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: 2125998
• 负责人: MacKenzie Stetzer
• 金额: $ 36.28万
• 依托单位: University of Maine
• 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=2125998&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公共领域中可用的教育材料的开放教育资源（OER）如何实现愿景和变革（V＆C）原则的实施，以实现国家利益。 V＆C报告呼吁生物学部门通过以学生为中心的教学方法并整合整个课程中的核心概念和能力来改变其计划。该报告还认识到，课程转型代表了个人教练的一项重大任务，并且实现广泛的变化将需要在生物学教育者中进行分散的努力。生物学社区以多种方式对此呼吁做出了回应，包括支持经过同行评审的OER期刊文章，这些文章描述了具有有可能提高本科生成功的潜力的结构化课程。但是，几乎没有工作来理解OERS V＆C原则的组成，实施和影响。通过表征现有资源，描述社区OER参与度以及衡量实施和学生学习，该项目具有独特的有利位置，可以从国家层面上理解社区如何实现V＆C呼叫以使学生受益。该项目的统一目标是通过研究如何在各种本科机构类型中实施V＆C原则来推进本科生物学教育。尽管OER具有潜在的有用性，但该领域仍缺乏对文章中描述的现有课程范围的范围，教师如何实施这些范围的范围，以及这些资源是否始终导致积极的学生成果。该项目将使用一系列数据源来解决这一差距，从已发表的OER文章到今天的学生学习。该项目旨在对各种期刊的OER文章内容进行范围审查。范围审查将解决有关V＆C核心概念和能力的覆盖范围的问题；使用积极学习实践；以及多样性，公平和包容的进步。该项目还将调查作者和用户，以确定他们与OERS的互动。对于作者而言，重点将放在他们如何使用V＆C原则构建课程以及如何奖励贡献的机构。对于用户而言，重点将放在他们如何修改课程的课程上。为了进一步确定实施如何影响学生学习，教授与V＆C核心概念和能力一致的预选的OER课程的讲师将共享课程工件（例如，讲座幻灯片），其教学视频记录以及学生评估结果。综上所述，这些数据将提供有关教师适应V＆C C ARIGNING OERS的范围的见解，并确定课程组成部分影响跨机构类型的学生学习的程度。从紧急研究中汲取灵感，来自各个机构的讲师将定期在教师指导网络（FMN）上开会，以识别并制定改善OER共享过程的策略。这些策略将通过诸如发布社区呼吁特定资源开发的机制来促进V＆C原则；反思OER文章如何促进多样性，公平性和包容性；在家庭机构举办研讨会，以帮助同事采用和实施OER；并确定有关部门激励措施和社区支持的建议，以鼓励OER增长。该项目将通过了解如何使用V＆C对齐的OER来促进本科生物学课程中的学生学习来使社会受益。该项目由计划描述21-7412资助，即支持研究本科生物学教育中愿景和变化运动影响的项目。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子优点和更广泛的影响审查标准通过评估来支持的。