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Tuesday, April 24


Evidence of Impact: OER impact on student success
The Maricopa Community Colleges located in Phoenix, Arizona, USA has embarked on a research study to ascertain the impact of the OER program, titled the Maricopa Millions project. The study explores research questions dealing with student success, access to education, access to course materials, and method of delivery of OER on student success. The study evaluates a number of metrics including student success, financial aid eligibility, number of classes taken, enrollment in additional OER courses, etc. The research study will examine data from Fall 2013 through Fall 2017 in OER mathematics classes and the 21 OER courses funded by the Maricopa Millions project, as well as explore qualitative data obtained by student and faculty surveys and focus groups.

avatar for Lisa Young

Lisa Young

Faculty Director, Center for Teaching and Learning, Scottsdale Community College
I serve Scottsdale Community College as the Instructional Design and Educational Technology faculty member. I am passionate about helping our students learn whether it be through excellent instructional design, the use of educational technology to resolve and mitigate instructional... Read More →

Tuesday April 24, 2018 10:45 - 11:10
Classroom 12


Assessing the impact of a global health MOOC/OER
Globally, 285 million people are visually impaired, 90% in low and middle income countries (LMIC), 80% from avoidable causes. LMIC settings face a shortfall in eye health specialists, training institutions and faculty. Knowledge and skills to deliver comprehensive health services and strengthen eye health systems is essential to practical functioning of the eye team but is often not included in clinical curricula.
Massive Open Online Courses (MOOCs) are free to access online courses. Open Educational Resources (OER) provide easily downloadable, shareable, adaptable content.
Global Blindness is the world’s first public health eye care MOOC. Over 6 weeks it covers the essentials of planning and managing eye care services. OER content enables further local educational transformation. Global eye care experts contribute to content development and mentor participants.
Course first ran on the FutureLearn platform in 2015. Analytics data, pre- and post-course survey results indicated that health workers in LMICs successfully engaged with it:
• 3,541 joiners, 2,166 active participants
• 69% from LMICs, 81% working in health/social care
• 47% posted comments, 34% completed ≥50%, 20% completed ≥90%
• 96% satisfied/very satisfied
• 206 statements purchased.
After 1 year, online survey sent to assess:
• Did participation lead to career and educational benefits?
• Were OER used to support teaching and learning?
• What impact did course have on health provider practice?
Response rate 3.9%, 82% lived in LMIC, 94% worked in eye care. 88% reported educational benefits; 72% reported career benefits; 85% reported applying their learning; 70% reported challenges in applying learning; 70% reported using OER for teaching and learning.
Currently developing a wider impact methodology to explore cycles of immediate, potential, applied, realised or reframing value from engagement with the MOOC/OER for individual health workers and educators, ophthalmic training institutions, professional bodies and eye care educational landscapes.


Astrid Leck

London School of Hygiene & Tropical Medicine
avatar for Sally Parsley

Sally Parsley

E-learning developer / Technical lead, London School of Hygiene & Tropical Medicine
Technical lead on a programme at the LSHTM to develop a series of Open courses on global eye health. Lots of interests related to improving international Open 'product cycles' including analytics, sustainability & impact, cross-cultural design & equity considerations.

Daksha Patel

London School of Hygiene & Tropical Medicine

Tuesday April 24, 2018 11:10 - 11:35
Classroom 12


A Baker's Dozen successful OER implementations
This presentation describes reports of 13 OER implementations at higher educational institutions in Canada, the USA and five other countries. All implementations have resulted in significant cost savings for students and/or institutions. There was no general consensus on any other benefit or even challenges experienced by the different institutions. Nevertheless, there were some significant commonalities that will be described in this paper, which describes the opportunity, the innovations, benefits and challenges as well as the future potential for OER in their respective institutions.

avatar for Rory McGreal

Rory McGreal

Professor, Athabasca University
I am the UNESCO/Commonwealth of Learning/International Council for Open and Distance Education Chair in Open Educational Resources and the director of TEKRI at Athabasca University

13OER pdf

Tuesday April 24, 2018 11:35 - 12:00
Classroom 12


OER stigma: its contributing factors and impact on the open movement
The open education movement continues to make strides in the higher education. There is an increasing amount of faculty who have considered authoring and/or adopting open educational resources to enhance their students’ learning experiences. Yet, there are still pervasive barriers that prevent a larger number of faculty from adopting OER. One particularly challenging barrier is the stigmatization of OER. Some faculty assign negative attributes to OER including inferiority to traditional resources and lacking scholarly-inquiry (Belikov & Bodily, 2016). Furthermore, the notion of “open” being “free with permissions” causes some faculty to doubt the quality and efficacy of OER, although there is a growing body of research that states otherwise (Allen & Seaman, 2014; Hilton, 2016). This and more could ultimately contribute to the stigmatization of OER, slowing the efforts of open education advocates. Using Goffman’s theory of social stigma as a model, this presentation seeks to address the contributing factors of OER stigma and carefully examines what systems maintain this particular barrier to OER adoption. While there are numerous studies that document perceptual obstacles to OER adoption, none examine how stigma specifically contributes to the reluctance among faculty to adopt OER and accept open materials as serious scholarly content. The presentation will include coded data of open-ended responses and interviews from faculty and department heads who are not interested in using OER in the classroom. The data will also speak to the challenges of creating cultural change in various departments who have declined to use OER. The audience will learn about a more nuanced approach in considering OER stigma in higher education institutions and, more importantly, what open education advocates can realistically do to overcome this barrier. The overall goal is to motivate open education professionals to create concrete strategies to address and reduce social stigma toward OER among faculty.

avatar for Jasmine Roberts

Jasmine Roberts

Lecturer, The Ohio State University
I am a lecturer in the School of Communication at The Ohio State University (OSU). In 2015, I received a grant through OSU’s Affordable Learning Exchange program to design and author open resources. That grant enabled me to author the textbook, “Writing for Strategic Industries... Read More →

Tuesday April 24, 2018 12:00 - 12:25
Classroom 12