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This article started out with my being bothered by the fact that ‘OER adoption reliably saves students money but does not reliably improve their outcomes.’ ’ For many years OER advocates have told faculty, “When you adopt OER your students save money and get the same or better outcomes!”
Student: I’ll study whether students learn better with OER than with traditional course materials! There’s actually an entire website dedicated to the hundreds of media comparison studies that have found no significant difference in student learning. You’ve likely crossed over into the realm of OER-enabled pedagogy.).
Regardless of where you stand on the debate over open educational resources, you’re probably wondering: Does OER actually improve learning outcomes? At least, that was one of the main takeaways from a short session led by Phillip Grimaldi, director of research at OpenStax, a nonprofit OER initiative out of Rice University.
Schools can use tools such as Learning Registry to collaborate on open educational resources (OERs), pulling content created by educators around the district, purchased, or taken from outside sources. by Eli Zimmerman.
I believe we’re seeing this same effect across OER adoptions, and have labeled it the Remix Hypothesis. Efficacy and Comparisons. That’s a fight I know OER can win. It’s also why OER effectiveness research needs to be putting its very best foot forward. This is critically important to understand.
In conversations with edtech investors, some reported that the K-12 market has seen an influx of instructional content, particularly in the form of open educational resources (OERs). OERs are openly-licensed educational materials that can be downloaded, modified and shared with others to help support student learning.
In this ever-dynamic landscape, “common” standards for education seemingly get a bad rap, but they’re useful, particularly for the development and distribution of open education resources (OER). When OER curation was in its infancy, there were few common standards in place for vetting and cataloging this content.
In my recent post I asked us each to consider what “what is the real goal of our OER advocacy?” Ismael tweeted: My own take: these are two complementary approaches to #OER that should enrich each other, not exclude (or even blame) each other. As someone concerned with equality, I like #OER as a way to make teaching cheaper.
There are plans to add web-based registration, orientation, attendance services, and a more expansive OER library before 2020. CUNY wants to make all student services digital, so learners will be able to attain a full Associate's Degree from the web—something none of the community colleges in New York City currently offer. According to.
Next time around, I’ll share my notes on OER.). Herrera F, Bailenson J, Weisz E, Ogle E, Zaki J (2018) Building long-term empathy: A large-scale comparison of traditional and virtual reality perspective-taking. Coming in the next post: OER, OA and openness. The first of my shares was on AR/VR/MR with a sprinkling of AI.
However, at each level—middle school, high school, and college—these variations paled in comparison to a stunning and dismaying consistency. In the November 2016 Executive Summary , the researchers shared: When thousands of students respond to dozens of tasks there are endless variations. That was certainly the case in our experience.
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