We are VERY excited for this! November’s mini-seminar is totally dedicated to new GO-GN member research. Want to hear more about what other folks in the network are working on? Meet some new friendly faces? Connect with others working in similar areas or using similar approaches? Then we’ve got you covered!
As you’re probably aware w/c 16 November is also OE Global week. We’re delighted to see so many GO-GN members and alumni featuring on the programme, as well as a few GO-GN team sessions in the mix! Sandwiched between our new member sessions the GO-GN team will also be running a workshop at OE Global. All welcome!
Session One (10.30-12.00GMT)
10.30-10.55 Vi Truong (Monash) Factors influencing the development of institutional Open Educational Resource repositories in Vietnam.
Recent interest in Open movement research includes research into Open Educational Resources (OER) as one of the most prevalent topics. Current OER scholarship has investigated the factors affecting users’ acceptance and usability of OER rather than the factors influencing the development of OER repositories from the viewpoint of higher education providers. My research contends that other factors significantly affect the development of Institutional Open Educational Resources (IOER) repositories, not just user adoption. A theoretical framework adapted from the Education Change theory proposed by Michael Fullan (2007) was employed to analyse collected data from 20 semi-structured interviews, to identify and understand factors affecting the development of IOER repositories in Vietnam. The empirical findings in this study corroborate the theoretical framework, demonstrating that the development of IOER repository is a complex and massive change process influenced heavily by a set of interconnected factors, especially contextual factors.
10.55-11.20 Samia Almousa (Leeds) Factors Influencing the Acceptance and Adoption of Open Educational Resources by Faculty Members in Higher Education Institutions
Knowledge is arguably the most valuable asset one can have. Even when shared, its value does not get any less. In most cases, when you share your knowledge with someone, you do not risk losing anything, unlike when you share money or any other materialistic objects, such as food, property, and so forth. In fact, sharing knowledge is a win-win situation for both the sharer and the receiver. For the former, sharing knowledge with others is an opportunity to engage in discussions that may broaden their already existing knowledge. For the latter, the newly gained knowledge is highly valuable and can be a tool to accomplish many things.
As an academic, I believe that academics can make a difference by adopting and sharing readily available educational materials via open licenses. Therefore, my thesis aims to understand the Higher Education lecturers’ perceptions of the use of OERs, and determine how to mainstream OERs in Saudi Higher Education Institutions. This mixed methods research adopts the Unified Theory of Acceptance and Use of Technology (UTAUT), as a lens through which the research data is analyzed. Thus, this presentation will report the findings of the first stage of data collection, which was the quantitative study, by discussing the main factors that predict OERs adoption in a Saudi university.
11.20-11.45 Anuradha Peramunugamage (OU Sri Lanka) Design of a Framework to Foster Collaborative Learning Through a Moodle Mobile Plugin
Engineering is the ﬁeld or discipline, practice, profession and art to cater to social needs. Cooperative and collaborative forms of learning with hands-on experience have proven to be effective leaning methods for engineering subjects. Hence, a teacher is no longer the primary source of knowledge and their role has shifted to a student-centric facilitator. The main aim of the research was to inquire how the Moodle App can be designed and developed as a tool to enhance problem-based learning (PBL) among engineering students. Prototyping methodology used to develop the MOODLE mobile PBL plugin (MOOMobiPBL). The Participatory Design approach used to collect data from engineering students and teachers to find out how the introduction of MOOMobiPBL was influenced by their studies. Students were ready to participate in m-learning and they believe that m-Learning would enhance their studies. Thus, m-Learning will be an opportunity rather than a barrier. when it comes to open education.
11.45-12.00 Further discussion/questions
OE Global Workshop (12.00-13.00GMT)
At 12.00 we’ll be heading over to OE Global to run a workshop on the network, open research and research methodologies. Everyone welcome!
Session Two (13.30-15.00GMT)
We return back to our fabulous new members at 13.30GMT. Line-up as follows:
13.30-13.55 Tanya Elias (Calgary) Reconsidering implications of scale within open education
Edwards (2015) suggested that “the task for educational researchers becomes one of engaging in a struggle over the specific approaches to open-closed-ness rather than pursuing openness per se as a worthwhile educational goal” (p. 255). Why then should we not take a similar approach with respect to scale? In my work, I seek to engage open educators in a struggle over approaches to small-big-ness rather than pursuing scale per se. Aligned with situational analysis methodology and methods, my work is qualitative, tentative and critical; my goal is not to answer specific research questions as much as it is to generate them.
In this presentation, I will share my work to date and engage attendees in discussion about the implications of scale within the field of open education.
13.55-14.20 Kathy Essmiller (Oklahoma State) Academic Library Publishing of OER
This presentation will share the results of a qualitative single-case study research project exploring academic library publishing of OER. Findings will be discussed as viewed through the lens of Diffusion of Innovations Theory (Rogers, 2003) and in the context of current literature. The presentation will also review the implications of the study’s findings and share suggestions for future research.
14.20-14.45 Sarah Hutton (UMass Amherst) Unlocking Student Motivation with Open Scholarship: A phenomenological study of OER impact on student engagement and persistence
Students who develop their own internal goals for learning, outside of official or familial pressures, are most likely to achieve success (Ryan & Deci, 2017; Stage, 1996). Participatory OER development and an open pedagogical model provide the potential for students to have autonomous control over the development of course content, fostering greater intrinsic motivation, and therefore more successful and transferable learning outcomes (Ryan & Deci, 2017). Vansteenkiste, Deci & Lens (2006) demonstrated intrinsic goal framing to produce deeper engagement and increased conceptual learning, resulting in higher rates of student persistence. Using Self-Determination Theory (SDT) as a theoretical framework, this phenomenological case study will look at a direct connection between undergraduate student participation in courses with a participatory OER authorship or OA publishing of student artifacts model, to the development of internal goals and deepened engagement. The research will focus on a linguistics course (LING305 | Writing for Linguists, n=20), for which an open pedagogical model has been applied in syllabus design, including an adapted content adoption rubric. For this presentation, the following will be reviewed: the formulation of the study, course construction, and research methods.
14.45-15.00 Further discussion/questions