Slides for presentation at OER15 in Cardiff, April 2015.

1. Non-English speakers’ use of
OER: consumers or
contributors?
B. de los Arcos
The Open University, UK
oerresearchhub.org
@celTatis

2. Equalize access to knowledge for teachers and
students around the globe through OER
Education Program, The William and Flora Hewlett Foundation, 2010

3. Encourage the development and adaptation of
OER in a variety of languages and cultural
contexts.
UNESCO Paris OER Declaration, 2012

4. “Localizing OER material is not only a question of
language but also one of culture. It is important to
be aware of cultural and pedagogical differences
between the original context of use and the
intended new use of the material” (Larson & Murray, 2008)

5. “Not only does the English language dominate
OER provision, but English-language content
tends to be based on Western learning theory”
(Albright, 2005)

6. consumers…
COVERor contributors?
PhotoCCBY-NC2.0https://flic.kr/p/atdP9E
Photo CC0 1.0 https://flic.kr/p/qcRnSm

7. 33.5% do not speak English as native language
OER Research Hub Survey Data

8. Sample
Photo CC BY-SA 2.0 https://flic.kr/p/y59xh

9. English speakers (N=4938) vs non-English speakers (N=1554)
54% female, 45% male
45% informal learners,
26% formal learners,
25.5% educators
59% highly qualified
14% declare a disability
Most 25-34 years-old
43% female, 56% male
44% informal learners,
33% informal learners,
24% educators
70% highly qualified
6% declare a disability
Most 25-34 years-old

10. English speakers (N=4938) vs non-English speakers (N=1554)
88% have broadband
internet access, 3% have
dial-up internet access
57% access internet at
work
73% have broadband
internet access, 9% have
dial-up access
28% access internet at
work

11. Educators

12. I have adapted OER to fit my
needs 78.5%*
I have created resources for
teaching 41%
I have created resources and
published them under an open
license 16%
I have adapted OER to fit my
needs 91%*
I have created resources for
teaching 30%
I have created resources and
published them under an open
license 11%
English speakers Non-English speakers

13. I have added a resource to a
repository 29%
I have added comments
regarding the quality of a
resource 25%
I have added comments
suggesting ways of using a
resource 13.5%
I have added a resource to a
repository 21%
I have added comments
regarding the quality of a
resource 23%
I have added comments
suggesting ways of using a
resource 17%
English speakers Non-English speakers

14. Challenges to using OER
Finding suitable resources
in my subject area 62%
Finding resources of
sufficiently high quality
58%
Knowing where to find
resources 54%
Knowing where to find
resources 50%
Finding resources of
sufficiently high quality
46%
Finding suitable resources
in my subject area 44%
English speakers Non-English speakers

15. Impact of using OER on teaching
I use a broader range of
teaching and learning methods
64%
OER allow me to better
accommodate diverse learner
needs 62%
I use a wider range of
multimedia 59%
OER allow me to better
accommodate diverse learner
needs 72%
I use a broader range of
teaching and learning methods
61%
I have a more up-to-date
knowledge of my subject area
58%
English speakers Non-English speakers

16. Purpose of using OER
To get new ideas and
inspiration 78%
To supplement my existing
lessons or coursework
69%
To prepare for my
teaching 67%
To get new ideas and
inspiration 79%
To prepare for my teaching
62%
To learn about a new topic
50%
English speakers Non-English speakers

17. Informal
learners
Photo CC BY-SA 2.0 https://flic.kr/p/845bKP

18. I have adapted OER to fit my
needs 85%
I have created resources for
studying 16%
I have created resources and
published them under an open
license 4%
I have adapted OER to fit my
needs 85%
I have created resources for
studying 16.5%
I have created resources and
published them under an open
license 5%
English speakers Non-English speakers

19. Purpose of using OER
To improve my study skills
41%*
To improve my language
skills 6%*
To improve my study skills
56%*
To improve my language
skills 45%*
English speakers Non-English speakers

20. Formal
learners
Photo CC BY-NC-SA 2.0 https://flic.kr/p/p9fe7M

21. I have adapted OER to fit my
needs 77%
I have created resources for
studying 20%*
I have created resources and
published them under an open
license 7%
I have adapted OER to fit my
needs 86%
I have created resources for
studying 34%*
I have created resources and
published them under an open
license 10%
English speakers Non-English speakers

22. Selecting OER
The resource is relevant to my
particular interests/needs 78.5%
The resource is created by a
reputable/trusted
institution/person 70%
The resource includes a
description of learning
objectives 66%
The resource is relevant to my
particular interests/needs 75%
The resource includes a
description of learning
objectives 64%
The resource is easy to
download 59%
English speakers Non-English speakers

23. Photo: CC BY-ND 2.0 https://flic.kr/p/iqbQsV

24. Encourage the development, adaptation AND
SHARING of OER in a variety of languages and
cultural contexts

25. References:
Albright, P. (2005) Final Report of the Internet Discussion Forum of the
International Institute for Educational Planning. International Institute for
Educational Planning.
Larson, R.C. and Murray, M.E. (2008). Open Educational Resources For
Blended Learning In High Schools: Overcoming Impediments In Developing
Countries. Journal of Asynchronous Learning Networks,12(1), pp. 85-103.
Pawlowski, J.M. and Hoel, T. (2012).Towards a Global Policy for Open
Educational Resources: The Paris OER Declaration and its Implications, White
Paper, Version 0.2, Jyväskylä, Finland.

26. Thank you
b.de-los-arcos@open.ac.uk
@celTatis

27. in service of The Open University