommittal

How to ensure users take teacher and experts role?

How to make users more committed?

Research: support Two kinds of support: ForumXL notes added to text Next step in an evolution ’80s Books ’90s Extension with CD-ROM ’90s (late) use of Internet to communicate with tutor 21st century communities Focus on group process

Two kinds of support:

ForumXL

notes added to text

Next step in an evolution

’80s Books

’90s Extension with CD-ROM

’90s (late) use of Internet to communicate with tutor

21st century communities

Focus on group process

Results (1) Launch on December 5, 2006 generated a lot of publicity Some figures: 650,000 unique visitors, 12% returning 24 courses online (4 – 45 hours / course) Creative Commons by-nc-sa 2.5 Some objects excluded 5500 users registered Costs for creation €3000 - €30,000 2000 surveys submitted

Launch on December 5, 2006 generated a lot of publicity

Some figures:

650,000 unique visitors, 12% returning

24 courses online (4 – 45 hours / course)

Creative Commons by-nc-sa 2.5

Some objects excluded

5500 users registered

Costs for creation €3000 - €30,000

2000 surveys submitted

 

Results (2) Five courses offered the possibility to do a formal examination and to earn a certificate. This service costs €50 for a user. About 80 learners applied for a formal examination. One course was linked to a series of broadcasts about Dutch history on an educational channel on Dutch television. Each chapter of the course was linked to a broadcast in this serie. Each broadcast was afterwards available on internet, with the course linking to it.

Five courses offered the possibility to do a formal examination and to earn a certificate. This service costs €50 for a user. About 80 learners applied for a formal examination.

One course was linked to a series of broadcasts about Dutch history on an educational channel on Dutch television. Each chapter of the course was linked to a broadcast in this serie. Each broadcast was afterwards available on internet, with the course linking to it.

Proof of the pudding Question on electronic order form for regular OUNL courses: Was taking a free OpenER course a cause to order this course? During period of 13/2/2008 to 15/4/2008: 10,5% of about 900 buyers answered yes. Measurements are still going on

Question on electronic order form for regular OUNL courses:

Was taking a free OpenER course a cause to order this course?

During period of 13/2/2008 to 15/4/2008: 10,5% of about 900 buyers answered yes.

Measurements are still going on

Research: results Workshop – 15 participants Experiences Seeing mistakes and problems from others can be very motivating, making the learning more active. Notes need editing Some notes do not have value for other learners (e.g. pointing to spelling errors) Notes can distract attention from learning text Toggle on/off Notes should be rated by other learners Respond to notes Do you really want this?

Workshop – 15 participants

Experiences

Seeing mistakes and problems from others can be very motivating, making the learning more active.

Notes need editing

Some notes do not have value for other learners (e.g. pointing to spelling errors)

Notes can distract attention from learning text

Toggle on/off

Notes should be rated by other learners

Respond to notes

Do you really want this?

Lessons learned (1) For some users another language than the Dutch language is a barrier. Courses of 4 hours were considered too short to get a good idea of what it means to study a subject on this level of education. For courses that were fully webbased and did not offer the possibility to print out the course text, users asked for a printed version. Errors in the courses were reported by the learners. The read aloud versions were hardly used. Main cause reported was the automatic generation of a read aloud version of a webpage (using Readspeaker) with errors in pronunciation.

For some users another language than the Dutch language is a barrier.

Courses of 4 hours were considered too short to get a good idea of what it means to study a subject on this level of education.

For courses that were fully webbased and did not offer the possibility to print out the course text, users asked for a printed version.

Errors in the courses were reported by the learners.

The read aloud versions were hardly used. Main cause reported was the automatic generation of a read aloud version of a webpage (using Readspeaker) with errors in pronunciation.

Lessons learned (2) Objectives for publishing open courses for faculties The courses should give a good picture of the main subject areas in our faculty. The courses should show how entertaining learning can be The courses should also be attractive for our own students.

Objectives for publishing open courses for faculties

The courses should give a good picture of the main subject areas in our faculty.

The courses should show how entertaining learning can be

The courses should also be attractive for our own students.

Lessons learned (3) Rely on quality awareness of authors Authors are already used to making self study material Support of top management is crucial Producing courses should be a regular task at faculties Higher delivery reliability Not dependant on few enthusiastic people

Rely on quality awareness of authors

Authors are already used to making self study material

Support of top management is crucial

Producing courses should be a regular task at faculties

Higher delivery reliability

Not dependant on few enthusiastic people

Future strategy Minimum option: continuation for marketing purposes Additional perspective: OER is basis for development of National LLL Network Open Polytechnics (blended learning) Extra: Spinoza series: Hall-of-Fame of Dutch scientists (Spinoza Prize Winners) New: debate on free schoolbooks in secondary education to be converted in OER? OUNL as advocate and expert in OER Overall strategy?

Minimum option: continuation for marketing purposes

Additional perspective: OER is basis for development of National LLL Network Open Polytechnics (blended learning)

Extra: Spinoza series: Hall-of-Fame of Dutch scientists (Spinoza Prize Winners)

New: debate on free schoolbooks in secondary education to be converted in OER? OUNL as advocate and expert in OER

Overall strategy?

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