institutions Informal learners use a variety of indicators Quality indicators are the most G when selecting OER important factor for learners when selecting OERs Informal learners adopt a variety of techniques to compensate for the lack of Informal learners develop their H formal support, which can be supported in own forms of study support open courses Open education acts as a bridge to formal OER support informal learners education, and is complementary, not I in moving to formal study competitive, with it Participation in OER pilots and programs OER use encourages J leads to policy change at institutional level institutions to change their policies Informal means of assessment are motivators Informal assessments motivate K to learning with OER learners using OER Table 1 OER Research Hub hypotheses in formal and everyday language – 5.0 Mapping hypotheses to collaborations The project has nine collaborations, each associated with two or more hypotheses, as set out in Table 2. College Higher K-12 Non-formal Entry Education / of to Course of Open Library Flipped Network Success Bridge Learning School CCCOER OpenLearn Gulf Shuttleworth Connexions Open a) Use of OER leads to improvement in student (x) (x) (x) (x) (x) (x) (x) (x) (x) performance and satisfaction b) The open aspect of OER creates different usage and adoption (x) (x) (x) (x) (x) (x) (x) (x) (x) patterns than other online resources c) Open education models lead to more equitable access to x x x x education, serving a broader base of learners than traditional education
institutions G Informal learners use a variety of indicators when selecting OER Quality indicators are the most important factor for learners when selecting OERs H Informal learners adopt a variety of techniques to compensate for the lack of formal support, which can be supported in open courses Informal learners develop their own forms of study support I Open education acts as a bridge to formal education, and is complementary, not competitive, with it OER support informal learners in moving to formal study J Participation in OER pilots and programs leads to policy change at institutional level OER use encourages institutions to change their policies K Informal means of assessment are motivators to learning with OER Informal assessments motivate learners using OER Table 1 – OER Research Hub hypotheses in formal and everyday language 5.0 Mapping hypotheses to collaborations The project has nine collaborations, each associated with two or more hypotheses, as set out in Table 2. K-12 College Entry Higher Education Non-formal Flipped Learning Network Gulf of Open Course Library CCCOER Connexions / Shuttleworth School of Open Bridge to Success OpenLearn a) Use of OER leads to improvement in student performance and satisfaction (x) (x) (x) (x) (x) (x) (x) (x) (x) b) The open aspect of OER creates different usage and adoption patterns than other online resources (x) (x) (x) (x) (x) (x) (x) (x) (x) c) Open education models lead to more equitable access to education, serving a broader base of learners than traditional education x x x x
oerrh-research-framework-v1-0_final.docx