1. Open Educational Resources: How are US Faculty Using Them? Flora McMartin, Broad-based Knowledge Alan Wolf, University of Wisconsin - Madison

2. COSL, Logan, Utah 2007Slide 2 Research Questions What do faculty members do with the online digital resources they find at digital libraries, online collections of open educational resources and so forth. Do faculty value online educational resources? How do they use these resources for teaching purposes? What are the barriers to their use of both resources and digital libraries/collections?

3. COSL, Logan, Utah 2007Slide 3 Methodology Focus groups (Fall 2005) Code transcripts & determine themes Survey design Institution recruitment Survey delivery (September 2006 - January 2007) Analysis

4. COSL, Logan, Utah 2007Slide 4 Focus groups 11 focus groups conducted across the range of higher education institutions, STEM disciplines, and instructor ranks Questions Finding materials (types, methods, barriers) Sharing materials (types, methods, barriers) Communities and their roles in teaching improvement and sharing. How faculty and instructors use the web for professional development

5. COSL, Logan, Utah 2007Slide 5 Focus Group Findings Personal definitions of DLs vary widely Very few people knew about NSF DL efforts, OCW efforts, other campus repositories Not naming vs. not knowing Barriers to use Information overload Concern about copyright and use Not invented here Persistence of resources Google

6. COSL, Logan, Utah 2007Slide 6 Focus Group Themes 1. Characteristics of useful online collections Valued content, valued features, ease of use 2. Faculty work patterns What, how & where they seek, why create/select curriculum, how used in teaching 3. Alignment between DLs and faculty work patterns SOTL, PD, community of practice, research 4. Obstacles to faculty use of DLs Prefer Google, no/low ROI, time consuming, lack of right content, lack of knowledge about DLs 5. Faculty use of Web for P&T purposes Research, Service, Teaching

7. COSL, Logan, Utah 2007Slide 7 Survey design Three Facets of Survey Validity Face Validity (does it seem right?) Extensive feedback, meetings External Validity (do other people think it clear, cohesive, right?) Pre-test w/ 20 faculty members, representative of sample, 6 in-depth interviews Internal Validity (measuring what you think your are measuring? Minimizing error) Reverse coding; Likert scales throughout, factor analysis & reliability testing - more to come

8. COSL, Logan, Utah 2007Slide 8 Survey implementation Survey sections and questions Designed to parallel themes from focus group Homage to surveys past Survey recruitment and delivery Cold e-mailed almost 3000 higher education institutions Approximately 250 responded, and 120 participated Local coordinators managed delivery

9. COSL, Logan, Utah 2007Slide 9 Participant Demographics 4,678 respondents Faculty Appointment Type of Institution

10. COSL, Logan, Utah 2007Slide 10 Participant Demographics, part 2 Level of Courses Taught

11. COSL, Logan, Utah 2007Slide 11 Participant Demographics, part 3 Mode of Instruction

12. COSL, Logan, Utah 2007Slide 12 How different are faculty from one another? When we look at traditionally identified faculty populations, we see few differences. The type of institution where they serve The amount of time that they have been teaching Even discipline is less a factor than expected As far as these traditional groups go, we have a homogenous population We still believe that there are factors, but they are complex and require further research

13. COSL, Logan, Utah 2007Slide 13 Value of Digital Resources

14. COSL, Logan, Utah 2007Slide 14 Types of Digital Resources Type of Resource % Use Very Freq.How Used Digital images - visual42Lecture Prof. Dev. as Teacher Animations11Review/Study aid Lecture Data Sets22Prof. Dev. as Teacher Research/PBL Teaching, Learning Exercises28Review/Study aid Lecture Online scholarly resources49Prof. Dev. as Teacher Grants, Scholarship

15. COSL, Logan, Utah 2007Slide 15 Source of Digital Resource Frequency of use of: User Created resource Modified others’ resource Used others’ resource as-is Digital images-0.24-0.150.35 Animations-1.12-1.010.00 Data Sets-1.28-1.040.16 Teaching, Learning Exercises 0.13-0.050.16 Online scholarly resources -1.06-0.860.68 Values are the mean of participant responses Scale: -2 = very infrequently, +2 = very Frequently

16. COSL, Logan, Utah 2007Slide 16 How Faculty Find Digital Resources to use in their classes The trend is reversed when the faculty are looking for sources of materials for students to interact with directly. Scale -2 very unlikely to +2 Very Likely

17. COSL, Logan, Utah 2007Slide 17 Motivations for Using Digital Resources MeanMotivation 1.28improve students’ learning 1.24stay abreast of professional developments 1.19helps me keep fresh 0.92helps students learn difficult concepts 0.91incorporating DR’s in class is fun 0.80saves me time 0.02help me better accommodate students w/ disabilities Scale: -2 = strongly disagree, +2 = strongly agree

18. COSL, Logan, Utah 2007Slide 18 Learning to Use Digital Resources How did you learn about incorporating technology into your teaching? 86% self taught 54% faculty development program 42% another instructor 31% other technology instruction/class 5% a TA or grad student More likely to use collections than search engines to learn about teaching/pedagogy

19. COSL, Logan, Utah 2007Slide 19 Barriers to Using Digital Resources Scale -2 = strongly disagree, +2= strongly agree I would use technology more if …

20. COSL, Logan, Utah 2007Slide 20 Importance of DL Features ContentPedagogy 42% peer reviewed & of high quality 12%supplemented w/ materials to explain use in teaching 41% organized to find quickly 5% supplemented w/ materials to use in Professional Development

21. COSL, Logan, Utah 2007Slide 21 Conclusions Faculty are more alike than different in use of online digital materials No direct relationship between highly valuing educational digital resources and level of use Faculty prefer search for finding materials Barriers to use cannot be simply described Learning about teaching is not yet an intentional web activity

22. COSL, Logan, Utah 2007Slide 22 Meeting Users Halfway Faculty developers Do your faculty know about available resources? Offer support for the use of these resources. Content providers What resources are your users seeking (both content and granularity)? Offer materials to assist users and faculty developers.

23. COSL, Logan, Utah 2007Slide 23 More Details about this Research Co-Investigators: Glenda Morgan, George Mason University Ellen Iverson, Carleton College Cathy Manduca, Carleton College Josh Morrill, Morrill Solutions Research For more details visit http://serc.carleton.edu/facultypart We wish to acknowledge the National Science Foundation for their support (DUE-0435398). The findings presented here do not necessarily represent the views of the NSF.

24. COSL, Logan, Utah 2007Slide 24 Now Let’s Hear from You Who are you trying to reach? What motivates them to use your resources? What might motivate non-users to use your resources?