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OER and flipped classroom: do they match?

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Presentation | EdMedia Conference 2019 in Amsterdam (June, 24-28)

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OER and flipped classroom: do they match?

  1. 1. ABOUT US ELKE HÖFLER JOSEF BUCHNER
  2. 2. Credits: Pixabay.com
  3. 3. Flipped Classroom & Open Educational Resources as modern educational phenomena Credits: Pixabay.com
  4. 4. Teachers who practice the Flipped Classroom (FC) model have a more positive attitude regarding OER than teachers who do not practice the FC model HYPOTHESIS
  5. 5. CURRENT STUDY • GERMANY, SWITZERLAND, LUXEMBOURG, ITALY, AUSTRIA • 361 FULLY COMPLETED DATA • TEACHERS (DIFFERENT EDUCATIONAL LEVELS (PRIMARY, SECONDARY I & II, HIGHER EDUCATION) • ~ 47.2 YEARS OLD 267 82 19 2 1 Sample Austria Germany Switzerland Luxembourg Italy
  6. 6. Credits: Pixabay.com
  7. 7. QUANTITATIVE RESULTS Questions about OER Flipped Classroom Users (N=191) Non Flipped Classroom Users (N=170) Theoretically familiar to OER 2.11 (1.34) 3.43 (1.52) Produced materials are passed on freely. 2.48 (1.24) 2.82 (1.47) If existing materials are changed, free transfer again. 2.57 (1.37) 2.82 (1.59) My materials can help others. 2.04 (1.08) 2.14 (1.25) Skills to create materials. 1.72 (1.05) 2.64 (1.35) Skills to share materials. 1.78 (1.12) 2.71 (1.40)
  8. 8. SIGNIFICANCE Questions about OER Flipped Classroom Users (N=191) Non Flipped Classroom Users (N=170) Theoretically familiar to OER 2.11 (1.34) 3.43 (1.52) Produced materials are passed on freely. 2.48 (1.24) 2.82 (1.47) If existing materials are changed, free transfer again. 2.57 (1.37) 2.82 (1.59) My materials can help others. 2.04 (1.08) 2.14 (1.25) Skills to create materials. 1.72 (1.05) 2.64 (1.35) Skills to share materials. 1.78 (1.12) 2.71 (1.40)
  9. 9. QUALITATIVE RESULTS FC user group (n=191) Non FC user group (n=168) I cannot finish the sentence. 16 55 Novelty 8 19 Definition 26 12 Relevance 122 73 Irrelevance 16 14
  10. 10. SEMANTIC ANALYSIS • TEXTBOOKS • PUBLISHING • COPYRIGHT (INFRINGEMENTS) • QUALITY ASSURANCE • LACK OF QUALITY • DIFFICULT TO FIND • LACK OF UNDERSTANDING • LACK OF INFORMATION • FUTURE • CRITICAL ANSWERS • COLLABORATIVE • SHARING • LACK OF WILLINGNESS • FACILITATE LESSON PREPARATION/ INDIVIDUALIZATION
  11. 11. CONCLUSION •NO CLEAR PICTURE OF OER Credits: Pixabay.com
  12. 12. THANK YOU FOR YOUR ATTENTION DR. ELKE HÖFLER University of Graz elke.hoefler@uni-graz.at @lacknere | #EduPnx https://homepage.uni-graz.at/de/elke.hoefler/ www.digitalanalog.at MAG. JOSEF BUCHNER St. Gallen University of Teacher Education Josef.buchner@phsg.ch @Josef_Buchner Iim.phsg.ch Phsg.ch Flipped-classroom-austria.at
  13. 13. REFERENCES (1/2) • BERGMANN, J., & SAMS, A. (2012). FLIP YOUR CLASSROOM: REACH EVERY STUDENT IN EVERY CLASS EVERY DAY. WASHINGTON, DC: INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION. • BISHOP, J. L., & VERLEGER, M. A. (2013). THE FLIPPED CLASSROOM: A SURVEY OF THE RESEARCH. IN ASEE NATIONAL CONFERENCE PROCEEDINGS, ATLANTA, GA. RETRIEVED JANUARY 25, 2019: HTTP://WWW.STUDIESUCCESHO.NL/WP-CONTENT/UPLOADS/2014/04/FLIPPED-CLASSROOM-ARTIKEL.PDF. • BUCHNER, J., & HANDLE-PFEIFFER, D. (2019, JANUARY). MERGE NARRATIVE AND CONTENT TO ENHANCE INDIVIDUAL SELF-DIRECTED LEARNING. PRESENTED AT THE 2019 OPENCAST SUMMIT, ETH ZURICH. RETRIEVED JANUARY 25, 2019: HTTPS://WWW.RESEARCHGATE.NET/PUBLICATION/330441761_MERGE_NARRATIVE_AND_CONTENT_TO_ENHANCE_INDIVIDUAL_SELF-DIRECTED_LEARNING • BUCHNER, J. & HÖFLER, E. (SUBMITTED). DER FLIPPED CLASSROOM ALS MOTOR FÜR OPEN EDUCATIONAL RESOURCES? EINE ANALYSE DER DEUTSCHSPRACHIGEN COMMUNITY. IN: MEDIENPÄDAGOGIK. FORSCHUNG UND OPEN EDUCATIONAL RESOURCES – EINE MOMENTAUFNAHME FÜR EUROPA. • BUCHNER, J., & SCHMID, S. (EDS.). (2019). FLIPPED CLASSROOM AUSTRIA...UND DER UNTERRICHT STEHT KOPF! BRUNN AM GEBIRGE: IKON. • CRONIN, C. (2017). OPENNESS AND PRAXIS: EXPLORING THE USE OF OPEN EDUCATIONAL PRACTICES. IN: HIGHER EDUCATION. THE INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTRIBUTED LEARNING, [S.L.], V. 18, N. 5, AUG. 2017. RETRIEVED JANUARY 25, 2019: HTTP://WWW.IRRODL.ORG/INDEX.PHP/IRRODL/ARTICLE/VIEW/3096/4301. • DE LOS ARCOS, B. (2014A). FLIPPED LEARNING AND OER: SURVEY RESULTS. RETRIEVED JANUARY 25, 2019: HTTPS://OSCAILTE.WORDPRESS.COM/2014/03/13/RESEARCH-FINDINGS-ON-FLIPPED-LEARNING-AND-OER/. • DE LOS ARCOS, B. (2014B). FLIPPING WITH OER: K12 TEACHERS’ VIEWS OF THE IMPACT OF OPEN PRACTICES ON STUDENTS. RETRIEVED JANUARY 25, 2019: HTTP://ORO.OPEN.AC.UK/40093/. • EBNER, M (2018). OER-CERTIFICATION IN HIGHER EDUCATION. IN PROCEEDINGS OF EDMEDIA: WORLD CONFERENCE ON EDUCATIONAL MEDIA AND TECHNOLOGY (PP. 1–6). AMSTERDAM, NETHERLANDS: ASSOCIATION FOR THE ADVANCEMENT OF COMPUTING IN EDUCATION (AACE). • GRÖBLINGER, O., KOPP, M., & ZIMMERMANN, C. (2018). STUDENTS AS ACTIVE CONTRIBUTORS IN THE CREATION OF OPEN EDUCATIONAL RESOURCES. IN INTED2018 PROCEEDINGS (PP. 2260–2269). • HAAS, M., EBNER, M., & SCHÖN, S. (2018). PRACTICAL USAGE OF OER MATERIAL IN THE EFL CLASSROOM. IN N. LLEVOT-CALVET & O. BERNAD CAVERO (EDS.), ADVANCED LEARNING AND TEACHING. INTECHOPEN. RETRIEVED JANUARY 25, 2019: HTTPS://WWW.INTECHOPEN.COM/BOOKS/ADVANCED-LEARNING-AND-TEACHING-ENVIRONMENTS-INNOVATION-CONTENTS-AND-METHODS/PRACTICAL-USAGE-OF-OER-MATERIAL-IN-THE-EFL- CLASSROOM.
  14. 14. REFERENCES (2/2) • HODGKINSON-WILLIAMS, C. & GRAY, E. (2009). DEGREES OF OPENNESS: THE EMERGENCE OF OPEN EDUCATIONAL RESOURCES AT THE UNIVERSITY OF CAPE TOWN. IN: INTERNATIONAL JOURNAL OF EDUCATION AND DEVELOPMENT USING INFORMATION AND COMMUNICATION TECHNOLOGY (IJEDICT), 2009, VOL. 5, ISSUE 5, PP.101-116. RETRIEVED JANUARY 25, 2019: HTTPS://OPEN.UCT.AC.ZA/HANDLE/11427/8860. • KIMMONS, R. (2015). OER QUALITY AND ADAPTATION IN K-12: COMPARING TEACHER EVALUATIONS OF COPYRIGHT-RESTRICTED, OPEN, AND OPEN/ADAPTED TEXTBOOKS. INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTRIBUTED LEARNING, 16(5), 39–57. • LAGE, M. J., PLATT, G. J., & TREGLIA, M. (2000). INVERTING THE CLASSROOM: A GATEWAY TO CREATING AN INCLUSIVE LEARNING ENVIRONMENT. THE JOURNAL OF ECONOMIC EDUCATION, 31(1), 30–43. • LI, Y., ZHANG, M., BONK, C. J., ZHANG, W., & GUO, Y. (2017). OPEN EDUCATIONAL RESOURCES (OER)-BASED FLIPPED CLASSROOM PRACTICE IN AN UNDERGRADUATE COURSE. IN F.-Q. LAI & J. D. LEHMAN (EDS.), LEARNING AND KNOWLEDGE ANALYTICS IN OPEN EDUCATION (PP. 109–123). CHAM: SPRINGER INTERNATIONAL PUBLISHING. HTTPS://DOI.ORG/10.1007/978-3-319-38956-1_9 • PETER, S. & MARKUS D. (2013). ON THE ROLE OF OPENNESS IN EDUCATION: A HISTORICAL RECONSTRUCTION. IN: OPEN PRAXIS, 5.1 (2013), 7-14. • REIDSEMA, C., KAVANAGH, L., HADGRAFT, R., & SMITH, N. (EDS.). (2017). THE FLIPPED CLASSROOM. PRACTICE AND PRACTICES IN HIGHER EDUCATION. SINGAPORE: SPRINGER. • VAN ACKER, F., VAN BUUREN, H., KREIJNS, K., & VERMEULEN, M. (2013). WHY TEACHERS SHARE EDUCATIONAL RESOURCES: A SOCIAL EXCHANGE PERSPECTIVE. COMMONWEALTH OF LEARNING AND ATHABASCA UNIVERSITY. • WEITZMANN, J. H. (2014). OFFENE BILDUNGSRESSOURCEN (OER) IN DER PRAXIS, BERLIN: PINGUIN DRUCK. • WERNER, J., EBEL, C., SPANNAGEL, C., & BAYER, S. (EDS.). (2018). FLIPPED CLASSROOM - ZEIT FÜR DEINEN UNTERRICHT. PRAXISBEISPIELE, ERFAHRUNGEN UND HANDLUNGSEMPFEHLUNGEN. GÜTERSLOH: VERLAG BERTELSMANN-STIFTUNG. RETRIEVED JANUARY 25, 2019: HTTP://FLIPYOURCLASS.CHRISTIAN-SPANNAGEL.DE/WP-CONTENT/UPLOADS/2018/10/9783867938693_FLIPPED_PDF- ONLINEVERSION.PDF. • WILEY, D. (2014). THE ACCESS COMPROMISE AND THE 5TH R. RETRIEVED JANUARY 25, 2019: HTTPS://OPENCONTENT.ORG/BLOG/ARCHIVES/3221.

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