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.jpg http://www.chrglobal.com/_assets/images/sectionImages/sectionImage_Global-Reach.jpg http://irudiak.argazkiak.org/dd86e7c48c5b08890dd69d775e2ca4e7_c.jpg http://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.jpg http://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 Heller http://farm1.static.flickr.com/54/127875272_18901101f7_o.jpg
Copyright isn't on a par with the right to life, liberty, fraternity and equality before the law. It's a privilege extended to us by our fellow citizens because they recognise the value they get out of our efforts.\\ Copyright created the public domain Pierre Levy: Copyright, patents etc -- necessary conditions for economic rise of Europe at end of 18th C. Not to worry about being stripped of the results of their efforts by those in power.
To conclude, there is a story that if you put a frog in cold water and slowly heat it up, he won’t jump out even when the water is boiling. By this time, his legs are cooked and he cannot jump. The new technology is like that bubbling all around us. At some point, we have to jump or we are cooked!
It's fascinating that we live in a society where openness and sharing can actually be considered crimes. - Stephen Downes
The changes are happening very rapidly and are very worrisome. But do not be alarmed. If you are not confused, you do not understand what is happening. When the world is confusing, confusion is an understandable feeling. In the present situation,people who know exactly what they are doing are very dangerous. They are either charlatans or fools.
Transcript of "Unescocol chair2"
UNESCO/COL Chair in Open Education Resources Elearn Africa May 2011 Rory McGreal
OERs for Development <ul><li>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 ” </li></ul><ul><li>UNESCO 2002 </li></ul>
+2 billion Internet connexions World population: 6.8 billion ¼ of the world’s population http://www.soil-net.com/album/Places_Objects/slides/Globe%20Planet%20Earth%20NASA.jpg
4.5 billion mobile device subscriptions 1.5 billion mobile internet users 1/3 only access internet via mobile 90% of world population is covered by cellular
OER Quality: Number of Learners 20 or 2 million?
Quality: What to measure? <ul><li>Materials? </li></ul><ul><li>Context? </li></ul><ul><li>Outcomes? </li></ul><ul><li>Competencies? </li></ul>
Culturally Appropriate OER’s <ul><li>“ e-learning courses are cultural artifacts, embedded with the cultural values, preferences, characteristics, and nuances of the culture that designed them, and inherently creating challenges for learners from other cultures.” Edmunsdon, 2009 </li></ul>
UNESCO OER Community <ul><li>OER Wiki </li></ul><ul><li>OER Discussion group </li></ul><ul><li>International </li></ul>
Student mentors? <ul><li>Social networks </li></ul><ul><li>Students could get 2 credits for a course instead of 3 </li></ul><ul><li>Then get 1 additional credit for mentoring the course </li></ul>
Open Curriculum <ul><li>Students choose what is of interest to them and what meets their professional development needs from the “smorgasbord” of available open courses </li></ul><ul><li>designed and based solely on OER </li></ul>Jim Taylor
<ul><li>To guarantee the credibility of open scholarship for academic credit, the assessment process must be strictly equivalent to that for mainstream students </li></ul><ul><li>“ Open” Assessment must therefore involve payment of a fee (cost recovery only) or a scholarship scheme </li></ul>“ Open” Assessment Services Jim Taylor
<ul><li>Participating institutions willing to grant academic credit for open scholarship must have credible local accreditation </li></ul><ul><li>The overall quality of the “OER University Network” could be enhanced by the endorsement of the </li></ul><ul><li>International Network for Quality Assurance Agencies in Higher Education ( INQAAHE ) </li></ul>Open Credential Services Jim Taylor
Open Student Support <ul><li>Internet domain names have been registered for </li></ul><ul><li>Academic Volunteers International </li></ul>Jim Taylor
Internet is the biggest commons Public domain is a priceless, shared heritage wikimedia
Stealing the Goose The law locks up the man or woman Who steals the goose from off the common But leaves the greater villain loose Who steals the common from off the goose . Anonymous 1764 or 1821? turtlemom4bacon
US Bullying <ul><li>Intense lobbying </li></ul><ul><li>Gunning for Canada </li></ul>
+50% royalties to US http://www.worldmapper.org/display.php?selected=168
Statute of Queen Anne 1710 An Act for the Encouragement of Learning USA: Copyright Act 1790 An Act to Promote the Progress of Science and the Useful Arts
Wedemeyer Award OER texts from Athabasca University Press www.aupress.ca Mohamed Ally Ed. Terry Anderson Ed. Dietmar Kennepohl & Lawton Shaw
When people are free to do as they please, they usually imitate each other. There are no chaste minds. Minds copulate wherever they meet. <ul><ul><li>Eric Hoffer </li></ul></ul>Mcilvanity Copyright is personal