Upload
curtmadison
View
318
Download
0
Tags:
Embed Size (px)
DESCRIPTION
Stakeholder analysis of OER producers and users. Presented at Open Ed 2009: Crossing the Chasm in Vancouver August 11, 2009
Citation preview
Open Education Resource Organization Stakeholders
Striving for Sustaining Values
Curt Madison, PhDDirector of eLearning Program Development
School of ManagementUniversity of Alaska Fairbanks
Open Ed 2009Vancouver, Canada
Three Organization Types
Traditional University creating OERTraditional University importing OERResearch Entity creating OER
By allowing citizens to “see through” its workings and investigate whether or not their leaders and organizations have met their expectations, the government brings the public into its inner circles and empowers citizens to contribute to decision-making
Exporting OEROutreach to community with
transparencyDecrease time-to-degree with
transparencyHigher retention rates with OER successIncreased learning through pre/post-
exposure to OERAutomatic faculty alignment of sequencesIncreased publication by faculty members
Outreach through transparency
Native Ways of KnowingRecovery.govUCosmic
Openness vs Competition
There are real opportunities to distribute quality content...But this makes more sense for established institutions with robust brands such as Oxford or, in the US, MIT, than it might for other less established or high-profile institutions. For those with exceptional reputations, it is not the access to the material that attracts students so much as the signal of being accepted and included in its formal provision.
Openness vs Competition 2
But where the material is more of a direct means to education, there will be greater need to offer a high standard of content and provide it in forms useful to the institution’s own students and to others.
Peter Bradwell. 2009. the edgeless university: why higher education must embrace technology. Demos
Time to Degree
Excess Student Credit Hours
Most students attending the state’s public universities graduate with credit hours in excess of graduation requirements, which increases state higher education costs. The 780,769 excess hours of students graduating with bachelor’s degrees in FY 2004-05 cost the state $62 million. Twenty percent of the students accounted for over one-half (58%) of all credit hours over the minimum graduation requirements.Florida House of
Representatives PCB SPCP 09-02
Days to a Bachelor’s Degree
Higher Retention Rates
Drop out due to:◦Lack of relevance◦Lack of Preparation in Math
Increased Depth of Learning
• Preview OCW prior to enrollment• Review of material in a sequenced course
Automatic Course Alignment
Mitigate natural divergence Promote transparency among faculty
Reputation Builder
“Publish” a course with peer reviewEngage public dialog around nascent
ideas
Desirable OER Import Features
Easily Allow Localization - DeriveAggregate Reading ListsLink Design Choices to Outcomes
Research creating OER
Outreach PR with Structured AccessSatisfy NSF grant requirementsPublic Institution mandate to engage
k-12Disambiguate professional jargon
http://www.nsf.gov/dir/index.jsp?org=OPP
National Science Foundation Office of Polar Programs
What Doesn’t Work
Selling OER as a franchise revenue stream
Satisfying noblesse oblige
PhilanthropyWhile St. Petersburg College has, in a
limited fashion, made contributions in the realm of open courseware... Fiscal needs and concerns are the driving forces behind many administrative policies and decisions; the economic reality is that our institution cannot easily afford to give freely of its resources without some financial compensation in return.
J. J. Rutledge. UNESCO Forum: Impact of Open Courseware for Higher Education in Developing Countries Preliminary Report.
St. Petersburg College, St. Petersburg, FL
Vis
ual
Th
esa
uru
s
“Noblesse Oblige”