How do we evaluate our informal learners? Testing a rapid commissioning approach
There are several unique aspects to researching the behaviour and motivations of informal learners. Examining informal learning data can allow researchers to respond more quickly, and at a greater scale, than to data gathered through formal institutional research processes. Studies undertaken in 2013 (Law, Perryman and Law, 2013; Perryman, Law and Law, 2013; and Law, Perryman and Law, 2014), in collaboration with The Open University’s OER Research Hub (http://www.oerresearchhub.org) provided a set of recommendations for The Open University (OU) around informal learning. These primarily drove the OU’s commissioning approach to scope new content for informal learning channels during 2014 and to improve the usability of OpenLearn -- the key platform on which free resources are delivered by the OU (www.open.edu/openlearn). This short presentation shows the impact of research undertaken in 2013 and 2014 into informal learning on the OpenLearn platform and how simple research models in the open can bring about change in a short period of time.
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How do we evaluate our informal learners? Testing a rapid commissioning approach
- 1. Our research approach: how do we evaluate our informal learners? (1) Surveys in 2013 repeated in 2014. Purpose: •Review the demographic profile of learners, students and teachers using OpenLearn; •Understand how the content serves learners’ needs; •Examine how the availability of free educational content is impacting informal learners and their motivations to take up formal study; •Understand learners’ challenges and successes when using the platform; •Examine where learners are visiting within the platform, what they are searching for and where they go next. Studies aligned with two hypotheses from the OER Research Hub project (see http://oerresearchhub.org). (2) Evaluation of 2013 OU badging pilot. “Identified informal learning”“Identified informal learning”
- 2. Findings Students that use free learning content during formal paid-for study declare improved performance and self-reliance; University-provided OER act as a taster to those considering paid-for formal learning; The usability of OpenLearn as an open course environment needs improving; The provision of digital badges enhances learners’ motivation to complete an online course; Badged open courses attract learners who are more inclined to take up formal study and help meet the OU’s widening participation agenda; Where content is syndicated across different platforms, it can meet the needs of both professional and personal development and can serve very different demographic groups. Recommendations Create an entire BOC curriculum targeting access students; Improve the usability of the OpenLearn platform especially around the user experience of moving through an online, unsupported course; Extend syndication of free content to reach new audiences.
- 3. Within 3 months of research findings’ release – BOC project initiated; Quick syndication to new channels (Google Play, Bibblio; Kindle; AudioBoo); OpenLearn usability enhanced through changes to OU’s Moodle platform Photo: spbatt cc-by-nc-nd Research impact & rapid commissioning
- 4. Badge display Mozilla Backpack My OpenLearn Profile Social networks e.g. LinkedIn Printable certificate 1. Create an entire BOC curriculum targeting access students
Notas do Editor
- Informal learning theorist Jay Cross (2007) describes informal learning as ’the unofficial, unscheduled, impromptu way people learn’ but in an environment where “...no one assigns grades…” and “...no one takes attendance.” However, we are currently experiencing the growth of paid-for certification by MOOC providers and where participation in informal learning is not always anonymous. We have moved from Cross’ anonymous world to one of identified informal learning. Whilst learning is still taking place as a supplement to formal learning there is a growing demand and expectation that informal learners want recognition for their achievements and engagement that can be acknowledged beyond a closed forum of learners. We have therefore begun conducting research with learners using the OU’s informal learning platforms. Talk through surveys and badging pilot evaluation…
- Talk through findings and recommendations.
- Research impact: The OU has been able to act particularly quickly due to the fact that the changes are being made to the university’s informal learning provision, rather than its formal learning provision. Talk through the three changes… Today – briefly focus on one recommendation that has been put into place – the creation of an entire BOC curriculum targeting access students.
- Talk through new BOC curriculum.