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OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
OCWC Global 2013: OER in Canada: A POERUP Report
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OCWC Global 2013: OER in Canada: A POERUP Report

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OCWC Global 2013 keynote slides of the speakers

OCWC Global 2013 keynote slides of the speakers

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  • http://upload.wikimedia.org/wikipedia/commons/thumb/c/c7/Canada_%28orthographic_projection%29.svg/541px-Canada_%28orthographic_projection%29.svg.png
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  • http://www.zoho.com/crm/images/reports-dashboards.jpghttp://www.law.nagoya-u.ac.jp/iss2012/_src/sc433/credit_transfer.pnghttp://www.standoutblogger.com/wp-content/uploads/2010/04/question-mark3a.jpg
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  • http://www.snj-rf.com/photo/art/default/1421720-1886436.jpg?v=1289464127In Quebec, the government differs from other provincial governments regarding copyright protection in education and so is not inclined to be supportive of OER initiatives. Quebec, as Canada’s only officially French-speaking province, has a thriving local francophone cultural industry, unlike the anglophone provinces that tend to rely on US cultural imports. So, the protection of the French culture in Quebec is a paramount concern and as such they are much more concerned about protecting their publishers and authors than they are about supporting open content for their educational institutions. They use the term “droitd’auteur” to translate the term “copyright”, which is more in keeping with the European custom emphasizing the rights of the copyright owners over the rights of learners and other consumers. Membres du Comitésur le droitd'auteur de l'Associationnationale des éditeurs de livres [Members of the committee on author’s rights {copyright} of the National Association of Book Editors have been particularly vocal in expressing their opinions (Foulon, Jetté, Saint-Jean, et al., 2006). And the Quebec government has been alone of all the governments in Canada opposing the educational exemption to copyright (Geist, 2006).
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  • Transcript

    • 1. OER in Canada: A POERUP ReportD. QuirkR. McGrealT. AndersonAthabasca UniversityCreative CommonsAttribution 3.0 License(some images fair dealing)
    • 2. CANADAINDONESIASize comparison36 million245 million
    • 3. Policies for OER UPtake
    • 4. PartnersSERO
    • 5. Focus• Stimulating uptake of OER through policy• Building on previous initiatives (eg. OPAL, Olnet)• Through country reports and case studies• Evaluate successful OER communities
    • 6. Outputs• Inventory > +300 OER initiatives• 11 country reports ; 13 mini-reports• 7 in-depth case studies• 3 EU-wide policy papers• 7 options brief packs for EUnations/regions
    • 7. UNESCO Survey• few OER policies• confusion over OER• Not realizing the potential of OER• Content accessible- not openly licensed(UNESCO, 2012, p. 25)
    • 8. •OER•Open access•Open user-generated works•Open data•Open Glam(Galleries, Libr.,Arch. Museums)•Open government•Open policies•Open licences•Open licence tools (CC)•Open standards•Open SourcePaul Stacey
    • 9. Paul Stacey
    • 10. •Can create own materials• Can be developed as ‘stand-alone’ wikis• Can transcend a course• Can reduce need to create new materials• Can be accessed worldwide or locallyOERTony Bates
    • 11. Open Access & OER• Scholarly journals• Research• Could be used as OER• Respondents found it difficult todistinguish• AU first in Canada with OA Policy
    • 12. Open Access & OER“Despite the mounting support foropen access, Canada has laggedbehind with only a handful of pilotprojects from the federally-fundedresearch agencies . . . it is time forthose agencies to make a firmcommitment to open access.”
    • 13. Canada Report• Provincial• No Government policies• Few initiatives• Policy proposals (HEIs)
    • 14. Methodology• 93 contacts/ 21 responses (govt.,HEI, private sector)• Email & telephone interviews• 3 primary contacts:– Athabasca University– BCcampus– OCAD University
    • 15. Research Questions1. OER initiatives/Collaborations?2. Policy documents on OER?3. Are OER policies important?4. Major barriers/incentives for OER5. Are you aware of other OERinitiatives?
    • 16. Creative Commons Canada
    • 17. Open Data Canada• Innovation• Leveraging public information• Develop consumer/commercialproducts• Better use of broadband• Research• Informed decisions for consumers
    • 18. • First in Canada with OA Policy• First in Canada to join OCWC• Policy proposals (HEIs)• TEKRI• UNESCO/COL Chair in OER
    • 19. •OCWC repository• OER research• Mapping of international OER activity•Open education/open access activities•OER Knowledge Cloud• OER Global Graduate Network;• OER awareness survey (internal)•OERu courses, e-texts•OER evaluation•Open Education MOOC
    • 20. • Canada’s first open access universitypress• Peer reviewed publications• Quality control
    • 21. WORKPLACE ENGLISH for ITCMohamed Ally
    • 22. Leadership amongstudents in Canada
    • 23. Fred MulderGlobal OER Graduate Network
    • 24. Susan D’Antoni
    • 25. • BC Campus licence• Online Programme Development Fund• 40 First year post-secondary courses as OER
    • 26. Flexible learning for open education“OER presents an optimal learningenvironment to meet the needs of alllearners, including those withdisabilities.”J. Treviranus
    • 27. •Outreach & awareness• Collaboration• Enabling specific learning needs• Supporting OER producers tocreate/label transformable content
    • 28. • Inclusiveness in OER repositories• Inclusive resource alternatives•Inclusive aids into common tools•Assisting OER community to beinclusive
    • 29. • PLAR (RPL)• Challenge exams•OERu member• Credit transfer
    • 30. Barriers: Fear• Competition• Loss of students/jobs• Loss of revenue/control• Criticism by peers• lack of economic models• AccountabilityWith Paul Stacey
    • 31. Barriers: Confusion• Business model• How open licences work• Collaboration strategies• Autonomy• Evidence of effectiveness• Terminology (OA,OER, PD etc.)With Paul Stacey
    • 32. Barriers: Effort• Finding OER• Finding quality resources• How it saves time or money?• Specific academic contexts• LocalisationWith Paul Stacey
    • 33. Barriers: Special Interests• Publishers• Copyright collectives• Textbook authors $$$• “Not invented here”• Copyright officers• ????With Paul Stacey
    • 34. Incentives: YES• Updating at any time - quality• Copy, paste, annotate highlight,print• Mix, mash, alter, localise• Format shifting• Move content/share/collaborate• Cost savings – open textsWith Paul Stacey
    • 35. Incentives: YES• Increased access to education• Students can better assess/plan• Showcase profile/brand• Convert lurkers into students• Accelerate learning• Reduce faculty preparation timeWith Paul Stacey
    • 36. Incentives: No’s• NO Cost• NO DRM (TPM)• NO Licences• NO permissions required• NO technological restrictions• NO geographical restrictionsWith Paul Stacey
    • 37. OER UniversityConceptJim Taylor
    • 38. Education OurContentOurSupportOur StudentsFriesen & Murray, 2011
    • 39. The Cat’s out of the Bag
    • 40. OER Critics
    • 41. http://www.col.org/resources/publications/Pages/detail.aspx?PID=446rory@athabascau.ca
    • 42. rory@athabascau.caСпасибо

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