CORRE: a framework for evaluating and transforming teaching materials into open educational resources

Nikoi, Samuel; Rowlett, Tania; Armellini, Alejandro; Witthaus, Gabi

doi:10.1080/02680513.2011.611681

Cited by 14 publications

(15 citation statements)

References 4 publications

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“…Two separate frameworks for OER evaluation were developed during the Open, Transferable, Technology-enabled Educational Resources (OTTER) project at University of Leicester, United Kingdom. Nikoi, Rowlett, Armellini, and Witthaus (2011) proposed the CORRE (content, openness, reuse, repurpose, and evidence) framework for the purpose of evaluating OER materials or materials that could potentially be adopted into OER. The article suggests that switching from traditional materials to OER can be daunting and provides a workflow framework aiming to help teachers evaluate OER and create new, high-quality OER.…”

Section: Review Of Literaturementioning

confidence: 99%

“…Clements and Pawlowski (2012) examined quality from the perspective of teachers, highlighting what issues teachers found key for quality OER without providing a way to compare resources or even measure the quality of resources. Similarly, neither the Nikoi and Armellini (2012) OER mix framework nor the Nikoi et al (2011) CORRE framework offers means or even justification for comparing curricular resources. In these frameworks, openness is itself the measure of a resource’s desirability—that resources should be preferred as a function of their openness, with little regard to their broader quality compared to non-OER resources, such as traditional textbooks.…”

Section: Review Of Literaturementioning

confidence: 99%

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The Impact of Open Textbooks on Secondary Science Learning Outcomes

Robinson

Fischer

Wiley

et al. 2014

Educational Researcher

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Given the increasing costs associated with commercial textbooks and decreasing financial support of public schools, it is important to better understand the impacts of open educational resources on student outcomes. the purpose of this quantitative study is to analyze whether the adoption of open science textbooks significantly affects science learning outcomes for secondary students in earth systems, chemistry, and physics.this study uses a quantitative quasi-experimental design with propensity score matched groups and multiple regression to examine whether student learning was influenced by the adoption of open textbooks instead of traditional publisherproduced textbooks. Students who used open textbooks scored .65 points higher on end-of-year state standardized science tests than students using traditional textbooks when controlling for the effects of 10 student and teacher covariates. Further analysis revealed statistically significant positive gains for students using the open chemistry textbooks, with no significant difference in student scores for earth systems of physics courses. Although the effect size of the gains were relatively small, and not consistent across all textbooks, the finding that open textbooks can be as effective or even slightly more effective than their traditional counterparts has important considerations in terms of school district policy in a climate of finite educational funding.

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Section: Review Of Literaturementioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

The Impact of Open Textbooks on Secondary Science Learning Outcomes

Robinson

Fischer

Wiley

et al. 2014

Educational Researcher

View full text Add to dashboard Cite

show abstract

“…Despite their proliferation and popularity, the academic usefulness of these or other social media remains in question. However, certain experts advocate the use of open digital resources, in particular for application in distance and blended higher education, for the purpose of enhancing their efficacy and achieving universal access (Nikoi, Rowlett, Armellini, & Witthaus, 2011).…”

Section: Introductionmentioning

confidence: 99%

Analysis of the use of Twitter as a learning strategy in master’s studies

Feliz

Lorenzo

Feliz

2013

Open Learning: The Journal of Open, Distance and e-Learning

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The present study analyses the use of Twitter in the course Social Media and Digital Learning, taught as part of a master's programme at Universidad Nacional de Educación a Distancia (Spain). The main purpose of the use of this resource was to develop a learning community. This was implemented through the micro design of activities. A mixed research study was undertaken with the aim of enhancing practice and sharing the findings with the scientific community. The initial phase of the study, involving virtual ethnography, utilised observation supported by a diary to detect problems and propose solutions. Implementation was followed by a statistical analysis of the main aspects explored in the previous phase. Thirty-nine people (20 male and 19 female) participated in the study, generating a total of 3026 tweets that were subjected to analysis. The findings indicate that students actively participate in training activities using Twitter but have problems integrating interaction mechanisms. Therefore, they need to be given guidance, insisting on retweets, as well as on improving horizontal interaction. There is a tendency to send tweets via browsers and HootSuite, which avoids viewing problems. Users tend to take full advantage of the maximum length allowed by this tool. They do not perceive the character number restriction as negative and believe it encourages reflection and analysis. Training activities on Twitter follow a classic pattern, concentrated around the days in which the activities are proposed. IntroductionAs a result of their constant technical, scientific and methodological evolution, information and communication technologies (ICTs) are in a process of continual expansion and emergence. With enormous speed, devices and applications become obsolete shortly after appearing or are replaced by others with greater potential and/ or interest for users. Today, however, Web 2.0 applications continue to be stimulating and useful to millions of people. Social media continue to attract the attention of countless users from different countries, ages, status, and so forth, and enjoy surging popularity. Nevertheless, we agree with Mayberry et al. (2012) that many of these applications are not being used properly in the educational field and that many

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“…Another area of challenge for academics is copyright. As Nikoi et al argue, the current model of OER production within academic institutions seems to be one where academics are repurposing materials which were not originally created with openness in mind and where initially creators worked on the assumption that permissions from third-party copyright holders are not necessary for materials intended solely for face-to-face teaching context (Nikoi et al, 2011). At the same time, other authors stress that individual attitudes towards OERs are just as crucial and that academic buy-in is essential for OER take-up (Browne et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

Obstacles to creating and finding Open Educational Resources: the case of research methods in the social sciences

Brent¹,

Gibbs

Gruszczynska

2012

JIME

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Abstract:The field of Social Research Methods is shared not only by the social sciences, but by many other disciplines. There is therefore enormous scope for the creation and re-use of open educational resources (OERs) in this area. However, our work with social scientists on a number of recent projects suggests that barriers exist to OER creation and use in social research methods teaching. Although there are now a number of national and institutional projects creating learning resources in research methods and making them openly available for teachers and students to use, many still use licences that restrict re-use and, in particular, modification. We refer to these as grey OERs. We also found that, in contrast to the well-developed practice of citation in research work, academics and teachers had a narrow notion of licensing and copyright of teaching materials, consistent with a limited experience of sharing teaching materials. Academics saw potential users as mainly other academics who were subject experts like themselves. That meant that they gave little weight to the role of broad description and metadata in making resources findable. At the same time, when academics looked for resources, the provenance, quality and relevance of those resources and the ability to judge that quickly were paramount.We discuss two approaches that attempt to tackle these issues: first, the development of a mapping tool that supports those creating OERs to identify a range of classificatory and metadata in a way that gives those looking for resources a much wider range of ways of finding them; second, the development of a website, based on Web 2.0 technology, that exploits the contributions of academics using and reviewing research methods OERs. We suggest that the activities on a blog-based website create a cultural context which constitutes an element of a community of practice of social science academics. Users can find resources by quality, pedagogy, and other metadata as well as content and through vicarious learning about the use and reviewing of resources by other academics, they may develop better practices in their own re-use and attribution of OERs.

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CORRE: a framework for evaluating and transforming teaching materials into open educational resources

Cited by 14 publications

References 4 publications

The Impact of Open Textbooks on Secondary Science Learning Outcomes

The Impact of Open Textbooks on Secondary Science Learning Outcomes

Analysis of the use of Twitter as a learning strategy in master’s studies

Obstacles to creating and finding Open Educational Resources: the case of research methods in the social sciences

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