Agile Research for Open Education Researchers

www.open.ac.uk

Professor Patrick McAndrewInstitute of Educational Technology

The Open University@openpad

Becoming more agile researchers: Experiences from researching Open Education Resources

Openness

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Opening up

The Open University's Institute of Educational Technology

Opening up

The Open University's Institute of Educational Technology

Opening up

The Open University's Institute of Educational Technology

MOOC

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MOOC (Today)

Open Research

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Shared knowledge

Peer researchers IndividualResearch team

Peer approvalScientific behaviour

StudiesDesk research

Research instruments

Researcher

Community Division of labourRules

Subject Object

Tools

Impact

Policy makersFunders

Practicitioners

X XX

Research 2.0βeta (Based on O’Reilly Web 2.0)

1. Study the interesting things that happen2. Look for patterns that can apply more widely3. Encourage all to be part of the experiment4. Build valuable activities that give data5. Recognise openness has a lot of benefits6. Draw conclusions while wanting more data7. Be prepared for the user that arrives anywhere8. Realise there is no way to control all access

McAndrew, P., Godwin, S., & Santos, A. (2009). Research 2.0: How do we know about the users that do not tell us anything? http://oro.open.ac.uk/23854/

Research 2.0βeta (Based on O’Reilly Web 2.0)

1. Study the interesting things that happen2. Look for patterns that can apply more widely3. Encourage all to be part of the experiment4. Build valuable activities that give data5. Recognise openness has a lot of benefits6. Draw conclusions while wanting more data7. Be prepared for the user that arrives anywhere8. Realise there is no way to control all access

McAndrew, P., Godwin, S., & Santos, A. (2009). Research 2.0: How do we know about the users that do not tell us anything? http://oro.open.ac.uk/23854/

The Open University's Institute of Educational Technology

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a. Use of OER leads to improvement in student performance and satisfaction.b. The open aspect of OER creates different usage and adoption patterns than

other online resources c. Open education models lead to more equitable access to education, serving a

broader base of learners than traditional education.d. Use of OER is an effective method for improving retention for at-risk students.e. Use of OER leads to critical reflection by educators, with evidence of

improvement in their practicef. OER adoption at an institutional level leads to financial benefits for students

and/or institutions.g. Informal learners use a variety of indicators when selecting OER.h. Informal learners adopt a variety of techniques to compensate for the lack of

formal support, which can be supported in open courses. i. Open education acts as a bridge to formal education, and is complementary,

not competitive, with it.j. Participation in OER pilots and programs leads to policy change at institutional

level.k. Informal means of assessment are motivators to learning with OER

Working with…

• Open Courseware Library• CCCOER• +++

• School of Open• Bridge to Success• +++

• Flipped classroom• Gulf of Maine Institute • +++

• Connexions/Open University• TESS India• +++

Higher Education

Schools (K-12)

Community Colleges

Informal learning

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Agile Research

Agile Research

Agile Research

Agile Development/(eXtreme Programming)

Product BacklogSprintsScrumsTimeboxBurndownVelocity

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Task size bingo

Sprint velocity

Product vision

Sprint review

Daily scrum

Sprint backlog

Agile in action

Thanks to FutureLearn programming team May 2013

Becoming agile

• Sprinting towards year 1• Scrumming together• Tracking our velocity• Flexing as we reflect

Deliverable -> Sprint backlog

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Meeting -> Scrum

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Deadline -> Velocity

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Questions

Patrick McAndrew

Institute of Educational Technologywww.open.ac.uk/iet

@[email protected]