Post on 24-Dec-2015
transcript
OpenER: A Dutch Initiative on OERResults and future
Fred Mulder
Robert Schuwer
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Agenda
Characteristics Outcomes Results Lessons learned Future strategy
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Main characteristics
OpenER is time- and place independent Easy accessibility (standard PC, Internet access,
web browser are sufficient) The content is self-contained. No materials have
to be bought Almost all learning material offered is in the Dutch
language
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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
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Intended outcomes (2)
opportunities for formal assessment and certification as a starting point for a Higher Education study
knowledge on the effectiveness of open content delivery for stimulating participation in Higher Education
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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.
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Measurements
Main question:
Did OpenER had any effect on participation in formal Higher Education?
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Measurements, sources
Feedbackforms Linked to a course Two types: A (Short) and B (Extended)
Two surveys Among registered users of the site Among regular OU students
Electronic order form for regular OU courses Question: Was taking a free OpenER course a
cause to order this course?
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Some figures
Launch on December 5, 2006 generated a lot of publicity
Several 100,000’s unique visitors 12% returning 24 courses online (4 – 45 hours / course) 5700 users registered voluntarily Costs for creation €3000 - €30,000
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Examination
Five courses offered the possibility to do a formal examination, earning a certificate.
This service costs €50 for a user. 85 learners applied for a formal examination. 32 actually took the test, 29 of them passed
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Examination (2)
Reasons for the low number of applicants Courses were offered free, without any
guidance, support or intervention Reported by users:
Certificate not important for me I am retired The course I studied did not have this possibility Employer did not find that important
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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 30/6/2008: 9,3% of about 1600 buyers answered yes.
Deze sheet integreren met resultaten surveys en zo
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Results of surveys and feedbackforms
Registered users: 5769 sent 980 returned (17%); 327 < HE education
Among OU students 8223 sent 1073 returned (13%); 359 < HE education
Feedback forms Type A: 1839 Type B: 429; 143 < HE education
Web statistics
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Results (1)
Age distribution
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Results (2)
Visit length
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Influence on study plans
Did OpenER had any influence on your study plans?
OU Registered users
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Subscription for formal education
Yes at the OUNL
Yes at another university
Yes at a polytechnic
Yes at a commercial institute
No
Not answered
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Reasons for not starting
Financially (‘training is expensive’) Time (‘study takes too much time with my fulltime
job’) Type of knowledge (‘other interests, more on skills
than cognitive’) No goal (‘I consider this supplementary’) Age (‘No ambitions anymore. I am 79 years old.’)
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Some other results
From feedback forms 93% reported the courses to be satisfactory Does offering these free courses affect your
study plans? Yes, I know I want to start some form of higher
education: 49% Yes, I know I will NOT start some form of higher
education: 3%
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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. 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.
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Lessons learned (2)
Change of attitude to open courses within OUNL 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.
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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 open courses should be a regular task
at faculties Higher delivery reliability Not dependant on few enthusiastic people
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Future strategy (1)
Continuation with modest extension 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) (launched 19 November)
Taskforce OER OUNL
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Future strategy (2)
Debate on free schoolbooks in secondary education to be converted in OER. OUNL as advocate and expert in OER Focus on reuse/rework/remix
New market: secondary schools
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Main question remaining
Sustainability: business model for offering free courses Can it ever be without grants? Someone has to pay for it (the tax payer?)