Unescocol chair

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These slides describe the UNESCO/COL Chair in OER.

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  • http://wikieducator.org/images/thumb/e/e9/OER-Theory-of-action.jpg/750px-OER-Theory-of-action.jpg
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  • http://wikieducator.org/images/thumb/e/e9/OER-Theory-of-action.jpg/750px-OER-Theory-of-action.jpg
  • http://farm2.static.flickr.com/1095/540315952_68f10a1841.jpg?v=0learning objects such as modularized lessons, video and audio lectures (podcasts), references, workbooks and textbooks, multimedia simulations, experiments and demonstrations, as well as syllabi, curricula and lesson plans.
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  • MERLOT divides quality into three areas: content, potential effectiveness and ease of use. The currency, relevancy and accuracy of the learning materials is foremost. They must be clear and concise demonstrating the concepts and integrating where appropriate. Effectiveness can be calibrated when pre-requisites and learning objectives are clearly indicated and concepts are realistically reinforced, building on prior knowledge. Clear instructions can make the material easy to use as can visual and interactive components.
  • brand or reputation of the OER creator, peer review, user ratings, use indicators, validation, and self-evaluation. Other possible quality indicators include sharability, timeliness, reach (number of users), usability (license restrictions), and accessibility.http://www.diamondvues.com/archives/davinci%20diamond-1.gif
  • brand or reputation of the OER creator, peer review, user ratings, use indicators, validation, and self-evaluation. Other possible quality indicators include sharability, timeliness, reach (number of users), usability (license restrictions), and accessibility.http://www.istockphoto.com/file_thumbview_approve/337552/2/istockphoto_337552-calendar-icon-idea.jpghttp://www.chrglobal.com/_assets/images/sectionImages/sectionImage_Global-Reach.jpghttp://irudiak.argazkiak.org/dd86e7c48c5b08890dd69d775e2ca4e7_c.jpghttp://farm4.static.flickr.com/3216/3157622608_7f43527e56.jpg
  • Quality can also be improved through the sharing of OERS when institutions transfer costs from the course development process to student services and support. Students could benefit by paying less for course materials. OERs can be used to provide more student choice at little additional cost. Faculty can spend more time on research rather than on course development. http://farm4.static.flickr.com/3609/3575000735_6ba08467d9_z.jpghttp://www.arthursclipart.org/wealth/wealth/DOLLAR-SIGN.gif
  • The timely updating of courses can be another benefit of OERs. A course could be of the highest quality when it is first created, but unless it is updated regularly and consistently the quality can decay. OERs can be one way of accessing and inserting updated content and other relevant course materials as they become available.Is time an aspect of quality?
  • Accessibility follows from the openness of the OER and is an overarching quality feature linked with searchability and interoperability . If the OER cannot be found nor used in your application or device or adapted to fit, then the quality is questionable. This quality aspect is of special importance to users with physical disabilities.http://blogs.worldbank.org/files/publicsphere/proprietary%20knowledge_gideon%20burton.jpeg
  • Another aspect of quality of OERs is dependent on the type of open license. Is it a higher quality course if you are allowed to make derivatives and localise the content? Are public domain OERs of “higher quality” than those with restrictions such as “no derivative” or “non-commercial”?Berkeley Software Distribution & Copyleft
  • OER quality can also be related to the number of learners. What is the “quality” of proprietary course materials used in one class for some twenty students in comparison to an OER that is available and accessed by millions of learners?
  • There are two things to accredit – first the educational materials themselves, and here we are talking of OER, and second the educational context in which they are used. My personal view is that the first is much less important than the second. There are two things to accredit – first the educational materials themselves, and here we are talking of OER, and second the educational context in which they are used. My personal view is that the first is much less important than the second. - Richard Hellerhttp://farm1.static.flickr.com/54/127875272_18901101f7_o.jpg
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  • http://wikieducator.org/images/thumb/6/63/Oer_educators_diagram_.jpg/400px-Oer_educators_diagram_.jpg
  • https://communities.unesco.org/wws/info/iiep-oer-opencontent
  • http://wikieducator.org/images/thumb/e/e9/OER-Theory-of-action.jpg/750px-OER-Theory-of-action.jpg
  • Unescocol chair

    1. 1. UNESCO/COL<br />Chair in Open Education Resources<br />OCWC<br />May 2011<br />Cambridge MA<br />Rory McGreal<br />
    2. 2. Sponsors<br />Community<br />Adjustment<br />Fund<br />
    3. 3. Partners<br />
    4. 4. UNESCO Chairholders<br /> in OER Partners<br />Fred Mulder<br />Rory McGreal<br />
    5. 5. OER in Africa<br />
    6. 6. Gender Equality<br />
    7. 7. Youth<br />
    8. 8. Networking<br />
    9. 9. Capacity Building<br />
    10. 10. Research<br />
    11. 11. Rural & remote communities<br />
    12. 12. The world is going mobile<br />Mobile Learning<br />
    13. 13.
    14. 14.
    15. 15.
    16. 16. OERs for Development<br />Goal of developing together a universal educational resource available for the whole of humanity… hope that this open resource for the future mobilizes the whole of the worldwide community of educators”<br /> UNESCO 2002 <br />
    17. 17. Susan D’Antoni<br />OER Mapping<br />
    18. 18. “… technology-enabled, open provision<br />of educational resources for consultation,<br />use and adaptation by a community<br />of users for non-commercial purposes.<br />
    19. 19. Open Educational Resources<br />
    20. 20.
    21. 21.
    22. 22.
    23. 23.
    24. 24.
    25. 25.
    26. 26. QUALITY:<br />content<br />potential effectiveness <br />ease of use <br />
    27. 27. OER Quality measures<br />brand or reputation<br />peer review<br />user ratings<br />use indicators<br />validation,<br />self-evaluation <br />
    28. 28. OER Quality measures<br />Sharability<br />Timeliness<br />Reach (number of users), <br />Usability (license restrictions), <br />Accessibility.<br />
    29. 29. OER Quality: Cost sharing<br />Cost sharing<br />
    30. 30. OER Quality: Timely Updating<br />
    31. 31. OER Quality: Accessibility<br />
    32. 32. OER Quality: Type of Licence<br />GNU<br />
    33. 33. OER Quality: Number of Learners<br />20 or 2 million?<br />
    34. 34. Quality: What to measure?<br />Materials?<br />Context?<br />Outcomes?<br />Competencies?<br />
    35. 35.
    36. 36.
    37. 37. http://cnx.org/content/m15211/latest/<br />
    38. 38. UNESCO OER Community<br />OER Wiki<br />OER Discussion group<br />International<br />
    39. 39. Assessment & Accreditation<br />Wayne Macintosh<br />
    40. 40. OER University Concept<br />Jim Taylor<br />
    41. 41. Jim Taylor<br />
    42. 42. Open Curriculum<br />Students choose what is of interest to them and what meets their professional development needs from the “smorgasbord” of available open courses<br />designed and based solely on OER<br />Jim Taylor<br />
    43. 43. “Open” Assessment Services<br />To guarantee the credibility of open scholarship for academic credit, the assessment process must be strictly equivalentto that for mainstream students<br />“Open” Assessment must therefore involve payment of a fee (cost recovery only) or a scholarship scheme<br />Jim Taylor<br />
    44. 44. Open Credential Services <br />Participating institutions willing to grant academic credit for open scholarship must have credible local accreditation<br />The overall quality of the “OER University Network” could be enhanced by the endorsement ofthe<br /> International Network for Quality Assurance Agencies in Higher Education(INQAAHE)<br />Jim Taylor<br />
    45. 45. Open Student Support<br />Internet domain names have been registered for<br />Academic Volunteers International<br />Jim Taylor<br />
    46. 46. The OER University:<br />Sustainable Innovation Strategy<br />Source: Adaptedfrom Seufert/Euler, 2003 by Jim Taylor<br />Organisation<br />Technology<br />Flexible and efficientstructures and processes<br />Stability, adequatefunctionality<br />Open PedagogyEffectiveLearning Environments <br />Culture<br />Economics<br />Readiness forchange and innovation<br />Efficientutilisationof resources<br />
    47. 47. Funding Models (from Downes, 2007)<br />Endowment <br />Membership <br />Donation <br />Producer<br />Sponsorship <br />Govt. funding <br />Institutional <br />
    48. 48. Statute of Queen Anne 1710 <br />An Act for the Encouragement ofLearning <br />USA: Copyright Act 1790<br />An Act to Promote the Progress of Science and the Useful Arts<br />
    49. 49. OER texts from Athabasca University Press<br />www.aupress.ca<br />Terry Anderson Ed.<br />DietmarKennepohl<br /> & Lawton Shaw<br />Mohamed Ally Ed.<br />
    50. 50.
    51. 51. Why the Public Domain?<br /> facilitates reuse & repurposing<br />Attribution is ethical in any case<br />For-profit is not always evil<br />
    52. 52. If you're not confused, you don't understand<br />

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