Collaborative research: From Community to Practice: Evaluating How Open Educational Resources Facilitate Implementation of Vision and Change Principles Across Diverse Institutions

合作研究：从社区到实践：评估开放教育资源如何促进不同机构愿景和变革原则的实施

• 批准号: 2125990
• 负责人: Brian Couch
• 金额: $ 77.81万
• 依托单位: University of Nebraska-Lincoln
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-10-01 至 2026-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2125990&HistoricalAwards=false
• 关键词: Collaborative; research; Community; Practice; Evaluating

This project aims to serve the national interest by examining how open educational resources (OERs), which are educational materials available in the public domain, have enabled implementation of Vision and Change (V&C) principles. The V&C report called for biology departments to transform their programs by using student-centered teaching approaches and integrating core concepts and competencies throughout their curriculum. This report also recognized that course transformation represents a major undertaking for individual instructors and that achieving widespread change would require a distributed effort across biology educators. The biology community has responded to this call in a variety of ways, including supporting peer-reviewed OER journal articles that describe structured lessons with demonstrated potential to improve undergraduate student success. However, there has been little work to understand the composition, implementation, and impacts of the V&C principles in OERs. By characterizing the existing resources, describing community OER engagement, and measuring OER implementation and student learning, this project has a unique vantage from which to understand at a national level how the V&C call has been realized by the community for the benefit of students. The unifying goal of this project is to advance undergraduate biology education by examining how OER articles have enabled implementation of V&C principles across a variety of undergraduate institution types. Despite the potential usefulness of OERs, the field lacks a comprehensive understanding of the scope of existing lessons described in articles, how instructors implement them, and whether these resources consistently lead to positive student outcomes. This project will address this gap using an array of data sources, from published OER articles to present day student learning. The project aims to conduct a scoping review of OER article content from a variety of journals. The scoping review will address questions about the coverage of V&C core concepts and competencies; the use of active learning practices; and the advancement of diversity, equity, and inclusion. This project will also survey authors and users to determine their engagement with OERs. For authors, the focus will be on how they construct their lessons with V&C principles and how their institutions reward OER contributions. For users, the focus will be on how they modify lessons for their courses. To further determine how implementation affects student learning, instructors who teach pre-selected OER lessons aligned with V&C core concepts and competencies will share course artifacts (e.g., lecture slides), video recordings of their instruction, and student assessment results. Taken together, these data will provide insights into the range of ways that instructors adapt V&C-aligned OERs for their own contexts and determine the extent to which lesson components influence student learning across institution types. Drawing from emergent research, instructors from a variety of institutions will meet regularly in faculty mentoring networks (FMNs) to identify and enact strategies to improve the OER sharing process. These strategies will promote V&C principles through mechanisms such as issuing community calls for specific resource development; reflecting on how OER articles can promote diversity, equity, and inclusion; hosting workshops at home institutions to help colleagues adopt and implement OERs; and identifying suggestions for departmental incentives and community supports that encourage increased OER growth. This project will benefit society by understanding how V&C aligned OERs can be used to promote student learning in undergraduate biology courses. This project is funded by the Program Description 21-7412, Vision and Change that supports projects that study the impact of the Vision and Change movement in Undergraduate Biology Education.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目旨在通过研究开放教育资源（OER），这是在公共领域提供的教育材料，如何使愿景和变革（V C）原则的实施服务于国家利益。V C报告呼吁生物系通过使用以学生为中心的教学方法并在整个课程中整合核心概念和能力来改变他们的课程。该报告还认识到，课程改革是一个重大的任务，为个别教师和实现广泛的变化将需要一个分布式的努力，在生物学教育工作者。生物学界以各种方式响应了这一呼吁，包括支持同行评审的OER期刊文章，这些文章描述了结构化课程，并证明了提高本科生成功的潜力。然而，一直很少有工作来了解的组成，实施和影响的V C原则在OER。通过表征现有资源，描述社区OER参与，并衡量OER的实施和学生的学习，这个项目有一个独特的Vantage，从国家层面上了解如何V C呼叫已实现的社区为学生的利益。这个项目的统一目标是通过研究OER文章如何在各种本科院校类型中实现V C原则来推进本科生物学教育。尽管OER的潜在用途，该领域缺乏对文章中描述的现有课程的范围，教师如何实施它们，以及这些资源是否始终导致积极的学生成果的全面了解。本项目将使用一系列数据源来解决这一差距，从已发表的OER文章到当今的学生学习。该项目旨在对来自各种期刊的OER文章内容进行范围审查。范围界定审查将解决以下问题：维也纳公约核心概念和能力的覆盖范围;积极学习做法的使用;以及促进多样性、公平和包容。该项目还将调查作者和用户，以确定他们对OER的参与程度。对于作者来说，重点将是他们如何用V C原则构建他们的课程，以及他们的机构如何奖励OER贡献。对于用户来说，重点将是他们如何修改课程的课程。为了进一步确定实施如何影响学生的学习，教授预选OER课程的教师将与V C核心概念和能力保持一致，讲座幻灯片），他们的教学录像，和学生的评估结果。两者合计，这些数据将提供深入了解的方式，教师适应V C对齐OER为自己的情况下，并确定在何种程度上的教训组件影响学生的学习跨机构类型的范围。从紧急研究，来自各种机构的教师将定期在教师辅导网络（FMNs），以确定和制定战略，以改善OER共享过程。这些战略将通过以下机制促进V C原则：发布社区呼吁，要求开发特定的资源;反思OER条款如何促进多样性、公平和包容性;在国内机构举办研讨会，帮助同事采用和实施OER;确定鼓励OER增长的部门激励措施和社区支持建议。这个项目将有利于社会了解如何V C对齐OER可以用来促进学生在本科生物课程的学习。这个项目是由计划说明21-7412，愿景和变化，支持研究的愿景和变化运动在本科生物学教育的影响的项目资助。这个奖项反映了NSF的法定使命，并已被认为是值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估的支持。