Developing sustainable business models for institutions’ provision of open educational resources: Learning from OpenLearn users’ motivations and experiences

Universities across the globe have, for some time, been exploring the possibilities for achieving public benefit and generating business and visibility through releasing and sharing open educational resources (OER). Many have written about the need to develop sustainable and profitable business models around the production and release of OER. Downes (2006), for example, has questioned the financial sustainability of OER production at scale. Many of the proposed business models focus on OER’s value in generating revenue and detractors of OER have questioned whether they are in competition with formal education. This paper reports on a study intended to broaden the conversation about OER business models to consider the motivations and experiences of OER users as the basis for making a better informed decision about whether OER and formal learning are competitive or complementary with each other. The study focused on OpenLearn - the Open University’s (OU) web-based platform for OER, which hosts hundreds of online courses and videos and is accessed by over 3,000,000 users a year. A large scale survey and follow-up interviews with OpenLearn users worldwide revealed that university provided OER can offer learners a bridge to formal education, allowing them to try out a subject before registering on a formal course and to build confidence in their abilities as learners. In addition, it was found that using OER during formal paid-for study can improve learners’ performance and self-reliance, leading to increased retention and satisfaction with the learning experience

A Mixed Method Review and Comparative Analysis of Technology-Oriented Suicide Prevention Interventions for Adolescents and Adolescent Gatekeepers

This five-chapter dissertation compendium first introduces readers to the prevalence and impact of youth suicide, while also introducing readers to the important role gatekeepers can play in the prevention of youth suicide. Chapter one also describes the role of school personnel as gatekeepers who can be trained to address youth suicide prevention. Chapter two highlights technology-oriented suicide prevention interventions available to adolescents and adolescent gatekeepers. The efficacy and reach of these interventions, and the location and quality of supporting research evidence is explored and discussed. Chapter three describes federal and state guidelines regarding the training of school personnel as gatekeepers, and describes available evidence-based training programs included in the National Registry of Evidence-Based Programs and Practices. Given that there is variability in state-level policies and practices, five important gatekeeper training and policy considerations are discussed in relation to training duration, training frequency, training content, application of skills, and inclusion of technology. Chapter four further explores two technology-driven gatekeeper training programs in a side by side content analysis and head to head comparison with a sample of school personnel gatekeepers. Additional training considerations are also provided, with respect to online instructional quality, adult learning theory, social learning theory, behavioral rehearsal role-play practice, and strategic online classroom design, building upon the considerations outlined in chapter three. Chapter five addresses the importance of prioritizing technology-oriented gatekeeper training among school personnel, given the need for multifaceted solutions to youth suicide prevention. The dissertation compendium’s contribution to science and potential limitations and lessons learned are then discussed. Finally, the appendices outline supporting dissertation research study activities and other immediately relevant research documents. This dissertation compendium and dissertation research is timely, given the need for novel and scalable solutions to youth suicide prevention and present research gaps. The efficacy of technology-oriented adolescent and adolescent gatekeeper programs is outlined in chapter two, the efficacy of federal and state gatekeeper policies and training practices are outlined in chapter three, and chapter four further explores two online gatekeeper training programs in a school personnel sample while also connecting additional relevant training considerations. Together, these combined efforts permit exploration of important training and policy considerations across several levels. If school personnel are to assume their important role as gatekeepers, researchers have a duty to develop, rigorously evaluate, disseminate, and inform policies that maximize impact. Consequently, exploring program efficacy, federal and state policies, and school personnel training experiences and learning preferences is timely, relevant, and important. Data from this dissertation have potential to inform larger trials of training that may properly evaluate long-term effects on the population prevalence of youth suicidal behavior and contribute to training and policy level initiatives. The ultimate goal of this work is to ensure the dissemination and widespread use of high quality programs that effectively combat this critical public health problem

Open educational resources for all? Comparing user motivations and characteristics across The Open University’s iTunes U channel and OpenLearn platform.

With the rise in access to mobile multimedia devices, educational institutions have exploited the iTunes U platform as an additional channel to provide free educational resources with the aim of profile-raising and breaking down barriers to education. For those prepared to invest in content preparation, it is possible to produce interactive, portable material that can be made available globally. Commentators have questioned both the financial implications for platform-specific content production, and the availability of devices for learners to access it (Osborne, 2012). The Open University (OU) makes its free educational resources available on iTunes U and via its web-based open educational resources (OER) platform, OpenLearn. The OU’s OER on iTunes U reached the 60 million download mark in 2013; its OpenLearn platform boasts 27 million unique visitors since 2006. This paper reports the results of a large-scale study of users of the OU’s iTunes U channel and OpenLearn platform. A survey of several thousand users revealed key differences in demographics between those accessing OER via the web and via iTunes U. In addition, the data allowed comparison between three groups: formal learners, informal learners and educators. The study raises questions about whether university-provided OER meet the needs of users and makes recommendations for how content can be modified to suit their needs. As the publishing of OER becomes core to business, we reflect on reasons why understanding users’ motivations and demographics is vital, allowing for needs-led resource provision and content that is adapted to best achieve learner satisfaction, and to deliver institutions’ social mission

New Updates in E-Learning

This book presents state-of-the-art educational technologies and teaching methodologies and discusses future educational philosophies in support of the global academic society. New Updates in E-Learning is a collection of chapters addressing important issues related to effective utilization of the Internet and Cloud Computing, virtual robotics, and real-life application of hybrid educational environments to enhance student learning regardless of geographical location or other constraints. Over ten chapters, the book discusses the current and future evolution of educational technologies and methodologies and the best academic practices in support of providing high-quality education at all academic levels