OpenEd+2007+-+Day+3

[|Open Educational Resources: How are Faculty Using Them?][|.]
(VERY GOOD and USEFUL; see slides at http://www.51weeks.com/events/3/presentations/59)** faculty work patterns - people searching for things *right before* class but not in planning classes difference in how faculty use web for research, service and teaching (much less clear when they use it for teaching purposes)
 * Flora McMartin, Alan Wolf, Glenda Morgan, Cathryn Manduca
 * __Focus Groups reults - Barriers to Use__**
 * Information overlaod
 * concern about copyright
 * not invented here (tenure)
 * persistence of resources
 * Google (OER providers want you to go them first, not google - this is SO WRONG!)
 * __Focus Group Themes__**

sample was mostly f2f instructors, some distance, some hybrid very few differences in: institution they serve, amount of time they have to teach, even discipline quite homogenous population
 * __Survey results__**

94% reported great/some value
 * __Question - Value of Digital Resources__**

images - 43% scholarly resoources - 49% animations - 11% (liked these as a way for students to review concepts) teaching and learning exercises - 28%
 * __Question - types of resources used__**

images - mostly used other's 'as-is' teaching and learning - either mostly created themselves or used other's 'as is', but it was the only one that showed any evidence of modifying others
 * __Q: source of resources__**

in ALL cases the predominant trend for all search purposes was to use Google/Yahoo, though when looking foe materials to illustrate concept for student they do have some tendency towards collections - faculty do agree that this saves them time, but...
 * __Q - how they find the resources__**

86% self taught 54% faculty dev programs (but prefer 1 on 1 support) 42% other instructors 31% other tech classes 5% a TA or grad student 0.94 more time 0.45 not enough useful resources available 0.42 more better training 0.05 my institution rewarded me for use (if they were rewarded they would be more likely to use) -0.07 if tech were more dependable -0.07 had more access to technology -0.37 greater priority at my institution Importance of DL Features Content - 42% peer reviewed and high quality (but what does this mean); 41% find quickly Pedagogy - 12% supplemented with materials to explain use in teaching; 5% supplemented with materials to use in pro D
 * __Q: How did they learn about incorporating tech into their teaching?__**
 * __Barrier to Using Digital Resources__**


 * __Conclusions__**
 * Faculty are more alike than different in using online digital mateirals
 * no direct relationship between valuing resources highly and level of use
 * faculty prefer general search for finding materials
 * barriers to use cannot be simply described
 * learning about teaching is not a web activity
 * __Meeting our users halfway__**
 * faculty developers:** build awareness of availability of resources; offer support for the use of these resources
 * content providers:** what are users seeking? offer materials to assist users and faculty developers

[|The Learner/Teacher, Online Platforms, and Web Analytics in Learning Design].
P. Clint Rogers, Diego Flores, Kyle Matthews how to use social software to transform learners to learner/teachers (peer teaching) __**4 L/T Experiences**__
 * Capture
 * Expand
 * Teach
 * Evaluate
 * __Barriers__**
 * Geographical
 * Technological
 * Institutional
 * Idelological
 * Demographic and Ethnic

GRAB GOOD JOHN SEELY BROWN QUOTE FROM THEIR SLIDES