An overview of the OER Research Hub and Impact Map

2. Understanding
the impact of
open educational
resources

3. Filtering data according to sector,
hypothesis & polarity
Framework for comparing disparate
evidence types
Effective evidencebased decisionmaking and advocacy
Collaborative research, analysis &
dissemination
Openness in action: openly licensed
research instruments, data

4. 11 HYPOTHESES:
OER improve student performance
and satisfaction
Open licensing is important in
educational reuse

5. 11 HYPOTHESES:
OER widen participation in
education
OER can help at-risk learners
to finish their studies

6. 11 HYPOTHESES:
OER use leads educators to reflect
on their practice
OER adoption brings financial
benefits for
students/institutions

7. 11 HYPOTHESES:
Informal learners select OER
in a variety of ways
Informal learners develop their
own forms of study support

8. 11 HYPOTHESES:
OER support informal learners
in moving to formal study
OER use encourages institutions
to change their policies

9. 11 HYPOTHESES:
Informal assessments
motivate learners using OER

10. Creating a network of
research through
collaboration

12. Designing a new evidence model

13. Metadata
specification
Mapping
locations
Encouraging
contribution
UI /
Accessibility
Diverse,
fragmentary
evidence
Filtering /
navigation
Polarity
(+ve/-ve)
Design
K.I.S.S.

14. Title
• Text
Copy
• Text / HTML
• Supports embedding of multimedia content
Hypothesis
Polarity
Location
Sector
Citation
• Association of evidence with hypothesis
• Evidence is either +ve/-ve in relation to a hypothesis
• Geotagging / GPS
• School (K12) / College / HE / Informal
• Academic citation
• Hyperlink / URL

15. YouTube
Interview
Case
Study
Institute
Metrics
Academic
Papers
Case
Study
Anecdotes
Survey
Data
Evidence FLOW

16. Sample Entries

17. Flexible
Granular
Support comments, sharing
Citations field

20. Visualizing the Data

21. Sankey Diagrams track the flow of evidence

22. Global Evidence Map

23. Detailed map view

24. Explore Projects

25. Summaries of evidence gathered for each hypothesis

26. http://oerresearchhub.org
http://chaos.open.ac.uk