The Many Good Reasons for Open Educational Resources


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Speech at the OER-HE stakeholder workshop 4 March 2011

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The Many Good Reasons for Open Educational Resources

  1. 1. The Many Good Reasons for Open Educational Resources: Why Universities should adopt Open Policies<br />Frederik Truyen, OER-HE stakeholder workshop, March 2011<br />
  2. 2. Open Education<br /> the simple and powerful idea that the world’s knowledge is a public good and that technology in general and the Worldwide Web in particular provide an extraordinary opportunity for everyone to share, use, and reuse knowledge." <br />The William and Flora Hewlett Foundation <br />
  3. 3. OCW<br />"The Open Courseware concept is based on the philosophical view of knowledge as a collective social product and so it is also desirable to make it a social property." <br />V. S. Prasad, Vice-Chancellor - Dr. B. R. Ambedkar Open University, India<br />
  4. 4. OER Initiatives<br />open courseware and content;<br />open software tools (e.g. learning management systems);<br />open material for e-learning capacity building of faculty staff;<br />repositories of learning objects; and<br />free educationalcourses.<br />Hylén, J. (2005). Open educational resources: Opportunities and challenges. OECD-CERI.<br />see also: Downes, Stephen (2007). "Models for Sustainable Open Educational Resources" in: Interdisciplinary Journal of Knwoledge and Learning Objects, Vol. 3, p. 29-44. <br />
  5. 5. OER definition<br />"OER are teaching, learning, and researchresourcesthat reside in the public domain or have been released under an intellectual property license that permits their free use or re-purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge." <br />The William and Flora Hewlett Foundation<br />
  6. 6. OER definition OECD<br />"digitisedmaterials offered freely and openly for educators, students, and self-learners to use and reuse for teaching, learning, and research. OER includes learning content, software tools to develop, use, and distribute content, and implementation resources such as open licences." <br />OECD (Organization for Economic Co-operation and Development) and UNESCO<br />
  7. 7. Criticism<br />Beware of paternalistic agenda<br />Contents need to be interculturally adjusted<br />Economic model unclear<br />Static vision on knowledge and learning contents<br />!<br />
  8. 8. Knowledge economy<br />Learning economy<br />Bengt-Åke Lundvall<br />Creative economy<br />Charles Landry, John Howkins, Richard Florida<br />Open knowledge economy<br />Yochai Benkler<br />Peters, M. A. (2010). Three Forms of the Knowledge Economy: Learning, Creativity and Openness. British Journal of Educational Studies, 58(1), 67-88.<br />
  9. 9. Reframing Resources<br />Open EducationalResources go beyond Learning materialsand involve the stakeholder communitiesand key actors involved in the relevant knowledge domains<br />The ultimate Open EducationalResource is part of the socialnetworkthat warrants the supply chain, validates the knowledge claims, and makes it sustainableand fostersitsgrowth<br />
  10. 10. Course<br />as a defining feature<br />for the structure and purpose of OER, in providing: <br />a summary of a field<br />structure and an outline<br />references and links<br />teaching & learning activities<br />intensity, depth<br />assessment<br />authority<br />
  11. 11. Users<br />Products<br />Experts<br />Exploitation<br />Industry<br />Local Stakeholders<br />and<br />actors<br />Professionals<br />Publishers<br />Stakeholders<br />OER<br />Teaching Community<br />Journals<br />Books<br />ScientificCommunity<br />Organisations<br />Blogs & wiki's<br />Conferences<br />Exercises<br />Course notes<br />Archives<br />Assessment<br />Libraries<br />
  12. 12. Good reasons for OER<br />Widening Participation & LifeLong Learning<br />Internationalization<br />Profiling & Mainstreaming<br />Reaching out to stakeholders<br />Quality control / Cost control<br />Learning in the Digital Age <br />Interdisciplinary research<br />
  13. 13. Widening Participation<br />LifeLong Learning<br />Accessibility<br />Reaching out to professional communities<br />
  14. 14. Internationalization<br />Enhanced visibility and findability<br />Possibility to engage students at a distance<br />International collaboration and sharing of workload<br />
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  17. 17. Profiling<br />For the institution<br />For the individual teacher<br />
  18. 18. Mainstreaming<br />In a regional context<br />feeding the web<br />
  19. 19.
  20. 20. Stakeholder communities<br />Regional expertise networks and knowledge anchor points<br />Fostering participation<br />
  21. 21.
  22. 22. Quality Control<br />Public scrutiny<br />Originality<br />Benchmarking<br />
  23. 23.
  24. 24. Cost control<br />Re-use economics<br />Filling the gaps<br />Reducing authoring cost<br />
  25. 25.
  26. 26. Learning in the Digital Age<br />Personal Learning Environment<br />Flexible learning<br />Remediation of knowledge gaps<br />Community translations<br />
  27. 27. Interdisciplinary Research<br />Increased exposure of insights to other domains<br />Sharing of concepts and methods<br />Tracking trends<br />
  28. 28. The role of the university<br />A Regional duty with an international scope<br />Relevant, well-structured reference materials for the broader community<br />Embedded in an international framework<br />
  29. 29. Partners OER-HE<br />
  30. 30. Thank you!<br />