Assessing OER impact across varied organisations and learners: experiences from the "Bridge to Success" initiative

and detailed analysis of how resources impact learning. Simultaneously, it is inherent in the concept of OER that resources are to be used in different contexts and in varied ways. Encouraging institutions to appropriate resources to their needs is important to the effective application of OER. A major challenge is to develop research practices that can effectively evaluate this heterogeneous usage and impact. In this paper we consider experiences of assessing impact from Bridge to Success: an initiative in which online courses in mathematics and study skills, originally developed at the Open University UK, were remixed for a US audience and made available as OER. The released materials were subsequently used in more than 16 US-based institutions including colleges, universities, high schools, and projects to help the long-term unemployed. The materials were used in a variety of ways. In some cases, units of these open online courses were used as supplementary materials, whilst elsewhere the courses were used in drop-in labs and face-to-face sessions. In several contexts, the materials were provided to a cohort of students to help them prepare for formal assessments. In others, underachieving students were specifically targeted and advised to use the resources. This variety of pilot contexts provided a challenging dimension to understanding the value of the OER intervention to the learner. Understanding use is seen as a key component in the further development of OER (Atkins, Seely Brown & Hammond, 2007). However approaches to this where institutions have been encouraged to contextualise materials to their own needs are currently limited. We explore different approaches to evaluating this type of impact across contexts. Analysing data on frequency and type of access, learning gains, institutional enrolment and persistence of students are critical areas for this type of research, and require an understanding of institutional and learner characteristics, in addition to the varied ways in which the materials are facilitated. Openness creates challenges for researchers to collect and link data about all kinds of use. For example, institutions collect information on enrolment, assessment and retention in different formats: this data can be sensitive or difficult to share. In addition, to truly understand impact, researchers need to be able to distinguish different forms of resource use and connect this to specific user groups. The paper evaluates our experiences by defining the types of impact data required by a range of stakeholders, and the achievements and challenges in delivering this information as part of the Bridge to Success initiative. A wide range of quantitative and qualitative methods were used in researching the impact of the initiative, but limitations exist in our current ability to understand use and to link this to the requirements of the different contexts of use. Based on both the successes and failures we had in monitoring impact we outline suggested approaches towards an effective general model for assessing OER impact

Assessing OER impact across organisations and learners: experiences from the Bridge to Success project

Open courses have received a lot of attention in the last two years; however, the question of whether they serve learners has yet to be determined. This paper explores the challenges and potential in assessing the impact of open educational initiatives, particularly those that produce and share Open Educational Resources (OER). We use a collaborative international project as a case study to explore this issue. Bridge to Success was supported as part of the Next Generation Learning Challenges (NGLC) programme to work with a range of community colleges and other organisations in the US through monitored pilots. The project adapted existing course materials in mathematics and learning/personal development skills and released these as OER. A range of approaches were then used to assess the impact of the materials across a diverse set of users, combining data gathered from interviews and questionnaires with both educators and learners and from instructor rating of performance and related student results. This approach allows different indicators of performance to be brought together and so demonstrate the value of OER. However, our findings also highlight tensions between applying robust research methodologies in situations of open use with diverse stakeholders. We provide reflections and suggestions for ways forward in addressing the particular characteristics of openness and how they affect research, and how the multiple perspectives on what constitutes impact can be addressed

Clinical performance of seven prescreening tools for osteoporosis in Iranian postmenopausal women

This study was designed to evaluate seven prescreening osteoporosis models in postmenopausal Iranian women. This study was performed on 8644 postmenopausal women who have been referred for bone mineral densitometry (BMD) in BMD center of Shariati hospital in Tehran between 2001 and 2011. Diagnostic properties of seven prescreening instruments were evaluated. With regard to area under curve (AUC), these models have low accuracy (AUC a parts per thousand currency sign 0.65). Considering only femoral neck or total femur area, these models had low accuracy but were more sensitive. Except for three models with sensitivities of a parts per thousand currency sign65 % in both osteoporosis and fracture threshold, other models were around 70 % sensitive. However, these models were not considered clinically useful regarding their positive predictive values (PPV) especially in BMDs a parts per thousand currency sign02.5. With regard to different measures of diagnostic property, none of these models were good screening tools for osteoporosis or fracture threshold. Although some of them are sensitive, considering other measures such as PPV indicates that they are not completely useful for clinical use. Attempts should be made for developing newer prescreening methods and calibration of the existing models with regard to the studied population

L-lysine protects C2C12 myotubes and 3T3-L1 adipocytes against high glucose damages and stresses.

Hyperglycemia is a hallmark of diabetes, which is associated with protein glycation and misfolding, impaired cell metabolism and altered signaling pathways result in endoplasmic reticulum stress (ERS). We previously showed that L-lysine (Lys) inhibits the nonenzymatic glycation of proteins, and protects diabetic rats and type 2 diabetic patients against diabetic complications. Here, we studied some molecular aspects of the Lys protective role in high glucose (HG)-induced toxicity in C2C12 myotubes and 3T3-L1 adipocytes. C2C12 and 3T3-L1 cell lines were differentiated into myotubes and adipocytes, respectively. Then, they were incubated with normal or high glucose (HG) concentrations in the absence/presence of Lys (1 mM). To investigate the role of HG and/or Lys on cell apoptosis, oxidative status, unfolded protein response (UPR) and autophagy, we used the MTT assay and flow cytometry, spectrophotometry and fluorometry, RT-PCR and Western blotting, respectively. In both cell lines, HG significantly reduced cell viability and induced apoptosis, accompanying with the significant increase in reactive oxygen species (ROS) and nitric oxide (NO). Furthermore, the spliced form of X-box binding protein 1 (XBP1), at both mRNA and protein levels, the phosphorylated eukaryotic translation initiation factor 2α (p-eIf2α), and the Light chain 3 (LC3)II/LC3I ratio was also significantly increased. Lys alone had no significant effects on most of these parameters; but, treatment with HG plus Lys returned them all to, or close to, the normal values. The results indicated the protective role of Lys against glucotoxicity induced by HG in C2C12 myotubes and 3T3-L1 adipocytes