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Opening up data and research

September 19th, 2014 by Graham Attwell

Much of the focus of the open education movement has been on Open Educvational Resources and MOOCs. But just as important, in my humble opinion, is opening up research to a wider public. This is not only confined to opening up access to the results of research but allowing access to a wider audience than acandmicsx to raw research data. And there are a growing number of web sites that are doing this. One of the sites i am loving is the Understanding Society website based on the UK Households survey and run by designed and managed by a team of longitudinal survey experts at the Institute for Social and Economic Research (ISER), at the University of Essex.

Understanding Society, they say, “is a unique and valuable academic study that captures important information every year about the social and economic circumstances and attitudes of people living in 40,000 UK households.

It also collects additional health information from around 20,000 of the people who take part.

Information from the longitudinal survey is primarily used by academics, researchers and policy makers in their work, but the findings are of interest to a much wider group of people including those working in the third sector, health practitioners, business, the media and the general public.”

One study based on the survey and recently posted on the Understanding Society web site  looks at Gender differences in educational aspirations and attitudes land examined the ambitions and approaches to study of 11-15 year olds participating in the British Household Panel Survey.

The sudy says that “while girls have more positive aspirations and attitudes than boys, the impacts of gender on children’s attitudes and aspirations vary significantly with parental education level, parental attitudes to education, child’s age and the indirect cost of education.

Boys are more responsive than girls to positive parental characteristics, while educational attitudes and aspirations of boys deteriorate at a younger age than those of girls.

Girls also acknowleged the impact of the recession and increased youth unemployment by working harder. Boys however appear unresponsive to the business cycle. This might reflect misplaced confidence where they believe they will be able to find a job independently from the economic climate. Policies targeting boys with more information on the benefits from investing in education will increase their awareness about the consequences of an unfavourable youth labour market, which may improve their educational attitudes and aspirations and consequently their educational attainment.”

I’m not sure what is make of all this. But I wonder if there is any comparative data from other countries? No doubt it would be a chnallenge to norm such data, but it could greatly help in understanding why boys in the UK are underperforming. If you know of such data plese just add a comment or drop me an email.

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    BYU researcher John Hilton has published a new study on OER, student efficacy, and user perceptions – a synthesis of research published between 2015 and 2018. Looking at sixteen efficacy and twenty perception studies involving over 120,000 students or faculty, the study’s results suggest that students achieve the same or better learning outcomes when using OER while saving a significant amount of money, and that the majority of faculty and students who’ve used OER had a positive experience and would do so again.


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    A National Survey fin Wales in 2017-18 showed that 15% of adults (aged 16 and over) in Wales do not regularly use the internet. However, this figure is much higher (26%) amongst people with a limiting long-standing illness, disability or infirmity.

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    Digital Communities Wales: Digital Confidence, Health and Well-being, follows on from the initial Digital Communities Wales (DCW) programme which enabled 62,500 people to reap the benefits of going online in the last two years.

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    Figures from the UK Higher Education Statistics Agency show that in total almost 11,500 people – both academics and support staff – working in universities on a standard basis were on a zero-hours contract in 2017-18, out of a total staff head count of about 430,000, reports the Times Higher Education.  Zero-hours contract means the employer is not obliged to provide any minimum working hours

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    Interesting research on student centered learning and student buy in, as picked up by an article in Inside Higher Ed. A new study published in PLOS ONE, called “Knowing Is Half the Battle: Assessments of Both Student Perception and Performance Are Necessary to Successfully Evaluate Curricular Transformation finds that student resistance to curriculum innovation decreases over time as it becomes the institutional norm, and that students increasingly link active learning to their learning gains over time


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