OUNLpractice

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Information about OUNLpractice

Published on June 3, 2008

Author: cplp

Source: slideshare.net

Description

Jannes Eshuis
(Assist. Professor, Psychology, OUNL)

OpenER in Practice Approach & Experiences Jannes Eshuis (Assist. Professor, Psychology, OUNL)

Primary aim Inviting (adult) people to pursue academic study Interesting content Starters level Offered material should be Attractive (presentation) Easily approachable Do people seek further education after OpenER?

Inviting (adult) people to pursue academic study

Interesting content

Starters level

Offered material should be

Attractive (presentation)

Easily approachable

Do people seek further education after OpenER?

Secondary aim OpenER at OUNL was small scale Disadvantage: low resources Small team (3 people / part-time) Little material (graphics / presentation) Advantage: forced to become creative & innovative Creative Commons / Open Source Learn about low cost innovation in online education

OpenER at OUNL was small scale

Disadvantage: low resources

Small team (3 people / part-time)

Little material (graphics / presentation)

Advantage: forced to become creative & innovative

Creative Commons / Open Source

Learn about low cost innovation in online education

1. Flash Courses (approach) Tight integration of interactivity (Macromedia Flash) Online experiments Automated feedback Self tests Easy navigation Popular theme (Evolutionary Psychology) Two small Flash components

Tight integration of interactivity (Macromedia Flash)

Online experiments

Automated feedback

Self tests

Easy navigation

Popular theme (Evolutionary Psychology)

Two small Flash components

1. Flash Courses (experience) Main advantage was its attractiveness Easy exploration of subject Playful interactive experience Graphic presentation Disadvantages Design at the expense of content Flash design is very labour-expensive Attractive material but not suitable for our needs

Main advantage was its attractiveness

Easy exploration of subject

Playful interactive experience

Graphic presentation

Disadvantages

Design at the expense of content

Flash design is very labour-expensive

Attractive material but not suitable for our needs

2. Moodle Course (approach) Existing course (new revision in Moodle) Diminish teacher workload Automated feedback Non-moderated collaborative assignments OpenER: opportunity for a pilot with a large group Server demands Evaluation of new self-tuition methods

Existing course (new revision in Moodle)

Diminish teacher workload

Automated feedback

Non-moderated collaborative assignments

OpenER: opportunity for a pilot with a large group

Server demands

Evaluation of new self-tuition methods

2. Moodle Course (experience) Hardly any complaints (approx. 4000 users) Login problems Demand for printed (printable) material Self-tuition methods Automated feedback (major improvement) Non-moderated collaboration (sparsely used) Assignments done by 11% of (OpenER) users

Hardly any complaints (approx. 4000 users)

Login problems

Demand for printed (printable) material

Self-tuition methods

Automated feedback (major improvement)

Non-moderated collaboration (sparsely used)

Assignments done by 11% of (OpenER) users

Conclusion Most of all, OpenER offered us freedom to innovate and opportunity to evaluate the results of this innovation. Questions? Some facts and figures…

Most of all, OpenER offered us freedom to innovate and opportunity to evaluate the results of this innovation.

Questions?

Some facts and figures…

OpenER: Who does use it? Age: avg 44 (range 15 to 82) Sex: 69% female / 31% male Education 01% primary 27% secondary 55% higher vocational 17% higher academic Looking for academic education? 68% yes 32% no

Age: avg 44 (range 15 to 82)

Sex: 69% female / 31% male

Education

01% primary

27% secondary

55% higher vocational

17% higher academic

Looking for academic education?

68% yes

32% no

OpenER: Why do they use it? Why browse the material? 56% interest in content 32% assess material / level 12% leisure / other How intensive? 47% superficial browsing 23% superficial studying 22% studying / some assign. 08% studying / all assign.

Why browse the material?

56% interest in content

32% assess material / level

12% leisure / other

How intensive?

47% superficial browsing

23% superficial studying

22% studying / some assign.

08% studying / all assign.

OpenER: What do they do next? Inspired to purchase an academic course? 18% yes 82% no What course? 67% introductory course 11% other psychology 22% other subject

Inspired to purchase an academic course?

18% yes

82% no

What course?

67% introductory course

11% other psychology

22% other subject

OpenER: Window on the future? Interested in more OpenER? 87% yes 13% no Interested in support? 30% only for free 26% willing to pay 44% not interested Interested in certification? 26% only for free 62% willing to pay 12% not interested

Interested in more OpenER?

87% yes

13% no

Interested in support?

30% only for free

26% willing to pay

44% not interested

Interested in certification?

26% only for free

62% willing to pay

12% not interested

Thank you for your attention

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