 Yeah, my colleague is just uploading the presentation. Yes, we see the presentation. Okay, that's perfect. Should I start then? Yes, please. Okay, perfect. Okay, yeah, my name already mentioned is Daniel Otto. I'm from the so-called Learning Lab at the University of Duisburg, as in Germany. And I'm here with my colleagues, Daniel Dietman and Nadine Schroeder. And we're all part of a research project we are currently doing at the Learning Lab, which is dedicated to OER, and especially to a federal infrastructure concerning OER. And when we started this research project, we were very much interested in becoming a good overview about what is actually the status of the research about OER. And we were not so much interested in research on the conceptual or theoretical level. We were more interested on what's really there in empirical terms. So what is really the status of the empirical studies that are done all over the world and that are published in academic journals. And this is why we started to establish so-called mapping of this empirical research by using a systematic mapping approach. My colleague will tell you more about how we actually accomplished that. And if you go to the next slide, we can just see that we were guided by three major questions for systematic mapping. First of all, we wanted to know in empirical terms, what are the predominant thematic focuses of OER research? So what is the research really concentrated on? The second question was which are the research methods that are used in these studies, for example, the surveys or interpretation of data or qualitative studies. So that was also in our interest. The third aspect was the prevalence. Because we've done this worldwide, the prevalence of the studies and concerning the educational sectors, for example, whether many studies in the sector of school, higher education, vocational education. And also the question in which countries do most research, empirical research on who we are. Yes, so this was where we started. And my colleague Nadine, which I'm going to hand over, will tell you more about how we done this on a methodological basis. Yes, I give you an insight into our methodological procedure. We followed a systematic mapping approach to present the empirical studies on OER as complete as possible. But it's not in depth analysis, but an overview of the literature and on certain topics to identify trends and gaps in the OER research landscape. As criteria for searching relevant publications, we defined, first of all, publications of the last five years to reflect most current studies. And peer-reviewed journal articles in English to get an international perspective. With these limitations, we searched Web of Science, Scopus, and Eric using the keyword open educational resources across all fields. After reducing duplicates, we got such results of 550 publications. And these were part of our first screening process. And then we excluded publications which either didn't represent empirical studies or where the primary focus was not OER. So finally, we got 272 publications, which we included into a detailed analysis. And we assigned these studies to categories on the basis of a category scheme. On the scheme, we developed and validated collaboratively. And these categories include both formal and content-related levels. And based on these categories, we evaluated the frequencies to get a systematic map. So in the following, we would like to present some selected findings. The distribution of the studies by continents show that more than a third of the studies are located in North America, especially USA. And studies from Europe and Asia follow. And in contrast, studies from South America and Africa are less represented. And for 14 publications, no clear position could be identified. And 21 studies were conducted on more than one continent. Next one, please. Thank you, Nadine. Anne, it's your turn. Sorry, I'm not yet. So the educational area in which the studies were conducted showed the higher education sector is predominant with more than 70% followed by the school sector. And cross-educational research could be included in about 13% of the studies. So we can say plays a quite important role as well. So now it's your turn, Daniel, to continue with further results. Okay, Nadine, now I can say thank you. Yeah, first I'd like to show you what research methods were used in our empirical studies. The figure you can see here reveals that quantitative methods can be located at the highest level with just under 63% while qualitative methods account for a relatively small share of 20% and are at a similar level to mixed method approaches with a share of 70%. And when we have a deeper look at the methods, it becomes clear that the quantitative area consists mainly of surveys and data analysis and that interviews and interpretative studies predominate the qualitative studies. Another really important category for us is called research focus and this category, it was possible for us within the mapping process to classify studies into more than just one subcategory. You can see the subcategories here because within individual studies, we could often identify several goals and research interests. And in this category, it's very interesting that almost 30% of the studies could be assigned to the category use adoption and this subcategory contains studies that talk about the use of OER in learning contexts, for example, about the creation, the adaption and the sharing of materials within learning contexts. Another big subcategory is the category perception and attitude, which applied about 18% of our studies we examined. This category very often the teacher's attitude towards OER and their perception of OER were surveyed. And furthermore, one interesting outcome is almost 12% of the studies could be assigned to a category called learning outcomes. These studies often compared the extent to which learning outcomes that were achieved with OER differed from learning outcomes based on the use of conventional teaching materials. And in this context, we found several studies, especially from the US American region that are worth mentioning because they all investigate the use of open textbooks and their comparative cost advantages compared to classical educational materials. And this research focus seems to be understandable against or for us was understandable against the background that in contrast, for example, to Germany, where the prices for educational materials are moderate or low, we are often used in many countries to reduce the costs of education, especially in the USA, such studies can be located with a focus on the university context. Furthermore, 11% of the studies could be assigned to the category effectiveness. Here, the focus is not on effectiveness in terms of learning outcomes, but on aspects such as cost or time efficiency. And a last interesting aspect I want to mention right now can be seen when looking at the categories technical infrastructure or strategy. This includes studies that focus on strategic aspects. It's therefore not only mainly a question of how we are created or perceived, rather the focus of this type of study is how the environments and requirements for this are created on a structural level or how systematic implementation strategies or policies are developed or implemented, taken into account not only learners and teachers on an individual level, but also other actors such as technical support, libraries, non-teaching staff. Another category of our systematic mapping consists in the main contribution of the studies. And interesting results can also be seen when looking at this category, which you can see in this figure, because the figure clearly shows that the majority of the studies we investigated almost 80% are focused on the evaluation of implemented OER projects, measures or interventions. And in contrast, there are hardly any contributions that intend to develop concrete action recommendations, for example, for teachers for dealing with OER or that contribute to the development or theory building for OER or have several implementation strategies, you can say. And that's a point that will lead us to the conclusions. And that's something that Daniel Otto again will talk about now. Yes, sure. Thank you very much for this fast ride through all of our data. I mean, we were only able to show some aspects of the data and if you have more questions, you can of course ask or post them into the chat, because there was also a question about scientific disciplines. And I think we also have some findings about that. But first of all, I mean, we try to provide a basis which could serve as an agenda or which could deliver some points for future empirical research. And as already mentioned by Daniel and Nadine, what we can see is that most of the studies hardly can be or there can be hardly seen any theoretical foundations of many study designs. And this is something that is in particular true for our scientific discipline, which is technology-based learning. Most of the studies are survey-based. So they're sometimes reflecting personal experience of the course that was done, but there's hardly any theoretical basis. So to go through this data is more or less often surveys that have been done on a classical level. And this is a bit unfortunate because this hinders a bit more systematic and validating findings of various studies. For example, concentrating just on the replication, for example, of one study from another researcher. And also it's complicated to identify kind of explanatory variables that we could identify, for example, for the adoption of OER or for the use of OER that would be also interesting. Another field we can see where research is needed is the usability and user friendliness of OER repositories. And I think a lot of repositories are set up all over the world, so it would be very desirable to know more about that, how we can increase the usability of this repository so that individuals can download or upload material. Another last aspect I would like to mention, I guess there are a lot of different aspects that we could consider, especially the effects of the use of OER on pedagogical approaches. And I think this is especially important for concepts such as open pedagogy and also the effects on established educational practices. We're talking about open educational practices where there's an intensive debate on a conceptual level, but we find few empirical studies that test these assumptions about OEP or OP, and I think this would also be desirable. I think there are some studies which came up last year, maybe next year, but these are only a few compared to all the other studies we have so far. Okay, I think that's it. It was about 15 minutes, we were comparatively fast because we wanted to take some questions or comments. Yeah, we have one question from Yan Wang, who asked if you see any differences in the... I'm sorry, I'm... In the scientific disciplines? Yes. I don't know, maybe Nadine or Daniel can say something about that. I think that's something that has yet to be to investigate it. So right now we just prepared the categories we showed you now and some others, but we didn't... Until now, we didn't go deeper and look whether we could see differences between the educational sectors of the disciplines. That's something we will do in the future, but not right now. Joey? We can maybe state that none of the scientific disciplines are predominant. So we can see that most of the studies are doing cross-educational, a significant amount of the studies. Yeah, you can see that here. So this is... which can be assigned to one single discipline. So often there is no discipline mentioned or they have been done across disciplines. And you can say that we have... Thanks for the slide. We have like 24% of humanities and social science. That might be because educational science is in it. But yeah. And we have another interesting question from Joshua. I've been thinking about how one could compare the effectiveness of commercial material with OER when much of the commercial material is found by students on the web. Do you have any ideas about that, Daniel? You mean to contrast, like a conventional material with OER? Yeah, I think this is a focus we often find in those studies because a lot of studies concentrate, especially on this question, for example, open textbooks. So there's always the question, can you have the same learning effect or the same cost-effectiveness when you use open textbook instead of traditional material? And we can find that a lot. I don't know if that is the right questions. If you always try to compare OER with the classical conventional materials, maybe this should not be... Yeah, the overall leading question. But you can find a lot of studies concerning that question. I think if you want to delve deeper into it, the case of open textbooks might be special of interest. And I think we found a lot of studies where they had, for example, experimental settings. They had two courses. And then they compared by using data analysis. They had an exam and compared the outcomes of the students that used open education resources as contrasted to those who used commercial materials. So that can be found very often, especially in the US region, as we mentioned before. That's interesting. So one more last comment to get us on the road for more research on this. What would you like to do next? Yes. What we would like to do next is to engage more into the debate about open educational practices and open pedagogy. Because I think these are important aspects that are followed by the question about OER. Because we can see that OER is primarily content. But what we need is pedagogical approaches of how to use it and what can we achieve to use it, for example, better learning outcomes, for example, different teaching styles, whatever. So we know a little about these effects. We have strong conceptual debate about this. For example, Chrome and Bosco all day. All of them provide interesting insights, but they don't go so much into the empirical aspects of it. And I think there should be more research about it. Okay, thank you very much, Daniel, Daniel and Nadine. You can stop recording, please. Thank you very much.