Findings
Finding 1: Evidence and Impact
Merinda McLure
Projects supported existing but also new collaborations by individuals within each institution, which together with the Rubric encouraged participants’ wide consideration of a diverse array of data sources, both quantitative and qualitative, for their OER. In some cases, participants considered data they may not have previously related to OER or equity and identified the need to collect new data (e.g., students’ off-campus Internet access) and update data collection tools (e.g., the development and administration of a new survey).
Observations
Appreciation for Data Collection
Participants appreciated gaining enhanced insight that OER efforts can impact, and be impacted by, many different corners of an institution. Their work with the Rubric helped them appreciate the importance of connecting data (e.g., courses using/not using OER, institution-wide) to their OER work and of actively using it to map and develop action.
Diversifying Data Collected
The projects led some participants to collect and consider more extensive and diverse existing data, and to collect new data. They learned what data were available at their institution, what data were lacking but desirable for the future, and that some data were not reliable.
Data-driven Decision Making
Participants gained new appreciation for, and experience with close attention to, the consideration of how data could inform their understanding of equity at their institution and in relation to OER creation/use. Data considerations that revealed equity concerns or perceived institutional weaknesses helpfully reinvigorated some project participants and institutional partners toward action. Participants developed increased interest in understanding how other institutions are using data to support and evidence the impact of OER efforts, and in the possibility of sharing new instruments (such as surveys or focus group plans).
Recommendations
- Future support for use of the Rubric should strongly and specifically encourage all users’ wide consideration of existing and new institutional data that are relevant to understanding institutional equity and equity through the challenges and opportunities of open educational resources.
- Rubric users and future grantees should be encouraged to share their institutional experiences of data collection to increase awareness of how OER impact, and equity, are being reported across diverse institutions. DOERS3 could also collect these experiences as examples to share with the broader community of rubric users.
- Instruments (surveys, focus group plans, etc.) developed by Rubric users can be described (types, considerations, etc.) or collected and shared, to provide ideas and models to a broader community of Rubric users.