Non-English speakers’ use of

OER: consumers or

contributors?

B. de los Arcos

The Open University, UKoerresearchhub.org

@celTatis

Equalize access to knowledge for teachers and

students around the globe through OER

Education Program, The William and Flora Hewlett Foundation, 2010

Encourage the development and adaptation of

OER in a variety of languages and cultural

contexts.

UNESCO Paris OER Declaration, 2012

“Localizing OER material is not only a question of

language but also one of culture. It is important to

be aware of cultural and pedagogical differences

between the original context of use and the

intended new use of the material” (Larson & Murray, 2008)

“Not only does the English language dominate

OER provision, but English-language content

tends to be based on Western learning theory”

(Albright, 2005)

consumers…

COVERor contributors?

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Photo CC0 1.0 https://flic.kr/p/qcRnSm

33.5% do not speak English as native language

OER Research Hub Survey Data

Sample

Photo CC BY-SA 2.0 https://flic.kr/p/y59xh

English speakers (N=4938) vs non-English speakers (N=1554)

54% female, 45% male

45% informal learners,

26% formal learners,

25.5% educators

59% highly qualified

14% declare a disability

Most 25-34 years-old

43% female, 56% male

44% informal learners,

33% informal learners,

24% educators

70% highly qualified

6% declare a disability

Most 25-34 years-old

English speakers (N=4938) vs non-English speakers (N=1554)

88% have broadband

internet access, 3% have

dial-up internet access

57% access internet at

work

73% have broadband

internet access, 9% have

dial-up access

28% access internet at

work

Educators

I have adapted OER to fit my

needs 78.5%*

I have created resources for

teaching 41%

I have created resources and

published them under an open

license 16%

I have adapted OER to fit my

needs 91%*

I have created resources for

teaching 30%

I have created resources and

published them under an open

license 11%

English speakers Non-English speakers

I have added a resource to a

repository 29%

I have added comments

regarding the quality of a

resource 25%

I have added comments

suggesting ways of using a

resource 13.5%

I have added a resource to a

repository 21%

I have added comments

regarding the quality of a

resource 23%

I have added comments

suggesting ways of using a

resource 17%

English speakers Non-English speakers

Challenges to using OER

Finding suitable resources

in my subject area 62%

Finding resources of

sufficiently high quality

58%

Knowing where to find

resources 54%

Knowing where to find

resources 50%

Finding resources of

sufficiently high quality

46%

Finding suitable resources

in my subject area 44%

English speakers Non-English speakers

Impact of using OER on teaching

I use a broader range of

teaching and learning methods

64%

OER allow me to better

accommodate diverse learner

needs 62%

I use a wider range of

multimedia 59%

OER allow me to better

accommodate diverse learner

needs 72%

I use a broader range of

teaching and learning methods

61%

I have a more up-to-date

knowledge of my subject area

58%

English speakers Non-English speakers

Purpose of using OER

To get new ideas and

inspiration 78%

To supplement my existing

lessons or coursework

69%

To prepare for my

teaching 67%

To get new ideas and

inspiration 79%

To prepare for my teaching

62%

To learn about a new topic

50%

English speakers Non-English speakers

Informal

learners

Photo CC BY-SA 2.0 https://flic.kr/p/845bKP

I have adapted OER to fit my

needs 85%

I have created resources for

studying 16%

I have created resources and

published them under an open

license 4%

I have adapted OER to fit my

needs 85%

I have created resources for

studying 16.5%

I have created resources and

published them under an open

license 5%

English speakers Non-English speakers

Purpose of using OER

To improve my study skills

41%*

To improve my language

skills 6%*

To improve my study skills

56%*

To improve my language

skills 45%*

English speakers Non-English speakers

Formal

learners

Photo CC BY-NC-SA 2.0 https://flic.kr/p/p9fe7M

I have adapted OER to fit my

needs 77%

I have created resources for

studying 20%*

I have created resources and

published them under an open

license 7%

I have adapted OER to fit my

needs 86%

I have created resources for

studying 34%*

I have created resources and

published them under an open

license 10%

English speakers Non-English speakers

Selecting OER

The resource is relevant to my

particular interests/needs 78.5%

The resource is created by a

reputable/trusted

institution/person 70%

The resource includes a

description of learning

objectives 66%

The resource is relevant to my

particular interests/needs 75%

The resource includes a

description of learning

objectives 64%

The resource is easy to

download 59%

English speakers Non-English speakers

Photo: CC BY-ND 2.0 https://flic.kr/p/iqbQsV

Encourage the development, adaptation AND

SHARING of OER in a variety of languages and

cultural contexts

References:

Albright, P. (2005) Final Report of the Internet Discussion Forum of the

International Institute for Educational Planning. International Institute for

Educational Planning.

Larson, R.C. and Murray, M.E. (2008). Open Educational Resources For

Blended Learning In High Schools: Overcoming Impediments In Developing

Countries. Journal of Asynchronous Learning Networks,12(1), pp. 85-103.

Pawlowski, J.M. and Hoel, T. (2012).Towards a Global Policy for Open

Educational Resources: The Paris OER Declaration and its Implications, White

Paper, Version 0.2, Jyvaskyla, Finland.

Thank you

b.de-los-arcos@open.ac.uk

@celTatis

in service of The Open University