DEPARTMENT FOR CONTINUING EDUCATIONTECHNOLOGY-ASSISTED LIFELONG LEARNING
23 March 2011
Open Oxford - assessing impact beyond the institution ?
David White & Melissa Highton Technology-Assisted Lifelong Learning (TALL)+Learning Technologies Group (LTG)University of Oxford
Page 2
llamnudds
Page 3
Collaboration between TALL & LTG at Oxford
Marion MantonElizabeth MastermanJoanna Wild
oerblog.conted.ox.ac.uk
Page 4
.robbie
Is it sufficient to make the claim, “We gave away all these toothbrushes… surely *someone* is brushing their teeth.” Would you want your local legislature to fund a program based on this evidence? If you ran a foundation, would you give money to a program based on this evidence?
David Wiley
Page 5
Page 6
“I find that [the institutions] website has enough on it to keep me busy for a good four, five weeks.”
(OER Impact)
“..one student looked about 340 something times in something like an eight week period. He said, every time I’d remember it when I was looking at it and then I’d forget it but it was great because every time I needed to do it for my essay, I’d just go back and look. And I thought that’s 340 times he hasn’t emailed or telephoned me.”
(OER Impact)
Page 8
by Lou McGill for Good Intentions: improving the evidence base in support of sharing learning materials
CC BY-NC-SA Steve took it
The Cow Model
Page 11
Study of UK Online Learning
Page 12
“There is no point duplicating effort to create content that is already available and has been proven to work.”
Collaborate to compete: OLTF
Page 13
Less ‘conceptual’ = wider use?
Page 14
Matt Gorecki ‘Field for the British Isles’ Anthony Gormley
“Openness”
Page 15
• Institutional website
• Online media
• Online Courses
• OER
• Stuff online
• Social Media
Page 16
Broadcast vs. Conversation
Institutional vs. Individual
Marketing vs. Teaching/Learning
Media quality vs. Pedagogy
Page 17
Manganese University of Nottingham
#5 in iTunesU
The Periodic TableJanet Fyfe
Jorum
Page 18
Broadcast vs. Conversation
Institutional vs. Individual
Marketing vs. Teaching/Learning
Media quality vs. Pedagogy
Page 19
Page 20
Page 21
Page 22
Page 23
