Join us for the next open & Inclusive SIG on Wednesday 1st December (14:00-16:00) where we will be joined by Julie Eshleman, talking about her work with Assistive Technology, and Beatriz Gonzalez Mellidez, presenting on UX accessibility work using personas and designing for extremes. More information below.
For an invite please contact openTEL. All are welcome!
Technology for Adults in Care Settings – Finding What Works
The last two years have seen a dramatic increase in both mainstream and specialist technology purchases within social care – both to empower the workforce to conduct tasks more efficiently and as tools for disabled adults to stay connected with loved ones during a very difficult year. With this speed of technology integration, we have missed the opportunity to carefully understand what we are doing and why we are doing it – in our fixation to get technology in place, we have made technology the goal rather than the way to achieve goals. I am conducting research through the University of Stirling Continue reading
Assessment & Feedback SIG Wednesday 24th November 14:00-15:30 (UK)
Presentations from Cait Hayward and August Evrard, Michigan University.
Link to Recording
Link to Slides
Letter grades have long served as signaling mechanisms between an institution’s faculty and its students, and making the Dean’s List remains an aspiration of students on most American campuses. In this presentation, we offer three short talks with a common thread of student advantages and barriers. We first demonstrate that increased selectivity – the tendency of an institution to admit students with increasingly higher standardized test scores – is an important factor in the rise of undergraduate grades over the past decade. The findings allow us to refine measures of faculty-related grade inflation, and we introduce grade susceptibility, the conditional distribution of student grade earned as a function of incoming standardized test score, as a measure with broader potential application. We then pivot to a study of student grades in large STEM courses across multiple institutions that features an integer variable, a systemic advantage index, incorporating dimensions of birth sex, underrepresented minority status, family income, and first-generation college status. Across seven public US universities, students with high advantage index earn consistently higher grades than their low advantage counterparts, objective evidence that corroborates the persistence of systemic inequities in American STEM education. We conclude with a current project that aims to identify particular courses where systemic advantages are most impactful on student grades, and share these patterns with instructors via a rich data report that highlights opportunities for potential pedagogical changes. Continue reading
openTEL is a strategic research area in Technology Enhanced Learning (TEL) created in 2015 at The Open University (OU). More precisely, this open research group forms part of the Institute of Educational Technology (IET). Professor Eileen Scanlon leads the group alongside the TEL community, with members from across the university who support the development of local and international TEL projects. OpenTEL is also the recipient of the 2017 Open Education Consortium award for Open Research. This award recognises excellence in research on open education and related studies that help advance our understanding and demonstrate effectiveness related to challenges in OER.
You may already know that information by heart if you are a loyal reader of the openTEL blog. But what makes this post different then? Well, today, we want to celebrate the trajectory of openTEL by highlighting the success, innovation and impact the group has had since its origins up till now. So, how has openTEL contributed to the field during these six years? Continue reading