A couple of important distinctions free , as in no fees, does not mean open open access does not mean openly licensed OER address content creators
OEP address the whole OER governance community: policy makers, managers and administrators of organizations, educational professionals and learners .
level of quality Actually, users will reuse OER because they know (recognition) and trust (reputation) the author. As a first consequence, if original, thoughtful and helpful work contents are delivered, authors will build a reputation. They have to bring real value to the table and this means increase the quality of contents. Secondly, once authors that share contents as OER have a following of people (colleagues educators, students, users) who respect their work and who watch out for what they will publish next, they need to maximize recognition. Effects of the quality of contents and on the creation of long-lasting networks is anticipated as a long term result of the project.
Open licensing: Creative Commons
Starting from the inception phase of the project, each LA partner will involve at least 7-8 Universities from the same country and/or from neighboring countries not involved in the original consortium. A total of 60 universities (including partners and non partners) will be involved and they will provide inputs to definition of the OER Agenda. They will also be invited to decline the OER Agenda into a local institutional roadmap and to pilot the OER training course including the start-up of open educational practices. Therefore, formal partners will act as a regional hub to guarantee a geographical coverage of the action and its sustainability.
Agenda of OER re-use for university course development The Agenda includes aspects and items related to: - Pedagogical approaches for OER, including teaching and learning aspects and links to social learning, constructive learning with peers; - Technological solutions for OER, including key technologies, standards, specifications (i.e. metadata, publishing, querying) and infrastructure; - Organisational frameworks and procedures: roles of different actors in institutions to build OER, to re-use and remix OER and cost-effective procedures for OER; - Institutional business models: how do OER affect the institutional business models; - Cooperative models for OER between institutions.
In order to be able to implement on their universities their own contextualised roadmap of OEP, local teachers and educators are trained to the use of OER . The on-line training course in “Open Educational Practices and Resources” is organized in a logical sequence going from the presentation and framing of the OER movement, until the integration of OER into the faculty course proposals. The Course will be available in English, Spanish and Portuguese. The OER Course will include the understanding of the OER movement, initiatives, purposes, history, and challenges, the definition of OER, OEP and the main related initiatives OCW (Open courseware) and Universia, the aligning of OER to course requirements and pedagogical pathways, the OER search in repositories and on the Web (identification) and OER reuse, remix, rework, localizing (repurposing), the creation of OER from scratch, the OER plan for action and the OER sharing to the community. The length of the course is of 80 hours and is tailored on previous detected skills. The course resources will be integrated mostly by available OER. During the delivery of the course, selected national and international moderators will act as facilitators, in close cooperation with technical moderators. Moderators will assist participants through the elaboration of learning activities that gradually assist participants in the integration of OER into their own courses and practices.
OportUnidad Open educational practices: a bottom-up approach in Latin America and Europe to develop a common Higher Education Areahttp://www.flickr.com/photos/cogdog/4909004716/ Info at: www.oportUnidadproject.eu
OportUnidadPROJECT OportUnidadPROGRAMME ALFA III - Lot 1: Joint ProjectsDURATION 30 months (starting date: 1 Jan 2012)PARTNERS 12 PartnersAIM Foster openness in Higher Education
Background info: what are OER? Open Educational Resources “...educational materials and resources offered freely and openly for anyone to use and under some license to re- mix, improve and redistribute.”Atkins et al. 2007; OECD & CERI 2007 or Cape Town Declaration, 2007 or UNESCO and COL 2011.3 key components:Open IP Licences (public domain); permission to use, adapt & replicate contents freely; non-discriminatory privilege.
What are the Open Educational Practices ? Practices which support the production, use and reuse of high quality OER through institutional policies, which promote innovative pedagogical models, and respect and empower learners as co-producers on their lifelong learning path. http://www.flickr.com/photos/itsallaboutmich/840084501/sizes/m/in/photostream/Wikiversity, P2P U, UoPeople, Khan Academy, MOOCs, Udacity or MITx
Why OER? -Freedom of access also enhances flexibility of resources (transdisciplinarity). -Boosting opportunities for learning, applying knowledge in a wider context. -Supporting self-directed and peer-to-peer informal learning (LLL). -Materials for review purposes (open peer review, feedback from student/user). -Contributes to reputational benefits, visibility for faculty (and institution). -Enhances or diversifies the curriculum. -Increase the sharing of ideas (new opportunities for different people and communities). -Supports widening participation: open textbooks reduce the cost of study for learners. Reuse - Revise - Remix - Redistribute (Wiley, 2007)
What is open access? (that does not mean openly licensed) Public All Rights Domain Reserved Least restrictive Most restrictivehttp://www.slideshare.net/mrgarin/o-a-w-e-e-k2009 OCW and OER Overlap http://www.slideshare.net/openmichigan/find-use-remix-and-create-open-learning-materials
“White, D. Manton, M. JISC-funded OER Impact Study, University of Oxford, 2011”http://www.jisc.ac.uk/media/documents/programmes/elearning/oer/OERTheValueOfReuseInHigherEducation.pdf
Alm o s t 600 M . in h ab itan ts O ve r 2 ,5 00 u n iv e rs itie s 7,000 H E in s titu tio n s (1 ) 1 5 m illio n s tu d e n ts (2 ) 70 L atin Am e ric co u n trie s an U e s 1 0 (O C W U n ive rs ia ) o ve r 2 00 c o u rs e T e m o a - 30,000 ER S c iE L O - R E D A L YC (2 0 art. O E R )Monterrey Institute of Technology and Higher Education - Web of Knowledge - Science - Thomson Reuters1.Brunner, J.J. 2007. Universidad y sociedad en América Latina. Instituto de Investigaciones en Educación. Universidad Veracruzana.2.Cruz González, D.E., D.J.L. García Cuevas, and D.E. González Suárez. (2010). “Las universidades de América Latina y El Caribe y el avance de las sociedades através de la innovación y la gestión tecnológica.” Universidad y Sociedad 2(1).
OportUnidad Regional Agenda General objective: Strengthen the EU-LA Common Higher Education Area, through a bottom-up approach, by the increasing the use of Cooperationto contribute in the economical and open educationalsocial development of HE practices and resources (OEP & OER)
LA PartnersUniversidade Federal Fluminense (UFF, Brazil) (candidate)Universidad Estatal a Distancia (UNED), Costa RicaUniversidad Técnica Particular de Loja (UTPL), EcuadorFundación Uvirtual, BoliviaUniversidad Virtual del Tecnológico de Monterrey (UVTM),MexicoUniversidad de la Empresa, UruguayUniversidad Inca Garcilaso de la Vega (UIGV), PeruUniversidad EAFIT, Colombia
EU PartnersUniversità degli Studi “Guglielmo Marconi” (USGM), ItalyUniversitat Oberta de Catalunya (UOC), SpainUniversidade de Lisboa, PortugalUniversity of Oxford (UOXF), United Kingdom
- R ais e aw are n e s s & HEI p artic ip atio n in O E P . - D e fin e th e O E R A g e n d a fo r th e re -u s e o f O E R - D e fin e a m id -te rm s trate g ic ro ad m ap (lo cal-in s titu tio n al le ve l) - T rain te ach e rs h o w to u s e an dre u s e O E R (e -s kills )- P ilo t s tart-u p o p e n e d u catio n alp ractic e s (tran s actio n al lin kag e ). Specific Objectives of OportUnidad
es iti tiv ac er ov s oscr Common HE Area LA-UE Pilot Experimentation Training WP4 M13-30 course WP3 M13-24OER Awareness WP2 M1-12
http://www.flickr.com/photos/anaelisa2/2965802560/sizes/z/in/photostream/ Regional HUBs Universidade Federal Fluminense & Oxford Internet Institute – Partners > regional hubs – Nominations – Self-nominations *(survey) • 60 universities: a) Definition of OER Agenda b) Institutional roadmap c) Pilot OER training course (educators) d) Start-up of OEPCompendium ofEU-LA OER practicesGood EU and LA models will beexchanged and transferred.Shows the benefits and pitfalls http://www.flickr.com/photos/fil/3151423/of the use of OER in HE
http://www.flickr.com/photos/ncreedplayer/6194043404/sizes/z/in/photostream/ http://www.flickr.com/photos/agirregabiria/3499503013/ Consultations (managerial level) of the LA Agenda of OER re-useInstitutional roadmap(s) EU-LA’s strategy for partner universities-Mid-term strategic plan: OEP in HEImplementation of OEP Agenda Policies/actions toat local/institutional level. boost the benefit of the use and re--Shaped by local, cultural and use of OER in HE.institutional framework.-In consultation with the manageriallevel of the (60) universities.
Universitat Oberta de CatalunyaStages of the on-line training course (approx. 80 hrs) Understanding Repurposing Implementing Identifying Engaging Creating Defining Aligning http://www.flickr.com/photos/5tein/2176406692/sizes/z/in/photostream/ Start-up of OER Participants will start-up OEP in their universities as part of the implementation of the institutional roadmap Universidad Estatal a Distancia (UNED), Costa Rica
Cros s-over ac M an ag e tivities m e n t (W P 1 ) O p e rative an d fin an c ial m an ag e m e n t M e e tin g s (1 º B raz il, C o s ta E c u ad o r, B o R ic a, livia) P ro j c t Q u ali e ty & E valu ati(W P 5 ) onD is s e m in atio n (W P 6) Long term resultsE x p lo itatio n (W P 7) • Foster the role of HE to provide knowledge not only to their on-campus students but also beyond the walls of institutions to disadvantages groups (i.e. low income peoples, disables, indigenous), adult learners, and students coming from not traditional routes. • An increasing level of quality of contents is expected as a long term result of the initiative.
http://www.flickr.com/photos/theenmoy/5504152401/sizes/z/in/photostream/ join us! Latin American universities and other Higher Education entities interested in becoming OportUnidad Fellow Organisations are invited to complete a self-nomination form http://tinyurl.com/oer2012
This presentartion was jointly prepared byCristina Stefanelli, Università degli Studi Guglielmo Marconi, ItalyCristobal Cobo, Oxford Internet Institute, UKhttp://blogs.oii.ox.ac.uk/cobo@cristobalcobo This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.