1. Unleash the Cognitive Surplus inside classrooms through OER Mais M. Fatayer, MSc, PhD Candidate School of Computing, Engineering and Mathematics University of Western Sydney Mais M. Fatayer, MSc, PhD Candidate School of Computing, Engineering and Mathematics University of Western Sydney Unleash the Cognitive Surplus inside classrooms through OER by Mais Fatayer. Licensed CC BY 4.0CC BY 4.0

2. Outline 1.Challenges for OER movement in HEI 2.The proposed model 3.Integrating the OER development model in study unit 4.Research outcome

3. The OER movement is still facing the following challenges in HEI: Lack of awareness of the value of OER/OEP in higher education (Glennie et al. 2012, p.23; McGill 2013b,p.10). Lack of participation in OER development and challenges of engaging students in generating OER (Atkins et al. 2007; Wiley 2007a; McGill 2013a). Concerns of quality mechanism that adjust the quality of the learning resources (Bates 2011a; Bates 2011b; Hodgkinson-Wiliams 2010; Hylén 2007). 1. Challenges for OER movement in HEI Challenges for OER movement in HEI

4. The OER development model 2. The proposed model

5. Integrating the OER development model in 3 study units at the University of Western Sydney Integrating the OER development model in 3 study units at the University of Western Sydney Data Mining Foundation of statistical analysis and decision making 3. Integrating the OER development model in study unit Introduction to IT

6. The Data Mining Experience – Spring 2013 Learning Resource Card Design Content Reusability Package License Publish Introductory workshop 3. Integrating the OER development model in study unit Week 2 Week 4 Content Authoring Software workshop Week 7 Draft project Week 9 Quiz Week 10 Week 13 Final Presentation

7. Student-Generated Learning Resources http://dataminingandvisualisat ion.wordpress.com/ http://dataminingandvisualisat ion.wordpress.com/ http://uwsdatamining.wordpr ess.com/ http://uwsdatamining.wordpr ess.com/ http://rameeabdallah.files.wor dpress.com/ http://rameeabdallah.files.wor dpress.com/ http://krisspasevski.wordpress.com/ http://krisspasevski.wordpress.com/ http://marketbasketlearning.w ordpress.com/ http://marketbasketlearning.w ordpress.com/ http://clustering1.wordpress.c om/ http://clustering1.wordpress.c om/ http://dataminingtechn1ques. wordpress.com/ http://dataminingtechn1ques. wordpress.com/ Students presentation Data Mining Spring 2013 3. Integrating the OER development model in study unit

8. http://dataminingandvisualisation.wordpress.com/

9. http://uwsdatamining.wordpress.com/

10. Technical Design and Presentation Reusability GUI Interactivity Navigation Interoperability Decomposability Cohesion Granularity OpennessAvailability Community of Practice Open licenseAliveness Trust (Teacher/Learner) Educational ContentStructure Accuracy Quality of exercise Alignment to Learning Objectives Referencing Motivation Quality criteria to evaluate student-generated learning resources (SGLR) fitness to OER 3. Integrating the OER development model in study unit

11. External Evaluators Feedback (SGLR=30) TechnicalOpennessEducational Frequency Score 4. Research outcome The histograms show that students were more competent to demonstrate skills in technical dimension than openness and educational in their learning resources.

12. External Evaluators general feedback “The resources I reviewed varied widely in the type and extent of interactivity. Most were heavily content-focused and the articulation of measurable and assessed learning outcomes was patchy at best.” Senior Lecturer in Higher Education – School of Medicine – University of Western Sydney - SGLR= 6, Health and Science. 4. Research outcome

13. “Actually students did a pretty good job. And next lot of students may be add on to the resources. Real test is whether other students made use of the resources and found them useful. I am pretty sure that lot of effort went towards it and they would have learned lot from this exercise. …” Senior lecturer - School of Mathematics & Applied Statistics – University of Wollongong –SGLR=4, Statistics. “As a general comment about the student work, they were overall interesting approaches with some variation amongst them…” Senior lecture at School of Computing – University of Western Sydney – SGLR=7, Data Mining. 4. Research outcome

14. Participants Feedback Statistics and Data Mining teacher theoretical unitfuture students better projects “ I think that the model worked better for the theoretical unit ….students work now can be improved by future students instead of the old portfolio approach.…there was not much of difference in terms of quality of projects for good students, however, students at [bottom section] they produced better projects by generating the teaching resources comparing to bottom students in previous years… students have to understand what they were doing before they started the learning resources and reuse external resources…” interview script 4. Research outcome

15. Participating students from the three units: The Approach The Tools The Value Participants Feedback 4. Research outcome

16. 25% of student-generated learning resources (SGLR) has been shared as OER. 48% of students used the CC- BY or CC-BY-SA licenses with their SGLR. 4. Research outcome Participants Feedback