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OER in context and open education movement
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OER in context and open education movement


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OER in context and open education movement

OER in context and open education movement

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  • 1. Niraj Thurairajah
    Images and logos:
    All text
    Open Educational Resources (OER)
  • 2. Open Educational Resources
    Commonly used definition (OECD, 2007)
    Digitised materials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research
    Learning materials that are freely available under a license that allows them to be:
  • 3. Openness
    The concept of ‘Openness’ is based on the idea that knowledge should be disseminated and shared freely through the Internet for the benefit of society as a whole
    ‘openness’ entails, at a minimum, no cost to the consumer or user of the resource (Downes, 2007; Tuomi, 2006)
    free availability
    fewer restrictions
  • 4. Educational Resources
    Resources are not limited to content but comprise three areas:
    Learning content: Full courses, learning objects, collections and journals.
    Tools: Software/tools to support the development, use, reuse and delivery of learning content
    Implementation resources: Licenses to promote open publishing, design principles of best practice and localise content.
    OECD, 2007
  • 5. Open in OER (Geser, 2007)
    Open access: content (including metadata) is provided free of charge
    “open” educational resources
    Open licensed: liberally licensed for re-use, favourably free from restrictions to modify, combine and repurpose
    Open format: produced in open format and designed for easy re-use
    Open software: produced with
    open source software
  • 6. OER in Higher Educational Institutes
  • 7. MIT Open Courseware
  • 8. Humbox
    JISC funded
    Phase 1
  • 9. Map of online communities
  • 10. Benefits of OER
  • 11. For students
    Learn new things or enrich other studies;
    Share and discuss topics asynchronously or synchronously with other learners;
    Assess whether they wish to participate in (further) formal education;
    Decide which institution they want to study at;
    Improve their work performance;
    Create or revise OER themselves.
  • 12. For Academics
    Create courses more efficiently and/or effectively, particularly using rich media resources that require advanced technical and media skills;
    Investigate the ways in which others have taught their subject;
    Create resources or courses in collaboration with others rather than doing it all themselves;
    Join in communities of practice which help improve their teaching practices as they reflect on the community use of new open tools and technologies;
    Customise and adapt resources by translating or localising them.
  • 13. For Educational Institutes
    Showcase their teaching and research programmes to wider audiences;
    Widen the pool of applicants for their courses and programmes;
    Lower the lifetime costs of developing educational resources;
    Collaborate with public and commercial organisations in new ways, including educational publishers;
    Extend their outreach activities
  • 14. For Government
    Showcase their country’s educational systems;
    Attract international students (to higher education at least);
    Help drive changes in educational practices;
    Develop educational resources in ‘minority’ languages that commercial publishers are reluctant to do so;
    Develop educational resources that reflect local cultures and priorities;
    Cooperate internationally on common resources to meet common needs.
  • 15. Thank you