Teaching and Learning with OER: What’s the Impact in a K12 (Online) Classroom? Dr. Beatriz de los Arcos The Open University, UK @celTatis

Photo: CC BY-NC https://flic.kr/p/pR2xWF

oerresearchhub.org

Open Educational Resources Open Source Software Open Access Open Culture Open Educational Resources Open Content Open Data Open Science Open Research Open Licensing Open Textbooks Open Courseware Open Policy CC BY J.Park http://www.slideshare.net/janeatcc

CC BY J.Park http://www.slideshare.net/janeatcc

Keyword Hypothesis Performance OER improve student performance/satisfaction Openness People use OER differently from other online materials Access OER widen participation in education Retention OER can help at-risk learners to finish their studies Reflection OER use leads educators to reflect on their practice Finance OER adoption brings financial benefits for students/institutions Indicators Informal learners use a variety of indicators when selecting OER Support Informal learners develop their own forms of study support Transition OER support informal learners in moving to formal study Policy OER use encourages institutions to change their policies Assessment Informal assessments motivate learners using OER

OER Impact Map http://oermap.org

Sample http://loro.open.ac.uk Photo CC BY-SA 2.0 https://flic.kr/p/y59xh

K12 educators (N=571): 50.3% female, 49.4% male 85.6% face-to-face; 7.9% online; 6.4% blended 43.4% from US 68.1% speakers of English as first language 53.6% >10 years of teaching experience 52.9% Science; 33.8% Math; 26.5% Education

types of OER? Photo CC BY-NC-ND 2.0 https://flic.kr/p/5uFCiT

Videos 74.9% Images 65.3% Open textbooks 54.4% Lesson plans 44.3% Quizzes 41.7%

Photo CC BY-SA 2.0 https://flic.kr/p/5BZgEa

85.2% of K12 educators adapt OER to suit their needs “The problem where I teach now is that we have no money; my textbooks, my Science textbooks are 20 years old, they’re so outdated, they don’t relate to kids (...) so I pick and pull from a lot of different places to base my units” “I will maybe look and find an instructional video that’s maybe 2 or 3 minutes long that gets to the point better than I could, and I would use it, or I will look for lessons and if they are for Grade 5 or Grade 3 I don’t use all of it, I just adapt it, I take out what I don’t want and rearrange it” The percentage is higher in online 90.9% and blended 94.1%; 82.7% face-to-face.

Photo CC BY-SA 2.0 https://flic.kr/p/o4Hice purpose?

to get new ideas and inspiration 82.4% K12 educators use OER… to get new ideas and inspiration 82.4% to prepare for their teaching 72.3% to supplement existing lessons 70.6% “Sometimes when I’m looking online I’ll find something then I’m like that’s great, I’ll just kind of use that with my students. But there’s other times I’ll see something online and I’m like, that’s an interesting idea, I hadn’t thought about it that way and sometimes I’ll take it and modify it so it works better with my students.” “I’ll see something online and I think ‘That’s pretty good but I know how to do it better’.”

challenges Photo CC BY-SA 2.0 marfis75 https://flic.kr/p/o4Hice

Finding resources of sufficient high quality 56.4% Finding suitable resources in my subject area 55.2% Not having enough time to look for suitable resources 54.1% Knowing where to find resources 49.1%

Sample

Sample

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

‘I use a broader range of teaching and learning methods’ 53.8% ‘I have improved my skills in ICT’ 52.1% ‘I make use of a wider range of multimedia’ 51.6% ‘I reflect more on the way that I teach’ 51% ‘I more frequently compare my own teaching with others’ 44.7%

“It used to be that when I thought about preparing for a lesson I would look at a book and see what they did and I then would kind of teach a lesson similar to it, but now I can go online watch a video or look at somebody else’s material that they put out there, see what they’re doing and either modify what they’re doing and bring it into my classroom or just get a totally different perspective on it and allow my students to get multiple perspectives on a topic.” Math teacher

Online vs Blended ‘I reflect more on the way that I teach’ 45.5% ‘I more frequently compare my own teaching with others’ 45.5% ‘I have more up-to-date knowledge of my subject area’ 42.9% ‘I make use of a wider range of multimedia’ 40.9% ‘I make more use of culturally diverse resources’ 38.1% ‘I make more use of culturally diverse resources’ 35.3% ‘I make use of a wider range of multimedia’ 25% ‘I reflect more on the way that I teach’ 23.5% ‘I more frequently compare my own teaching with others’ 23.5% ‘I have more up-to-date knowledge of my subject area’ 23.5%

learning Photo CC BY-SA 2.0 marfis75 https://flic.kr/p/o4Hice Photo CC BY-NC 2.0 https://flic.kr/p/dgqpwt learning

OER use in the K12 classroom… ‘Allows me to better accommodate diverse learners’ needs’ 51% ‘Develops learners’ increased independence and self-reliance’ 48.9% ‘Increases learners’ satisfaction with the learning experience’ 46.8% ‘Increases learners’ participation in class discussions’ 46.2% ‘Increases learners’ experimentation with new ways of learning’ 46.1%

“This course has been fully developed from scratch without [copyright restrictions] and is released free on the web for any teacher or student to use or remix. As a result, I do not treat this curriculum as mine –it belongs to the class and to the world.” https://sites.google.com/a/byron.k12.mn.us/stats4g/home/syllabus

Photo CC BY-NC 2.0 https://flic.kr/p/dA7Vg

TJ Bliss, William and Flora Hewlett Foundation “If we want OER to become the default, we need people to use OER and to know that they are using OER”. TJ Bliss, William and Flora Hewlett Foundation http://tjbliss.org/the-doctor-and-the-gym/

Thank you b.de-los-arcos@open.ac.uk @celTatis Photo CC BY-SA 2.0 https://flic.kr/p/62NbiE