Senior Research Fellow, Institute of Educational Technology, The Open University (UK).
https://philosopher1978.wordpress.com/
Make your research come alive with Visual Thinkery - this time using the playful mask of a cartoon character to explore a very serious topic: different types of PhD supervisors!
(created for GO-GN Guide to Doctoral Supervision) with @farrow.
https://visualthinkery.com/project/making-your-research-come-alive/
Hi to anyone attending #OER24 - here's a small conference gift for those interested in #OER, #OEP, and #AI or #AIEd
In 2024 members of the Global OER Graduate Network have collaborated to produce...
The GO-GN Mindmap of Open Educational Practices for AIED
https://atlas.mindmup.com/drrobertfarrow/gogn_oepra/index.html
PDF version https://drive.google.com/file/d/1PTFKLI_Cz1r-r6o0MuAbDFgy75ej6-bU/view?usp=drivesdk
(You might need to zoom out!)
This is an emergent and complex area of scholarship with many dimensions, and we attempt to capture the zeitgeist around research, teaching and learning and the many related elements. It's not the full story, but it's a start.
The hope is that this work can help us to identify pressing areas of scholarship and research practice - perhaps it can do the same for you!
Open education has been highlighted as a route to social justice and decolonisation. This paper presents reflections on decolonisation processes pertaining to three educational technology projects conducted in Sub-Saharan Africa, Myanmar and Kenya, each of which featured contributions by The Open University (UK). Through recognising the importance of under-represented Global South perspectives, we consciously and critically reflect on our cases from a Global North framing to assess the extent to which the Supported Open Learning (SOL) model for engagement supports decolonisation and related processes. We use the categories of coloniality of being, coloniality of power, and coloniality of knowledge to structure our reflections. As open educational practice (OEP), the SOL model can offer a practical approach which emphasises equity and inclusion. SOL involves both an ethos and a set of pedagogical practices. This can support meaningful critical reflection and exchange while offering a pragmatic approach to the delivery of educational technology initiatives. In conclusion, a framework mapping features of SOL and their relation to decoloniality is offered.
Call for Chapter Proposals: Open Movements: Recognizing Challenges and Building Connections Proposal Deadline: December 20th, 2023 Submit your proposal: https://bit.ly/46GfEGy You are invited to submit an abstract for a chapter in an upcoming open access ...
New publication advances understanding of #OER impact on learners through meta-analysis. I was happy to contribute to what I think will be an important paper! Check it out #oeglobal23 #go_gn10
Tlili, A., Garzón, J., Salha, S. et al. Are open educational resources (OER) and practices (OEP) effective in improving learning achievement? A meta-analysis and research synthesis. Int J Educ Technol High Educ 20, 54 (2023). https://doi.org/10.1186/s41239-023-00424-3
While several studies have investigated the various effects of open educational resources (OER) and open educational practices (OEP), few have focused on its connection to learning achievement. The related scientific literature is divided about the effects of OER and OEP with regards to their contribution to learning achievement. To address this tension, a meta-analysis and research synthesis of 25 studies (N = 119,840 participants) was conducted to quantitatively investigate the effects of OER and OEP on students’ learning achievement. The analysis included course subject, level of education, intervention duration, sample size, geographical distribution, and research design as moderating variables of the obtained effects. The findings revealed that OER and OEP have a significant yet negligible (g = 0.07, p < 0.001) effect. Additionally, the analysis found that the obtained effect can be moderated by several variables, including course subject, level of education and geographical distribution. The study findings can help various stakeholders (e.g., educators, instructional designers or policy makers) in understanding what might hinder OER and OEP effect on learning achievement, hence accommodating better learning outcomes and more effective interventions.
Interesting to see the OER World Map coming back into focus
Mapping Open Education: an analysis of the Open Educational Resources landscape in Brazil and South Africa
Publishing industry faces billions in costs as students illegally download texts
Hi! This conversation happened in March but I only just saw it now... I guess I have not yet integrated Mastodon into my flow! I
I definitely think we need to be circumspect about all this, but we still have to get involved. If we don't, commercial providers will fill the space and it will be harder to be heard.
In Europe the tone is likely to be set by the EU AI Act, but this is truggling with the pace of change and domains of application.
It could be years before norms are established, but I think this process goes quicker with more transparency and openness. Ultimately this is not what companies trying to make money want to see, so there is an interesting tension framing this going forward...
Bryan Mathers
Abbey Elder 
Per Axbom
